TUESDAY
ELACC3W2 Text Types and Purposes: Write informative/explanatory texts to
examine a topic and convey ideas and information clearly.
EQ: How has the Morton Theatre and
its owner Pink Morton developed the Athens community?
How
will I organize my informational writing?
Vocab: performing arts, segregation, vaudeville, Hot Corner,
venue, heritage, construction, organizational,
information, research, topic, details, main idea
Opening: How do display the information from text,
online websites, and portfolios?
Mini-Lesson: Circular class discussion on
information/brochure project: Discuss
what a brochure is and bring in examples as references (i.e. Disney World).
Work time: Rubric components – make changes to rubric as
a class if necessary:
https://sites.google.com/a/ps101verrazano.com/3rd-grade-students/rubric. Then students will begin prewrite of brochure
information and be familiar with the layout.
Closing:
Sharing of prewrites/rough drafts of brochures so far
Assessment: Rubric for
brochure; rough draft for brochure
ESOL Accommodations: collab.; word banks,
extended time, visual and linguistic scaffolding, Sensory support small group
support.
Gifted
Accommodations: details extension as needed
WEDNESDAY
ELACC3W2 Text Types and Purposes: Write informative/explanatory texts to
examine a topic and convey ideas and information clearly.
EQ:
How has the Morton Theatre and its owner Pink Morton developed the
Athens community?
Why
is it important to communicate ideas clearly? How can I do this in my writing?
How
will the reader understand I am finished writing about my topic by the sense of
closure I provide?
Vocab: performing arts, segregation, vaudeville, Hot Corner, venue, heritage,
construction, organizational, information, research, topic, details, main
idea
Opening: Brain Pop video introducing blogs: http://www.brainpopjr.com/artsandtechnology/technology/blogs/
Mini-Lesson: How to write a professional blog post? Show on the Smart Board using Ms. Orem’s 3rd
grade blogging website
Work time: All students continue working on their
brochures. When finished, students are
to work on brainstorming future blog entries.
Differentiation: Blogs & a small group will work with collab teacher
for extended time (AM, BO, AE, RR)—if needed
Closing:
One Word Summary: Students will
give one word that encompasses the whole lesson. The SmartBoard will be like a web when the
summary is complete.
Assessment: Brochure
rubric and achievements and blog entry ideas
ESOL Accommodations: collab.; word banks,
extended time, visual and linguistic scaffolding, Sensory support small group
support.
Gifted
Accommodations: details extension as needed
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