Course: 6th ELA CCSS Standard Number(s): CCSS.ELA-Literacy.RI.6.1 April 26, 2016
Unit # and Title: Unit 3 Writing Informational Text Day 2-3 Brooks, Description “Amplified”
Unit Essential Question(s): • How can I identify an argument within a text?
• What are the characteristics of a good argument?
• What are the elements of well-supported argument writing?
• What evidence can a speaker use to support a claim? Learning Target(s)
“I can statements” • I can summarize text in one or two sentences
• I can use key points to summarize text
.
Essential Vocabulary
Summary, key points, Resources and Materials Teacher Student Power Point Tone/Mood images Eleven (Holts Textbook)
Activating Strategy/ …show more content…
Next, model the GIST process using a high-interest newspaper article that has recently been in the news. Use compucart to allow the whole class to read and discuss sample articles together. Have students read the article along with you, and using the overhead projector, together fill in the "5Ws and H"-who, what, where, when, why, and how-on the GIST Template.
Then, ask students to try writing their own summaries, or GISTs, while you write your own. Next, share your GIST with the class and ask students to share theirs.
Teacher reviews what a GIST is and the purpose it
Unit # and Title: Unit 3 Writing Informational Text Day 2-3 Brooks, Description “Amplified”
Unit Essential Question(s): • How can I identify an argument within a text?
• What are the characteristics of a good argument?
• What are the elements of well-supported argument writing?
• What evidence can a speaker use to support a claim? Learning Target(s)
“I can statements” • I can summarize text in one or two sentences
• I can use key points to summarize text
.
Essential Vocabulary
Summary, key points, Resources and Materials Teacher Student Power Point Tone/Mood images Eleven (Holts Textbook)
Activating Strategy/ …show more content…
Next, model the GIST process using a high-interest newspaper article that has recently been in the news. Use compucart to allow the whole class to read and discuss sample articles together. Have students read the article along with you, and using the overhead projector, together fill in the "5Ws and H"-who, what, where, when, why, and how-on the GIST Template.
Then, ask students to try writing their own summaries, or GISTs, while you write your own. Next, share your GIST with the class and ask students to share theirs.
Teacher reviews what a GIST is and the purpose it