Download Daily Plan 7.4 week 3

Region: __________________
District:________________________
School: ____________________________________
Unit Theme: Persuade and Present
Teacher:
Subject:
Week: #: 3
Grade: ____7th__________
Date: _______________
Desired Result
Enduring Understanding: Students will study four types of author’s purpose (to entertain, to persuade, to inform, and to teach) in order to produce four pieces of writing that
exemplify each type of writing. The student free writes daily in order to improve his/her writing fluency and peer edits his/her writing for sentence fragments and
run-on sentences.
Summative Evaluation (Performance Task)
Standards
Expectations
Assessment Evidence
Subject and Object, Fragments and Run-on Sentences, Using Persuasion, Writing to inform, Writing to teach
Learning Plan
Suggested Learning Activities:
Day 1
Day 2
Day 3
Reading and Speaking
Reading and Speaking
Reading and writing
7.R.6l Determines an author point of
view
7.S.5 Describe, explain text
7.R.6l Determines an authors
point of view
7.S.5 Describe, explain text
Day 4
Writing
Day 5
Reading and Speaking
7.R.6lDetermines
authors purpose
7.W.8 Write short time
for persuasive writing)
7.W.8 Write short time
for persuasive writing)
7.R.6lDetermines
authors purpose
7.S1Contribute to group
presentations
The student selects a
form of writing to
persuade to create a
and act out a
commercial
He students studies
advertisements and
commercials for
techniques that
persuade consumers
The students selects a
form of writing to
persuade and creates
poster with a partner to
act out commercials
The students receive
an attachment to be
answered on
persuasive writing
Attachment 7.4 Writing
to persuade
The student gather in
groups and explain what
is to be done
Academic Strategy
Objective
Initial Activities
The student studies point of view in
texts and advertisements in a variety
of media.
The students see different points of
view through texts and
advertisements
Author’s point of view is discussed
Development Activities
The student determines an
author’s point of view and
explains how this point of view is
conveyed to consider
incorporating this in his/her
persuasive writing.
The students receive texts and
advertisements
The students discuss what they
found in each text
The student groups in
pairs
Choose a form of
writing to persuade *
commercials and
advertisement)
. the students work in
groups and prepare
work
Summative Evaluation (Performance Task)
Closing Activities
Formative Assessment – Other evidence
Materials
Homework
Differentiated Instruction Strategies
___ Special Education ___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection
Assessment Evidence
Subject and Object, Fragments and Run-on Sentences, Using Persuasion, Writing to inform, Writing to teach
Learning Plan
Suggested Learning Activities:
Clarify doubts
The student explains how they
The students
identified these texts in the
brainstorm on the
different point of views.
commercial or
advertisement to be
presented
The practice exercise
is discussed
Students revise their
work to see what needs
to be added