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AIS A Teaching Plan for Scaffolding the Skills: LA III Work in Progress  Skill  Category  

1  End  of  Oct.  

2  Mid  Dec.  

3  First  of  February  

4  April  

5  June  

Note  taking  and  Discussion      

Students  will  engage  willingly  in  note  taking  and  class  discourse.    Students  will  be  able  to  appropriately  add  to  and  facilitate  discussion  in  a  class  or  small  group  setting.  

Students  will  use  notes  to  add  to  class  discussion  and  use  precise  language  to  enrich  class  discussion.  

Students  will  use  content  specific  language  in  note  taking  and  class  discussions.    

Students  can  follow  and  take  appropriate  notes  on  a  teacher  led  literary  discussion.      

Students  can  follow  and  contribute  to  a  teacher-­‐led  literary  discussion.      Students  can  recall  and  paraphrase  the  ideas  of  others.    

Accessing  and  going  beyond  content      

Students  will  connect  their  content  reading  to  outside  sources  to  expand  their  understanding  of  complex  issues  and  explore  their  own  curiosity.      

Students  generate  and  ask  questions  about  the  contextual  surroundings  of  a  text.      

Students  find  general  answers  to  their  contextual  questions  and  seek  clarification  on  the  areas  they  cannot  find.    

Students  find  the  answers  to  their  own  contextual  questions  through  research.    

Students  can  link  context  with  their  understanding  of  the  text.    

Planning  and  implementing  writing  projects        

Students  will  reflect  on  themselves  as  writers  and  clearly  identify  their  writing  process  for  different  types  of  writing.    Students  will  be  able  to  make  a  revision  plan  for  different  types  of  writing.    Students  will  reflect  on  themselves  as  writers  and  identify  which  type  of  writing  is  the  most  challenging  for  them  and  identify  how  they  

      Students  can  summarize,  paraphrase,  or  directly  quote  a  text.    Students  use  a  writing  process.    Students  can  write  in  multiple  modes  

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will  accommodate  their  writing  needs  to  accomplish  task  

Close  reading  and  keeping  track  of  ideas  in  texts/note-­‐taking          

Students  can  identify  and  apply  different  reading  strategies  for  different  types  of  text.  Students  can  choose  text  that  are  “just  right”  for  their  reading  level.  Students  employ  a  variety  of  note  taking  strategies  for  reader’s  needs  or  demands  of  the  text  to  improve  comprehension  and  prepare  for  writing  

      Students  can  identify  literary  elements  in  a  pre-­‐selected  passage.  Students  use  margin  notes  to  answer  questions  about  a  text.    

Creating  a  thesis  and  supporting  it          

Understand  the  difference  between  a  topic  and  a  thesis  Possible  mini-­‐lesson  strings  -­‐-­‐identify  the  parts  of  a  thesis  -­‐-­‐identify  a  topic  statement  (2-­‐3)  -­‐-­‐turning  a  topic  statement  into  a  thesis  (?)  

      Students  can  generate  a  thesis  from  a  topic  of  their  own  choosing  and  support  the  thesis  with  mostly  summarized  analysis  

Independent  Reading   Students  understand  themselves  as  readers  and  can  create  a  reading  plan  for  any  type  of  reading.      

Students  will  self  assess  reading  plans  and  evaluate  their  individual  plans  effectiveness.    

Students  can  create  and  adjust  reading  plans  without  teacher  intervention.  (Portfolio)  

Cont.   Cont.    

     

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Year  Overview    Unit  Name   Purpose   Assessments/Rubrics   #  of  Days  Why  Do  We  Read?                

Read  various  types  of  texts  and  learn  strategies  for  how  to  read  different  types  of  texts  and  why  we  do  that.    

Students  can  identify  what  type  of  reading  and  what  strategies  they  need  to  employ  to  read  those  various  texts.      Students  can  identify  strengths  and  weakness  in  their  reading  process  and  will  set  year  long  goals  for  improving  reading.    

3  to  4  week  unit.      

Understanding  the  Craft  and  Structure  of  the  Persuasive  Mode          

Understand  how  persuasive  writing  is  structured  and  used.      

Students  can  identify  on  demand  how  a  persuasive  piece  is  structured  and  written.      Student  can  understand  rhetorical  devices  used  in  persuasive  writing.    

2  week  unit  connected  to  writing            

Writing  in  the  Persuasive  Mode          

Students  will  write  a  persuasive  writing  piece.      

Students  will  write  a  specific  persuasive  piece.      Students  will  use  the  writing  process  to  create  their  piece.      Students  will  use  certain  Rhetorical  devices  to  create  their  piece.  

2  week  unit    

Strategies  for  Reading  Literature  (Of  Mice  and  Men)?        

Students  will  learn  literary  structure  and  craft,  as  well  as  how  literary  themes  connect  to  real  life.      

Students  will  identify  and  discuss  literary  structure.  Students  will  develop  their  own  theory  on  author’s  purpose  and/or  novels  importance  to  life/literature,  etc.    Students  will  create  a  reading  plan  and  a  reflection  on  that  reading  plan.      

2  weeks  for  reading  1  week  for  writing  and  reflections    

Literary  Analysis:  Creating  a  Thesis  (Of  Mice  and  Men)  

Students  will  learn  how  to  write  a  thesis  and  how  to  write  about  their  analysis  of  a  given  piece  of  literature  

Students  will  be  able  to  identify  the  process  in  creating  a  thesis  and  write  their  own  thesis.      Students  will  begin  to  identify  their  own  process  for  analysis.      

2-­‐3  week  unit    

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Poetry  Analysis  and  Literary  Devices   Students  will  learn/review  literary  devices  crucial  to  analyzing  poetry.  Students  will  learn  to  analyze  a  poem  using  specific  methods  and  strategies.  

Students  will  write  a  paper  with  a  clearly  stated  thesis  embedded  in  an  introduction