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Monday March 12

Objectives:
● Students will be able to acquire a range of general academic and domain-specific
words and phrases
● Students will be able to distinguish the difference between general academic and
domain-specific words
● Students will be able to accurately use general academic and domain-specific
words
Procedures:
● The teacher will pass out guided notes on domain-specific and general academic
language
● The teacher will introduce the idea of domain-specific and general academic
language in a powerpoint for the students to listen and view while taking notes
● The teacher will give examples of these vocab words and have students rewrite
them in their own words
● The students will then with a partner, and then as a class discuss what they
believe the word to mean
● After each word the teacher will have students pronounce the word, the teacher
will explain the word, and then provide examples
● The students will then with a partner, and then as a class discuss what they
believe the word to mean
● Students will create a non-linguistic representation of the term
● Finally, time permitting, students will play a Kahoot! That incorporates the
academic language terms
Modifications:
● Co-teachers moving about the room helping students to understand terms and
examples
● Reading aloud the powerpoint
● Providing guided notes
● Students will be provided with an audio, video, and physical copy of King’s
speech
Assessments:
● Formative- Students will be discussing as a class, and creating their own
examples of vocabulary words presented
● Formative- Students will be playing a Kahoot! Version of the game for diagnostic
assessment

Tuesday March 13
Objectives:
● Students will be able to properly identify academic vocabulary within a prompt to
decode it
● Students will be able to use the RUPR system to decode the prompts given to
them
● Students will be able to use RUPR on a prompt and then respond to it
Procedures:
● The teacher will re-introduce the idea of academic vocabulary to the students
● The teacher will ask for examples of these vocabulary words
● The teacher will then pass out RUPR worksheets to the students
● The teacher will then pass out a series of prompts
● With a partner the students will identify the academic language found within the
prompts
● The teacher will facilitate discussion as a class on the academic language found
● The students will then complete a RUPR form for each prompt given, and
discuss them as a class
● The teacher will then pass out one final prompt and RUPR form to students
● Students will then identify the academic language, fill out the RUPR form, and
use it to answer the prompt
Modifications:
● Co-teachers moving about the room helping students to get the assignments
understood and performed properly
● Reading aloud the worksheets directions
● Reading aloud the prompts for students
● Using partners and class discussion to allow students to work together
Assessments:
● Formative- Students will be writing on RUPR documents to decode prompts
● Summative- Students will be answering a prompt that they have decoded with a
RUPR sheet

Wednesday March 14
Objectives:
● Students will be able to discern the difference between evidence and details
● Students will be able to use the evidence found to answer a question about the
text given to them
Procedures:
● The teacher will explain the difference between evidence and detail
● The teacher will provide students with a short text and have them annotate the
details
● The teacher will then present a question to students and have them identify
details that would also count as evidence towards answering the question
● The teacher will have students come to the board and write their evidence and
where it has been found within the text
● The teacher will then once again clarify evidence versus detail
● The students will read another text with the teacher
● The teacher will then present a claim or statement about the piece
● The teacher will group students and pass out strips of sentences and phrases
from the piece
● The teacher will have students sort the strips into categories of detail or evidence
supporting the claim made
● Students will then glue them to a piece of paper and turn it in
Modifications:
● Co-teachers moving about the room helping students to get the assignments
understood and performed properly
● The teacher will be reading aloud the pieces given to students
● The teacher will be grouping students in pairs and small groups
● Students will be using kinetic movements to keep them engaged
Assessments:
● Formative- Students will be identifying evidence and citing it on the board
● Formative- Students will creating a chart of evidence versus detail in groups

Thursday March 15
Objectives:
● Students will be able to identify evidence found within texts to answer questions
about that text
● Students will be able to utilize the MA’AM method of identifying evidence and
how it fits in the answer
Procedures:
● The teacher will re-examine the difference between detail and evidence
● The teacher will give students a text that they will read together
● The teacher will ask the students one question that they might be able to answer
from what they know about the text
● The teacher will then provide a more clear question that they could answer
● Students will then re-read the piece on their own
● The teacher will then pass out the MA’AM guided sheet to students
● For the first two letters of the MA’AM handout, the teacher and students will work
together to answer
● The teacher will then have students complete the maam chart on their own
● Students will then get together in groups of about four to complete a THINK, INK,
PAIR, SQUARE activity
● Students will then share their answers and finish product with the class
Modifications:
● The teacher will provide guided documents for students to complete the MA’AM
activity
● Co-teachers moving about the room helping students to get the assignments
understood and performed properly
● Texts read aloud for the whole class
● First two letter of MA’AM are completed together with the class
Assessments:
● Formative- students will be completing MA’AM charts over a text in class
● Summative- Students will be completing a THINK, INK, PAIR, SQUARE activity
in class for ten points

Friday March 16
Objectives:
● Students will be able to use a MA’AM guide to answer specific questions about a
text
● Students will be able to craft an essay responding to a text and using their
MA’AM guide
Procedures:
● The teacher will pass out a text to read with the class
● The teacher will read the text to the class
● The teacher will then debrief the text with students as a class
● The teacher will then pose a question to the students
● The teacher will then pass out a MA’AM sheet for students to complete on their
own
● The teacher will then pose a question for students to answer in an essay with
evidence from the text
● Students will work on this essay for the rest of class and possibly the monday
when they return
Modifications:
● Co-teachers moving about the room helping students to understand terms and
examples
● Reading aloud the text to students
● Providing the MA’AM form to guide students
● Reading the prompt aloud to students
Assessments:
● Summative- Students will be completing a prompt in an essay worth 25 points
Standards Met:
CCSS.ELA-LITERACY.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.8.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.

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