Beruflich Dokumente
Kultur Dokumente
Plan
Name:
Erin
Keeling
Title
Grade
level/subject
Central Focus
Learning Target
Academic Language
Explanatory
Essay
vs.
Argument
Essay
7th
Grade,
English
Language
Arts
RI.7.8:
Trace
and
evaluate
the
argument
and
specific
claims
in
a
text,
assessing
whether
the
reasoning
is
sound
and
the
evidence
is
relevant
and
sufficient
to
support
the
claims.
W.7.1:
a.
Introduce
claim(s),
acknowledge
alternate
or
opposing
claims,
and
organize
the
reasons
and
evidence
logically.
Students
will
be
able
to
identify
the
similarities
and
differences
between
an
explanatory
essay
and
an
argument
essay.
In
addition,
they
will
be
able
to
identify
the
key
elements
(using
the
Frayer
Model)
of
a
specific
academic
vocabulary
word
assigned
by
the
teacher.
I
can
identify
the
similarities
and
differences
between
an
explanatory
and
an
argument
essay.
I
can
identify
the
key
elements
(definition,
illustration,
examples,
non-
examples,
using
in
a
sentence)
of
my
Writers
Glossary
vocabulary
word
using
the
Frayer
Model.
Language
Function:
Identify
the
similarities
and
differences.
Identify
key
elements
of
vocabulary
word.
Language
Demand:
Students
will
repeat
important
concepts
and
words
as
I
lecture.
_____
say
it
with
me.
Students
will
have
an
opportunity
to
process
the
new
information
that
is
being
presented
to
them
through
the
10/2
strategy
(students
will
have
at
least
2
minutes
to
process
the
information
for
every
10
minutes
of
lecturing).
They
will
process
and
discuss
the
information
with
the
whole
class.
In
addition,
they
will
complete
a
Compare
and
Contrast
graphic
organizer
that
has
them
look
at
the
key
similarities
and
differences
between
an
explanatory
and
an
argument
essay.
They
will
also
complete
a
group
activity
that
has
them
use
the
Frayer
Model
to
identify
the
key
elements
of
a
specific
vocabulary
word.
Syntax:
Writers
Glossary
that
includes
vocabulary
used
throughout
the
writing
process
of
an
argument
essay.
Compare
and
Contrast
graphic
organizer.
The
Key
Elements
of
an
Explanatory
and
Argument
Essay
handout.
Poster
size
Frayer
Model.
Vocabulary:
Definition,
Examples,
Non-Examples,
Illustration,
Analyze,
Cite,
Validity,
Argument,
Claim,
Reason,
Relevant
Evidence,
Coherent,
Appropriate,
Irrelevant,
Counterclaim,
Comparative
Input
Chart,
Explanatory,
Well-Chosen
Evidence,
Illustrates,
and
Opinion.
Discourse:
Students
will
use
academic
language
as
they
repeat
back
key
concepts
and
words
that
are
addressed
on
the
Comparative
Input
Chart.
Students
will
discuss
these
concepts
with
one
another
in
small
groups
as
they
develop
a
group
Frayer
Model
for
their
assigned
vocabulary
word.
Students
will
write
down
the
similarities
and
differences
between
an
explanatory
and
an
argument
essay
that
they
begin
to
notice
on
the
Compare
and
Contrast
graphic
organizer.
Language
Support:
Comparative
Input
Chart
created
and
modeled
to
illustrate
vocabulary
and
concepts.
Chart
helps
to
make
vocabulary
comprehensible,
organizes
the
information,
and
is
used
as
a
reference
tool
for
students
to
refer
to
while
writing
their
argument
essays.
The
Frayer
Model,
which
is
used
for
identifying
key
elements
of
the
assigned
vocabulary
word,
is
created
in
a
small
group
setting.
Writers
Glossary
is
also
a
reference
tool
that
students
can
use
while
writing
their
essays.
Students
will
also
receive
the
Key
Elements
of
an
Explanatory
and
Argument
Essay
handout.
Instructional
Strategy
Compare
and
Contrast
(Using
a
Comparative
Input
Chart)/
Frayer
Model
Comparative
Input
Charts
were
developed
from
Project
GLAD:
Guided
Language
Acquisition
Design
(GLAD).
GLAD
is
a
model
of
professional
development
in
the
area
of
language
acquisition
and
literacy.
When
implementing
a
Comparative
Input
Chart
the
modeling
that
takes
place
promotes
English
language
acquisition,
academic
achievement,
and
cross-
cultural
skills.
Certain
research
from
educational
theorists
such
as
Costa
(1981)
reinforces
the
importance
of
chunking
the
new
information
and
allowing
the
Rationale
and
students
time
to
process
using
the
10/2
Chunk-n-Chew
Strategy.
For
every
10
Theoretical
Principles
minutes
of
lecture,
2
minutes
should
be
allowed
for
student
processing
time.
These
two
minutes
support
comprehensible
output;
allow
students
to
negotiate
meaning,
and
allow
for
all
of
this
to
take
place
in
a
risk-free
environment.
In
this
environment,
they
can
try
using
new
vocabulary
and
concepts
with
another
student.
There
are
multiple
reasons
for
why
I
chose
to
create
a
Comparative
Input
Chart
for
my
students,
some
of
those
reasons
being:
easier
comprehension
of
vocabulary
and
concepts,
allows
for
brain
imprinting,
helps
to
organize
new
information,
and
it
becomes
a
resource
for
my
students
to
refer
to
while
writing
their
argument
essays.
Informal:
Students
will
participate
in
the
10/2
Chunk-n-Chew
Strategy
that
allows
for
student
processing
time
and
language
acquisition.
Students
will
process
information
and
share
out
findings.
Students
will
complete
a
group
Frayer
Model
that
has
them
identify
the
key
elements
of
an
assigned
argument
Assessment
Plan
essay
vocabulary
word.
Formal:
Students
will
identify
the
similarities
and
differences
of
an
explanatory
and
an
argument
essay
through
the
completion
of
the
Compare
and
Contrast
graphic
organizer.
The
10/2
Chunk-n-Chew
Strategy
increases
cognitive
engagement
as
it
allows
Habits
of
Mind,
Skills,
students
time
to
process
information
and
allows
for
time
to
internalize
Higher
Order
Thinking
learning.
The
use
of
a
Comparative
Input
Chart
also
aligns
with
the
stage
of
comprehension
in
Blooms
Taxonomy
Chart
of
higher
order
thinking
skills.
As
Student Supports
Introduction/
Anticipatory
Set
Lesson
Procedures
*Everything
above
must
be
evident
in
this
section.
students
learn
the
new
vocabulary,
they
are
given
time
to
process
and
internalize
the
information
which
leads
to
greater
comprehension.
The
use
of
a
Comparative
Input
Chart
is
particularly
beneficial
for
ELL
students
as
it
provides
a
visual
and
comprehensible
input
as
students
learn
new
concepts
and
vocabulary.
The
visual
is
drawn
in
front
of
students
to
help
with
brain
imprinting
of
the
content.
It
engages
students
in
active
participation,
while
repetition
of
the
content
helps
to
cement
learning.
The
use
of
different
colors
helps
to
organize
information
and
scaffold
learning.
In
addition,
it
addresses
several
modalities.
Other
supports
include
a
Writers
Glossary
with
key
academic
vocabulary,
a
Compare
and
Contrast
graphic
organizer,
and
the
Key
Elements
of
an
Explanatory
and
Argument
Essay
handout.
Ask
students
about
their
previous
essay
from
A
Long
Walk
to
Water.
What
type
of
essay
was
it?
What
was
the
question
that
they
were
addressing?
Connect
to
their
end
of
unit
assessment,
an
argument
essay
addressing
a
claim
from
the
book
Lyddie.
Teacher
Actions:
Student
Actions:
1. Ask
students
about
their
1. Think
back
to
previous
end
of
previous
essay
from
A
Long
unit
assessment,
the
Walk
to
Water.
What
type
of
explanatory
essay
(2
essay
was
it?
What
question
minutes).
did
they
address?
Connect
to
2. Direct
attention
to
the
todays
lesson
on
the
Comparative
Input
Chart
similarities
and
differences
of
posted
at
the
front
of
the
an
explanatory
and
argument
room.
Have
Compare
and
essay
(2
minutes).
Contrast
graphic
organizer
in
2. Direct
students
attention
to
front
of
me,
ready
to
fill
out.
the
Comparative
Input
Chart
Take
the
Writers
Glossary
to
posted
in
the
front
of
the
use
as
a
reference
for
my
room.
Explain
the
procedure
argument
essay
(3
minutes).
and
that
we
will
be
working
3. Watch
as
the
teacher
begins
on
this
for
the
next
2
days.
to
draw
out
the
Comparative
Pass
out
the
Compare
and
Input
Chart.
Begin
to
fill
in
my
Contrast
graphic
organizer
graphic
organizer
(2
minutes).
and
the
Writers
Glossary
(3
4. Stop;
process
the
information
minutes).
for
(2
minutes).
Share
out
3. Begin
drawing
out
what
the
main
claim
in
an
information
on
chart.
Start
argument
essay
is
doing
(2
with
argument
side
(2
minutes).
minutes).
5. Watch
as
the
teacher
models
4. Stop,
allow
the
students
(2
how
to
create
a
poster
size
minutes)
processing
time
as
I
version
of
the
Frayer
Model
model
on
the
Compare
and
for
the
vocabulary
word
Contrast
graphic
organizer,
Counterclaim
(5
minutes).
what
the
main
claim
is
doing
6. Listen
as
teacher
assigns
in
an
argument
essay,
have
groups
and
vocabulary
words
individuals
share
out
(2
from
the
Writers
Glossary
to
minutes).
create
a
group
version
of
the
Closure
Assessment
Review
key
elements
of
an
argument
essay
that
have
been
identified
on
the
Comparative
Input
Chart
thus
far.
Review
new
academic
vocabulary
from
any
completed
Frayer
Models.
Reinforce
that
more
similarities
and
differences
of
an
explanatory
and
argument
essay
will
be
identified
in
following
lesson,
as
the
Comparative
Input
Chart
is
completed.
Students
will
identify
the
similarities
and
differences
between
an
explanatory
and
an
argument
essay
through
the
completion
of
the
Compare
and
Contrast
graphic
organizer.
Students
will
be
able
to
identify
the
key
elements
of
their
assigned
vocabulary
word
from
the
argument
Writers
Glossary
using
the
Frayer
Model
in
a
small
group.