Objective:  I can write a supporting paragraph that shows how Kristof argues for stronger gun control by applying one of the two remaining goal trees on our group’s  graphic organizer and using the given exemplar as a model.

BW:  Read the exemplar paragraph for how Kristof argues for gun control by “refuting the counterargument.”

Activities:

1.  Share Out:  At the promethean board, the class will complete one strand of the exemplar paragraph and write it on the handout.  i.e. goal/technique/evidence
2. Think Pair/Share:  Students will complete the second strand with consultation.
3. Share Out:  Discuss how the exemplar uses Kristof’s goal(refuting the NRA counterargument) with the techniques of humor and an anecdote to promote gun control.
4. Share Out:  Selected posters will be used to explain the findings of one or two groups.
5. Independent Study:  Students will be allowed individual gallery walks for other posters if time allows.
6. Independent Study:  Students will be asked to write their supporting paragraphs for either of these goals:  “engaging a specific audience” or “backing reasons with evidence.”

Objective:  I can write a body paragraph for a rhetorical analysis of the Kristof AOW by applying the same structure as used in the TKAM argumentative essay and consulting with my elbow partners.

BW:  DLW(8:3)

Activities:

1.  Share Out:  Student as teacher makes corrections.
2. Group Work:  Complete the poster activity for the graphic organizer of the Kristof AOW.
3. Whole Class:  Teacher models as the whole class writes the Body 1 paragraph.
4. Share Out:  Volunteers will share their findings for the poster activity.
5. Independent Study:  Students will write the Body 2 paragraph for assessment.

Objective: I can score a sample body paragraph of the TKAM argumentative essay by using key words from the categories of organization, evidence, and reasoning in the scoring rubric as measures from 4-1 and consulting with my elbow partner.

BW:  DLW(8:2)

Activities:

1.  Share Out:  Student as teacher makes corrections.
2. Promethean Board:  As a whole class, key words for each category and level will be distinguished as handles for scoring.  i.e. “Insightful” is a key word for a “4” in reasoning.
3. Think Pair/Share:  Students will score the organization, evidence, and reasoning of the student sample.
4. Share Out:  Scores will be discussed for further understanding.
5. SSR:  Students will add approximately 4 new entries to their triple-entry-journal.

Objective:  I can identify quotes in the Kristof AOW to show the connections between the “strategies” he used to achieve his “goals” in arguing for greater gun control measures by consulting with my neighbor and writing them with my chosen color on the poster.

BW:  DLW(8:1)

Activities:

1.  Share Out:  Student as teacher makes corrections.
2. Group Work:  Complete the graphic organizer for goals/strategies/quotes.
3. Share Out:  Volunteer groups will share their findings from their posters.
4. Reminder:  Bring your DHS library book with a commitment form(if not already completed) to class tomorrow.  Make-up work can be discussed tomorrow after school.

Objective:  I can identify quotes that illustrate three of Kristof’s writing goals by completing parts of the graphic organizer with my specific highlighter while consulting with my elbow partners in the group.

BW:  Skim through the Kristof argument.  Write down his claim for “Lessons From Guns and a Goose.”  Then write down the counterargument or opposing position of his claim.

1.  Share Out:  What is his claim?  Counterargument?  How does he refute his counterargument?  Does he use an anecdote? Humor?

2.  Promethean Board:  The whole class will build the graphic organizer beginning with the goal of “refuting a counterargument” with the techniques of “anecdote” and “humor.”

3.  Promethean Board:  Teacher models the next two goals/techniques.

4.  Group Work:  Students will identify quotes with separate markers for each technique.

5.  Share Out:  If time allows, volunteers will share the findings of quotes for one or two goals/techniques.

Objective:  I can identify Kristof’s use of counterargument in “Lessons from Guns and a Goose” by consulting with my elbow partner and highlighting the appropriate portions of the text with a marker.

BW:  Students will identify the claim sentence by changing the title into a question and reading to find the sentence that answers it.  Students will underline it.

Activities:

1.  Share Out:  What is the claim sentence?  Does it answer the question?
2. Independent Study:  Students will reread the first paragraph to determine the audience of the writer.
3. Turn-and-Talk:  To whom is the author appealing? Which sentence illustrates his audience?
4. Share Out:  Describe the audience the author is trying to persuade and name the sentence.  How does the author use the sentence to appeal to this audience?  Do you see other evidence of his providing a counterargument?
5. Think Pair/Share:  With your elbow partner providing support, highlight phrases and sentences in which the author is providing counterarguments.
6. Promethean Board:  Volunteers will share their findings by highlighting and explaining in a whole-class discussion.
7. Reminder:  Mr. Sapienza is available for make-up work on Friday(May 11) after school.

Objective:  I can complete my post-assessment for reading by answering 18 questions in the preparatory SAT-style test.

BW:  Students will explain in their notebooks why the explanation in column 3 of the triple-entry journal example on the board is an inference as opposed to the quote and the paraphrase in columns 1 and 2 respectively.

Activities:

1.  Post-Assessment for reading:  Students will complete the 18 questions of the SAT-style test.
2. Independent Study:  When finished, student will annotate “Lessons from Guns and a Goose” by Nicholas D. Kristof.
3. Share Out:  How does Kristof use pathos, logos, and ethos in the argumement for gun control?

Objective:  I can contrast the persuasive tools of Aristotle identifying quotes in the Davidson article with members of my group and placing them in the appropriate column for ethos, pathos, logos, and argumentum ad populum.

BW:  Reread the last paragraph of the argumentative essay by Jacobson.  Write the part of the sentence that could be considered a pathos appeal.

Activities:

1.  Share Out:  Which part of the sentence is a pathos appeal?  Why?  Which part uses the argumentum ad populum appeal?  Why?
2. Group Work:  Complete the 4-Column Poster activity begun yesterday.
3. Share Out:  Volunteer groups will share some of their findings with the class.
4. SSR:  Each student will add inferences to his/her triple-entry journal with a DHS library book.  Also, students will submit make-up or late book commitment forms.

Objective:  I can distinguish the appeals in the Davidson article against gun control  by identifying quotes for the appropriate categories(ethos, pathos, logos, argumentum ad populum) and placing them on the poster chart with my elbow partners.

BW:  Students will read this appeal and definition:  Argumentum ad Populum(Argument to the People)  “If so many people believe it is so, it is so.”  Turn-and-Talk:  When does this idea apply in my own life?

Activities:

1.  Independent Study:  Students will write a short reflection about how the Latin rhetorical appeal applies to their lives.
2. Share Out:  Random selection of students to read aloud reflections.  Does this type of appeal provide the basis of a strong argument?  Why or Why not?  Is it a “fallacious” or false appeal?
3. Set Up:  Using butcher block paper and markers, make a 4-column chart with these categories at the top:  ethos, pathos, logos, argumentum ad populum.
4. Group Work:  Using the alternating marker method, list at least three quotes for each category.
5. Share Out:  If time allows, groups will present their findings in front of the class.
6. Reminders:  Bring your DHS library book with the completed commitment form(if not submitted already) to class tomorrow.  Also, for those students who were absent  Wednesday(4/25) or Tuesday(May 1), you are permitted to complete make-up work after school tomorrow(Friday May 4) from 2:15-3:00 pm.

Objective:  I can make inferences from golden lines that connect with embedded questions for each section of the Davidson article.

BW:  Identify each inference on the sample with two golden line connections for the Hauser article.

Activities:

1.  Share Out:  Volunteers will explain each inference from the BW.
2. Promethean Board:  Teacher will model for review solving roadblocks and asking pertinent questions relative to Davidson’s claim in the AOW.
3. Think Pair/Share:  Once the text has been annotated, students will identify and write quotes in a three-column journal for Ethos, Pathos, and Logos.
4. Reminder:  Mr. Sapienza is available after school on Friday(5/4) for any make-up work from 2:45-3 pm.