explaining why the voyage of the Endurance was unforgettable. Use information from the passage in your essay. Possible Purposeful Text Marking: U= Unforgettable Student Outcomes: Students will use unpacked prompts (from previous section) to determine a possible purpose text marking. • Using Student Talk, students will justify their purposeful text marking and how it relates to the prompt. • Planning for the Instruction: Teacher and students will unpack the Purpose, Focus, and Organization (PFO) category of the FSA-like Writing Rubrics (opinion, informational, • narrative) by conducting an Everyday Instructional Read of each score point o Highlight key terms in each section. o As a class, define and analyze the highlighted key term Example: sustained”- What does this mean? “fully o Identify and discuss the elements of each score point Example: How is a in PFO different from a in PFO? “3” “4” Create anchor chart of text structures (Compare/Contrast, Problem/Solution, How/Why, Sequence, etc.) with appropriate graphic organizer. • Teacher will create Everyday Instructional Reading tasks requiring students to: • o Unpack a prompt o Create a purposeful text marking pertaining to the prompt o Analyze a text to determine text structure
explaining why the voyage of the Endurance was unforgettable. Use information from the passage in your essay. Possible Purposeful Text Marking: U= Unforgettable Student Outcomes: • Students will use unpacked prompts (from previous section) to determine a possible purpose text marking. • Using Student Talk, students will justify their purposeful text marking and how it relates to the prompt. Planning for the Instruction: • Teacher and students will unpack the Purpose, Focus, and Organization (PFO) category of the FSA-like Writing Rubrics (opinion, informational, narrative) by conducting an Everyday Instructional Read of each score point o Highlight key terms in each section. o As a class, define and analyze the highlighted key term Example: “fully sustained”- What does this mean? o Identify and discuss the elements of each score point Example: How is a “3” in PFO different from a “4” in PFO? • Create anchor chart of text structures (Compare/Contrast, Problem/Solution, How/Why, Sequence, etc.) with appropriate graphic organizer. • Teacher will create Everyday Instructional Reading tasks requiring students to: o Unpack a prompt o Create a purposeful text marking pertaining to the prompt o Analyze a text to determine text structure
Wright%202017%20SPP%20This%20is%20It%21.docx