Unit 4, Lesson 4 Unit 4, Lesson 5 Unit 4, Lesson 5 Unit 4, Lesson 6 Unit 4, Lesson 6 Vocabulary Time to Read Work Time Instruction Time to Read Work Time Instruction Selection: glaciers, dynamic Read Independently Word Study Reader: Posters Read Independently Reteach: Long and Short Academic: population, Vowel Sounds government Work Time Assignments Vocabulary Vocabulary Word Study: Long Vowel Oops: Subject Verb Work Time Assignments – Word Study: Long Vowel Digraphs and Diphthongs Agreement Word Long and Short Read Think Aloud Digraphs Word Study: Introduce Long Vowel Sounds with Weather and Word Study: Diphthongs “Living and Short Vowel Sounds Climate” Classroom Conversation Whole Class Discussion DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION SELECTION SELECTION SELECTION SELECTION Media Media Media Media Nobel Speech Nobel Speech Nobel Speech Nobel Speech Nobel Speech Al Gore Al Gore Al Gore Al Gore Al Gore SE pp 386-387 SE p 388 SE p 389 SE pp 390-391 SE pp 390-391 MAKING MEANING MAKING MEANING MAKING MEANING EFFECTIVE EXPRESSION EFFECTIVE EXPRESSION Concept Vocabulary Comprehension Close Review Writing to Compare: Writing to Compare: unprecedented; recklessly; Students complete Students will review the video Argument Argument imminent; unsustainable; comprehension questions. and record any new Students an argument Students write an argument emissions; efficiently observations. stating a claim as to which stating a claim as to which Research to Clarify Close Review medium more persuasively medium more persuasively First Review Students research one conveys Al Gore’s argument. conveys Al Gore’s argument. Students Note, unfamiliar detail from the text. Analyze the Media Writing to Compare: Writing to Compare: Connect, Respond as they Students will respond to Argument Argument review the media the first questions the video, time. citing evidence. STANDARDS Evidence Log RL.7.7; W.7.1.a-c; SL.7.2 Students add notes and First-Review Guide: Media: LANGUAGE evidence that will be used to Video DEVELOPMENT
Unit 4, Lesson 4 Vocabulary Selection: glaciers, dynamic Academic: population, government Read Think Aloud “Living with Weather and Climate” Classroom Conversation Whole Class Discussion Unit 4, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Long Vowel Digraphs Word Study: Diphthongs Unit 4, Lesson 5 Work Time Instruction Word Study Reader: Posters Work Time Assignments Word Study: Long Vowel Digraphs and Diphthongs Unit 4, Lesson 6 Time to Read Read Independently Vocabulary Oops: Subject – Verb Agreement Word Study: Introduce Long and Short Vowel Sounds Unit 4, Lesson 6 Work Time Instruction Reteach: Long and Short Vowel Sounds Work Time Assignments Word Long and Short Vowel Sounds DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Nobel Speech Al Gore SE pp 386-387 SELECTION Media Nobel Speech Al Gore SE p 388 SELECTION Media Nobel Speech Al Gore SE p 389 SELECTION Media Nobel Speech Al Gore SE pp 390-391 SELECTION Media Nobel Speech Al Gore SE pp 390-391 MAKING MEANING Concept Vocabulary unprecedented; recklessly; imminent; unsustainable; emissions; efficiently First Review Students Note, Connect, Respond as they review the media the first time. First-Review Guide: Media: Video MAKING MEANING Comprehension Students complete comprehension questions. Research to Clarify Students research one unfamiliar detail from the text. MAKING MEANING Close Review Students will review the video and record any new observations. Close Review Analyze the Media Students will respond to questions the video, citing evidence. LANGUAGE DEVELOPMENT EFFECTIVE EXPRESSION Writing to Compare: Argument Students an argument stating a claim as to which medium more persuasively conveys Al Gore’s argument. Writing to Compare: Argument STANDARDS RL.7.7; W.7.1.a-c; SL.7.2 EFFECTIVE EXPRESSION Writing to Compare: Argument Students write an argument stating a claim as to which medium more persuasively conveys Al Gore’s argument. Writing to Compare: Argument Evidence Log Students add notes and evidence that will be used to
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