Embedded Files
Craft and Structure | Level E = 32% M = 42%| Estimated Time 5 hrs |
Mini-Lesson Targeted Skill:
Mini-Lesson Targeted Skill:
Engage learners in a targeted content-driven presentation based on a specific lesson, skill of study. Provide a brief explanation of the skill relevance through modeling and demonstrations. Be prepared to remediate and or reteach when necessary.
Engage learners in a targeted content-driven presentation based on a specific lesson, skill of study. Provide a brief explanation of the skill relevance through modeling and demonstrations. Be prepared to remediate and or reteach when necessary.
(15-20 minutes).
(15-20 minutes).
The learner will be able to identify transitions and text structure details and conclusions about an Author’s Purpose for a writing text.
The learner will be able to identify transitions and text structure details and conclusions about an Author’s Purpose for a writing text.
Instructional Materials
Instructional Materials
Instructional Videos
Instructional Videos
Student HyperDoc
Click image above to Download and upload into Google classroom to assign activities for absent students
Independent Practice
Independent Practice
Facilitate learning groups to engage in problem-based learning to reinforce mini lesson. Students self-explore.
(20-30 minutes)
Learner groups will identify the structure of the CommonLit article “How Do We Tell Right from Wrong?” and highlight text features to demonstrate skill understanding in the application using the key vocabulary within the assigned activity.
Guided Practice
Guided Practice
Engage with small groups to guide lines of thinking.
(20-30 minutes)
The instructor will engage the learner groups in dialogue by asking three open-ended questions about each article read; Create a text feature graphic organizer in the shared Jam Board using the information in one of the following articles and the identify author's purpose.
Lesson Flip/Pull-Outs
Lesson Flip/Pull-Outs
Work with the learner to demonstrate mastery utilizing instructor-selected tools through presentation and/or pull-outs.
(20-25 minutes)
At this stage, the learner becomes the instructor by explaining the keywords and features that refer to how the author organizes the text. By presenting their own text feature chart JamBoard using the CommonLit articles read during class.
Personal Skill Development
Personal Skill Development
Provide an opportunity for students to utilize online learning tools to facilitate individualized instruction.
(20-30 minutes)
Learners will practice in Essential Education (all URLs are school sites specific)
New Readers Press Scoreboost Online:
Thinking Skills: Charts and Graphs
Career and Soft Skill Development:
Activity Based-Learning
Probe | Learner Reflection
Probe | Learner Reflection
Provide an opportunity for students to review, ask additional questions, reflect on changes to their thinking, and identify new skills they have developed.
(15-20 minutes)
Have the learners complete the following:
List the three main reasons an author writes. Please include an example for each within the responses.
Instructor Reflection
Instructor Reflection
Review the learner artifacts and exit tickets from each group. Develop a plan of remediation, reteach and or review where needed
Page updated
Report abuse