Harlem Middle School

Weekly Lesson Plan

2014-2015
Teacher: Moore & Ingwersen

Week of: 01-20-15

Subject: ELA

Grade: 6th

Unit: Collection 4 (Houghton Mifflin Harcourt)

Topic(s): Argumentative/Narrative Texts for Reading and Writing

Novels: Esperanza Rising

CCGPS Standard(s):
RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI8: Trace and evaluate the argument and specific claims in a text.
W1: Write arguments to support claims with clear reasons and relevant evidence. A: Introduce claim(s) and organize the reasons
and evidence clearly.

Learning Target (s):

By the end of the week, the student will be able to:

1. Cite evidence and explain how the evidence supports the authors claim.
Counterargument
Claim
Evidence
2. Write an argument
to support a claim.
Argument
Annotate
Reliable source
3. Use reliable resources.
Vocabulary:

Activating Strategy (s):

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Harlem Middle School

Weekly Lesson Plan
2014-2015

1. Video clips (News)

2. Statistics on pit bulls

Instructional Strategy (s):

Performance Assessment Workbook- argumentative essay(s)

Differentiation Strategy (s):

- Small group read aloud
- Graphic Organizers: Evidence GO, Argumentative Essay Format/Layout GO, Revisions Checklist: Peer Review GO
- Learning stations (SEMS Cards)

Assessment For and/or Of Learning:

Graphic Organizers
Argumentative Essay

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Harlem Middle School

Weekly Lesson Plan
2014-2015

Other:
Day One & Two: Introduction
Technology: Media Center, Computer Lab, Curated Technology Toolkits: Storify & Bundlr, and Meograph (visual
storytelling)
Grouping: Thinking Pairs, Collaborative Groups
Resources: Performance Assessment Workbook
1. Introduce vocabulary terms for argumentative text/essay: argument, claim, evidence, reliable source, counter
argument.
2. Students will read several informational pieces in the Performance Assessment book. Each piece of text will focus on Pit
bulls; either for or against having them as a pet.
3. While students read each article/blog/essay, they will look for the specific vocabulary terms mentioned in step one.
Day Three & Four: Computer Lab
1. Day Three - Students will visit the computer lab to conduct further research on pittbulls: content provided by Bundlr
http://bundlr.com/b/pittbulls-what-do-you-think At the end of class, students will need to decide on their claim based on
the content they read from the PA book and the curated sites; Should pittbulls be pets?
2. Day Four Students will use the curated tool site Storify https://storify.com/ShanMoore630/argumentative-writing to
begin writing their argumentative essay. This resource will provide detailed examples of what an argumentative essay
should look like, how to introduce and conclude your essay, and a rubric is given to show how students will be graded.

Day Five & Six: Composing

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Harlem Middle School

Weekly Lesson Plan
2014-2015

1. For the next two days, students will begin writing their essay. After writing the first draft, students will edit/revise their
own work and then trade with their partner to peer-edit.
Day Seven: Computer Lab
1. Students will type their final draft.
Extension: Certain students (gifted/accelerated and students who struggle to compose written work) will be given the
opportunity to visually write their essay. Meograph (http://www.meograph.com/ ) is a story telling platform that allows
you to insert photos, infographics, video/audio, and text, in to a video like format.

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