Chelsea Schwark

ENG 482 Nothing but the Truth Unit Plan

Unit Rationale
It is no secret that middle school students are at a very difficult age in their
lives, and that at this age, students often begin to show new negative behaviors.
According to the professional development resource Teachology, [Student]
attitude problems mostly affect those who are in middle school. Young boys and
girls usually exhibit problematic behaviors such as stealing, lying, fighting, using
bad language, skipping class, and bullying. They display aggressive actions due to
various reasonsthe main reason for such problematic behaviors is the hormonal
changes in the bodies of these students. Nothing but the Truth by Avi is a novel
that explores the negative consequences of lying and stretching the truth,
including how lies and rumors can get out of hand very quickly.
In the novel, Philip thinks that his English teacher Ms. Narwin is out to get
him because she wont give him a passing grade so that he can be on the track
team. Then one day, Philip breaks the schools rule about standing at a respectful
silence during the National Anthem in Ms. Narwins class and decides to hum
along, which earns him a suspension from the vice principal. After local
newspapers, state news crews and national talk shows hear about the incident
and create a media circus around Philip and Ms. Narwin, lies, red herrings and
different versions of the story begin to surface, so that no one really knows what
happened that day in Ms. Narwins class. As a result, the students are left to
figure it out for themselves: were Philips actions really an act of patriotism or just
of teenage rebellion? Was Ms. Narwin really out to get Philip? Why did both
characters begin lying about the situation in the first place? These questions are
perfect for sparking great conversations and debates among the students, as well
as creating insightful topics for argumentative essays.
According to DePaul Universitys Center for Writing-based Learning, One of
the greatest tools we have as writers is the power of persuasion. The focus of
this unit is to help the students learn how to not only make argumentative claims,
but pull evidence from the text to back up their arguments both verbally and in
writing. Additionally, sometimes middle school students tend to rely on their peers
to tell them how to think and act for fear of not fitting in. That being said, the
assignments listed in this unit are crucial to helping students develop their own
opinions rather than relying the opinions of others. The summative assessment
for the unit is a 3-5 page argumentative essay that features a thesis statement
and requires textual citations to back up claims, which in many cases may be the
first adult-level writing assignment the students are exposed to. Nothing but the
Truth is the perfect book to headline this unit because it has the potential to spark
opinions and arguments, has relatable characters and settings for middle school
students, and it also teaches a moral lesson that cannot always be learned in a

classroom.

References
"University Center for Writing-based Learning." University Center for Writingbased Learning. DePual University. Web. 2 Nov. 2015.
"Why Do Most Behavior Problems Spring Up Around Middle School?" Why Do Most
Behavior Problems Spring Up Around Middle School? Teachology. Web. 2 Nov.
2015.
Essential Questions:
Who determines what is right and wrong?
Who makes the rules?
Why do people lie?
Who do little while lies hurt?
Standards
(8.RL.1) (8.RI.1) (8.RI.2) (8.W.1) (8.W.4) (AZ.8.W.4) (8.W.5) (8.W.9) (8.W.10)
(8.SL.1) (8.SL.4) (8.L.1) (8.L.2)
Objectives/Sub Objectives
Students will be able to
Use and cite textual evidence to support argumentative claims
Present textual evidence in a clear and concise manner to a group of peers
for the purpose of discussion and/or debate
Write arguments using a clear thesis and strong supporting evidence from
the text
Showcase their comprehension skills by extending the story of one of the
characters from Nothing but the Truth past the novels ending point
Understand key themes in Nothing but the Truth by addressing prompts
based on those themes in the form of anticipation guides
Assessments Formative
Journaling Bellwork: Every day during my unit I will have a short prompt written
on the board that the students will need to write about in their journals during the
first 5-6 minutes of class. (Note that students will be expected to write at least 3-5
sentences during this time.) The Journals will be collected every Friday and
returned the following Monday. Example journal prompts will include, Was Phillip
really within his First Amendment right to free speech when he started humming
the National Anthem during announcements? Why or Why not, Do you think Ms.
Narwin really has it out for Phillip, or do you think Phillip is overreacting? Defend
your position, and Why do you think the media was so interested in Phillips
situation with the school and Ms. Narwin? Do you think the media coverage made
the situation worse in any way? Why or why not? Grading for this assessment
will be based on the number of sentences per entry and will be worth one point

per day, for a total of five points per week.

Socratic Seminar: At the halfway point in the novel, the students will host a
Socratic seminar, complete with questions they have come up with, rules they
created, and a volunteer student facilitator to keep the discussion flowing. During
the seminar, the teacher will take a backseat and simply keep track of who
speaks, because the students will be required to speak three times, but will be
limited to five turns maximum in a session. Students will also be required to have
five questions ready to pose by the day before the seminar so that they can be
approved by the teacher. While we read the book in class, the students will be
encouraged to write down any open-ended, opinion-based questions they come
up with in their journals so that by the time we get to the halfway point in the
book they will already have some questions prepared to discuss and they can just
pick five from there. Grading will be based solely on participation.
Mock Newspaper Interview: Upon the completion of the book, the students will
be asked to compose a mock newspaper interview featuring either Ms. Narwin or
Phillip. The students will be required to ask 6-8 questions to their chosen
character, and their characters responses to the questions must be addressed
in 3-5 sentences per question. The purpose of the article should be focused on
what the character has been doing since the book ended. The article must also
feature an introductory paragraph before the interview that is 5-7 sentences long
explaining who their character is, their role in the incident at Harrison High, what
you will be talking to the character about, etc. Finally, the article should end with
a conclusion paragraph about 4-6 sentences long that summarizes the interview,
draws any new conclusions, etc.
*Rubrics and example assignment sheet featured in Appendix A
Summative Assessment
My summative assessment will be a 3-5 page argumentative essay either
supporting Phillips actions in Ms. Narwins class as part of his First Amendment
right to free speech, or agreeing with the schools decision to suspend him. The
prompt will be Do you think Phillips humming during the National Anthem in Ms.
Narwins class should have gotten him suspended? Why or why not? In a 3-5 page
argumentative essay, defend your position using three strong pieces of evidence
from the text. Be sure to include a thesis and address the opposing side! Grading
will be based on the Six Traits rubric used by Deer Valley Unified School District.
*Rubric featured in Appendix B
Differentiation for diverse learners
ELL:

The novel will be read in various ways (whole group, small group,

independently, etc) to meet the needs of diverse readers.

If possible, the teacher can read pieces of the novel aloud to ELL students
in a one-on-one or small group format rather than having them read
independently, or they can be assigned a reading buddy.

Students may be given additional resources to help them with their writing
assignments.

Various SIOP features will be integrated into all lessons.

All lessons/resources/PowerPoints/etc used in class will be posted to the

class website so they are always available for students to look over.

The teacher will always be available to answer questions and provide extra
resources in class, during office hours, and via email.

SPED:

Individual accommodations and modifications will be made for individual

students where appropriate.

All IEP and 504 plans will be followed.

If possible and/or appropriate, assignments and projects can be tweaked to

better meet the needs of students with special needs.

All lessons/resources/PowerPoints/etc used in class will be posted to the

class website so they are always available for students to look over.

The teacher will always be available to answer questions and provide extra
resources in class, during office hours, and via email.

GATE:

Assignments and projects may be extended or tweaked to further challenge

the students.

Reading assignments may include critical thinking questions to answer to

encourage the students to think harder about the text.

Some GATE students may be asked to facilitate discussions, lead group

work, etc.

Some GATE students may be asked to help mentor ELL or SPED students
who would benefit from a learning/reading buddy.

Background knowledge/student interest/real life application

Nothing but the Truth is a fiction novel that is written in a very believable
way. The main character Philip is a freshman in high school (only a year older than
the students) whose actions showcase fear, bravery, stubbornness, and a variety
of other understandable emotions. Ms. Narwin is a teacher who only wants the
best for her students, which sometimes means making hard decisions that her
students dont always understand. I firmly believe that my students can relate to
at least one of those two characters and really identify with them because they
are feeling these very real emotions that my middle schoolers are just beginning
to experience for themselves.
Middle schoolers are at an age where they are finally finding their voices, so
they love to discuss and debate with one another. Nothing but the Truth is a novel
that sparks conversations, fuels emotions, and enhances critical thinking. It is a
novel that the students relate to and enjoy, so they feel more inclined to
participate during class.
Of course, everyone knows how to argue; however, few know how to argue
correctly. I will use this novel to encourage disagreements and debates among my
students; however, I will also be using it to teach students how to argue
effectively, as well as how to find the appropriate textual evidence to support
their ideas. These skills will follow them throughout their academic careers and
into adulthood.
Unit Calendar (5-6 Weeks)
*6 week unit calendar outlined in Appendix C
References
Avi. Nothing but the Truth: A Documentary Novel. New York City: Scholastic, 2010.
Print.
Appendix A
Assignment Sheet: Mock Newspaper Interview
Overview
One of the biggest factors of reading comprehension is
being able to continue the story where the author left off.
The novel Nothing but the Truth leaves us with a cliff
hanger ending, so we are never able to find out what
happened to the characters. In this assignment, you will
be challenged to take on the role of a newspaper
journalist and create a mock newspaper interview
featuring either Ms. Narwin or Phillip in order to tell the
story of what happened after the novel ended.
Standards
Produce clear and coherent writing in which the
development, organization, and style are

Requirements

Process and
Procedure

appropriate to task, purpose, and audience.

(Gradespecific expectations for writing types are
defined in standards 13 above. (8.W.4) a. Produce
clear and coherent functional writing (e.g., formal
letters, experiments, notes/messages, labels,
timelines, graphs/tables, procedures, invitations,
envelopes, maps, captions, diagrams) in which the
development and organization are appropriate to
the task, purpose, and audience. (AZ.8.W.4)
With some guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and
audience have been addressed. (Editing for
conventions should demonstrate command of
Language standards 13 up to and including grade
8.) (8.W.5)
Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
range of disciplinespecific tasks, purposes, and
audiences. (8.W.10)
In order to receive the best possible grade, your interview
must include the following:
You will be required to ask 6-8 questions to your
chosen character.
Your characters responses to the questions must
be addressed in 3-5 sentences per question.
The article must also feature an introductory
paragraph before the interview that is 5-7
sentences long explaining who your character is,
their role in the incident at Harrison High, what you
will be talking to the character about, etc.
The article should end with a conclusion paragraph
about 4-6 sentences long that summarizes the
interview, draws any new conclusions, etc.
Remember, the article must be focused on what
the character has been doing since the book
ended.
This assignment was designed to challenge the students
to present the events after the novel in a different and
interesting way. The students will be asked to compose a
mock newspaper interview featuring either Ms. Narwin or
Phillip. The students will be required to ask 6-8
questions to their chosen character, and their characters
responses to the questions must be addressed in 3-5
sentences per question. The purpose of the article

should be focused on what the character has been doing

since the book ended. The article must also feature an
introductory paragraph before the interview that is 5-7
sentences long explaining who their character is, their
role in the incident at Harrison High, what they will be
talking to the character about, etc. Finally, the article
should end with a conclusion paragraph about 4-6
sentences long that summarizes the interview, draws any
new conclusions, etc.
In order to complete this assignment, the students will
complete the following steps:
1. Students will spend one day in class choosing their
characters and creating their interview questions
and responses. These will be checked for class
participation points.
2. The next day we will be doing an introduction
workshop together to help the students get their
articles going. Introduction paragraphs will be
checked at the end of class for exit ticket points.
3. They will have 2 full days in the computer lab to
work on their articles.
4. On the second day we will do a short conclusion
workshop to help the students figure out how they
can appropriately end their articles.
5. This assignment will be introduced on a Monday
and will be due the following Monday. They will be
graded by the rubric below.

Mock Newspaper Interview Rubric

Introductio
n

Points
Possib
le

Article
contains an
introductory
paragraph
that is 5-7
sentences
long.

10

Article
contains an

Intervie
w
Questio
ns
Article
includes
6-8
interview
question
s.

Points
Possib
le

Interview
Responses

Points
Possib
le

Conclusi
on

Points
Possib
le

10

Article
includes
interview
responses
that are 3-5
sentences
long

10

10

Article
includes

Article
contains
a
conclusio
n
paragrap
h that is
4-6
sentence
s long.
Article
contains

Article
includes

introductory
paragraph
that is 3-4
sentences
long.

3-5
interview
question
s.

interview
responses
that are 2
sentences
long

Article
contains an
introductory
paragraph
that is 1-2
sentences
long.

Article
includes
1-2
interview
question
s.

Article
includes
interview
responses
that are 1
sentence
long

Article does
not contain
an
introductory
paragraph

Article
does not
contain
any
interview
question
s

Article does
not contain
any
interview
responses

Total

Total
/10

/10

Total Points

Total

/10

a
conclusio
n
paragrap
h that is
3
sentence
s long.
Article
contains
a
conclusio
n
paragrap
h that is
1-2
sentence
s long.
Article
does not
contain a
conclusio
n
paragrap
h
Total /10

/40

Socratic Seminar Rubric

Number
of
Question
s
Student
prepared
5
discussio
n
questions

Points
Possib
le

Participati
on

10

Student
participated
3-5 times in
the
seminar.

Point
s
Possi
ble
10

Behavior

Student
completel
y
followed
behaviora
l norms

Point
s
Possi
ble
10

for the
seminar.

Student
prepared
4
questions
for the
seminar.

Student
participated
2 times in
the
seminar.

Student
prepared
3
questions
for the
seminar.

Student
participated
1 time in
the
seminar.

Student
prepared
2
questions
for the
seminar.

Student
participated
0 times in
the
seminar.

Student
prepared
1
question
for the
seminar.
Student
prepared
0
questions
for the
seminar.

Total /10
Total /10

Total Points

during
the
Socratic
Seminar.
Student
typically
followed
behaviora
l norms
during
the
Socratic
Seminar,
but had a
few minor
issues.
Student
rarely
followed
behaviora
l norms
during
the
Socratic
Seminar.
Student
did not
follow
behaviora
l norms
during
the
Socratic
Seminar.

/30

Daily Journaling Bellwork Rubric

Total /10

Number of sentences written per entry

Student wrote 3-5 sentences in their journal
one or more days this week
Student wrote 0-2 sentences in their journal
one or more days this week
Total points earned:

Points Possible
1 point per day (5 points total)
0 points per day

/5

Appendix B
Argumentative Essay Rubric
CATEGORY

Excellent
10 points

Good8
points

Satisfacto
ry6
points

Sequencin
g
(Organiza
tion)

Details are
placed in a
logical
order and
the way
they are
presented
effectively
keeps the
interest of
the reader.

Some
details are
not in a
logical or
expected
order, and
this
distracts
the reader.

Word
Choice

Writer uses
vivid words
and phrases
that linger
or draw
pictures in
the reader's
mind, and
the choice
and
placement
of the
words
seems
accurate,
natural and
not forced.

Details are
placed in a
logical
order, but
the way in
which they
are
presented or
introduced
sometimes
makes the
writing less
interesting.
Writer uses
vivid words
and phrases
that linger
or draw
pictures in
the reader's
mind, but
occasionally
the words
are used
inaccurately
or seem
overdone.

Writer uses
words that
communica
te clearly,
but the
writing
lacks
variety,
punch or
flair. Writer
uses a
limited
vocabulary
that does
not
communica
te strongly
or capture

Needs
Improvem
ent4
points
Many
details are
not in a
logical or
expected
order.
There is
little sense
that the
writing is
organized.

Absent
0 points

Jargon or
clichs
may be
present
and detract
from the
meaning.

Essay
was not
turned in.

Essay
was not
turned in.

Sentence
Structure
(Sentence
Fluency)

All
sentences
are well
constructed
with varied
structure.

Most
sentences
are well
constructed
with varied
structure.

Adding
Personality
(Voice)

The writer
seems to be
writing from
knowledge
or
experience.
The author
has taken
the ideas
and made
them "his
own."

The writer
seems to be
drawing on
knowledge
or
experience,
but there is
some lack of
ownership
of the topic.

Grammar
& Spelling
(Conventi
ons)

Writer
makes no
errors in
grammar or
spelling
that distract
the reader
from the
content.

Writer
makes 1-2
errors in
grammar or
spelling that
distract the
reader from
the content.

Focus on
Topic
(Content)

There is one
clear, well
focused
topic.
Opinion
stands out
and is
supported
by detailed
reasons.

Focus is
mainly clear.
Opinion is
clear but
the reasons
are general.

Total Points

/50

the
reader's
interest.
Most
sentences
are wellconstructed
but have a
similar
structure.
The writer
relates
some of his
own
knowledge
or
experience,
but it adds
nothing to
the
discussion
of the
topic.
Writer
makes 3-4
errors in
grammar or
spelling
that
distract the
reader from
the
content.
Focus is
somewhat
clear.
Opinion is
somewhat
clear but
there is a
need for
more
detailed
reasons.

Sentences
lack
structure
and appear
incomplete
or
rambling.
The ideas
and the
way they
are
expressed
seem to
belong to
someone
else.

Essay
was not
turned in.

Writer
makes 5 or
more errors
in grammar
or spelling
that
distract the
reader
from the
content.
Focus and
opinion is
not clear.
There is a
seemingly
random
collection
of reasons.

Essay
was not
turned in.

Essay
was not
turned in.

Essay
was not
turned in.

Appendix C
Nothing but the Truth Unit Calendar
Week 1, Monday
SWBAT:
Understand key
themes in Nothing
but the Truth by
addressing prompts
based on those
themes in the form
of anticipation
guides.
Materials:
Daily Writing Journal,
anticipation guides
Activities:
Daily Journal
Introduction to
Nothing But the
Truth and
background
information
Begin anticipation
guides

Week 1, Tuesday
SWBAT:
Understand key
themes in Nothing but
the Truth by
addressing prompts
based on those
themes in the form of
anticipation guides.
Materials:
Daily Writing Journal,
anticipation guides
Activities:
Daily Journal
Finish anticipation
guides
Assessment:
Novel predictions exit
ticket
HW:
Anticipation Guides (if
necessary)

Assessment:
Thumbs up survey

Week 1, Wednesday
SWBAT:
Understand key
themes in Nothing
but the Truth by
addressing prompts
based on those
themes in the form
of anticipation
guides.

Week 1, Thursday
SWBAT:
Comprehend the
characterization in
Nothing but the
Truth by completing
a characterization
chart for each
character in the
novel.

SW
Co
ch
No
Tru
ac
ch
ch
no

Materials:
Daily Writing Journal,
anticipation guides

Materials:
Daily Writing Journal,
Nothing but the
Truth, annotation
charts,
characterization
charts

Ma
Da
No
Tru
ch
ch
ch

Activities:
Daily Journal

Ac
Da

Begin
reading/annotating
Nothing but the
Truth aloud

Co
rea
No
Tru

Begin
characterization
charts

Co
ch
ch

Assessment:
Annotations will be
checked

As
Ch
ch
ch

Activities:
Daily Journal
Class discussion
regarding
anticipation guide
prompts
Assessment:
Anticipation guides
due
HW:
None

HW:
Anticipation Guides
(if necessary)

HW:
None

Week 2, Monday
SWBAT:
Comprehend the
characterization in
Nothing but the

Week 2, Tuesday
SWBAT:
Comprehend the main
events in Nothing by
the Truth by

Week 2, Wednesday
SWBAT:
Comprehend the
main events in
Nothing by the Truth

Week 2, Thursday
SWBAT:
Defend their opinions
by presenting textual
evidence in a clear

HW
Ch
ch

SW
De
by
ev

Truth by completing
a characterization
chart for each
character in the
novel.
Materials:
Daily Writing Journal,
Nothing but the
Truth, annotation
charts,
characterization
charts
Activities:
Daily Journal
Continue
reading/annotating
Nothing but the
Truthpopcorn
reading

completing a story
note worksheet while
reading in groups.
Materials:
Daily Writing Journal,
Nothing but the Truth,
annotation charts, fillin story notes
worksheet

Materials:
Daily Writing Journal,
Nothing but the
Truth, annotation
charts

Activities:
Daily Journal

Activities:
Daily Journal

Continue
reading/annotating
Nothing but the Truth
book groups

Continue
reading/annotating
Nothing but the
Truthpopcorn
reading

During reading
activity: Fill-in story
notes

Finish
characterization
charts

Assessment:
Fill-in story notes due

Assessment:
Characterization
charts Due

HW:
Read Nothing but the
Truth independently at
home of you are
behind

HW:
Read Nothing but the
Truth independently
at home of you are
behind
Week 3, Monday

by completing a
paragraph-long
summary of what
they read in class.

Assessment:
Reading summary
exit ticket
HW:
Read Nothing but the
Truth independently
at home of you are
behind

and concise manner

to a group of peers
for the purpose of
discussion and/or
debate

Materials:
Daily Writing Journal,
Nothing but the
Truth
Activities:
Daily Journal

an
to
for
dis
de

Ma
Da
No
Tru
pa

Ac
Da

4c
Mid-point discussion
Begin preparing for 4
corners activity
Assessment:
Mid-point discussion

HW:
Study annotation
guides, summaries
and other materials
in preparation for the
4 corners activity

As
4c
pa

HW
Re
Tru
at
be

Week 3, Tuesday

Week 3, Wednesday

Week 3, Thursday

SWBAT:
Comprehend the
main events in
Nothing by the Truth
by completing a one
page summary of the
book so far.

SWBAT:
Comprehend the main
events in Nothing by
the Truth by
completing a story
note worksheet while
reading.

SWBAT:
Comprehend the
main events in
Nothing by the Truth
by completing a
paragraph-long
summary of what
they read in class.

SWBAT:
Write an argument
using strong
supporting evidence
from the text.

SW
Wr
us
su
fro

Materials:

Materials:

Materials:
Daily Writing Journal,
Nothing but the

Ma
Da
No

Daily Writing Journal,

Nothing but the
Truth, paper
Activities:
Daily Journal
Mid-Point summaries

Daily Writing Journal,

Nothing but the Truth,
annotation charts, fillin story notes
worksheet
Activities:
Daily Journal

Assessment:
Mid-point summaries
due

Continue
reading/annotating
Nothing but the Truth
book groups

HW:
Read Nothing but the
Truth independently
at home of you are
behind

During reading
activity: Fill-in story
notes

Week 4, Monday
SWBAT:
Present textual
evidence in a clear
and concise manner
to a group of peers
for the purpose of
discussion and/or
debate
Materials:
Daily Writing Journal,
Nothing but the
Truth
Activities:
Daily Journal
Class
discussion/debate
about the book (with
emphasis on ending)

Assessment:
Fill-in story notes due
HW:
Read Nothing but the
Truth independently at
home of you are
behind
Week 4, Tuesday
SWBAT:
Apply understanding
of ideas and concepts
from Nothing but the
Truth by creating
Socratic seminar
questions based on
those ideas.
Materials:
Daily Writing Journal,
Nothing but the Truth
Activities:
Daily Journal
Introduction to the
Socratic seminar
Begin preparing
questions for Socratic

Materials:
Daily Writing Journal,
Nothing but the
Truth, annotation
charts

Activities:
Daily Journal
Continue
reading/annotating
Nothing but the
Truthpopcorn
reading
Assessment:
Reading summary
exit ticket
HW:
Read Nothing but the
Truth independently
at home of you are
behind
Week 4, Wednesday
SWBAT:
Apply understanding
of ideas and
concepts from
Nothing but the
Truth by creating
Socratic seminar
questions based on
those ideas.
Materials:
Daily Writing Journal,
Nothing but the
Truth
Activities:
Daily Journal
Prepare class set of
rules and
expectations for
Socratic seminar

Truth, annotation
charts

Tru
ch

Activities:
Continue
reading/annotating
Nothing but the
Truthpopcorn
reading
Assessment:
Critical thinking
question exit ticket

Ac
Fin
rea
No
Tru
As
Cr
qu

HW:
Read Nothing but the
Truth independently
at home of you are
behind

An

HW
Fin
the
ind
ho
be

Week 4, Thursday
SWBAT:
Use and cite textual
evidence to support
argumentative
claims

SW
Us
ev
arg
cla

Present textual
evidence in a clear
and concise manner
to a group of peers
for the purpose of
discussion and/or
debate

Pre
ev
an
to
for
dis
de

Materials:
Daily Writing Journal,
Nothing but the
Truth

Ma
Da
No
Tru

Activities:
Daily Journal

Ac

seminar
Assessment:
Critical thinking
question exit ticket

HW:
None

Assessment:
Socratic Seminar
questions will be
checked
HW:
None

Continue preparing
questions for
Socratic Seminar

Review of
expectations for
Socratic Seminar

Assessment:
Critical thinking
question exit ticket

Socratic Seminar

HW:
Finish Socratic
seminar questions

Assessment:
Seminar questions
checked

Fin
Se

As
So
pa

HW
No

Socratic Seminar
participation

Week 5, Monday
SWBAT:
Showcase their
comprehension skills
by extending the
story of one of the
characters from
Nothing but the
Truth past the
novels ending point

Week 5, Tuesday
SWBAT:
Showcase their
comprehension skills
by extending the story
of one of the
characters from
Nothing but the Truth
past the novels
ending point

Week 5, Wednesday
SWBAT:
Showcase their
comprehension skills
by extending the
story of one of the
characters from
Nothing but the
Truth past the
novels ending point

HW:
None
Week 5, Thursday
SWBAT:
Showcase their
comprehension skills
by extending the
story of one of the
characters from
Nothing but the
Truth past the
novels ending point

Materials:
Daily Writing Journal,
Nothing but the
Truth, brainstorming
sheet

Materials:
Daily Writing Journal,
Nothing but the Truth

Materials:
Daily Writing Journal,
Nothing but the
Truth

Materials:
Daily Writing Journal,
Nothing but the
Truth

Ma
Da
No
Tru

Activities:
Daily Journal

Activities:
Daily Journal

Ac
Da

Introduction
workshops

Begin typing mock

newspaper
assignments in the
computer lab

Co
wo

Activities:
Daily Journal
Introduction to mock
newspaper
assignment
Brainstorming for
mock newspaper
assignment

Assessment:

Activities:
Daily Journal
Develop interview
questions/response for
mock newspaper
assignment
Assessment:
Interview
questions/responses
will be collected

HW:
None

Assessment:
Introduction
paragraphs will be
collected

HW:
None

SW
Sh
co
by
sto
ch
No
Tru
no

Assessment:
Progress check

Co
mo
as
co

HW:
None

As
Pro

Brainstorming sheet
checked

HW
Fin
ne
ho
be

HW:
None

Week 6,Monday
SWBAT:
Write arguments
using a clear thesis
and strong
supporting evidence
from the text.

Week 6,Tuesday
SWBAT:
Write arguments using
a clear thesis and
strong supporting
evidence from the
text.

Week 6,Wednesday
SWBAT:
Write arguments
using a clear thesis
and strong
supporting evidence
from the text.

Week 6,Thursday
SWBAT:
Write arguments
using a clear thesis
and strong
supporting evidence
from the text.

SW
Wr
us
an
su
fro

Materials:
Daily Writing Journal,
Nothing but the
Truth, brainstorming
guide

Materials:
Daily Writing Journal,
Nothing but the Truth,
brainstorming guide

Materials:
Nothing but the
Truth, brainstorming
guide, argumentative
essay drafts

Materials:
Nothing but the
Truth, brainstorming
guide, argumentative
essay drafts

Ma
No
Tru
gu
es

Activities:
Daily Journal

Activities:
Daily Journal

Introduction to
argumentative essay

Short Introductory
paragraph workshop

Activities:
Continue working on
argumentative
essays

Activities:
Continue working on
argumentative
essays in computer
lab

Ac
Sh
pa
wo

Brainstorming and
thesis development
for argumentative
essay

Work on
argumentative essays

Assessment:
Brainstorming
guide/rough draft of
thesis collected
HW:
None

Assessment:
Introductory
paragraphs collected
HW:
None

Assessment:
Progress checks
HW:
None

Assessment:
Teacher/Student
conferences,
progress checks
HW:
Continue
argumentative
essays at home if
you are behind

Co
arg
es
lab

As
Te
co
pro

HW
Fin
es
yo
Es