Objective:  I can determine the reason for correct answers in the recent CFA of President Johnson’s speech by completing the provided table from the list of possible approaches and consultation with my group partners.

Activities:

1.  SSR:  Add inferences to the 4-Column Journal.
2. Group Work:  In groups of 3, students will come to a consensus about the correct answer and their reason by completing the table together and applying the list of possible choices.
3. Share Out:  Students will be asked to share their corrections/reasons at the Promethean Board.

Objective: I can identify and write down the claim sentence of the Desiree Cooper AOW by changing the title into a question and reading for its answer.  Also, I can add inferences to my SSR book by following the steps of 4-Column Inference Journal.

BW:  Students will independently write down the question posed by the title and place an asterisk or star by the sentence that answers it.

Activities:

1.  Share Out:  What was your question?  What is the answer?  Does it answer the question?
2. Promethean Board: Argument Subject:  Should The Help be used to teach about the civil rights struggle in the United States?  Students will look at both quotes by Roake and Cooper.  Turn-and-Talk:  What is the “Pro” position?  What is the “Con” position?  As a whole class, the quotes will be labelled.
3. View the last part of the movie:  Identify details of the “Pro” and “Con” positions.
4. SSR:  Students will add inferences to their 4-Column journals.
5. Reminder:  For those students who did not write the Final Draft of the smartphone essay, a last chance for make-up will occur after school today from 2:20 until 3:15 pm.  There have been 5 or more opportunities for this make-up before the holiday break, so this will be the last one.

Objective: I can write a reflection about the theme of segregation as it occurs in the arrest scene from the movie by writing notes and completing the sentence stem.  Also, I can add inferences to my SSR book by following the steps of 4-Column Inference Journal.

BW:  Each student will paraphrase this quote in one or two sentences:  “When The Help is used as an educational resource, the terror-filled realities of the time are glossed over or omitted in favor of a heartwarming–and entirely fictional–idea that racial equality came about because white people realized their unfairness and did something about it.”

Activities:

1.  Reflection:  Students will retell the events of the arrest scene by applying two or three notes from the replay.
2. Video:  Students will take note on the next segment of the movie.
3. Share Out:  Is the scene “upsetting” enough?  Explain.
4. SSR:  Students will add inferences to their 4-Column journals.
5. Reminder:  For those students who did not write the Final Draft of the smartphone essay, a last chance for make-up will occur after school on Thursday(1/10) from 2:20 until 3:15 pm.  There have been 5 or more opportunities for this make-up before the holiday break, so this will be the last one.

Objective:  I can identify the claim in “Not Helpful” by transforming its title into a question and looking for the answer in one of its sentences.  Also, I can write a reflection about the theme of segregation as it occurs in a scene from the movie by writing notes and completing the sentence stem.

BW:  Independent Study:  Students will turn the title of “Not Helpful” into a question and read to identify a sentence that best answers the question. Student will write the sentence in their notebooks.

Activities:

1.  Share Out:  What is the claim of “Not Helpful”?  What does the movie “trivialize”?
2. View Movie:  Answer questions from Part 3 item #2.
3. Reflection:  Students will list three details from a selected scene and write a paragraph that describes its relationship to one of the themes.

Objective:  I can make inferences for the Common Formative Assessment by applying the skills I have learned such as making educated guesses from my personal connections.

Activities:

1.  Chromebooks:  Complete the Common Formative Assessment.
2. SSR:  Add entries to the 4-Column Journal.

Objective:  I can write a reflection about the theme of segregation as it occurs in a scene from the movie by writing notes and completing the sentence stem.  I can add inferences to my SSR book by following the steps of 4-Column Inference Journal.

BW:  After a student reads the established restorative protocols, each student will write two or three sentences on how she or he can honor them.

Activities:

1.  SSR:  Students will add inferences to the 4-Column Journal in the back of their notebooks.
2. Independent Study:  Students will identify details of racism and heroism in the movie.
3. Reflection:  Students will list three details from a selected scene and write a paragraph that describes its relationship to one of the themes.

Objective:  I can write a reflection about the theme of segregation as it occurs in a scene from the movie by writing notes and completing the sentence stem.  I can add inferences to my SSR book by following the steps of 4-Column Inference Journal.

Activities:

1.  SSR:  Students will add inferences to the 4-Column Journal in the back of their notebooks.
2. Independent Study:  Students will identify details of racism and heroism in the movie.
3. Reflection:  Students will list three details from a selected scene and write a paragraph that describes its relationship to one of the themes.

Objective:  I can write an argumentative essay about community work in schools by applying the steps in the essay outline with the support of my bucket organizer quotes.

Activities:

1.  Promethean Board:  Review the assigment organized in the essay outline.
2. Independent Study:  Write the five-paragraph essay as instructed.
3. SSR:  After completing the essay, students should request a starting point to add inferences in the 4-Column Journal.
4. Reminder:  Students who wish to rewrite the final draft from the beginning with the support of only their graded rough drafts and their bucket organizers may come after school today from 2:20 to 3:30 pm.  Late bus passes will be provided.

 Objective:  I can identify the claim of each of today’s AOW by answering the question of each title.  I can determine topics or buckets for each AOW by asking questions about features, such as subtitles, tables, etc.  I can identify quotes for each bucket by asking the question posed by the bucket name.

Activities:

1.  Independent Study:  Answer question posed by the title of the first AOW.  Write the claim sentence in notebook.
2. Share Out:  What is the claim of the first AOW.
3. Independent:  Continue reading for the claim of each AOW.
4. Think Pair/Share:  Identify 3 buckets for the “pro” side and 3 buckets for the “con” side.  Identify one quote for one bucket.
5.  Share Out:  What is a category/quote offering?
6. HW:  Each student will complete both sides of the bucket organizer with 2 quotes for each of the 3 buckets of his/her position and 2 quotes for one bucket of the opposing claim.
7. Reminder:  Students who wish to rewrite the final draft from the beginning with the support of only their graded rough drafts and their bucket organizers may come after school on Wednesday from 2:20 to 3:30 pm.  Late bus passes will be provided.

Objective:  I can write a reflection about the theme of segregation as it occurs in a scene from the movie by writing notes and completing the sentence stem.

Activities:

1.  SSR:  Students will add inferences to the 4-Column Journal in the back of their notebooks.
2. Independent Study:  Students will identify details of racism and heroism in the movie.
3. Reflection:  Students will list three details from a selected scene and write a paragraph that describes its relationship to one of the themes.
4. Reminder:  Students who wish to rewrite the final draft from the beginning with the support of only their graded rough drafts and their bucket organizers may come after school on Wednesday from 2:20 to 3:30 pm.  Late bus passes will be provided.