1. Opening * State the Objective(s)/Standard (s)-
CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
* State the Purpose (Big Idea) – This week’s lessons are essential to building the skills necessary to find background information on a problem and present scientific evidence to support a claim relating to the health of the MS Delta resources.
- How are scientific reports structured and organized? How can we compile evidence and claims to construct a presentation of information on the health of local resources?
Student reads while I pass white boards/markers

2. Activate Prior Knowledge
Correctly number the 6 sections of a report:
Procedure
Introduction
Results
Background Information
Conclusion
Materials/Methods
Outlining during writing should be done when?

4. Vocabulary Words
Procedure. Introduction. Results. Background Information. Conclusion. Materials/Methods. Abstract. References.
Outline.

5. Knowledge Targets
Students must: -understand the importance of effective outlining in the steps to good writing and practice it - know explicit information is stated directly in the text. - know an inference is implied in the text through clues, but is not explicitly stated in the text

6. I Do
Teacher models successful outlining steps and techniques. Samples: biology note sheets

7. We Do
Students and teacher set up the skeleton of their outline for a report on local resource testing.
Teacher will ask students to share main ideas for introduction.
Introduction
Background Information
Materials/Methods
Procedure
Results
Conclusion

8. Work Period (You Do) Agenda
Quiet volume with groups or silent and alone
In groups, students will complete the following task(s):
Students may outline the following:
How have we done tests on our resources? - Materials/Methods
What information do we know so far? - Some results
Independently, students will complete the following task (s):
-Students will trade outlines with neighbors and check using a given rubric for quality and following outlining procedures.

9. Closing
* Have each group to share if vocabulary could be used in other contexts or be defined with Greek or Latin roots. * Have each group to share the evidence or examples from their assigned text that support their assigned text-based questions. * Have each group to tell if their responses are explicit or inferred, justifying their answers with specific details from the text.