Activity: SB 3.

1 Previewing the Unit

Teacher: Rodriguez
Collaborating Teachers: ELA 6 Teachers
Subject(s): ELA
Essential Questions:
1. Why do we have controversy in society?
2. How do we communicate in order to
convince others?

Date: Monday 02/01/15

NVACS Standard(s):
L.6.6 Acquire and use accurately gradeappropriate general academic and domainspecific word and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
Objective:
I will preview the big ideas and vocabulary for
the unit; identify and analyze the skills and
knowledge needed to complete embedded
assessment 1 successfully.

Warm-Up/Introduction:
What is a debate? How is a debate different from arguing? (5 min)
NEPF IS 1.4 - Teacher provides all students with the opportunities to build on or challenge initial
understandings. The warm-up question is used to assess how familiar students are with the
concept of debating. Discussing the warm-up question will allow students to clarify their initial
understanding.
Daily Review (identify instructional standard/indicator):
Essential questions, debate, controversy, perspective
Concept/Skill Development (including 3+ high level questions) & (identify
instructional standard/indicator):
Discuss warm-up and daily review
Read aloud the Unit Overview, asking students to mark the text by highlighting words and
phrases that help them predict what the unit will be about. Share responses. (5 min)
Have students look at the image and respond to the following question: How do you think
the perspective of the single fish is different from the perspective of the rest of the fish?
(DOK 2) (5 min)
Read through the learning targets and making connections (2 min)
Why do we have controversy in society? (DOK 2)
How do we communicate in order to convince others? (DOK 2)
Practice & Application (Guided/Independent/Group Practice) (identify instructional
standard/indicator):
1. Students will respond to the essential questions. Think-pair-share their responses. (5 min)
2. Have students mark the academic vocabulary and literary terms QHT. Conduct a three
corners activity, asking students to stand at the corner where they labeled their words. (15
min)
3. Shared reading of Unpacking Embedded Assessment 1 and the rubric on page 210. (15
min)
4. Students will conduct a table top blog activity. Each table will be different criteria for the
rubric and they will write on paper the skills the need for each criteria. (20 min)
NEPF IS 1.3 - Teacher makes clear the purpose and relevance of new learning for all students.
Breaking down the rubric for the next embedded assessment will give students the opportunity
to understand the purpose of new knowledge and skills they will learn throughout the unit.
*Rigorous Curriculum (identify instructional standard/indicator):
Identify specific activities that the students will complete and the Depth of
Knowledge level they will be exhibiting.
Answer the essential questions (DOK 2)

Work together in groups to break down rubric and analyze the skills and knowledge necessary for
the embedded assessment. (DOK 3)

Assessment (Formative - include Homework - & Summative) (identify instructional

standard/indicator):
Use the academic vocabulary to assess students knowledge of the components or
argumentation.
Homework: Study for Unit 2 test on Friday.
Long-Term Review & Closure (identify instructional standard/indicator):
TOTD:
1. In your own words, state what the next embedded assessment will be about.
2. What are our two new essential questions?
Supplementary Materials:
Potential Modifications to Lesson:
Butcher paper
Provide examples of how to break down the
Markers
rubric if students are unclear.
Highlighters
Discuss aloud the two essential questions
Springboard book and notebooks
before students write them down.