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The plan aligns to W.1.7 with supporting literacy and speaking/listening standards, using note taking, main idea and key details, and text features to gather, organize, and explain facts. 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The timeframe may vary depending on the individual needs of the classroom.\u003Cbr>Focus Standard: W.1.7\u003Cbr>Additional Standards: SL.1. 1, W.1. 2, RI.1.6, RI.1.2\u003Cbr>Text(s): Various informational texts and articles on presidents; Audio informational texts on presidents\u003Cbr>Resources and Materials:\u003Cbr>• Handout 5.2: Main Idea and Key Detail Graphic Organizer\u003Cbr>• Handout 8.1: Four Square Writing Graphic Organizer\u003Cbr>• Handout 10. 1: Article Checklist\u003Cbr>• Handout 11.1: Performance Task Rubric\u003Cbr>• Main Idea and Key Detail anchor chart (from previous lessons)\u003Cbr>• Editing Checklist anchor chart (from previous lessons)\u003Cbr>• Text Features anchor chart (from previous lessons)\u003Cbr>Lesson Target(s):\u003Cbr>• Students will compose a piece of writing that explains, informs, or describes in which the students name the topic, supply some facts about the topic, and provide a sense of closure.\u003Cbr>Guiding Question(s):\u003Cbr>• How does note taking help me to gather information?\u003Cbr>• How do the main idea and key details help me understand an informational text?\u003Cbr>• How do text features help me understand an informational text?\u003Cbr>• What kind of information do I provide when writing an informational article? |\n\n\n| Vocabulary |  |\n| --- | --- |\n| Academic Vocabulary:\u003Cbr>• Research\u003Cbr>• Data\u003Cbr>• Facts\u003Cbr>• Resource\u003Cbr>• Note taking\u003Cbr>• Organize\u003Cbr>• Inquiry\u003Cbr>• Investigation | Instructional Strategies for Academic Vocabulary:\u003Cbr>􀂅 Introduce words with student-friendly definition and pictures\u003Cbr>􀂅 Model how to use the words in writing/discussion\u003Cbr>􀂅 Read and discuss the meaning of word in multiple contexts\u003Cbr>􀂅 Students create pictures/symbols to represent words\u003Cbr>􀂅 Students write/discuss using the words\u003Cbr>􀂅 Students act out the words or attach movements to the words |\n| In-ConTEXT Vocabulary:\u003Cbr>• Based on the specific needs of your students, choose words/phrases that have clear context clues in the text. | Strategies for Teaching How to Determine Meaning from Context Clues:\u003Cbr>􀂅 Use an anchor chart to model how to use context clues to determine the meaning of words |\n| Direct Instruction Text Vocabulary:\u003Cbr>• Review all words placed on the word wall. | Instructional Strategies for Direct Instruction Text Vocabulary:\u003Cbr>􀂅 Introduce words with student-friendly definition and pictures\u003Cbr>􀂅 Model how to use the words in writing/discussion\u003Cbr>􀂅 Read and discuss the meaning of word in multiple contexts\u003Cbr>􀂅 Students create pictures/symbols to represent words\u003Cbr>􀂅 Students write/discuss using the words\u003Cbr>􀂅 Students act out the words or attach movements to the words |\n\n\n| Instructional Plan |\n| --- |\n| Understanding Lesson Purpose and Student Outcomes:\u003Cbr>Direct students to the guiding questions and lesson target and have a discussion.\u003Cbr>Activities: See Handout 11.1 Performance Task for details on all activities.\u003Cbr>\u003Cbr>For students who are EL, have disabilities, or perform/read well below the grade level:\u003Cbr>• Students who have difficulty writing may use a combination or drawing and dictation with teacher modeling.\u003Cbr>• Students may arrange pre-constructed sentences to form a logical paragraph.\u003Cbr>• Students may use audio books to assist with gathering information.\u003Cbr>• Students can color code main idea and key details.\u003Cbr>Extensions and/or a more advanced text for students who perform/read well above grade level:\u003Cbr>• Students can attempt publishing their work individually while utilizing technology.\u003Cbr>• Students may write an article that compares and contrasts the lives of two presidents.\u003Cbr>• Students can complete the Four Square graphic organizer using broader topics for each square that are broken down into sub-categories. (Ex. Early life-Fact \\#1, 2, 3; Appearance-Fact- \\#1, 2, 3, etc. )\u003Cbr>Reflection and Closing:\u003Cbr>✓ Students will share their final produc","cbCailpUBgOhmnbT","https://ap.wps.com/l/cbCailpUBgOhmnbT","pdf",697571,"English","# Lessons 11: Performance Task\n## Focus and Standards\n## Texts, Resources, and Materials\n## Lesson Targets and Guiding Questions\n## Vocabulary Development\n## Instructional Plan\n## Homework\n## Handout 11.1: Performance Task","[{\"question\":\"What is the main goal of the Lessons 11 performance task?\",\"answer\":\"Students choose a president of interest and write an informational article that includes facts, key details, a conclusion, required vocabulary, and an illustration.\"},{\"question\":\"How do note taking and text features support students’ understanding?\",\"answer\":\"Note taking helps gather information, while main idea and key details help students comprehend the text and text features help make meaning from informational reading.\"},{\"question\":\"What learning supports are provided for students who need additional assistance?\",\"answer\":\"Students may use drawing and dictation with teacher modeling, arrange pre-constructed sentences, use audio books for gathering information, and color-code main idea and key details.\"}]","Grade 1 - Lessons 11: Performance Task | PDF",1790612798,18]