Objective:  I can write a reflection that expresses my feelings regarding Constantine’s dismissal and departure by listing five details, consulting with my neighbor, and writing a paragraph that develops three of those pieces of evidence.

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

Activities:

1.  Show the Word!
2. Independent Study:  Students will list five details about the sequence of events regarding the dismissal and departure of Constantine.  Details should be specific facts like the dates of Rachel and Skeeter’s measurements, Rachel’s not “going around the back to the kitchen” as ordered by Mrs. Phelan, etc.
3. Turn-and-Talk:  Each student will describe his/her feelings about the scene by using some details.
4. Reflection #1:  In notebooks, each student will write a “reflection” about her/his feelings with regard to the dismissal and departure by using three specific facts from the story.   The facts should be underlined.
5. Share Out:  Volunteers will share their reflections for support to improve for future reflections.
6. Note-Taking:  The remainder of the movie will be shown.
7. HW:  Students will answer the first five question of “Not Helpful” and apply the 4-Step vocabulary to the given words.

Objective:  I can make inferences in “Two Friends” by using the the triple-entry inference journal and consulting with my neighbor.

BW:  DLW(3:1)

Activities:

1.  Student as teacher makes corrections with standard usage.
2. Think Pair/Share:  Students will read together from the top of  p. 105 until “But they shuddered in terror…”(106).  Using yesterday’s triple-entry inference journal, they will make two more inferences.
3. Independent Study:  Students will read to complete the story and answer the remaining worksheet questions.
4. Share Out:  Why are the two friends thrown in the water?  What is the author’s main point in telling this story?
5. HW:  Complete the answers for both worksheets from the story of “Two Friends”: Worksheet p. 102, Worksheet p. 104 Two Friends p. 102, Two Friends p. 103, Two Friends p. 104, Two Friends p. 105, Two Friends p. 106, Two Friends p. 107,  Two Friends p. 108

Objective:  I can make inferences in “Two Friends” by completing the triple-column inference journal and consulting with my neighbor.

BW:  Use the 4-Step Process for the remaining vocabulary words in “Two Friends.”

Activities:

1.  Show the Word!
2. Promethean Board:  Apply the Triple-Column Inference Journal to this quote:  “He smiled at their request and gave his consent to their whim”(104).
3. Listen-and-Learn:  As the audio is played, the triple-column-inference journal will be applied to each stop and start.
4. Independent Study:  Students will read to answer the remaining worksheet(104) questions.
5. Reminder:  Regular Ed students are permitted a make-up writing session after school today.

Objective:  I can identify details in “Two Friends” to help me determine the author’s subject and purpose in the story by applying the SOAPSTone definitions and consulting with my elbow partner.

BW:  DLW(3:4)

Activities:

1.  Student as teacher explains the corrections with standard usage guidelines.
2. Read Aloud:  “On an autumn afternoon…”(102).
3. Share Out:  Use worksheet questions as a means to create a larger discussion about the subject and purpose of the story.
4. Reminder:  Regular Ed students are permitted to attend a make-up writing session after school tomorrow.

Objective:  I can make inferences from details in “Two Friends” by using the triple-entry journal for inferences in my notebook and consulting with my neighbor.

BW:  Use the 4-Step Process for the first five vocabulary words.

Activities:

1.  Show the word!
2. Independent study:  Complete the first five questions for “Two Friends” pages 102-4.
3. Think Pair/Share:  In your notebooks, write two entries into the inference log in the back of your notebook.
4. Share Out:  At Promethean Board, share one or two students’ entries and discuss.
5. Independent:  Continue reading quietly while answering the worksheet questions.

Objective:  I can type or write neatly the final draft of my essay by editing the corrections from two previous drafts by the teacher and my elbow partner, using the 4-Column Paragraph Organizer, and applying the “Using Quotes” and “Sentence Starters” handouts.

BW:  Read the sample of a conclusion on the Promethean Board and answer these questions:  What is the author’s purpose for the first sentence, middle sentences, and final sentences.

Activities:

1.  Share Out:  What is the purpose of the first sentence? etc.
2. Library Work:  Continue typing the remainder of your essay.  Use the 5-paragraph Essay Organizer for guidance.
3. Submission:  Be prepared to stop typing at 10 minutes before the .  Submit  your paper-clipped packet at the front of your folder 5 minutes before the class ends and get your work signed-off. These are the contents of the packet from top to bottom:  Final Typed Draft, 2nd Draft, Two Corrected Body Paragraphs, and the Final Bucket Organizer.
4. Reminder:  Only if you missed one of the days typing in the library, you are permitted to write by hand the remainder of your essay after school on Thursday at 2:15 pm.
5. Reminder:  Since your grade is reflected by your body paragraphs, this draft is the rewrite from two earlier corrected drafts of the body paragraphs.  All writing must be done during class time or in tutoring sessions in school under the teacher’s supervision.

Objective:  I can type or write neatly the final draft of my essay by editing the corrections from two previous drafts by the teacher and my elbow partner, using the 4-Column Paragraph Organizer, and applying the “Using Quotes” and “Sentence Starters” handouts.

BW:  In their notebooks, students will write down today’s timeline for the assignment and the order of the packet items for submission:  Final draft on top, followed by second draft, two corrected paragraphs, and the final bucket organizer.

Activities:

1.  Library Work:  Students will type or write neatly the first three paragraphs of the final draft while stopping 10 minutes before the bell in each class.  Submissions are due 5 minutes before the bell to be signed off.
2. SSR–In the event that any student might complete the whole final draft before this time, he/she will add notes to the inference log in the back of the notebooks.
3. Reminder:  All work is submitted with a hard copy of the printed essay.  Writing is to be completed under the supervision of the teacher at all times.

Objective: I can write the second draft of my essay by editing from suggested corrections by the teacher, my elbow partner, and myself.  Also, I can write a conclusion to my essay by following the steps on the handout and consulting with my neighbor.

Activities:

1.  Independent Study:  Students will rewrite the essay from beginning to end by editing  from suggested corrections by teacher, elbow partner, and themselves.
2. Independent Study:  Read quietly “Writing a Conclusion.”
3. Share Out:  What is the topic sentence?  What is it’s purpose?  What is the purpose of the middle sentences?  What is the purpose of the last sentence?
4. Turn-and-Talk:  Discuss with your elbow partner your essay’s claim and a brief summary of some of the best main points that were made in the body paragraphs.
5. Independent Study:  Write the conclusion and paper clip your complete second draft for submission.
6. Reminder:  The final tutoring session for the essay is available this morning at 6:30 am.  All writing must be done during class time or in tutoring sessions at school.

Objective:  I can write a counterargument-rebuttal paragraph by applying the steps in the essay organizer and consulting with my elbow partner.

BW:  Reread the last paragraph on page 3 of The Atlantic.  Answer these two questions:  What is the students’ position about “listening to music” while reading?  What is the author’s position?

Activities:

1.  Share Out:  Who believes students should be allowed to listen?  Who believes otherwise?
2. Turn-and-Talk:  Answer this question:  If you were using this evidence about “listening to music,”  which categories could use either position as a counterargument?
3. Independent Study:  Read the exemplar of a “counterargument-rebuttal.”  What is the author’s position?  What is the critic’s position?  Use “key terms.”  Which sentence is the transition?
4. Share Out:  What is the “key term” that shows the author’s position?  Critic’s?
5. Independent Study:  Title a separate sheet of paper “Insert.”  Begin writing the counterargument-rebuttal paragraph by following the steps on the Promethean Board.  Write up until the transition sentence.  Students may use the bellwork evidence.  The “Insert” page will be stapled to the matching body paragraph.
6. Independent Study:  Students will write the second draft of their essays continuing from where they stopped work at the introduction paragraph.
7. Reminder:  Mr. Sapienza is available for tutoring before school today and Friday, and after school today only.