DAY 1
Task Engagement
-Opener. Read the following question and respond in your journal: "What would be the positive and negative effects if Colorado chose to privatize public schools."
-Fishbowl. After completing the journal question independently, students will engage in a short fishbowl discussion.
Task Analysis
-In your own words, break down each piece of the task to develop a deeper understanding of the expectations. Record details in Writer's Notebook.
DAY 2
Rubric Analysis
-Small groups are assigned a rubric category. Put expectations into your own words. Provide an example of how it would look in an essay. Draw a visual representation in the form of a poster. Gallery walk around the room and take notes on each other's rubric translations in your writer's notebook
DAY 3
Reading Process
Reading Strategies
-Students create a list of 1-2 strategies that they use to help them understand what they read. Share responses in pairs then they must find 3 other strategy ideas from classmates. Create a class list. Practice reading strategies.
DAY 4-8
Active Reading and Note Taking
-Using active reading strategies read the resources. Note-taking should include evidence from the text that supports the task/prompt. Be sure to include central idea, quotes, statistics, key words and phrases that will help you analyze the text and further define your argument in response to the task.
Assessment:
Notes should include sufficient evidence from the texts that support each economic system philosophy (market and command characteristics.)
While reading pick the top 6 words in the text that exemplify the central idea. In groups refine the 6 word list and write a group summary using those 6 words.
After active independent reading, in groups of 4 write a 25 word summary. Best summary voted on by class. In groups evaluate each text including author's perspective and it's validity as well as emerging opinions of students.
Provide a outline of the article
DAY 9
Organizing Notes-Prioritize and organize notes by creating template on note-cards
Source Name:
Subject:
Supports a ______________ economy because ___________________________________________________________
Concrete Detail:
Commentary:
Commentary:
DAY 10
Transition to Writing
Bridging Conversation
-In groups evaluate sample essays by using translated rubric. Written responses will include 1) The score for the essay 2) Rubric categories strengths and weaknesses 3) Two sentences that give guidance to the author on ways to improve.
DAY 11
Writing Process
Establishing a Claim
-Write a formal claim that establishes a controlling idea and identifies key points that support development. Must be an argument, include simple defense of the argument, and include categories to lead reader and organize essay.
Day 12
OUTLINE
-Ability to create a logical organization of main points and evidence in an outline format.
Task Engagement
-Opener. Read the following question and respond in your journal: "What would be the positive and negative effects if Colorado chose to privatize public schools."
-Fishbowl. After completing the journal question independently, students will engage in a short fishbowl discussion.
Task Analysis
-In your own words, break down each piece of the task to develop a deeper understanding of the expectations. Record details in Writer's Notebook.
DAY 2
Rubric Analysis
-Small groups are assigned a rubric category. Put expectations into your own words. Provide an example of how it would look in an essay. Draw a visual representation in the form of a poster. Gallery walk around the room and take notes on each other's rubric translations in your writer's notebook
DAY 3
Reading Process
Reading Strategies
-Students create a list of 1-2 strategies that they use to help them understand what they read. Share responses in pairs then they must find 3 other strategy ideas from classmates. Create a class list. Practice reading strategies.
DAY 4-8
Active Reading and Note Taking
-Using active reading strategies read the resources. Note-taking should include evidence from the text that supports the task/prompt. Be sure to include central idea, quotes, statistics, key words and phrases that will help you analyze the text and further define your argument in response to the task.
Assessment:
Notes should include sufficient evidence from the texts that support each economic system philosophy (market and command characteristics.)
While reading pick the top 6 words in the text that exemplify the central idea. In groups refine the 6 word list and write a group summary using those 6 words.
After active independent reading, in groups of 4 write a 25 word summary. Best summary voted on by class. In groups evaluate each text including author's perspective and it's validity as well as emerging opinions of students.
Provide a outline of the article
DAY 9
Organizing Notes-Prioritize and organize notes by creating template on note-cards
Source Name:
Subject:
Supports a ______________ economy because ___________________________________________________________
Concrete Detail:
Commentary:
Commentary:
DAY 10
Transition to Writing
Bridging Conversation
-In groups evaluate sample essays by using translated rubric. Written responses will include 1) The score for the essay 2) Rubric categories strengths and weaknesses 3) Two sentences that give guidance to the author on ways to improve.
DAY 11
Writing Process
Establishing a Claim
-Write a formal claim that establishes a controlling idea and identifies key points that support development. Must be an argument, include simple defense of the argument, and include categories to lead reader and organize essay.
Day 12
OUTLINE
-Ability to create a logical organization of main points and evidence in an outline format.