Grade: Middle
Subject: Special Ed

#2800. Brog-Cube-the-Spam

Special Ed, level: Middle
Posted Tue Jun 17 20:38:05 PDT 2008 by Lisa Spears (Lisa Spears).
Boyd County Middle School, Ashland, KY
Materials Required: paper/pencil; blue, red, orange and green markers
Activity Time: 1 class period
Concepts Taught: identifying essential parts of a writing prompt

Name: Lisa Spears Date: December 10, 2007 Grade: 8th

# of Students: 10 # of IEP Students: 10 # of LEP Students: 0

Subject: Writing Major Content: On-Demand Writing

The students will be given two writing prompts and will apply the strategy "Brog-Cube-the-Spam".

The students will learn how to use the SPAM Planner and apply it
to a writing prompt and include Blue, Red, Orange, and Green
markers when Cubing the Spam.

1. Students will learn what the acronym "Brog-Cube- the- Spam means.
2. Students will use critical reading skills when reading two writing prompts, and apply Brog-Cube-the Spam to given prompts.
3. Students will identify the four essential parts of a writing prompt, the Situation, Purpose, Audience, and Mode.

Essential Questions
1. What are the four essential parts of a writing prompt?
2. What does the acronym "Brog-Cube-the Spam" mean?
3. How does using this acronym help when writing to On-Demand prompts?

Teacher Standards
Standard 2: Demonstrates Knowledge of Content
Standard 3: The Teacher Designs and Plans Instruction
Standard 4: The Teacher Creates and Maintains a Learning Climate for Students
Standard 5: Implement/Manages Instruction
Standard 6: Assesses and Communicates Learning Results
Standard 7: Reflects/Evaluates Teaching/Learning
Standard 9: Demonstrates Implementation of Technology

Academic Expectations
1.2 Students make sense of the variety of materials they read.
5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.
5.3 Students organize information to develop or change their understanding of a concept.
5.4 Students us a decision-making process to make informed decisions among options.

Program of Studies
Students will write to learn by applying strategies effectively.
Students will communicate purpose, focus, and controlling ideas authentic to the writer.
Students will apply organizational devices to achieve intended effect on audience.

Core Content
WR-M-4.7.0 Focusing
• Connecting to content knowledge
• Connecting with prior learning and experience

WR-M-4.8.0 Prewriting
• Selecting/narrowing topic
• Establishing a purpose and central/controlling idea or focus
• Identifying and analyzing the audience
• Determining the most appropriate form to meet the needs of purpose and audience

Assessment Plan
Objective Type of Description of Adaptations
Number Assessment Assessment and/or
Objective 1 Formative Class discussion prompting/
of Brog Cube cueing
the Spam

Objective 2 Formative Examining the Chart; prompt-
writing prompts ing/cueing
Objective 3 Summative Writing prompts Scribe as needed

Projector/Document Camera
Chart Paper

Review of Prior Knowledge
The teacher will ask students if they know the 4 essential parts of a writing prompt. The students will state if they know how to use a Spam Planner, and if they know how to Cube the Spam.

Anticipatory Set
Students will learn what the acronym, Brog-Cube-the-Spam, means. They will use a:
Blue marker to Circle the Situation
Red marker to Underline the Purpose
Orange marker to Box in the Audience
Green marker to Encircle the Mode
The students will carry this step out on two writing prompts, by taking turns going to the board and marking essential parts, which will be projected on the whiteboard. Students will then use appropriate markers to identify the four essential parts of two writing prompts on their own.

Students will share what they have identified as the situation, purpose, audience, and mode of the given writing prompts.

The students enjoyed this activity. They liked using the markers. They were intrigued with the document camera/projector and going to the whiteboard to mark the examples. Overall, I think this lesson made the students more aware of the four essential parts of a writing prompt.