Na Fianna Juvenile Mentors Team Tactics - Attack Overview
Conducted by Jimmy Ward, a comprehensive guide to attack strategies for the Na Fianna Juvenile Mentors team, focusing on creating space, set plays, decision-making in a team context, traditional attacking set-up, off-the-ball runs, communication, new running high-intensity game tactics, scoring objectives, and various attacking ideas and shapes. Emphasizes teamwork, player awareness, and strategic play to maximize attacking potential.
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FOCUS STANDARDS ELAGSE7RI6: Determine an author s point of view or purpose in a text and analyze how the ELAGSE7RI6: Determine an author s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. author distinguishes his or her position from that of others. ELAGSE7RI8: Trace and evaluate the argument and specific claims in a text, assessing ELAGSE7RI8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. claims. ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing presentations of key information by emphasizing the different evidence or advancing different interpretations of facts. different interpretations of facts. ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. explicitly as well as inferences drawn from the text. ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence. ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence. ELAGSE7W1a. Introduce claim(s), acknowledge alternate or opposing claims, and organize ELAGSE7W1a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. the reasons and evidence logically. ELAGSE7W1b. Support claim(s) with logical reasoning and relevant evidence, using accurate, ELAGSE7W1b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. credible sources and demonstrating an understanding of the topic or text.
LEARNING TARGETS ELAGSERI1: I can cite several pieces of explicit and inferred evidence from text. ELAGSERI1: I can cite several pieces of explicit and inferred evidence from text. ELAGSERI6 ELAGSERI6 I can determine an author's point of view and analyze his position from I can determine an author's point of view and analyze his position from others. others. ELAGSERI8 ELAGSERI8 I can trace and evaluate arguments and specific claims in a text and I can trace and evaluate arguments and specific claims in a text and assess reasoning. assess reasoning. ELAGSEW1: ELAGSEW1: I can compose and present arguments to support claims in an essay. I can compose and present arguments to support claims in an essay.
INSTRUCTIONAL ACTIVITIES Tuesday 1/22/19 Tuesday 1/22/19 I I- -Ready Diagnostic and Lessons Ready Diagnostic and Lessons
INSTRUCTIONAL ACTIVITIES Wednesday, 1/23/19 Wednesday, 1/23/19 One Minute Sentence One Minute Sentence Students will write a sentence on the effects of digital technology Students will write a sentence on the effects of digital technology http://www.theteachertoolkit.com/index.php/tool/one http://www.theteachertoolkit.com/index.php/tool/one- -minute minute- -sentence sentence Video: Pros and Cons of Kids using Digital Technology Video: Pros and Cons of Kids using Digital Technology https://www.youtube.com/watch?v=feQJndK_z6o https://www.youtube.com/watch?v=feQJndK_z6o Students will complete Pros and Cons sheet while watching video Students will complete Pros and Cons sheet while watching video http://englishlinx.com/cgi http://englishlinx.com/cgi- -bin/pdf_viewer.cgi?script_name=%2Fpdf%2FPros bin/pdf_viewer.cgi?script_name=%2Fpdf%2FPros- -and Cons Cons- -Research Research- -Worksheet.pdf&x=104&y=28 Worksheet.pdf&x=104&y=28 and- - Students will discuss Pros and Cons with peers Students will discuss Pros and Cons with peers Students will read the prompt and article sources from revision Students will read the prompt and article sources from revision assistant, titled Screen Time while completing close reading of assistant, titled Screen Time while completing close reading of information information
INSTRUCTIONAL ACTIVITIES Wednesday Continued Wednesday Continued Students will need yellow, orange, green, pink, and blue highlighters for close reading. Students will need yellow, orange, green, pink, and blue highlighters for close reading. Prompt Webpage Prompt Webpage https://production https://production- -tiiscoringengine uploads/2018/12/13/screen_time_argumentative_3_0_0/e11c1998 uploads/2018/12/13/screen_time_argumentative_3_0_0/e11c1998- -8268 4db8 4db8- -be9f be9f- -edef0ed26f34_assignment.pdf edef0ed26f34_assignment.pdf tiiscoringengine- -com.s3.amazonaws.com/assignment com.s3.amazonaws.com/assignment- - 8268- - Close Reading Sheet Close Reading Sheet
INSTRUCTIONAL ACTIVITIES Thursday, 1/24/19 Thursday, 1/24/19 Think Think- -Pair Pair- -Share Share Should teens be given a limitation on digital screen time? Why or why not? Should teens be given a limitation on digital screen time? Why or why not? Use evidence from yesterday s reading material. Use evidence from yesterday s reading material. Students will complete a Graphic Organizer using the information read from the Students will complete a Graphic Organizer using the information read from the sources and responding to the prompt: sources and responding to the prompt:
STUDENT WORK Reading Text and collecting evidence to provide a claim. Reading Text and collecting evidence to provide a claim. Writing an effective Argument using evidence from the text Writing an effective Argument using evidence from the text Collaborating with peers to effectively argue their claims while collecting and Collaborating with peers to effectively argue their claims while collecting and critiquing counterarguments from their peers. critiquing counterarguments from their peers. Graphic Organizer Graphic Organizer Close Reading Close Reading
WEEKLY VOCABULARY FOCUSING ON STANDARDS AND TEXTS Argument Argument Audience Audience Booster Booster Claim Claim Counterargument Counterargument Endurance Endurance Evaluate Evaluate Evidence Evidence Impairment Impairment Impetus Impetus Legitimate Legitimate Metabolism Metabolism New Frontier New Frontier Payload Payload Purpose Purpose Reasons Reasons Regulate Regulate Support Support Surveillance Surveillance Tedious Tedious Trace Trace
WEEKLY HOMEWORK No Homework packet due to using the same words No Homework packet due to using the same words
ASSESSMENT How will I know if students reach their target? How will I know if students reach their target? Graphic Organizer Argumentative Essay
