Objective:  I can rewrite Body Paragraphs 1 and 2 by using Sample B and C from yesterday’s lesson as exemplars for Organization and Evidence/Reasoning.  I can complete the bucket organizer for my essay by matching the evidence from my double-entry journals and the book to each reason or bucket.

BW:  Reread Sample C from yesterday’s lesson.  Highlight words or phrases that suggest the context of each example.

Activities:

1.  Share Out:  Identify words that were selected for evidence/reasoning of the first main point.  Second main point?  How did the writer provide more depth of reasoning by using the context?
2. Share Out:  What is the basic structure of Sample B from yesterday’s lesson?
3. Independent Study:  Use your additional knowledge about organization and evidence/reasoning along with my notes to rewrite Body Paragraphs 1 and 2.
4. Independent Study:  Complete the Bucket Organizer for your essay by matching 3 quotes/pages for each bucket.  This will be part of the overall summative assessment.
5. HW:  Complete the Bucket Organizer assignment to be submitted at the beginning of tomorrow’s class.
6. Reminder:  If you have not completed both rewrites of body paragraphs 1 and 2, you are behind in your work.  Tutoring for the essay is available today after school if you need help or have fallen behind.  This is not a take-home essay.

Objective:  I can score my classmates’ samples of Body Paragraph #2 by consulting with my elbow partner and choosing key words from the argumentative rubric for the components of “Organization,” “Evidence,” “Reasoning,” and “Conventions” that match each sample.  I can apply what I’ve learned through this process to my rewrites.

BW:  With a marker, highlight one or two words that stand out for the 4 levels of each of these components in your Argumentative Rubric:  “Organization,” “Evidence,” “Reasoning,” and “Conventions.”

Activities:

1. Think Pair/Share:  On the handouts of Student Samples A, B, and C, give a score for each component.  i.e. O=2, E=2, R=1, and C=1.
2. Share Out:  Why did Sample “A” score an E-2?  Why did “C” score an R=3?  How is context used in Sample C?  How is organization used in Sample B? etc.
3. Independent Study:  Rewrite Body Paragraph 1 and 2 as time permits.  2nd hour must complete Body Paragraph 2 first.
4. Submission:  All work must be placed in your folders and returned.  None is to leave the class.
5. Reminder:  Attend tomorrow’s tutoring session for this essay tomorrow after school between 2:15 and 3:15 if possible.

Objective:  I can write two supporting paragraphs for my argumentative essay by reviewing my bucket organizer for reasons and following the visual outline of a good body paragraph provided in yesterday’s video.

BW:  Review Sample B and its rewrite.  Identify two examples of improvements in the rewrite.  Write them down in your notebook.

Activities:

1.  Turn-and-Talk:  Where would you place Sample B in the rubric components for evidence and reasoning on a 1-4 scale?  Where would you place the rewrite?
2. Share Out:  What is the score for Sample B?  What is the score for the rewrite?
3. Independent Study:  Use the visual outline as a support to write your second supporting paragraph.
4. Independent Study:  Use my notes and your further understanding to rewrite your first supporting paragraph.
5. Submission:  Turn in your work paper-clipped to the rubric with an asterisk by your best paragraph.
6. HW:  Add five entries(quote/page/connection) to either of the double-entry journals for the Atticus or Mayella prompts.

Objective:  I can contrast the differences between levels 2 and 3 of evidence/reasoning  in the argumentative rubric as they apply to student samples by identifying cue words in the rubric and consulting with my elbow partner before writing an explanation.

BW:  Read student samples “A” and “B.”  Which one is your preference?  Why?

Activities:

1.  Share Out:  Do you notice main points?  Where?  Which sample has more reasoning?  Explain.
2. View the Paragraph Building Video:  Answer the worksheet questions.
3. Think Pair/Share:  Discuss how the rewrite of the Cell Phone paragraph differs from Sample B.
4. Independent Study:  Write a paragraph that describes the difference between how Sample B and its rewrite contrast.  Think about the evidence in each paragraph.  In which paragraph is it more useful?  Why?  Which paragraph has more depth of reasoning?  Why?
5. Share Out:  Read several paragraphs aloud for discussion.
6. HW:  Add five entries(quote/page/connection) to either of the double-entry journals for the Atticus or Mayella prompts.

PSAT Testing–Sophomores Present

HW:  Add five entries(quote/page/connection) to either of the double-entry journals for the Atticus or Mayella prompts.

SAT Testing–No Sophomores in attendance. 

HW:  Add five entries(quote/page/connection) to either of the double-entry journals for the Atticus or Mayella prompts.

Objective:  I can add notes to my double-entry journal about whether or not Atticus is a good father by viewing the movie and listening to classroom discussion.

BW:  Students will review the notes on their rough draft of the first supporting paragraph and write a paragraph of five sentences or more to explain how they can improve.

Activities:

1.  Share Out:  Students will be asked randomly to read their comments about improvements.
2. View the movie:  Students will take notes for the double-entry journal about Atticus’s fathering skills.
3. Share Out:  What do you think about Atticus’s legal decision about Jem near the end of the story?
4. HW:  Add five entries(quote/page/connection) to either of the double-entry journals for the Atticus or Mayella prompts.

Objective:  I can write a first supporting paragraph based on my choice of arguments by taking notes on the worksheet for the video about writing one and applying this structure to my own paragraph with the support of my double-entry journals.

BW:  What is the most difficult or challenging step when I write a supporting paragraph?

Activities:

1.  Share Out:  What is your greatest challenge?  How do we solve that problem?
2. Video for a good body paragraph:  Answer the worksheet questions.
3. Independent Study:  Students will write their paragraphs by using the steps provided in the video.  i.e. Start with a topic sentence.  Transition to the first main point with “Firstly,”.  Provide an example with reasoning.  Transition to the second main point, “Secondly,”.  etc.
4. Submit the paragraph with the rubric.
5. HW:  Finish reading the book.

Objective:  I can identify more details for my argumentative essay by viewing the movie and listing quotes from it onto both of the double-entry journals.

BW:  Look at your three reasons or buckets that will help develop your argumentative essay.  Which one is the strongest?  Which is the weakest?  Explain your reasons in your notebook.

Activities:

1.  Share Out:  What is your strongest argument?  Why?  Weakest?  Why?
2. View the Movie:  As you view the movie, list at least three examples/quotes for each of the double entry journals.  Also, answer the questions for the worksheet.
3. Share Out:  What new details did you find for your essay?
4. Independent Study:  Find specific quotes in the book with the page numbers to add textual evidence for your essay.

Objective:  Content–I can create complex claim statements by brainstorming and collapsing lists into categories.  Language–I’ll know I can do this when I draft a claim statement for peer and teacher feedback.

Activities:

1.  Preparation:  Place yesterday’s homework, the two double-entry journals, on your desk.
2. Independent Study:  Highlight the “pro” evidence in yellow, and the “con” in another color.  Circle the side of the argument with the strongest evidence.
3. Modeling:  Teacher will model how to find 3 buckets(categories) from the evidence about cellphone usage in schools.
4. Independent Study:  Student will decide which side of one of the two arguments has the strongest buckets.
5. Independent:  Students will draft a claim by using the claim statement formula:  __Topic + Opinion__ because__ (bucket 1)__, __(bucket 2)__, and__(bucket 3)__.
6. Review:  “Steps to Drafting a Claim.”
7. Submission:  Paper clip today’s draft statement to the two double-entry journals completed for homework yesterday.