MONDAY/TUESDAY (81 min) WEDNESDAY/THURSDAY (71 min) FRIDAY (50 min)

Week 10/13 Unit 2: Vocabulary

New seats (5 minutes)

Review Expectations:
(10 minutes) (Resource)
Review classroom expectations
Introduce 3 personal standards
1) Make good choices
2) Solve Problems
3) Show Respect
Scholar Awards based on 3 standards?

Learning Goals:
Preview the big ideas and
vocabulary for the unit.
Identify and analyze the skills and
knowledge needed to complete
Embedded Assessment 1
successfully
Identify text features in
informational texts as a strategy to
better comprehend ideas and
information.
Closely read an informational text
to identify issues and questions.

Tear Out Pages from Springboard

Lesson 2.1 (15 minutes)
Deconstruct Embedded Assessment
- May have to define role
- possibly the effects?

Lesson 2.2
Vocab: (10 minutes)
Introduce Text Features
- Use cognitive content dictionary

Do Now: Skim/Scan the reading from last
night and have Cornell Notes ready (5 min)
- use this as a review to model
definition of text features

Group work expectations (10 minutes)
- Focus on the word
Collaborate(back up word
cooperate)
- what does it look like?
- what does it sound like?

Continue Lesson 2.2 (20 minutes)
SB pg. 92:
Have a Collaborative discussion on
questions 5 and 6 in INB

MUST DO #6 on page 92 (Ties into next
day)

Benchmarks:

Lesson 2.3
Review Anticipation Guide (5 minutes)

Model how to find supporting text evidence
in informational text. (10 minutes)

Complete During Reading Activity (15
minutes)
Students should mark the text with text
evidence that supports anticipation guide
statement
- Also use metacognitive markers

Students share with class (10 min)

Exit Pass: (10 minutes)
Vocab:
Introduce Hypothesize
- Use cognitive content dictionary

Finish Lesson 2.3:

Learning Target:
Draft and Evaluate an Original Research
Question

Preparing for Research

Exit Pass: MUST DO: completed Research
Question (Ties into EA)

Homework:
TeenBiz of your Choice
Introduce Reading Strategy: skimming
and scanning (15 minutes)
- Skim: Read the first sentence of
each paragraph, take note of text
features
- Scan: Title bolded words
subheadings
- Pair Share - Skim/scan the article,
and predictions on what the article
will be about
- Deconstruct During Reading
Section
Model Paragraph 1: (5 minutes)
- Have students break out into
groups
- Read and mark the text

Students Mark Text (10 minutes)

Homework: In your Interactive Notebook,
answer questions complete key ideas and
details in Cornell Notes.
Essential Question: How does the structure
of the text and presentation of information
contribute to your understanding of this
writers ideas?












Questions 4, 5, 6 in INB

Homework:
In INB:
SB pg. 96 Check Your Understanding
SB pg. 97 #1

10/20 Out 10/20-10/21

Do Now:
Lesson 2.5
MAKE UP TEACHER INSTITUTE DAY
(10/22)
Lesson 2.4
Vocab: Expository Writing

Writing Instruction

Step up to writing?
Compound complex sentences?
Pre Assessment for 2.6?
Anchor Standard: Literacy.W.7.2a
Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and
information, using strategies such as
definition, classification,
comparison/contrast, and cause/ effect;
include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when
useful to aiding comprehension.

STAR READING Assessment (40
minutes)
When done, read and answer questions 1
and 2 pg. 103

Learning Goal:
Analyze advertising for commonly
used products and identify their
target buyers.
Evaluate the impact of brands and
celebrity endorsements on product
purchases
Pictorial Cards: Different
Advertisements
Discuss responses to ads (30 minutes)
- Group work - team tasks

Homework:
Expository Writing Prompt SB pg. 106






10/27 Lesson 2.6
Vocab:
Credibility
Inference
Primary source
Lesson 2.6 continued?
Vocab:
Search term

Learning Goal:
2.7 (HALLOWEEN)
Learning Goal:
Identify and record relevant research
information from a documentary film.

Secondary source

Cognitive Content Dictionary
Learning Goals
Evaluate research sources for
authority, accuracy, credibility,
timeliness, and purpose/audience.
Distinguish between primary and
secondary sources.
Do Now? (10 minutes):
Write three examples of compound
complex sentences using sentence frame (5
min) - Discuss 5 min

Evaluating Sources (25 min)
- Go over chart to figure out
evaluating research sources (10
min)
- Evaluate previously read sources
(15 min)

Discuss Primary and Secondary Sources
- pg. 110 (15 min)

Responsible Marketing (20?)
Team Tasks: After Reading Activity

Group Share outs (10 minutes)
- can push to next day if needed

Homework:


Evaluate an Internet websites content and
identity to determine appropriate Internet
sources for resource

Do Now (10 minutes):
Write three examples of compound
complex sentences no frame (5 min) -
Discuss 5 minutes

Evaluating online resources
Review suffixes for domain names

Work time to research on advertisements
and young people

Exit Pass: Write a paragraph on three
things you found on marketing to young
people

Homework:
Write a summary of the sites you identified
as credible in your INB (you should find at
least 2 sites)
Do Now: (5 min)
Watch prompt:
- The role of advertisements in the
lives of youth

Consuming Kids: The Commercialization of
Childhood (67 min)

- Watch first 35 min

Chunk the video - pause after each section
and have students take 3 minutes to fill out
notes from graphic organizer?

Take Notes:
pg 114 - Graphic Organizer (10 min)

Homework:
Complete Questions 1-5 on pg. 115 (10
min)
Complete TeenBiz of your choice
11/3 2.8
Learning Goal:
Compare and contrast how similar
information is presented in different texts.

Do Now: Skim/Scan the Article
(5 minutes) Write three predictions about
2.9
Learning Goal:
Identify and record information
relevant to a research question
from a documentary film.
Participate in a collaborative
discussion about research findings
Make Up 11/4


what you are about to read.

Deconstruct Reading Task (5 min)

Read through Article with Group (15-20
min)
Reading Prompt: Underline the role of
advertising in the lives of youth.

Team Task: (20 minutes)
Double Bubble on similarities and
differences between film and article in
terms of how they explained the roles of
advertisements in the lives of youth.
- use textual evidence to support the
text and specific examples from the
video
- Each person should have it copied
down individually

Team Share out? (10 minutes)
- can cut this out if needed

Writing Task (10)
Introduce compare contrast transition
words

Homework:
Answer Expository Writing Prompt on pg.
121 in INB



Watch the Remainder of the video (33 +
10 = 45 min)
- complete graphic organizer

Discuss video (10)

Begin Outline (10)
- pass out graphic organizer to
structure writing and have them fill
in some parts

Homework:
Complete outline on paper (Lesson 2.10)
Come to class with research you have found
11/10 EA #1 Guided Writing/Worktime

Your assignment is to write an
expository essay that explains the role of
advertising in the lives of youth and then
to exchange ideas in a collaborative
discussion. For your essay, you may use as
sources the articles in this unit and at least
EA #1

Peer Editing

EA Due



Make Up 11/11
one additional informational text that you
have researched.

Anchor BENCHMARK:
CCSS.ELA-Literacy.W.7.2a Introduce a
topic clearly, previewing what is to follow;
organize ideas, concepts, and information,
using strategies such as definition,
classification, comparison/contrast, and
cause/ effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding
comprehension.


Skills: writing an essay, explaining the role
of advertising, discuss collaboratively













11/17 2.11
Learning Goals:
- Identify the knowledge and skills needed
to complete Embedded Assessment 2
successfully and reflect on prior learning
that supports the knowledge and skills
needed
- Examine the essential components and
organizational structure of a successful
essay of argumentation
2.13
Learning Goals
Analyze claim, reasoning, and evidence in
an argument
Identify and evaluate an authors claims
and use of reasons and evidence to support
a position
Identify reasons and evidence to develop a
topic and support a claim


Deconstruct Embedded Assessment 2
Your assignments is to write an
argumentative essay that states and
supports a claim about an issue of
importance to you.

Review Group Norms p. 130


Quick Write p.129
Discuss as group

2.12
Learning Goals
- Identify elements of argument in a sample
text
- Analyze the thesis (or claim), audience,
purpose, and occasion in a sample text

11/24

Thanksgiving Thanksgiving
12/1 2.14
Learning Goals
Identify a writers use of rhetorical appeals
and analyze their effectiveness
2.15
Learning Goals
Analyze the logic in the development of
different points of view on the same subject
Create a claim and argue a position
incorporating counterclaims in a class
debate

12/8 2.16
Learning Goals
Analyze and identify the components of an
introductory and a concluding paragraph in
an argumentative essay

12/15 EA #2 Work Time?
Your assignment is to write an
argumentative essay that states and
EA #2 Last Day
Parties/Make up
supports a claim about an issue of
importance to you.