Objective:  I can actively participate in an evidenced-based discussion by speaking and/or writing evidence to support my or others’ answers to an essential question.

Language:  I can access the quality of my participation by using the sentence stems:

• “Evidence that I achieve my goal is…”
• “To prepare for our next seminar I will…”

BW:  Think/Write:

Essential Question:  Has the use of cellphones in our school diminished the ability for substantial learning to occur?

BW Task:  Find 2 pieces of evidence(1 for and 1 against) and write them down in your notebook.  Mark the one for as +, and the one against as -.

Activities:

1.  Indpendent Study:  Read the first skill in the “Exemplary” Column for “Analysis,” “Discussion,” and “Civility” of the Socratic Seminar Rubric.  Notice the changes by the “Developing” Column.
2. Independent Study:  Select one of the three Focus Skills and write it as “my goal” in the appropriate space.
3. Video:  As you view Socratic Seminar in Action, list at least one piece of evidence for each of the three Focus Skills.
4. Share Out:  What did you notice?
5. Socratic Discussion:  As speakers in the inner circle make their points to agree and disagree, the outer circle students will mark evidence of the three Focus Skills for their respective speakers.
6. Halftime Feedback:  Outer Circle students will share their constructive criticism with the speakers.
7.  Independent Study:  Students will ensure that they complete the line of “evidence that I achieved my goal” on the back of the Socratic Seminar Rubric.
8. Debrief:  Some speakers will share out:  Accomplishments? Challenges?
9. Whole-Class Consensus:  Students will discuss and write down the “class goal” for the next Socratic Circle and how to “prepare” for the next one in the “Reflection and Goal Setting” form.

Objective:  I can complete my bucket organizer by listing 3 quotes for each of the three categories in the Scholastic AOW after reading the text and consulting with my elbow partner.  I can learn how to “dialogue” rather than “debate” by using the given sentence stems on the board and conversing with my partner to ask questions and provide ideas about the essential question for tomorrow’s Socratic Dialogue.

BW:  Read the AVID Socratic Seminar introduction and list three golden lines in your notebook.

Activities:

1.  Share Out:  What is meant by “thoughtful dialogue”?  What is meant by “common texts”?  How does “debate” differ from “dialogue”?  What should be “paraphrased” before bringing one’s ideas and/or disagreements?
2. Independent Study:  Complete your bucket organizer for the Scholastic AOW.  Continue from yesterday’s first bucket/first quote.
3. Think Pair/Share:  Practice responding with your partner to the essential question of tomorrow’s Socratic Dialogue:  “Has the use of cell phones in schools diminished the ability for substantial learning?”  Use these sentence stems for dialogue:  “I understand you to mean__________, and I think__________.” ” What is your main point?”  “While I understand you to mean_________, is there an alternative?”  I think that…,  and “Why do you think that is true?”

Objective:  I can identify pieces of evidence for each category in the Scholastic AOW by listing them in the bucket organizer and consulting with my neighbor.

BW:  Use the 4-Step Process for these words:  phenomenon(n), inductive(adj), contemplative(adj),  cognitive(adj), and deductive(adj).

Activities:

1.  Show the Word!
2. Promethean Board:  Whole-class consensus on writing the first piece of evidence for the first category.
3. Think Pair/Share:  Identify remaining categories and find 3 quotes(evidence) that support the first category.
4. Independent Study:  Complete by finding 3 quotes for the remaining categories.
5. HW:  Complete the bucket organizer for tomorrow.

Objective:  I can complete annotating the Scholastic AOW answering the category questions I have created, solving roadblocks from my list of strategies,  and listing evidence for each category in my bucket organizer.

BW:  DLW(2:5)

Activities:

1.  Student as teacher corrects with standard usage.
2. Promethean Board:  Volunteer will model using the bucket organizer for one piece of evidence.
3. Independent Study:  Students will annotate the Scholastic AOW and list quotes on the bucket organizer as demonstrated above.
4. Reminder:  HW for the Scholastic AOW annotations and bucket organizer list is due tomorrow at the beginning of the hour.

Objective:  I can define and identify the rhetoric tools of pathos, ethos, and logos by reading the definitions in the handout, viewing the examples on the video, and consulting with my neighbor about the use of these persuasive tools in written advertisements.  I can use evidence in each advertisement to reason through how it relates to a “key term” in the definition of that persuasive tool.

BW:  In their notebooks, students will a short(1-2) sentence definition of each of these terms from the handout:  pathos, ethos, and logos.

Activities:

1.  Share Out:  What is your definition of ethos?  etc.
2. View the video:  Students will provide two examples for each device.
3. Whole Class:  Students will come to a consensus on the rhetorical tool/reason for the first two written advertisements in the handouts.
4. Think Pair/Share:  Students will consult each other for the next two ads.
5. Independent Study:  Students will complete the annotations for the Scholastic AOW.
6. Reminders:  HW: Complete the written advertisements in handout as above for tomorrow at the beginning of the hour.

Objective:  I can summarize a passage of literature on-demand by reading it and following the posted steps on the wall.

Activities:

1. Independent Study:  Summarize the given passage on the form.
2. Independent Study:  Complete the multiple-choice questions on-line.
3. SSR:  Add inferences to your triple-entry journal from your own book.

Objective:  I can annotate the Scholastic AOW by reading the text to write answers to the questions of categories, make inter-textual connections, and solve roadblocks to connect with important ideas.

BW:  On p. 2 of the Scholastic AOW, invert the subtitle into a question.  Write down the golden line in your notebook that answers this question.  Solve the roadblock “myriad.”  Write down a comment in your notebook that makes an inter-textual connection.

Activities:

1.  Share Out:  What was your golden line?  What strategy did you use for “myriad”?  What comment connects this roadblock with an important idea?
2. Independent Study:  Complete annotating the Scholastic AOW.
3. Independent Study:  Complete your final draft of the “I Am” Poem.
4. Presentations:  If time permits, some students can present their completed “I Am” poem.
5. Reminders:  Retakes for the annotation actvity are today after school only.

Objective: I can annotate “Lift the Cell Phone Ban”  by reading and consulting with my neighbor to answer the questions of each category, make inter-textual connections, and solve roadblocks by using at least three different strategies.

BW:  DLW(2:4)

Activities:

1.  Student as teacher corrects with standard usage.
2. Independent Study:  Write an inter-textual connection between “Pandora’s Box” and another part of the text from p. 4 of “Opening the Door to Cell Phones…”.
3. Share Out:  Does Summerhill walk back his earlier statement about cell phone use in schools?  Does the author use the “Pandora’s Box” allusion by Summerhill for a reason? If so, what is the reason?
4. Independent Study:  Annotate the “Lift the Cell Phone Ban” AOW by answering questions for each category, making inter-textual connections as in Step 2, and solving roadblocks with at least three different strategies.
5. Reminders:  Retakes of the “Opening the Door to Cell Phones…” annotations will be Thursday(Nov. 9) after school.

Objective:  I can annotate “Lift the Cell Phone Ban” by reading and consulting with my neighbor to answer the questions of each category, make personal and inter-textual connections, and solve roadblocks by using at least three different strategies.

BW:  Identify the roadblock “Pandora’s Box” at the bottom of p. 4 in “Opening the Door to Cell Phones…”.  In your notebook,  identify a strategy to solve it and estimate a new meaning.  Identify textual evidence earlier on the page and write a sentence or two that shows a connection between the roadblock solution and the evidence.

Activities:

1.  Share Out:  How would you solve the roadblock?  What connection did you make with Summerhill’s earlier statement about cell phone use in schools?  How does Summerhill’s comment lend credibility to the author’s view of cell phones in school?
2. Hover:  Skim for roadblocks.  Even concepts like “GoKnow” can be roadblocks.
3. Independent Study:  Identify claim by inverting title into a question and answering it.
4. Think Pair/Share:  Invert the first two subtopics into questions and find golden lines.
5. Independent Study:  Annotate the whole article by answering the category questions, making personal and inter-textual connections as in bellwork, and solving roadblocks by using at least three different strategies.
6. Reminders:  Retakes for the “Opening the Door to Cell Phones…” annotation assignment will be on Thursday after school.  Retakes for the DLW Quiz(Honors) will be on Friday(Nov. 10).

Objective:  I can annotate the remainder of the Atlantic AOW by solving roadblocks from the posted list of strategies and using them along with the golden lines to answer questions posed by each category.

BW:  Complete the Yearbook Survey for possible publication.

Activities:

1.  Share Out:  Who would like to share a comment from the survey?
2. Whole-Class Review:  The “key terms”/scores will be distinguished in the annotation rubric.
3. Independent Study:  Students will complete the annotations for the Atlantic AOW.
4. SSR:  Students will summarize today’s reading by following the posted steps.