Activity: SB 2.14 Previewing EA 2.

2 and Expository Writing

Date: Monday
01/05/2015
Teacher: Rodriguez
NVACS Standard(s):
Collaborating Teachers: ELA 6 Teachers
W.6.10: Write routinely over extended time
Subject(s): ELA
frames.
Essential Questions:
RL.6.10, RI.6.10
1. How can talking and working with others Objective: I will analyze and summarize the
help one analyze a novel?
components of Embedded Assessment 2;
2. How do internal and external forces help explore the positive and negative connotations
people grow?
of change, and write a frame poem.
Warm-Up/Introduction:
How can nature comfort people who are going through a significant change in life? Think about
how Sal relied on the singing tree for comfort.
Lead students through a reflection on what they learned in the first half of the unit, including
new vocabulary.
Daily Review (identify instructional standard/indicator):
Essential questions, expository writing, balanced sentences, semicolon
Concept/Skill Development (including 3+ high level questions) & (identify
instructional standard/indicator):
Discuss warm-up and daily review (Activity 1) (5 min)
Read aloud the assignment for EA 2.2. Have students mark the text and think-pair-share
the skills and knowledge they will need for success. (Activity 2) (5 min)
Explore concept of connotation and denotation, create a whole class word map. Students
will copy in their composition notebook. (10 min)
Model completing frame poem that focuses on change and contains balanced sentences.
(5 min)
Practice & Application (Guided/Independent/Group Practice) (identify instructional
standard/indicator):
1. Students will answer the first essential question: How can talking and working with others
help one analyze a novel? They will share their thoughts in discussion with their group. (5
min)
2. In their groups, students will rotate through stations in order to read and break down the
rubric into the skills they will need for the embedded assessment. Each station will have a
poster focusing on one criteria. Students will fill in all the skills necessary on the poster.
(15 min)
3. Complete changes graphic organizer (10 min).
4. Independently, students will complete frame poem. They will share and revise with their
group and then choose the best poem to represent the group and share aloud with the
class. (20 min)
NEPF IS 5.3 Teacher structures opportunities to generate evidence of learning for all students.
Posters of the rubric will assess students understanding of the requirements for the embedded
assessment. Frame poem will assess their understanding of the concept of change and their use
of the writing process.
*Rigorous Curriculum (identify instructional standard/indicator):
Identify specific activities that the students will complete and the Depth of Knowledge level they
will be exhibiting.
Close read the assignment and rubric to identify necessary skills and knowledge. (DOK 2)
Answer the first essential question using details and examples to support their answer and share
their answer with their group (DOK 3).

Brainstorm the concept of change in us, texts we have read, and the world. Write a poem
highlighting these changes. (DOK 4)

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

standard/indicator):
Check that students are able to use the various steps of the writing process to draft a poem.
Check their final draft for correct balanced sentences.
Long-Term Review & Closure (identify instructional standard/indicator):
Students will answer Check Your Understanding Question as a ticket out the door:
How does the process of writing a poem compare and contrast with the process of writing an
expository essay?
NEPF IS 1.2: Teacher makes connections explicit between previous learning and new concepts
and skills.
Supplementary Materials:
Potential Modifications to Lesson:
Butcher paper
To support students with generating ideas for
Markers
the frame poem, encourage them to use
Half sheets
images as well as text for the graphic
Interactive notebooks
organizer. To extend students who are
Overhead projector
prepared, ask them to collaborate in small
groups on a poem about the changes in the
world around them.