Objective:  I can identify details to explore how Tolstoy develops the theme of greed in “How Much Land Does a Man Need?”.

BW:  Use the 4-Step Process for today’s vocabulary.

Activities:

1.  Show the Word!
2. Think Pair/Share:  Answer the provided questions.
3. Share Out:  Random selection for answers.
4. Reflection:  Write a short paragraph of five sentences or more about the “Evil One” in the story?  Is his appearance possible foreshadowing?  Is he related to the “stranger” whom Pahom meets later?
5. Reminder:  Make-up work for yesterday’s rhetorical analysis essay is today after school.

Objective:  I can write a rhetorical analysis essay by applying methods learned from the rhetorical analysis of “Lessons” and the suggested outline.

BW:  Reread the last two paragraphs of the first page of “Protect Our Wild Horses.”  What could be the author’s goal?  Check your toolkit and write it down.

Activities

1.  Share Out:  What could be the goal?
2. Promethean Board:  Review the outline.
3. Independent Study:  Write the rhetorical analysis on-demand.  No work is allowed after the hour.
4. Submission:  Turn in the essay from the given packet along with your organizer(homework).
5. Reminder:  Mr. Sapienza is available today before school at 6:15 am for make-up work and tutoring for the rhetorical analysis essay.

Objective:  I can identify three goals, six techniques, and three pieces of evidence for each goal by using my goals/techniques tool kit and consulting with my elbow partner to complete the organizer.

BW:  Read the student sample and score the organization, evidence, and reasoning on the rubric.  Write a short paragraph about its reasoning.  Positive comments?  Improvements?

Activities:

1.  Share Out:  Positive comments?  Improvements?  How can we deepen the reasoning?
2. Whole Class:  Invert the title of the Redford AOW into a question and identify the answer as a golden line.
3. Turn-and-Talk:  Who is Redford’s audience?  What is one of the goals used by Redford?
4. Share Out:  Discuss.
5. Think Pair/Share: Complete one branch of the organizer for Goals/Techniques/Evidence.
6. Share Out:  At the Promethean board, complete one branch together.
7. Independent Study:  Complete the remaining two branches of the organizer.
8. Reminder:  Mr. Sapienza is available before school tomorrow from 6:15 am to 7:00 am for tutoring and make-up work.  HW: Complete the organizer for the Redford AOW.

Objective:  I can write a supporting paragraph about how Kristof uses stylistic elements such as tone and analogy to support his argument for increasing gun control by choosing tone words from the list and applying the definition/explanation of analogy.

BW:  Read “Lessons From Guns and a Goose” and use the tone list to select three shifts in tone used by the writer. Think of beginning, middle, and end.

Activities:

1.  Share Out:  What is the tone at the beginning of the article, middle, and end?
2. Independent Study:  Write down this definition of analogy:  An analogy is an extensive and elaborate comparison of two unlike things.  It can contain metaphors and/or similes.
3. Share Out:  How is the description of the lovers throwing plates an analogy in the AOW?  To whom are they being compared in the analogy?
4. Independent Study:  Students will use this topic sentence to write a supporting paragraph about how Kristof uses tone and analogy to argue for stronger gun control:  Kristof use the stylistic elements of shifting tone and analogy to argue for stronger gun control measures.
5. SSR:  Students will add inferences to their logs.

Objective:  I can define and identify stylistic elements such as tone, mood, analogy, and other literary devices by consulting with my elbow partner about two songs and taking notes during the slideshow presentation.

BW:  Listen to the duet between Anita and Maria for “A Boy Like That/I Have a Love” while reading the lyrics.  For those on the field trip yesterday, try to determine what is the argument between the two characters.  For those present, try to determine the mood and tone that each character conveys.

Activities:

1.  Group Work:  Those present yesterday, will provide a leadership role in helping other students answer the first eight questions of the worksheet.
2. Share Out:  Students will be asked several questions from the worksheet.
3. Group Work:  Using the definitions of mood and tone, each group will decide on the mood created by Anita and Maria in the audience and the author’s tone or attitude for each and write them on post-its.
4. Share Out:  Volunteer groups will share their findings.
5. Slide Show Presentation:  Students will write definitions and examples for some other important literary devices like analogy, metaphor, personification, etc. Examples will be volunteered from the songs of “A Boy Like That/I Have a Love” and “Sounds of Silence.”

Objective:  I can contrast the mood and tone of Anita with the mood and tone of Maria in “A Boy Like That/I Have a Love” by applying the definitions of each to words used in the lyrics and consulting with my elbow partner.

BW:  As you listen to the song, determine the argument between Anita and Maria.

Activities:

1.  Think Pair/Share:  Answer the worksheet questions through #8.
2. Groups of 3 or 4:  Decide on Anita’s mood by finding three of her words that make you feel something.  Decide on the tone of the author, his attitude about Anita’s argument, by using three words.  Repeat for Maria.
3. Share Out:  What is each song’s tone and mood? Why?  What words helped you decide?
4. SSR:  Add inferences to your triple-entry log.

Objective:  I can contrast the use of tone and mood in the “Sounds of Silence” by applying the definition of each to the poem along with consulting my elbow partner.

BW:  View the video of tone and mood to contrast the meaning of each.

Acuities:

1.  Share Out:  Which words were key to suggest the mood of the example?  Which words were key to suggest the narrator’s tone?
2. Promethean Image:  Boulevard of Broken Dreams–Neon Light
3. Share Out:  What is the neon light in the picture?  Do the characters communicate in the image?
4. Audio:  As you listen to the “Sounds of Silence” try to understand how the narrator’s words make you feel.
5. Think Pair/Share:  Answer the questions in the worksheet.
6. Share Out:  Volunteers will answer questions #14 and #15 to determine the mood and tone of the poem.

Objective:  I can write my second supporting paragraph for the rhetorical analysis by applying the reason or category tree on the board, the goal/technique handout, and evidence from the Kristof AOW “Lessons From Guns and a Goose.”

BW:  DLW(8:4)

Activities:

1.  Share Out:  Student as teacher makes corrections.
2. Independent Study:  Complete the revised draft of the first supporting paragraph and the first draft of the second supporting paragraph as directed.
3. Submit your paper-clipped packet:  3 drafts, reflection, and rubric.
4. SSR:  Add inferences to your triple-entry journal log.
5. Reminder:  Attend tutoring after school if you have not completed your pre-writing assignment, which includes the first body paragraph, its revision, and the second paragraph of the rhetorical analysis for the Kristof AOW.

Objective:  I can revise my supporting paragraph for “Lessons From Guns and a Goose” and write a second body paragraph of rhetorical analysis using a new goal by reading my elbow partner’s reflection, writing a short plan of action, and using the guided writing response if necessary.

BW:  Think Pair/Share:  Each students will write a justification of 3-4 sentences for  the score she/he assigned to her/his elbow partner’s first supporting paragraph for the rhetorical analysis of “Lessons From Guns and a Goose.”

Activities:

1.  Independent Study:  Each student will read the justification written by his/her elbow partner and write a short plan of action for improvements(5. sent.)
2. Promethean Board:  Teacher will explain the guided writing response for the supporting paragraphs of the rhetorical analysis essay.
3. Independent Study:  Students will revise the supporting paragraph written two days ago and write a new supporting paragraph for Kristof’s other goal on the board.
4. Submission:  Paper clip your two rough draft with the best one starred, a rubric, and a copy of the Kristof essay.
5. Reminder:  Bring your SSR book tomorrow.  Do not forget to return your library books.  You can attend tutoring for the rhetorical analysis essay tomorrow after school.

Objective:  I can write the second supporting paragraph of the rhetorical analysis for “Lessons from Guns and a Goose” through peer evaluation of my elbow partner’s and my own first supporting paragraph.

BW:  Watch the video of the SAT writing component.  Write a reflection of five sentences or more about your thoughts regarding the challenge of this assessment.  Am I ready?

Activities:

1.  Share Out:  Volunteers will read aloud their reflections.
2. Promethean Board:  Review the “key words” on the Argumentative Rubric for Organization, Evidence, and Reasoning.
3. Think Pair/Share:  With your elbow partner, score the exemplar by using the three components of Organization, Evidence, and Reasoning.
4. Random Share Out:  Students will be asked to share their findings.
5. Think Pair/Share:  Students will score their elbow partner’s first supporting paragraph.
6. Independent Study:  Each student will write a reflection about his/her elbow partner’s score and submit it to the partner.
7. Share Out:  If time allows, students will read aloud reflections of their work.