SS+English+IP

=Instructional Plan/Learning Activities= A1: Students read and make generalizations from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. (6-8) F. || (6-8) A. || C1: Students propose and revise research questions,collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings. (6-8) B, C, D, G, and H || B3: Students write academic essays that state a clear position, supporting the position with relevant evidence. B B4: Students write persuasive essays addressed to a specific audience for a particular purpose. A. B1: Students use a writing process to communicate for a variety of audiences and purposes. (6-8) C and D || B2: Students write narratives that convey complex ideas, observations, events, or reflections. (6-8) A, B, C, and D || E2: Students adjust speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose. (6-8) A, C, and E ||
 * Content: English**
 * Instructional Plan || Understanding || Know || Skills || MLR ||
 * 1.
 * Hook:** Students will view titles and front covers of two books. Each student will write a quick prediction of the book based on the title and image.
 * Learning Activity:** Students will read //Cat of Bubastes: A Tale of Ancient Egypt by G.A. Henty// or //Cleopatra VII: Daughter of the Nile, Egypt 57 B.C.// by Kristiana Gregory. Students will be divided into groups based on book choice. Students will determine number of chapters or pages to read each night and will come to class with a summary of events from selection.
 * Artifact:** Students will use a podcast to post summaries and answer questions about book (a book review online). || 2) Students will understand that structural features in literary texts help students to comprehend material when reading fiction and that collecting information from a wide variety of sources is critical to the research process. || 1. To demonstrate comprehension and understanding of texts, students need to be able to summarize information gathered and be able to recall information at a later date. || 1. Demonstrate comprehension of literature by summarizing and making generalizations. || A. Reading: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies. They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts.
 * 2.
 * Hook:** Students will be given a piece of paper: 1) Did you know...? With questions about Ancient Egypt. Students will circle ones they know. 2) Students will then write three things they want to know about Ancient Egypt.
 * Learning Activity:** As a class, we will fill out a K-W-S Chart: K - Know, W- Want to Know, S- Possible Sources. We will use information gathered from hook activity to partly fill in "Know" and " Want to Know." As a class we will add in additional questions as we go (through unit) and the sources will be determined as a class. We will then have a tutorial of Inspiration, learning how to set up a web - center: Idea/concept/question; bubbles extending from center: questions to be answered or points to make. This activity will introduce students to using Inspiration, as students will use Inspiration later when comparing hieroglyphic to English, and when writing persuasive essay and narrative.
 * Artifact:** Inspiration page hyperlinked to/in Wiki || 2) Students will understand that structural features in literary texts help students to comprehend material when reading fiction and that collecting information from a wide variety of sources is critical to the research process. || 3. How to use and update information on Inspiration; and how to use Inspiration in the research process. || 3. Create and revise questions that can be answered by information found within texts. || A3: Students read various informational texts, within a grade appropriate span of text complexity, making decisions about usefulness based on purpose, noting how the text structures affect the information presented.
 * 3.
 * Hook:** Centers will be in place around the room. Each center will have a theme- 1) Primary Sources, 2) Secondary Sources, 3) Relevance to Topic. Students will participate in activities at each stattion. At station one, students will observe primary sources and describe/ take notes on types of primary sources; finally answering: What are primary sources? Repeat this for station two, except using secondary sources. What are secondary sources? Station three will have books of non-fiction and fiction, old and new books; journals and printouts from online sources (both unreliable and reliable (.com, .org, .edu, etc) relating directly or indirectly to Egypt and Ancient Egypt. At this station, students (in their groups) will pick through the collect to find the most relevant and reliable sources to use in research on Ancient Egypt.
 * Learning Activity:** Students will use the list of reliable and relevant sources to summarize and document on Blogger.com. Students will open blogger accounts and exchange addresses to classmates. A discussion will be held on how to determine primary and secondary sources and how to determine if material is useful and reliable. Students will then visit the school library and use online sources to find more information to post. This will carry on into following lessons where students must research a topic.
 * Artifact:** Blog (hyperlinked to/in Wiki). || 2) Students will understand that structural features in literary texts help students to comprehend material when reading fiction and that collecting information from a wide variety of sources is critical to the research process. || 2. How to determine primary and secondary sources and how to blog information from texts and use in the research process. || 2. Evaluate relevance of information, document information as primary or secondary, and summarize information. || C. Research: Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media.
 * 4.
 * Hook:** On Friday, each student will be given a different list of found objects/artifacts from an ancient grave (either worker/builder, royalty, etc (take from different roles in Egypt) Over the weekend, students will need to determine who these artifacts belong to -worker, royalty...whoever; with possible explanation and reasoning.
 * Learning Activity:** Students will use this information to begin filling out a persuasive essay graphic organizer. Students will research person and role in Ancient Egypt to support claim. Students will blog sites on their blogger.com accounts and use Inspiration to web/graph information - answering questions and supporting statements. Students will create a Wiki account and learn how to post persuasive essay and reply through discussion.
 * Artifact:** Wiki (discussion- counter-claim from classmates and hyperlinked to Inspiration and Blog) || 2) Students will understand that structural features in literary texts help students to comprehend material when reading fiction and that collecting information from a wide variety of sources is critical to the research process. || 4. How to organize a persuasive essay, build a strong argument, and support with facts. || 4. Argue a point in a persuasive essay with support from text and a logical argument. || B. Writing: Students write to express their ideas and emotions, to describe their expectations, to communicate information, and to present or analyze an argument.
 * 5.
 * Hook:** Teacher will arrive to class dressed as an Egyptian. Students will watch an iMovie.
 * Learning Activity:** Students will use person/role from previous activity (#4 - persuasive essay) to write a narrative of the Egyptians life. Students will use a cluster web to graph ideas/topics to cover in narrative, such as: position in Egyptian society, projected life span, housing, and type of work. Students will use the cluster web to write the brief narrative which will accompany their iMovie. Students will demonstrate narrative in iMovie - demonstrating dress, type of work, role in society, etc. Students will work in groups to create iMovie of Ancient Egypt - each person playing their particular role. Students will hopefully see how these roles/people interacted in the ancient world.
 * Artifact:** iMovie- students will assume part of Egyption in their narrative and show/describe scenes and life || 2) Students will understand that structural features in literary texts help students to comprehend material when reading fiction and that collecting information from a wide variety of sources is critical to the research process. || 5. How lives of Egyptians varied depending on status. || 5. Assume role of Egyptian to write a personal narrative. || B. Writing: Students write to express their ideas and emotions, to describe their expectations, to communicate information, and to present or analyze an argument.
 * 6.
 * Hook:** Students will be given an Egyptian passage (in Hieroglyphic) to decode. The same passage concept will also be given written in English but not as an aid in decoding.
 * Learning Activity:** Students will compare and contrast the two passages and record findings on a venn diagram. Students will then be able to transition the information from the venn diagram to a web/diagram created on Inspiration. Steps to using Inspiration will be given to students to follow (as Inspiration will have been introduced earlier in unit).
 * Artifact:** Inspiration web to compare and contrast || 2) Students will understand that structural features in literary texts help students to comprehend material when reading fiction and that collecting information from a wide variety of sources is critical to the research process. || 6. That both are forms of communication and are made up of symbols. However, English is made up of symbols (letters) that have a sound and hieroglyphics are symbols that have meaning. || 6. Recognize and reflect on the difference between hieroglyphics and English. || E. Listening and Speaking: Students listen to comprehend and speak to communicate effectively.