Unit 1: Better Together (1.1.1)
MS: Middle School
Created on September 4, 2024
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Transcript
Are weBetter together?
unit 1 overview
start
Introduction
There may be times in life when you have to rely on yourself: your abilities, motivations, and knowledge. On the other hand, you might experience events or situations in which you benefit from working as a community. Chat?
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Unit 1 overview:
This unit investigates if people are more effective when they work as individuals or as a group by answering the question, Are we better together?
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Are we better together?
Unit Overview
Study a selection of poems, articles, books, and videos.
Develop reading, writing, speaking, and listening skills.
Two quizzes
One test
Two assignments - one project
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
ArgumentativeEssay Baseline
Objective: learners can create a baseline writing sample.
Form a reference point to compare your writing progress throughout the course.
picture
Create a picture of your current writing skills
Baselines
Baseline writing samples are nongraded activities.
refer back
baseline writing samples
"A journey of a thousand miles begins with a single step."
baseline argumentative essay
Today, you will practice writing an argument. You have three prompts from which to choose. You can respond to the prompts in a number of ways:
Typing in edio text box.
Write it in Word and upload it to edio.
Write it on a piece of paper and send me a picture of it.
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today's assignment:
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You will select ONE prompt to respond to in the 10 minute time frame. (Creativity, critical thinking, fluency...)
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Should schools require students to read a certain number of classic literature books each year, or should they focus on more contemporary texts?
prompts
today's assignment:
Should ELA classes teach students how to use artificial intelligence (AI) writing tools, or should they focus on teaching the fundamentals, ignoring recent technological innovations?
Should schools limit the usage of technology in the classroom, or should they allow students to use technology freely in the classroom?
Before you start writing, consider the following:
Advice
clear stance on the topic or issue
justifications for the stance
details such as facts to support your stance
considers the opposing side of the argument
includes information to defend the stance taken
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
Argument: Pepsi is better than Coke
Advice
clear stance on the topic or issue
justifications for the stance
details such as facts to support your stance
considers the opposing side of the argument
includes information to defend the stance taken
Pepsi is better.
Pepsi is sweeter than Coke, Pepsi gives me more energy
contains a bit more sugar (sweeter) and has more caffeine
Coke has less calories
Pepsi only has 10 more calories than Coke
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
sustainedwriting practice
10 minutesGoal: see how much writing you can complete about the topic, give you time to write continuously about a topic, apply the writing techniques you notice and learn.
03:00
07:00
wrong answer...
wrong answer...