2021-2022 VBMS Learning Plan

Teacher(s): N. Horner, A. Rapay, A. Lucas, R. Fail, C. Subject: English 8

McAnally

Unit Title: Unit 1: Persuasive Writing Block #: 8

Date: 9/29-9/30

Overarching Question/Concept

How do I write persuasively?

Enduring Understandings Essential Question(s)

● How does a persuasive essay differ from an ● How do I set up my writer’s notebook? What is the
expository essay? purpose of the writing notebook?

● What are my strengths with writing when writing a ● How does a persuasive essay differ from an
full length essay? expository essay?

● What are my weaknesses with writing a full length
essay?
● How did my writing evolve from first draft to final
product?
● What are two goals that I need to work on during
this unit of writing study?
● What are my strengths with writing when writing a
full length essay?
● What are my weaknesses with writing a full length
essay?
● How did my writing evolve from first draft to final
product?
● What are two goals that I need to work on during
this unit of writing study?

PLAN

VA SOL OBJECTIVES AND/OR VBOS

SOL(s) for today’s plan VBCPS Objective(s) for today’s plan

Ongoing SOLs: 8.7.a, 8.8.a, 8.8.c

DAILY LEARNING TARGETS (Restate objectives into kid friendly language; use “I can”)

I can write in a variety of forms using a variety of strategies to generate and develop my ideas.

I can create and properly punctuate compound-complex sentences in order to be able to vary my
sentence structure.
TEACH AND ASSESS

Scope and Sequence of Learning Activities (include Inclusive Opening, Warm-Up, Strategies, Assessments,
Closure/Reflection, etc.; Enough detail must be included so another person could implement the plan)
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Warmup: Sacred Writing Time

Prompt for 9/29 is: If you could create a holiday, what would it be called and how would you
celebrate it?
Translation: Crea una dia festiva. ¿Cómo lo llamarás y cómo lo celebrarás?
Vocabulary Word of the Day: guzzle (verb) – This word means to swallow greedily. In the Fall, I
guzzle apple cider. What three drinks do you find so delicious that you would guzzle them? The
vocabulary for 9/29 is guzzle and 9/30 is myriad. Use this word to stand for an indefinitely great
number of something. Whenever I step outside in the ummer, I am swarmed by a myriad of
mosquitoes. Having a myriad of what three items would make you happiest? The students need to
use this word in their freewrite.

Direct Instruction: Pear Deck on Compound-Complex Sentences

Students will go through a pear deck with the teacher on compound/complex sentences.
1. Tap into background knowledge on the compound and complex sentences using the review
slides and the questions attached to each slide. Review answers with the class.
2. A compound sentence is two or more complete sentences or independent clauses, joined
together by a coordinating conjunction (FANBOYS For, and, nor, but, yet, so)

3. Remind students of the oreo cookie compound sentence example. (both cookies are
independent clauses, the creme is the coordinating conjunction FANBOY)

4. A complex sentence has an independent clause and at least one dependent clause.
Dependent clauses begin with subordinating conjunctions (SWABIs Since, when, after,
because, if)

5. Kinesthetic example: hold up both index fingers, explain that is a compound sentence, two
independent clauses or complete ideas, combined by a FANBOY. Hold up one index finger
and one curved finger, explain this is a complex sentence, one independent clause and one
dependent clause, or complete idea and incomplete idea, combined with a SWABI. Make
sure students hold up their fingers with you!

6. Once students understand the difference between compound and complex sentences, they
will come up with a sentence combining both.

7. The teacher will deconstruct combined sentences for students.

8. Students will then define a compound-complex sentence for themselves. Remind them that
they should be thinking in terms of independent and independent clauses/complete and
incomplete ideas. Hold up fingers to remind them of the kinesthetic example. Review their
answers with the class, correcting any incorrect answers.

9. Students will watch a short video further explaining the topic.

10. There are guided notes for the video on the same slide, although it is encouraged that
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students close their laptops halfway so they are paying attention while the video plays.

11. Deconstruct another compound-complex sentence

Independent Practice: NoRedInk

Students will complete the assignments labeled “Recognizing and Punctuating SWABIs” to
mastery.

The teacher will walk around the classroom to make sure students are staying on task and
assisting any students who may need help.

Teacher Model: Persuasive Essay Model

The teacher will read through the persuasive essay model, linked in presentation and in Schoology.
Think-aloud strategy: Make sure to go through the Intro and first body paragraph, pointing out the
different parts of the POWER paragraph, such as the anecdote, and the quote and question in the
hook. When arriving at the question and quote part of the hook, ask students “what type of hook are
they using here?” to see if they can remember.
Independent Practice: Thinglink
Link is in presentation and Schoology, students should complete all steps. Review the steps with
them before the activity.
When finished, Students should look through and revise their essays to be ready for peer and
teacher review next block.

After Completion:
Chapter 7 of The Giver
NRI Recognizing and Punctuating SWABIs
Complete Thinglink
Homework Activity (ensure homework is meaningful, appropriate, and utilized as formative feedback)

Complete any classwork; complete NRI recognizing and punctuation SWABI’s; read chapter 6 of The Giver; make sure
their essay has been revised to be ready for peer and teacher edit next block

Materials and Resources (optional/as necessary)

Chromebook

Slide presentation: https://docs.google.com/presentation/d/1pRJuw5FnV1_MM-

skMsqEKDAaTGEbbmymVXBxnKGOv6Y/edit?usp=sharing

compound-complex sentence video: https://youtu.be/Hnmm57B0JgQ

Persuasive essay planning document:

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https://docs.google.com/document/d/1BGpwFFfQG7QovKlLpkYzwQ7yEkslgZip_sCIC5PvwnE/edit?usp=sharing

Persuasive essay rough draft document:

https://docs.google.com/document/d/1hUH1BJRD4vSbtrGxhnsKRdwkonqFPnN5vU9KSS7b2eA/edit?usp=sharing

Essay assignment and checklist:

https://docs.google.com/document/d/17rlV6jWbCcNC0ps7SWpaFIA8YZJ3dT8kEf14GtxyDGM/edit?usp=sharing

Model of celebrity persuasive essay: https://docs.google.com/document/d/10nKvW-WfwpSXw-

tPY9Ew4LrIAjblH3l3WrM8WBzGmy0/edit?usp=sharing

English 8 writing notebook: https://docs.google.com/presentation/d/1xuwXfYTSgphsbq9CDWo-W_2JtNw4kvUmrS-

0dzK3Hds/edit?usp=sharing

IXL program or NoRedInk program

Thninglink:https: //www.thinglink.com/scene/1499846684467789827

The Giver pdf

Teacher Reflection on Learning Plan (Notes for Future Use)