12-UNIT 1-Teacher Navigation - The GLOBAL Pen · 12/01/2015 · Practice"writing"an"expository"thesis"statement"together,"keeping"it"broad"for ... OPTIONAL"FollowiUp"Activity:"

Credits: Jill Pavich, NBCT [email protected] AICE: General Paper 8004 Boca Raton Community High School, PBCSD

UNIT DESIGN Jill Pavich, NBCT

UNIT INGREDIENTS:

1. “Global Warm-‐Ups” (Prompt List for weekly, timed brainstorms)

a. What, in your view, are the most significant advantages of being proficient in more than one language?

b. ‘If we all spoke the same language, the world would be a better place.’ Do you agree? c. ‘As long as we communicate, it does not matter if we are grammatically correct.’ Is

this always the case?

2. Complementary Media (i.e. TED Talks, CNN Student News, Upfront clips, etc.)

a. YouTube: “The Benefits of Bilingualism,” by Rob Dei Dolori & Katherine Skipper (6:32 min.)

b. YouTube: “The Bountiful Benefits of Being Bilingual,” Professor Ingrid Piller appears on Australian news source (4:35 min.)

c. NPR Radio Interview: “Parle Vous Francais? It Might Boost Your Brainpower” –NPR with Ellen Bialystock (6 minutes)

d. TED Talk: Jay Walker, “The World’s English Mania” (4:34) e. TED Talk: Patricia Ryan, “Don’t Insist on English!” (10:35)

3. Theme-‐Related Articles

a. “Texting Improves Children’s Spelling and Grammar,” by Claire Carter b. “We Never Talk Anymore: The problem with Text Messaging,” by Jeffrey Kluger c. “No LOL Matter: Tween texting may lead to poor grammar skills,” Penn State

University article d. “Rescue Mission,” by Patricia Cohen e. “Saving Endangered Languages,” by Scott Rappaport f. “Linguist on mission to save Inuit 'fossil language' disappearing with the ice,” by

Mark Brown g. “Something in Common: Should English be the Official Language of the EU?” by Philip

Oltermann h. “Johnson: Just Speak English?” The Economist i. “Bad Grammar are Bad for Branding,” by Robert Klara

LANGUAGE & COMMUNICATION


4. Learning Goals for Writing

a. Summarizing information/expository basics

b. Point-‐Counterpoint/argumentative basics

c. Discursive balance and transitioning

d. Source attribution

e. Essay Organization

f. Parts of Speech Identification/Review

5. Writing Activities (skill-‐build and/or reinforcement)

a. Compare/Contrast: unique elements of each essay style

b. Whole Class writing practice (samples, modeling, pair/share)

c. Claim—Explain—Evidence strategy (CEE)

6. Assessment

Essay Test—FSA ONLINE PRACTICE (2)

Debate—SILENT DEBATE (to practice point-‐counterpoint strategy)

Socratic Seminar (to follow-‐up Global Warm-‐ups)

Multiple Choice—PARTS OF SPEECH

7. Assessment Follow-‐Up

Writer’s Circle—ESSAY ORGANIZATION

Peer Edit—SPELLING ONLY

Scoring/Rubric Review Final Draft Submission—TURNITIN.COM


UNIT DESIGN: LESSON PLANS

Cambridge “Best Practices” Workshop

June 2015 Jill Pavich, NBCT

COMMON CORE STANDARDS: Brainstorming & Socratic Seminar Discussions LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Skill-‐Build for Writing: CEE Paragraph Development LAFS.910.W.1.1a Introduce precise claim(s), distinguish claim(s) from alternative or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Skill-‐Build for Explanatory Writing: Summarizing LAFS.910.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Skill-‐Build for Argumentative Writing: Analyzing Arguments, Drafting Counterclaims LAFS.910.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. LAFS.910.W.1.1b Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

LANGUAGE & COMMUNICATION


Peer Editing: Spelling LAFS.910.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Explanatory and Argumentative Writing Practice LAFS.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LAFS.910.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. LAFS.910.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Formative and Summative Writing Assessments LAFS.910.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-‐specific expectations for writing types are defined in standards 1–3 above.) LAFS.910.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. LAFS.910.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


WEEKS 1-2:

Learning Target:

EXPLANATORY WRITING OVERVIEW & BASIC ESSAY STRUCTURE

GLOBAL WARM-‐UP:

q What, in your view, are the most significant advantages of being proficient in more than one language?

Students warm up the week with a timed brainstorm where they generate ideas to correspond with the above prompt in an on-‐demand environment. The whole class should share ideas thereafter, adding these to their brainstorm sheets in a separate color of ink. CONTENT BUILDER: MEDIA

ü YouTube: “The Benefits of Bilingualism,” by Rob Dei Dolori & Katherine Skipper (6:32 min.) ü YouTube: “The Bountiful Benefits of Being Bilingual,” Professor Ingrid Piller appears on Australian news

source (4:35 min.) ü NPR Radio interview with Ellen Bialystock: “Parle Vous Francais? It Might Boost Your Brainpower” (6 min.)

Follow up the Global Warm-‐Up brainstorm discussion by building content knowledge through media sources; have students jot notes that relate to the prompt. CONNECT TO WRITING/USE WHAT YOU KNOW: Whole Class: Practice writing an expository thesis statement together, keeping it broad for the most part (working thesis) yet focused enough on the writing target that it makes the essay style and intentions clear (i.e. “Being proficient in more than one language has a number of significant advantages for the individual.”) Write the first body paragraph together, using the CEE Strategy (corresponding “I CEE Your Point!” handout) to introduce standard organization:

q Claim q Explain q Evidence

In Pairs or Independently: Write a second body paragraph, using the organizational strategies learned from whole-‐class collaboration. Share and analyze in class via document camera or Writer’s Circle, or at home via online discussion board.

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

SKILL-‐BUILDING: Summarizing Information & Source Attribution

1. Read the article, “Texting Improves Children’s Spelling and Grammar,” by Claire Carter. a. Determine: main idea/details to support, method of development, tone

2. Create a Summary Flashcard. 3. Write a practice paragraph by applying the summary information to the following prompt: In what ways can

the use of modern technology improve learning? a. Use the CEE strategy to develop basic paragraph organization. b. Model proper source attribution.

4. Have students pair up and quick-‐edit for X (i.e. spelling).

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐


WEEKS 1-2, con’t:

GRAMMAR GRIND 1:

q Parts of Speech Overview q Prepositions

ESSAY APPLICATION USING STIMULUS MATERIALS: Whole Class Practice Writing Task = “Explain why critics view texting as a threat to young adults in the digital age.”

1. Students should read the following articles as a whole class or independently, annotating information that directly applies to the above writing task:

a. “We Never Talk Anymore: the Problem with Text Messaging,” by Jeffrey Kluger b. “No LOL Matter: Tween texting may lead to poor grammar skills,” Penn State University article

2. Whole class should share annotated notes and discuss their connection to the writing task; students should share ideas for organizing this essay. (i.e. have them outline their ideas then present during discussion)

3. Write the essay as a class, outlining intentions for writing first (i.e. on the document camera, jigsaw paragraph responsibilities out to groups to be presented on large post-‐it notes, etc.)

4. Edit the essay in Writer’s Circle, focusing on those skills learned thus far (i.e. expository thesis; paragraph organization; source attribution; maintaining focus; spelling)

SUMMATIVE ASSESSMENT (Online Practice): Individual Writing Task = “Explain why languages with a declining number of speakers are still important in today’s society.” Stimulus Materials:

ü “Rescue Mission,” by Patricia Cohen ü “Saving Endangered Languages,” by Scott Rappaport ü “Linguist on mission to save Inuit 'fossil language' disappearing with the ice,” by Mark Brown

ASSESSMENT FOLLOW-‐UP:

q Writer’s Circle and Peer Edits q Final Draft Submissions (i.e. via TurnItIn) q Feedback/Rubric/Scoring review q OPTIONAL Follow-‐Up Activity:

o MLA formatting: in-‐text citations and Works Cited -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ GRAMMAR GRIND 2:

q Adjectives & Adverbs


WEEKS 3-4:

Learning Target:

ARGUMENTATIVE WRITING OVERVIEW

GLOBAL WARM-‐UP:

q ‘If we all spoke a single language, the world would be a better place.’ Do you agree? Students warm up the week with a timed brainstorm where they generate ideas to correspond with the above prompt in an on-‐demand environment. The whole class should share ideas thereafter, adding these to their brainstorm sheets in a separate color of ink. CONTENT-‐BUILDER: MEDIA

ü TED Talk: “The World’s English Mania,” by Jay Walker (4:34 min.) ü TED Talk: “Don’t Insist on English!,” by Patricia Ryan (10:35 min.)

Follow up the Global Warm-‐Up brainstorm discussion by building content knowledge through media sources; have students jot notes that relate to the prompt. CONNECT TO WRITING/USE WHAT YOU KNOW: Whole Class: Practice writing an argumentative thesis statement together, one for each side of the issue, keeping it broad for the most part (working thesis) yet focused enough on the writing target that it makes the essay style and intentions clear (i.e. “Despite a few drawbacks, having a single, international language would greatly benefit an increasingly globalized society” AND, “Though it may sound appealing, establishing a universal language poses many more drawbacks than it does benefits.) Have the class select one side of the argument to support. As a whole group, write the first body paragraph to follow the corresponding thesis statement—in favor or against. (Teachers should purposefully choose a focus for the paragraph that can be countered because we will add this layer hereafter.) Once again, model the CEE Strategy: “I CEE Your Point!”

q Claim q Explain q Evidence

As you write, focus on strong topic sentences, clear explanation, and specific support. Use prompt language to maintain focused on the prompt. Emphasize tone. Pairs: Pairs should discuss how the opposition might try to argue against the point we just made in our first body paragraph. Pairs should then adjust this paragraph to include a logical ‘counterpoint’ that anticipates and dismisses the opposition in this regard. Have pairs share their re-‐writes with the class; let the class be the judge if the point-‐counter attempt works. Then show them a few models of your own (mix in a variety of both admissions/limitations as well as misinformation dismissal!) -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐


WEEKS 3-4, con’t:

SKILL-‐BUILDING: Point-‐Counterpoint

1. Read the Upfront debate article, “Should English be Declared America’s National Language?” 2. Identify Claims and Evidence by completing the Debate Analysis Graphic Organizer. 3. Have the class choose a side to the argument and write a paragraph using the CEE strategy. 4. Revisit Point-‐Counterpoint strategy and its purpose; have the class double back to the model paragraph to

consider ways in which point-‐counter can be woven in to logically strengthen the overall argument. 5. Share the CEE Model handout for argumentative writing.

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ GRAMMAR GLUE:

q Modifiers (dangling, misplaced) -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ ESSAY APPLICATION USING STIMULUS MATERIALS: Whole Class Practice Writing Task = “Is texting ruining grammar?”

5. Students should (re)read the following articles as a whole class or independently, annotating information that directly applies to the above writing task. IMPORTANT NOTE: If you’re following the full unit plan, students have already read these articles (an effort to speed up the learning process), but provide them with fresh copies to annotate since they’re reading with renewed purpose.

a. “Texting Improves Children’s Spelling and Grammar,” by Claire Carter b. “No LOL Matter: Tween texting may lead to poor grammar skills,” Penn State University article

6. ACTIVITY (to share findings): TENNIS MATCH Debate (alternative: Informal Debate)

a. The class is divided into two sides; the sides face each other and the imaginary net is drawn to divide them on each side of the court.

b. Side A begins by offering an idea to support the notion that texting is ruining grammar (According to X, texting is ruining grammar because…[claim + evidence]…)

c. Side B follows up the ‘serve’ by offering a counter-‐point to Side A’s first argument. Note: it must logically relate to what was said by Side A or it doesn’t count!

d. If Side A can counter back with reasonable evidence, they will win the first point; otherwise, if Side B’s return to the serve is logical without refutation, it will win the first point.

e. The side that wins the first round may begin again with a fresh argument in light of the prompt. f. The game continues until all ideas are actively served and fielded!

7. Following the Tennis Match Debate, the class should reflect on the argument by creating a T-‐Chart that

showcases the ideas of each side. 8. As a group, pick the stronger side to the argument and write a working thesis for it; briefly outline an

approach to the essay, including point-‐counter moments; then write the essay together (i.e. on the document camera, jigsaw paragraph responsibilities out to groups to be presented on large post-‐it notes)

9. Edit the essay in Writer’s Circle, focusing on those skills learned thus far (i.e. argumentative thesis/tone; use of point-‐counterpoint to strengthen the argument; paragraph organization; source attribution; maintaining focus; spelling)


WEEKS 3-4, con’t:

SUMMATIVE ASSESSMENT (Online Practice): Individual Writing Task = “Should English be the official language of the EU?” Stimulus Materials:

ü “Something in Common: Should English be the Official Language of the EU?” by Philip Oltermann ü “Johnson: Just Speak English?” The Economist

ASSESSMENT FOLLOW-‐UP:

q Writer’s Circle and Peer Edits q Final Draft Submissions (i.e. via TurnItIn) q Feedback/Rubric/Scoring review q OPTIONAL Follow-‐Up Activity:

o MLA formatting: in-‐text citations and Works Cited -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ GRAMMAR GRIND 3:

q Nouns & Pronouns


WEEKS 5-8:

Learning Target:

DISCURSIVE WRITING OVERVIEW

GLOBAL WARM-‐UP:

q ‘As long as we communicate, it does not matter if we are grammatically correct.’ Is this always the case? Students warm up the week with a timed brainstorm where they generate ideas to correspond with the above prompt in an on-‐demand environment. The whole class should share ideas thereafter, adding these to their brainstorm sheets in a separate color of ink. BUILDING CONTENT: SOCRATIC SEMINAR In order for students to understand how genuine curiosity/unbiased interest is the driving force of a discursive essay, have them engage in a Socratic Seminar, where they’ll give allegiance to neither side of the prompt, but instead, listen to the various arguments their peers raise and either add onto or negate these points in an open-‐ended, student led exploration of the prompt. In preparation for the Seminar, students should:

Ø Locate at least 2-‐3 articles that both support and refute the essay prompt assertion. Ø Read and annotate the articles; prepare several talking points to contribute to the discussion. Ø Be prepared to both speak and listen during discussion. Students will also be responsible for tracking the

participation of a partner and coaching partners as well. BUILDING CONTEXT: Considering stakeholders/contextualizing the issue

ü “Bad Grammar are Bad for Branding,” by Robert Klara (*mild language…the article I provide is adapted for this reason) To start, students should independently read then write a Summary Flashcard for the article above. Now use the above article to discuss the value of context, or circumstance, when considering an issue discursively. Thorough consideration of context lessens the chance of a discursive response sounding illogical or contradictory. Have students review their own articles from the Socratic Seminar; do they have any that consider grammar in a specific context or how grammar affects a particular group, situation, or circumstance? Create a “Context Panel” and have them sound off these ideas to finalize their discursive consideration of the issue. CONNECT TO WRITING/USE WHAT YOU KNOW: Whole Class: Practice writing a discursive thesis statement together, keeping it broad for the most part (working thesis) yet focused enough on the writing target that it makes the essay style and intentions clear (i.e. “Depending upon the circumstance, it may or may not matter how grammatically accurate we are when communicating with others.”) Using ideas generated from the brainstorming process/article/Seminar/panel, model the process of moving from one side of the argument to the other in an objective, discursive fashion. Model the use of context to do this. Pairs: Pairs should continue the practice essay by selecting two more ideas, which appear on opposite sides of the argument, then drafting one paragraph in favor before transitioning over to a second paragraph against the prompt. Share and critique responses, focusing primarily on topic sentences, context development, and tone. -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐


WEEKS 5-8, con’t:

SEMINAR FOLLOW-‐UP:

ü To gain basic exposure to the discursive writing style, students will view a full, discursive essay that answers the grammar prompt. As a class, label the various hallmarks of the discursive essay, and also annotate the various elements learned thus far.

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ GRAMMAR GRIND 4:

q Verbs q Conjunctions, Interjections

GRAMMAR GLUE:

q Identifying Sentences vs. Fragments q Subject-‐Verb Agreement

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ REVIEW: Using a graphic organizer of your choice, have students compare/contrast the various essay styles to see how they overlap with/depart from one another in terms of style. As preparation for their first essay assessment, students should review any essay samples, handouts, and/or notes taken during the unit, as the assessment prompts will be recycled versions of what we’ve studied in this unit, and the strategies learned will be a requirement for high scores. Students should also review all grammar exercises and quizzes covered thus far in preparation for the multiple choice test on identifying parts of speech. -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ UNIT ASSESSMENT:

Ø ESSAY TEST (5-‐6 prompts provided; students choose one explanatory, argumentative, or discursive prompt to respond to; the prompts will be recycled versions of those we’ve studied in this unit.)

Ø MULTIPLE CHOICE TEST (covering identification of the various parts of speech) -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ WHAT’S NEXT: Expressive Arts Unit Bridge to Next Unit… GLOBAL WARM-‐UP:

q ‘Music without words is meaningless.’ Is this true?

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12-UNIT 1-Teacher Navigation - The GLOBAL Pen · 12/01/2015 · Practice"writing"an"expository"thesis"statement"together,"keeping"it"broad"for ... OPTIONAL"FollowiUp"Activity:"