Objective:  I can annotate the Hauser AOW by using the claim statement to identify other main points with written connections, solving roadblocks, and consulting with my elbow partner.

BW:  DLW(4:5)

Activities:

1.  Student as teacher makes corrections.
2. Promethean Board Demo:  Teacher models identifying a main point connection to the claim of an AOW and a roadblock solution using context clues.
3. Think Pair/Share:  Students will identify another main point connection and find a roadblock solution in today’s AOW.
4. Share Out:  A volunteer(s) will be asked to explain how each strategy above was applied at the Promethean Board.
5. HW:  Complete annotating the Hauser AOW.

Objective:  I can annotate today’s AOW by identifying the claim sentence, main points, and solving roadblocks.

BW:  Copy the example the 4-Step process applied to the word “stickler.”

Activities:

1.  Share Out:  What is the first step? Second? etc.
2. Use the 4-Step process for today’s vocabulary:  curriculum(n), retain(v), and profanity(n).
3. Whole Class:  Explanations of guidelines and make-up work.
4.   Skim Read:  Turn the title into a question and find the author’s claim.  Underline it and write “Claim” near the sentence.
5. Promethean Board:  Teacher will demonstrate solving a roadblock using context clues and demonstrate making connections between main points and the question of title.
6. Think Pair/Share:  Students will consult each other to make a main point connection and solve one roadblock.
7. Reminder:  HW:  Complete annotations as instructed.

Objective:  I can complete an excerpt of an SAT-style test by annotating the text and answering the questions.  I can correct my errors by reviewing the passage and consulting with my elbow partner.

Activities:

1.  Annotate the given SAT-style passage and answer the questions.
2. Make corrections with the posted list.
3. Think Pair/Share:  For each incorrect answer, students will write down a reason for the correction by reviewing the passage and consulting with each other.
4. Share Out:  Any questions?
5. SSR:  If time allows, students will add inferences to the Triple-Entry-Inference log in the back of their notebooks.
6. Reminder:  For those people who missed the on-demand essay assignment on Friday, make-up work will occur immediately after school today from 2:15 to 3:10.

Objective:  I can complete an excerpt of an SAT-style test by annotating the text and answering the questions.  I can correct my errors by reviewing the passage and consulting with my elbow partner.

Activities:

1.  Annotate the given SAT-style passage and answer the questions.
2. Make corrections with the posted list.
3. Think Pair/Share:  For each incorrect answer, students will write down a reason for the correction by reviewing the passage and consulting with each other.
4. Share Out:  Any questions?
5. SSR:  If time allows, students will add inferences to the Triple-Entry-Inference log in the back of their notebooks.
6. Reminder:  For those people who missed the on-demand essay assignment on Friday, make-up work will occur immediately after school on Tuesday from 2:15 to 3:10.

Objective:  I can write two more reflections by using the two-step process and consulting with my elbow partner.

BW:  Students will list 5 details as they view “Minny’s Dismissal.”

Activities:

1.  Turn-and-Talk:  Students explain how Minny’s dismissal causes them to think or feel.
2. Independent Study:  Students write a reflection on this topic.
3. Reflection #2:  Voter Registration.
4. SSR:  Students will add inferences to SSR log in the back of their notebooks.
5. Submission:  Students will submit stapled reflections for tomorrow’s essay.
6. Reminder:  Mr. Sapienza is available today after school for make-up work.

Objective:  I can write two more reflections by using the two-step process and consulting with my elbow partner.

BW:  Skim through “In Perspective:  Confronting our racial history with The Help.”  Identify a sentence that could be a useful opening quote for an essay that argues for using The Helpa unit of civil rights in a high school history class.  Write it down in your notebook.

Activities:

1.  Random Share Out: What is your choice?  Why?  Think about a useful quote from “Not Helpful” to use for the con argument.
2. Reflection #9:  Woolworth Scene
3. Reflection #10:  Voter Registration
4. Bucket Organizer:  If time allows students can work on bucket organizer assignment.
5. Reminder:  Bring SSR book for tomorrow’s class.

Objective:  I can write two more reflections by using the two-step process and consulting with my elbow partner.

BW:  Read the second complete paragraph on p. 3 of “Not Helpful.” What is the golden line or main point of it?  Write it down in your notebook.

Activities:

1.  Share Out:  What is Roake’s main point?  Could this be a reason or category for either position of your essay?  Could you find a quote to begin your introduction?
2. Reflection #7:  Medgar Evers Sequence(5 details)
3. Reflection #8:  Bus Ride(3 details)
4. Independent Study:  Annotate “In Perspective: Confronting our racial history with The Help”  by Desiree Cooper.
5. HW:  Complete annotating the Cooper AOW.

Objective:  I can write reflections of three more scenes in the movie by following the two-step process, consulting with my elbow partner, and answering the given question in a paragraph with examples underlined.

BW:  Read the student sample of a counterargument/rebuttal of the cell phone essay.  Write down the transition sentence in your notebook.  In addition, survey the student sample of a bucket organizer on the back and write a sentence that aptly describes it.

Activities:

1.  Share Out:  What is the transition sentence?  Could the student have developed the counterargument evidence? How?  Can you match some evidence in the reasoning with the quote or paraphrase for each main point?  What do you notice about the bucket organizer?  Is there evidence of student planning?
2. Reflection #5:  Treelore’s death
3. Reflection #6:  Hilly’s Commodes
4. Reflection #7:  Medgar Ever’s Sequence
5. Independent Study:  After reading notes on my essay and taking into consideration the discussion about student samples, answer these questions:  How can I improve for next week’s argumentative on-demand essay?

Objective:  I can write reflections from the movie by using the three-step process of listing evidence, consulting with my elbow partner, and writing a paragraph with three examples underlined.

BW:  Review Question #8 from “Not Helpful.”  Paraphrase the answer from the text.

Activities:

1.  Share Out:  What is your paraphrase?  What is Roake’s critique?  Could this be a useful category for the “pro” or “con” argument?
2. Independent Study:  List 3 or more details of Yula Mae’s arrest.
3. Guest Speaker:  Current protocols for arrests will be explained along with a question-and-answer session.
4. Reflection #3:  Students will write a reflection about Yula Mae’s arrest using 3 pieces of evidence underlined and at least seven sentences.
5. As time permits, more reflections will be written using the steps described in the objective.
6. Reminder:  Mr. Sapienza is available after school today for make-up work.  Also, he will be available next Tues.(1/16) after school.

Objective:  I can complete the common formative assessment by accessing it on the chromebook with the given code and answering the questions.  I can write a reflection of Yula Mae’s request for funds to educate her son by following the two-step process utilized yesterday and consulting with my elbow partner.

Activities:

1.  CFA:  Students will start computers and use the code to enter the assessment through illuminate.com.
2. Independent Study:  After each student completes the CFA, she/he will continue reading to answer questions for “Not Helpful.”
3. Review:  3 of the first 10 questions will be corrected as a whole-class activity.
4. Reflection #2:  The scene of Yula Mae’s request will be reflected on by using the three-step plan:  collecting evidence, turning-and-talking, and writing a reflection by using at least three pieces of evidence.
5. Reminders:  Mr. Sapienza is available for make-up work on reflections Thurs(1/11) and Tues(1/16) after school.  It is imperative to make up these assignments to ensure success on the upcoming on-demand essay assignment.