Cycle 1 – Basics of Close Reading; Writing an Informative Essay FL Standards Quiz – GR8_ELA_U1_FSQ1 Determine an appropriate, purposeful organization for an informative essay
• Effective and varied transitions to create cohesion
W.1.2W.2.4
pp. 279-354 “The Diary of Anne Frank” Drama pp. 355-368 “The Diary of a Young Girl” Diary HMH Digital Dashboard: Interactive Writing Writing Informative Texts p. 390 Performance Task: Expository Essay “Organize Your Ideas”
pp. 389-392 Performance Task: Expository Essay
Support informative points with relevant facts, details, and quotes.
W.1.2W.3.9RL.1.1RI.1.1
pp. 279-354 “The Diary of Anne Frank” Drama pp. 355-368 “The Diary of a Young Girl” Diary HMH Digital Dashboard: Interactive Writing Writing Informative Texts
pp. 389-392 Performance Task: Expository Essay
Cite multiple sources of textual evidence with author’s name and or the title of the source work in order to avoid plagiarism.
W.3.8
pp. 279-354 “The Diary of Anne Frank” Drama pp. 355-368 “The Diary of a Young Girl” Diary HMH Digital Dashboard: Interactive Writing Writing Informative Texts
Cycle 1 – Basics of Close Reading; Writing an Informative Essay Write an effective introductory paragraph for an informative essay, previewing what is to follow.
W.1.2W.2.4
pp. 279-354 “The Diary of Anne Frank” Drama pp. 355-368 “The Diary of a Young Girl” Diary Digital Dashboard: Interactive Writing- Writing Informative Texts p. 390 Performance Task: Expository Essay “Draft Your Essay”
pp. 389-392 Performance Task: Expository Essay
Write an effective closing paragraph for an informative essay.
W.1.2W.2.4
pp. 279-354 “The Diary of Anne Frank” Drama pp. 355-368 “The Diary of a Young Girl” Diary HMH Digital Dashboard: Interactive Writing Writing Informative Texts p. 390 Performance Task: Expository Essay “Draft Your Essay”
pp. 279-354 “The Diary of Anne Frank” Drama pp. 355-368 “The Diary of a Young Girl” Diary HMH Digital Dashboard: Interactive Writing Writing Informative Texts
pp. 389-392 Performance Task: Expository Essay
Edit and revise an informative essay.
W.2.5L.1.1 L.1.2
pp. 279-354 “The Diary of Anne Frank” Drama pp. 355-368 “The Diary of a Young Girl” Diary p.391 Performance Task: Expository Essay “Evaluate Your Draft”
pp.389-392 Performance Task: Expository Essay
Use a comma, ellipsis, and dash correctly.
L.1.2
HMH Digital Dashboard: Teacher Resources GrammarNotes “Lesson 16—Using Commas” HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Conventions “Parentheses, Hyphens, and Dashes”
HMH Digital Dashboard: Teacher Resources GrammarNotes “Lesson 16—Using Commas” Handouts HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Conventions “Parentheses, Hyphens, and Dashes” Practice
Cycle 1 – Basics of Close Reading; Writing an Informative Essay Use technology to publish an informative essay.
W.2.6
pp. 279-354 “The Diary of Anne Frank” Drama pp. 355-368 “The Diary of a Young Girl” Diary pp.389-392 Performance Task: Expository Essay “Create a Finished Copy”
pp. 389-392 Performance Task: Expository Essay myWriteSmart
Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay September 24—October 27 Suggested text--HMH Collection 6: “The Value of Work”
Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Delineate and evaluate the development of the author’s position in argumentative texts.
• Summarize texts • Determine central ideas • Progression of ideas through texts • Validity of claims • Impact of word choice/tone • Analyze text
structure/organization • Impact of text structure on
presentation of the argument • Assess reasoning/evidence
(Recognize when irrelevant evidence is introduced.)
RI.3.8RI.1.2RI.1.3RI.2.4RI.2.5RI.1.1
pp. 419-426 “Teens Need Jobs, Not Cash” and “Teens at Work” Arguments
p. 424 Delineate and Evaluate an Argument
FL Standards Quiz – GR8_ELA_U2_FSQ1 Determine an appropriate, purposeful organization for an argumentative essay. • Effective transitions
W.1.1W.2.4
HMH Digital Dashboard Interactive Writing Lessons: Writing Arguments
pp.441-444 Performance Task: Write an Argument
Support argumentative points with relevant facts, details, and quotes. • Acknowledge opposing claims • Clarify relationships among claims
W.1.1W.3.9RL.1.1RI.1.1
HMH Digital Dashboard Interactive Writing Lessons: Writing Arguments pp. 419-426 “Teens Need Jobs, Not Cash” and “Teens at Work” Argument “Full Activity, Study Schedules Have Many Teens Just Saying No to Jobs” Article http://l.sdpbc.net/27cej
pp.441-444 Performance Task: Write an Argument
Write an effective introductory paragraph for an argumentative essay. W.1.1
W.2.4
HMH Digital Dashboard: Interactive Lessons—Writing Arguments: “Introduction”
pp. 427-436 Compare Anchor Texts: “Chicago”; “Find Work”; “My Mother Enters the Work Force” Poems
pp. 419-426 “Teens Need Jobs, Not Cash” and “Teens at Work” Argument
“Full Activity, Study Schedules Have Many Teens Just Saying No to Jobs” Article http://l.sdpbc.net/27cej
pp. 442 Performance Task: Write an Argument “Produce: Write Your Argument”
pp. 441-444 Performance Task: Write an Argument
Edit and revise an argumentative essay. W.2.5L.1.1 L.1.2
pp. 441-444 Performance Task: Write an Argument “Revise: Evaluate Your Argument”
pp. 441-444 Performance Task: Write an Argument
Form and use verbs in the active and passive voice. L.1.1
HMH Teacher Dashboard: Teacher Resources GrammarNotes “Lesson 8—Using Active and Passive Voice”
Teacher Dashboard: Teacher Resources GrammarNotes “Lesson 8—Using Active and Passive Voice” Handouts
Use technology to publish an argumentative essay.
W.2.6
HMH Digital Dashboard: Interactive Writing Lessons “Producing and Publishing With Technology” p. 443 Performance Task B: Write an Argument “Create a Finished Copy”
pp. 441-444 Performance Task B: Write an Argument MyWriteSmart
Cycle 3–Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts October 28—December 11 Suggested text--HMH Collection 4: “Approaching Adulthood”
Use the relationship between words to better understand each word.
• Figurative language • Word connotation vs. denotation L.3.5
HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Analyzing Literature “Figurative Language” pp. 213-224 “Marigolds” Short Story
p. 214 Analyze Language—C
Compare and contrast the structure of two or more texts.
RL.2.5RL.1.1
pp. 213-224 “Marigolds” Short Story p. 231-233 “Teenagers” Poem
The teacher may assign a graphic organizer to compare and contrast structures (e.g., Venn diagram, t-chart, etc.). The teacher may ask students to use the information from the Graphic Organizer to answer a short response (e.g., How do the structures in each piece help to convey the author’s meaning?)
Analyze how the differing structure of each text contributes to its meaning and style.
RL.2.5RL.1.1
pp. 213-224 “Marigolds” Short Story p. 231-233 “Teenagers” Poem
The teacher may create a prompt (e.g., How do the differing structures of each text contribute to its meaning and style?).
PBPA – Argumentative #2 – November 9-13 Determine the impact of specific word choices in literary texts.
• analogies and allusions • figures of speech (verbal irony,
puns) • Figurative language • Connotations and denotations
RL.2.4L.3.4 L.3.5 RL.1.1
pp. 213-224 “Marigolds” Short Story
p. 223 Analyze Language—M p. 219 Analyze Language—H p. 221 Analyze Language—J
Cycle 3–Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts Analyze the effect of differences in the points of view of the characters and the audience or reader in literary texts.
• Dramatic irony • Suspense or humor • Lines of dialogue/incidents in a
story or drama • Propel action • Reveal aspects of character • Provoke a decision
RL.2.6RL.1.3RL.2.4RL.2.5
pp. 213-224 “Marigolds” Short Story
p. 215 Analyze Stories: Characters’ Motivation—D p. 221 Analyze Language—J p. 226 Analyzing the Text—#1-8
FL Standards Quiz – GR8_ELA_U3_FSQ1 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
• Theme • Plot development • Character development • Word choice • Setting (historical period) • Author’s tone • Mood • Narrator/speaker point of view
RL.3.9RL.1.3RL.2.4RL.2.6RL.1.1
pp. 213-224 “Marigolds” Short Story
p. 215 Determine Theme—A p. 223 Determine Theme—M p. 225 Determine Theme p. 226 Analyzing the Text—#1-8
Demonstrate a command of appropriate sentence conventions.
• Explain the function of verbals in general and in particular sentences
L.1.1
HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Conventions “Verbals and Verb Phrases”
HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Conventions “Verbals and Verb Phrases” Handouts pp. 269-272 Performance Task A: Write a Literary Analysis
Cycle 3–Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts Cite multiple sources of textual evidence with author’s name and or the title of the source work in order to avoid plagiarism.
W.3.8
pp. 213-224 “Marigolds” Short Story p. 270 Performance Task A: Write a Literary Analysis “Write Your Literary Analysis”
pp. 269-272 Performance Task A: Write a Literary Analysis
Write an effective introductory paragraph for an informative essay.
W.1.2W.2.4
pp. 213-224 “Marigolds” Short Story p. 270 Performance Task A: Write a Literary Analysis “Write Your Literary Analysis”
pp. 269-272 Performance Task A: Write a Literary Analysis
Write an effective closing paragraph for an informative essay.
W.1.2W.2.4
pp. 213-224 “Marigolds” Short Story p. 270 Performance Task A: Write a Literary Analysis “Write Your Literary Analysis”
pp. 269-272 Performance Task A: Write a Literary Analysis
Cycle 3–Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts Write an informative essay that analyzes how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. • Effective and varied transitions • Domain-specific vocabulary and
language appropriate to topic • Style and tone appropriate to
HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Analyzing Literature “Author’s Style” “Author’s Purpose” “Author’s Perspective” pp. 213-224 “Marigolds” Short Story p. 270 Performance Task A: Write a Literary Analysis “Write Your Literary Analysis”
pp. 269-272 Performance Task A: Write a Literary Analysis
Edit and revise an informative essay.
W.2.5L.1.1 L.1.2
pp. 213-224 “Marigolds” Short Story p. 271 Performance Task A: Write a Literary Analysis “Review Your Draft”
pp. 269-272 Performance Task A: Write a Literary Analysis
Use technology to publish an informative essay.
W.2.6
HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 15—Publishing Your Research” p. 271 Performance Task A: Write a Literary Analysis “Create a Finished Copy”
pp. 269-272 Performance Task A: Write a Literary Analysis myWriteSmart
PBPA – Informative #2 – January 5-13 Analyze text structure and its relation to the development of ideas.
RI.2.5
p. 125-128 “What is the Horror Genre?” Literary Criticism
p. 125 Analyze Text: Literary Criticism—A p. 128 Analyze Text: Literary Criticism—E
Analyze a case in which two or more texts provide conflicting information on the same topic. • Identify differences in fact or
interpretation • Differences in central ideas • Differences in development of the
events in each source • Differences in word choices • Impact of particular sections as they
relate to the entire texts • Differences in structure
RI.3.9RI.1.2RI.1.3RI.2.5RI.1.1
p. 125-128 “What is the Horror Genre?” Literary Criticism “Stephen King: ‘I Sleep With the Lights On’”* Video Interview http://l.sdpbc.net/8rqy9
Teacher may have students keep notes, culminating in an objective, comparative summary of the advantages and disadvantages of using the different mediums of text, visuals, and video to present the topic of Horror Genre (e.g., Cornell notes, double-entry journal).
Demonstrate a command of appropriate sentence conventions.
Cycle 4: Higher-Level Applications of Close Reading and Writing Write an informative essay in which you compare one author’s presentation of events with that of another. Organize information and include formatting (e.g., headings) and graphics (e.g., charts, tables) to aid reader comprehension. • Effective introduction/preview of
ideas to follow • Domain-specific vocabulary and
language appropriate to topic • Effective and varied transitions • Style and tone appropriate to
informative essay • Citation of facts, definitions, quotes,
etc. • Conventions • Vary sentence structure • Edit and Revise • Publish with technology
p. 125-128 “What is the Horror Genre?” Literary Criticism “Stephen King: ‘I Sleep With the Lights On’”* Video Interview http://l.sdpbc.net/8rqy9 Teacher may instruct students to use information from “Stephen King: ‘I Sleep With the Lights On’” in addition to “What is the Horror Genre?” to answer a prompt (e.g., Answer the following prompt in an essay-- What is the Horror Genre? Use the literary criticism and the video interview we covered as your text support.).
Teacher may instruct students to use information from “Stephen King: ‘I Sleep With the Lights On’” in addition to “What is the Horror Genre?” to answer a prompt (e.g., Answer the following prompt in an essay—What is the Horror Genre? Use the literary criticism and the video interview we covered as your text support.).
FL Standards Quiz – GR8_ELA_U4_FSQ1 Evaluate the advantages and disadvantages of using different mediums to present a topic or idea. • Print • Digital • Video
RI.3.7 SL.1.2
p. 125-128 “What is the Horror Genre?” Literary Criticism “Stephen King: ‘I Sleep With the Lights On’”* Video Interview http://l.sdpbc.net/8rqy9
Teacher will have students keep notes, culminating in an objective, comparative summary of the advantages and disadvantages of using the different mediums of text, visuals, and video to present the topic of Horror Genre (e.g., Cornell notes, double-entry journal, graphic organizers).
Cycle 4: Higher-Level Applications of Close Reading and Writing Analyze information presented in diverse media and formats and evaluate the motives behind its presentation. • Visually • Quantitatively • Orally
RI.3.7 SL.1.2 SL.1.3
“Should the government restrict content to remove violence from the media?” Pro/Con Issues and Essential Questions http://l.sdpbc.net/mpi3e “Violent Crime Victimization by Age” Graph http://l.sdpbc.net/nls4x “Limited Support for Increased Government Regulation” Pie chart http://l.sdpbc.net/lo2y9 “Sen. Joseph Lieberman on Media Violence”** C-SPAN http://l.sdpbc.net/rcwt9
Teacher will have students keep notes, culminating in an objective, comparative summary of the advantages and disadvantages of using the different mediums of text, visuals, and video to present the topic of Horror Genre (e.g., Cornell notes, double-entry journal, graphic organizers).
Compare and contrast information presented orally and other diverse media formats. • Central idea • Development of ideas/events in the
oral presentation • Word choice • Impact of particular sections as they
relate to the entire text • Structure
SL.1.2 RI.1.2 RI.1.3 RI.2.5 RI.1.1 SL.1.3
“Should the government restrict content to remove violence from the media?” Pro/Con Issues and Essential Questions http://l.sdpbc.net/mpi3e “Violent Crime Victimization by Age” Graph http://l.sdpbc.net/nls4x “Limited Support for Increased Government Regulation” Pie chart http://l.sdpbc.net/lo2y9 “Sen. Joseph Lieberman on Media Violence”** C-SPAN http://l.sdpbc.net/rcwt9
Teacher will have students keep notes, culminating in an objective, comparative summary of the advantages and disadvantages of government restriction of violent content (e.g., Cornell notes, double-entry journal, graphic organizers).
Cycle 4: Higher-Level Applications of Close Reading and Writing
Compare and contrast information presented in different media formats as well as in words to develop a coherent understanding of a topic or issue. • Provide an objective summary of
several sources of evidence/information presented.
RI.3.7 RI.1.2 RI.1.1
“Should the government restrict content to remove violence from the media?” Pro/Con Issues and Essential Questions http://l.sdpbc.net/mpi3e “Violent Crime Victimization by Age” Graph http://l.sdpbc.net/nls4x “Limited Support for Increased Government Regulation” Pie chart http://l.sdpbc.net/lo2y9 “Sen. Joseph Lieberman on Media Violence”** C-SPAN http://l.sdpbc.net/rcwt9
Teacher will have students keep notes, culminating in an objective, comparative summary of the advantages and disadvantages of government restriction of violent content (e.g., Cornell notes, double-entry journal, graphic organizers).
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.1.1
“Verbs and Moods” by Kristin Flater Power point http://l.sdpbc.net/ugd9r
p.133-136 Performance Task A: Deliver a Persuasive Speech p.137-139 Performance Task B: Write a Literary Analysis
Cycle 4: Higher-Level Applications of Close Reading and Writing Write an argumentative essay, including at least one graphical or quantitative representation of information in order to aid understanding. • Using two or more argumentative
texts, with at least one representing each side of the issue presented, as source material
• Use at least one audio source • Trace and evaluate each source’s
arguments and validity • Clear selection of a side in relation to
the issue presented • Effective transitions • Domain-specific vocabulary and
language appropriate to topic • Style and tone appropriate to
argumentative essay • Citations • Conventions • Vary sentence structure • Edit and Revise • Publish with technology
p.133-136 Performance Task A: Deliver a Persuasive Speech*** “Plan, Produce, Revise, Present” “Should the government restrict content to remove violence from the media?” Pro/Con Issues and Essential Questions http://l.sdpbc.net/mpi3e “Violent Crime Victimization by Age” Graph http://l.sdpbc.net/nls4x “Limited Support for Increased Government Regulation” Pie chart http://l.sdpbc.net/lo2y9 “Sen. Joseph Lieberman on Media Violence”** C-SPAN http://l.sdpbc.net/rcwt9
p.133-136 Performance Task A: Deliver a Persuasive Speech***
Cycle 4: Higher-Level Applications of Close Reading and Writing Analyze a filmed or live version of a literary text. • Extent to which stays faithful to or
departs from the text • Tone as established by performances,
lighting, and direction • Depiction of setting • Impact of particular sections on the
work as a whole • Evaluate choices made by director or
actors
RL.3.7RL.2.4RL.2.5RL.1.1
pp. 121-122 “The Monkey’s Paw” Film
p. 122 Analyzing the Media—#1-5 p. 122 Collaborative Discussion
Compare and contrast a literary text and a visual or live version of the same text. • Tone • Setting • Theme • Impact of particular sections on the
work as a whole
RL.3.7RL.1.2RL.2.4RL.2.5
p. 105-116 “The Monkey’s Paw” Short Story p. 121-122 “The Monkey’s Paw” Film
p. 122 Analyzing the Media—#6 p.137-139 Performance Task B: Write a Literary Analysis
Write an informative essay in which you compare and contrast a literary text and a visual or live version of the same text. • Effective transitions • Domain-specific vocabulary and
language appropriate to topic • Style and tone appropriate to
informative essay • Citations • Conventions • Vary sentence structure • Edit and Revise • Publish with technology
RL.3.7RL.1.2RL.2.4RL.2.5W.1.2W.2.4W.2.5W.2.6W.3.8
p. 137-139 Performance Task B: Write a Literary Analysis “Plan, Produce, Revise, Present” p. 105-116 “The Monkey’s Paw” Short Story p. 121-122 “The Monkey’s Paw” Film
p. 137-139 Performance Task B: Write a Literary Analysis
Unit Standards Assessment – GR8_ELA_U4_USA *Pertinent information is in the first 14 min. **The clip from 3:25-7:25 contains the most relevant portion of the speech ***Teacher may choose to alter the prompt: “Should the government restrict content to remove violence from the media?”
Cycle 5: Narrative Techniques/Narrative Writing Determine an appropriate, purposeful organization for a writing a narrative. • Relevant details • Effective structure
W.1.3W.2.4
HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives “Introduction”; “Narrative Structure” pp. 83-84 Performance Task B: Write a Personal Narrative “Plan: Establish the Situation, List the Events, Brainstorm Images, Consider Your Purpose and Audience”
pp. 83-85 Performance Task B: Write a Personal Narrative
Develop narrative writing using appropriate narrative techniques. • Setting • Characters • Narrator • Figurative Language • Context and point of view
W.1.3W.2.4RL.2.4
HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives “Point of View and Characters”; “Narrative Techniques” pp. 84 Performance Task B: Write a Personal Narrative “Produce: Write Your Personal Narrative”
pp. 83-85 Performance Task B: Write a Personal Narrative
Use descriptive language appropriate to narrative writing. W.1.3
W.2.4RL.2.4
HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives “The Language of Narrative”
pp. 83-85 Performance Task B: Write a Personal Narrative
Write a narrative. • Effective narrative organization • Effective narrative transitions • Descriptive language appropriate to
narrative writing • Effective plot development • Effective character development • Conventions • Vary sentence structure
W.1.3W.2.4RL.2.4L.1.1 L.1.2 L.2.3
pp.83-84 Performance Task B: Write a Personal Narrative—Establish the Situation; List the Events, Brainstorm Images; Consider Your Purpose and Audience; Write Your Personal Narrative
pp. 83-85 Performance Task B: Write a Personal Narrative
Gather relevant information from multiple print or digital sources on a topic.
W.3.8RI.1.1 RI.1.2RI.3.7
p. 203-204 Performance Task A: Create a Visual Presentation “Plan: Gather Information; Conduct Research” HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 3—Considering Audience, Purpose, and Publication” “Lesson 4—Finding Sources” pp. 143-147 from “Narrative of the Life of Frederick Douglass, an American Slave” Autobiography “America The Story of Us: Frederick Douglass” Documentary http://l.sdpbc.net/b86if pp. 151-162 “Harriet Tubman: Conductor on the Underground Railroad” Biography “America: The Story of US: Harriet Tubman and the Underground Railroad” Documentary http://l.sdpbc.net/nylna “A century after Harriet Tubman died, scholars try to separate fact from fiction” Article http://l.sdpbc.net/u8fpj
p. 203-204 Performance Task A: Create a Visual Presentation HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 3—Considering Audience, Purpose, and Publication” “Lesson 4—Finding Sources” Handouts Teacher may have students keep research notes from their sources (e.g., note cards, outlines, works cited, images, charts).
Cycle 6: Conducting a Research Project/Presenting Research Findings Determine the validity of information gathered on a topic.
W.3.8RI.1.1 RI.1.2
HMH Digital Dashboard: Interactive Writing Lessons Conducting Research “Types of Sources” HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 5—Evaluating Sources” p.204 Performance Task A: Create a Visual Presentation “Evaluate Your Materials”
p.204 Performance Task A: Create a Visual Presentation HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 5—Evaluating Sources” Handouts
FL Standards Quiz – GR8_ELA_U6_FSQ1 Use MLA or APA format to cite evidence gathered from a source.
W.3.8RI.1.1
HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “APA Style: A Guide to Citing Sources” “MLA Style: A Guide to Citing Sources”
HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “APA Style: A Guide to Citing Sources” “MLA Style: A Guide to Citing Sources” Handouts pp. 203-205 Performance Task A: Create a Visual Presentation
Use MLA or APA format to create a works cited page.
W.3.8
HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “APA Style: A Guide to Citing Sources” “MLA Style: A Guide to Citing Sources”
HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “APA Style: A Guide to Citing Sources” “MLA Style: A Guide to Citing Sources” Handouts pp. 203-205 Performance Task A: Create a Visual Presentation
Cycle 6: Conducting a Research Project/Presenting Research Findings
Conduct a short research project to answer a question. • Gather relevant information from
multiple print or digital sources • Determine the validity of information
gathered • Identify topics for further research
and investigation • Cite evidence gathered from sources
in APA or MLA format • Create a works cited page in APA or
MLA format
W.3.7RI.1.1RI.3.7
p. 203-204 Performance Task A: Create a Visual Presentation “Plan: Gather Information, Conduct Research, Evaluate Your Materials, Gather Images, Consider Your Purpose and Audience ”
p. 205 Performance Task A: Create a Visual Presentation
Develop an appropriate and purposeful organization for a research presentation. SL.2.4
W.2.4RI.1.1
p. 205 Performance Task A: Create a Visual Presentation “Produce: Write Biographical Sketches, Design Your Visual Presentation”
p. 205 Performance Task A: Create a Visual Presentation
Highlight main ideas appropriately in a research presentation.
SL.2.4W.2.4RI.1.1 RI.1.2 RI.1.3
p. 205 Performance Task A: Create a Visual Presentation “Produce: Write Biographical Sketches, Design Your Visual Presentation”
p. 205 Performance Task A: Create a Visual Presentation-Design Your Visual Presentation; Review Your Production
Include multimedia component to aide understanding during a presentation.
SL.2.5W.3.7
HMH Digital Dashboard: Interactive Speaking & Listening Using Media in a Presentation HMH Digital Dashboard: Teacher Resources MediaScope
pp. 204-205 Performance Task A: Create a Visual Presentation
Use appropriate eye contact and volume during a presentation. SL.2.4
Digital Dashboard: Interactive Speaking & Listening Giving a Presentation
pp. 204-205 Performance Task A: Create a Visual Presentation
Cycle 6: Conducting a Research Project/Presenting Research Findings Adapt speech to purpose when making a presentation.
SL.2. L.1.1
Digital Dashboard: Interactive Speaking & Listening Knowing Your Audience Digital Dashboard: Interactive Writing-Conducting Research Refocusing Your Inquiry
pp. 203-205 Performance Task A: Create a Visual Presentation
Give an effective research-based presentation.
• Gather relevant information from multiple print or digital sources
• Determine the validity of information gathered
• Develop presentation organization • Highlight main ideas • Include multimedia component(s) • Use appropriate eye contact and
volume during presentation • Use appropriate speech during
Digital Dashboard: Interactive Writing-Conducting Research Types of Sources; Using the Internet for Research; Taking Notes Digital Dashboard: Interactive Speaking & Listening Delivering Your Presentation
pp. 203-205 Performance Task A: Create a Visual Presentation
