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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