Objective:  I can make inferences by writing down information for each of the steps in the 4-Column Journal as I read my SSR book.

Activities:

1.  SSR:  Students will add inferences to the log in the back of the notebook.
2. View Movie:  Students will answer questions for Part 3 of the movie.
3. Reflections:  Students will follow yesterday’s procedure of listing evidence and then writing reflections for two of the scenes in the movie.

Objective:  I can write a reflection about the theme of segregation as it occurs in a scene from the movie by writing notes and completing the sentence stem.

BW:  List at least two pieces of evidence from the card party scene that illustrate the theme of segregation.

Activities:

1. Reflection:  Students will write a paragraph using at least two details with this sentence stem:  The theme of segregation in the card party is developed by…
2. View Movie:  Answer questions for Parts 2 and 3 of the worksheet.
3. Independent Study:  Students will list two pieces of evidence that suggest how Treelore was killed indirectly as Aibileen shares the story.
4. Reflection:  Students will write a paragraph that describes how Treelore was killed indirectly by his foreman.
5. Share Out:  Volunteers will share the reflection for discussion.
6. Reminder:  Today is the last opportunity for those students who were absent on Thursday and Friday of last week(12/6 and 12/7) to make-up work on the Argumentative Essay about the smartphone debate.  Those students may attend between 2:20 and 3:30 pm in B-5.

Objective:  I can make inferences by writing down the appropriate information for each step of the 4-Column Journal.

Activities:

1.  SSR:  Add inferences from the SSR book.
2. Share Out:  A volunteer will show an example of one of  his/her inferences at Promethean Board.
3. View the Movie:  Students will answer the provided worksheet questions.
4. Reminder:  Students who were absent on Thursday 12/6 can complete their final drafts of the smartphone debate essays after school on Thursday (12/13).

Objective:  I can discover special traits about myself by writing a journal entry and completing the steps of “I Am” poem handout.

BW:  Write a short paragraph that describes two of your favorite activities or hobbies. They should include activities that are unnecessary but engaging.   Do not include sleeping or shopping.

Activities:

1.  Teacher or Student:  Read aloud the “I Am” poem directions.
2. Rough Draft:  Students will apply their pre-writing journal to the  “I Am” poem directions on looseleaf paper.
3. Final Draft:  Students will complete the “I Am” poem with a colored illustration of its theme on one side of a copy paper.
4. Submission:  Students will submit all work.  No work goes home.

Objective:  I can make inferences by writing down information for each of the steps of the 4-Column journal as I read my SSR book.

Activities:

1.  Chromebooks:  Complete the CFA.
2. SSR:  Add inferences to the 4-Column Journal.
3. Independent:  View the movie and answer worksheet questions to collect evidence for the upcoming writing of argumentative paragraphs.

Objective:  I can write an introduction by applying my notes from the youtube video and reading the provided exemplars.

Activities:

1.  View the Video:  Answer questions on the worksheet for an introduction.  Discussion.
2. Promethean Board:  As a whole class, the students will volunteer to identify the transitions in the three exemplar paragraphs.
3. Independent Study:  Students will complete the introduction and three body paragraphs of the essay.  If students finish early, they can attempt to write the conclusion, too.  The directions are in the outline.
4. Submission:  The completed final draft of four paragraphs are to be submitted along with the outline and the bucket organizer.  If this work is not complete, students can complete it after school today.  No work on the essay is allowed to go home.

Objective: I can write my three body paragraphs for the smartphone debate essay by applying my goals from today’s reflection and making revisions from the notes on previously written rough drafts.

BW:  Students will select the least developed rough draft of a body paragraph from their folders.  Each student will compare his/her rough draft to the student sample about GoKnow or the exemplar.  Then students will write a reflection about how to improve that paragraph.

Activities:

1.  Share Out:  Volunteers can share out about possible improvements.
2. Independent Study:  The final drafts of each of the three body paragraphs should be written.
3. Essay Organizer:  Students will write a checkmark by each completed task of today on the organizer.
4. Submission:  Students will paper clip the three body paragraphs, rubric, and Essay Organizer to be submitted separately from the folders.

Objective:  I can write two supporting paragraphs and a counterclaim/rebuttal paragraph by reading corrections on my rough draft notes and making revisions.

BW:  Contrast the two student sample essays.  Write a reflection paragraph of 3-4 sentences explaining why one of them is a “3” and the other is a “2” score.

Activities:

1.  Share Out:  Which paragraph provides reasoning “with some depth”?  Which paragraph remains at the “shallow” level?  Why?
2. Think Pair/Share:  Each student will score his or her elbow partner’s work for “Evidence” and “Reasoning” and provide a written justification for each score at the bottom of the rubric.
3. Promethean Board:  The essay outline will be explained.
4. Independent Study:  Students will write their three revised body paragraphs.  No student mentoring is allowed unless we have another formal elbow partner scoring like the one in Step #2.
5. Submission:  All of today’s work is to be submitted in your folder near the end of the hour.  Any work taken home will not be counted and cannot be used for the final draft.
6. Reminder:  Mr. Sapienza is available today and Wednesday before or after school for extra support on the essay.  HW:  Choose a quote for your introductory paragraph that catches the reader’s attention and provides a general idea of your overall claim to be used in tomorrow’s class.  Final Bucket Organizers with the “Pro” and “Con” sides completed correctly are due upon completion of the essay for summative evaluation.

Objective:  I can write a counterargument-rebuttal paragraph by applying the information from the you-tube video and following the steps to open this paragraph in the guided writing prompt.

BW:  View you-tube video.

Activities:

1.  Share Out:  What is the purpose of the first sentence in the counterargument-rebuttal paragraph?  What is the purpose of the second?  The third?
2. Independent Study:  Students will remove their first “pro” and “con” body paragraphs written on Nov. 15th and Nov. 20th from their folders.
3. Share Out:  A volunteer will share his/her topic of “distractions” or “useful learning apps” as the counterclaim in the first sentence of the sentence frame worksheet.  She or he can provide a reason for the second.
4. Independent Study:  Each student will determine the appropriate claim to oppose the counterclaim for the “However,” or third sentence of the sentence frame worksheet.
5. Independent Study:  Students will revise the “pro” or “con” paragraphs written on Nov. 15th or Nov. 20th to complete the sentence frame writing prompt.
6. Submit:  Students will submit the completed the completed counterclaim-rebuttal paragraph written in class.  No work is to be taken home.
7. SSR: Add inferences to the 4-Column Journal.
8. Reminder:  If any student does not have three different topics to support his/her claim, she or he can attend tutoring before or after school tomorrow or Wednesday.