Objective:  I can complete my annotations for the Atlantic article by solving roadblocks to connect with big ideas and showing the answers to questions posed by each category.

BW:  LA 3:  Explain how the roadblock “ramifications” in Sample B is solved and how it connects to a bigger idea.  Honors:  Review the homework expectations for the “Supplementary Text for Socratic Dialogue,” which is due on Monday.

Activities:

1. Independent Study:  Students will complete their annotations for the Atlantic AOW.
2. Independent Study:  When step 1 is completed, students can complete “I Am” poem.
3. Share Out:  If time allows, some “I Am” poems can be read aloud.

Objective:  I can write an “I Am” poem by describing in writing my two favorite activities and completing the given format. (Substitute Lesson Plan for PLC Meeting).

BW:  Write a paragraph(5+) that describes your two favorite activities.

Activities:

1. Share Out:  Discuss responses and make connections to the activity.
2. Whole Class:  Student will read aloud “Poems By You About You” as teacher explains expectations.
3. Independent Study:  Students will use their bellwork and the given format to write a rough draft of their “I Am” poems with a drawing that illustrates its theme.
4. If time allows, the teacher will provide a copy paper and two markers for students to complete the revision.

Objective:  I can utilize roadblocks and golden lines to answer questions posed by each category in the Atlantic AOW by writing margin notes with arrows to the category question that explain each connection.

BW:  In Sample B of the “Opening the Door…” AOW, identify the margin notes for one of the roadblocks(i.e. “new chewing gum,” “provocation”) and explain how the student connected the roadblock to the category.

Activities:

1.  Whole Class:  Review the first four categories of the Atlantic AOW.  Students who were absent should label them.
2. Independent Study:  Students will annotate by making connections to the category questions with golden lines and roadblocks.  Follow the bellwork model.
3. Think Pair/Share:  Students will compare the connections of golden lines and roadblocks with their elbow partners and rate their scores at this point by using the annotations rubric.
4. L.A. 3: Students will write a short reflection of their current efforts and a plan to improve.(LA 3).  Random selections for share out.
5. Honors:  Students will review activities in Section 1 of the DLW examples and write a quiz utilizing one or two of them.  Random selections for share out.
6. Reminders:  Honors students should copy the information for their selected text to be annotated for homework and due on next Monday.  The selection choices are the first ten pages of the Stanford study, The Washington Post AOW, and the Rivera paper about concussions.

Objective:  I can rate a student sample of annotations from the neaToday AOW by comparing and contrasting the student sample with the exemplar, analyzing the rubric, and consulting my neighbor.  I can annotate the Atlantic AOW by using the exemplar and student sample as a guide for my own work.

BW: DLW(2:3)

Activities:

1.  Student as teacher makes corrections.
2. Random Review:  Students will be called on randomly to prepare for quiz.
3. Think Pair/Share:  Students will consult each other to determine consensus scores for “monitoring comprehension” and “word learning” by using “key terms” in the rubric and consulting each other about comparisons/contrasts with exemplar.
4. L.A. 3:  In think pair/share groups, students will read aloud pages 4 and 5 of Atlantic AOW and determine the next two categories by consensus.
5. Honors:  Students will read quietly and determine next category.  Share out.
6. Independent Study:  Students will continue annotations for Atlantic AOW.
7. Reminder:  There will be a pop quiz on Wed-Fri for section 1 of the DLW.  Review each of the five activities for this section along with the grammar definitions.

Objective:  I can identify the claim of the Atlantic AOW by reading to answer the question posed by the title and underlining it.  I can identify four thought progressions(chunks) in the Atlantic article of the week by listening to readers and raising my hand when “key terms” signal a change the article?  I can summarize today’s SSR reading by following the post.

BW:  Reread “Do Cell Phones Belong in the Classroom?” to identify the claim statement of Robert Earl. Answer the question posed by the title.

Activities:
1.  Share Out: What is the claim statement? Does this claim counter previous material?
2.  Read Aloud: One student will read aloud as students listen for the first thought progression or change? Students will raise their hand to signal this change.
3.  Share Out: What is the sentence that signals the new thought progression? Can I use it to label the chunk or category at the beginning of the article?
4.  Read Aloud: As one student reads aloud, students read/listen for the next chunk.
5.  Share Out: What is the next thought progression? Does it relate to the first one?
6.  Think Pair/Share:  Repeat steps #4 and #5 to determine the next thought progression.
7.  Share Out:  What are the “key terms” used to determine this new progression?
9.  Independent Study:  Complete Steps #4 and #5 alone. Share Out.

10.  SSR:  Students will read the posted steps to write a summary of today’s reading.

Objective:  I can set a goal to improve my reading by following the posted steps and listening to instruction.

BW: SSR:  Add one new inference to your triple-entry-journal every five minutes.

Activities:

1.  Students will be guided by posted steps to set a reading goal
2. SSR:  Depending on the amount of time, SSR activity continues.
3.  Exit Ticket:  Students will write their reading goal and SRI level on form.

Objective:  I can score two examples of annotated articles by reading both components of the annotation rubric along with samples “A” and “B”, and by consulting with my elbow partner for comparisons.

BW:  After finding a “key term” to label a “1” score in “monitoring comprehension,” students will identify “key terms” for scores of 2-4 and write them in notebooks.

Activities:

1.  Share Out: What “key term” in the “monitoring comprehension” rubric for “Noticing Reading” or a “2” did you find?  What “key terms” worked for scores “3” and “4”?
2. Whole Class:  After reading aloud each score for the “word learning” component of the rubric, underline “key terms” to label each score from 1-4.
3. Think Pair/Share:  Students will score from 1-4 both the “monitoring comprehension” and “word learning” components for Sample A.
4. Share Out:  Results will be discussed and a consensus result will be provided.
5. Think Pair/Share:  Repeat Steps 3 and 4.
6. Share Out:  Results and consensus shared.

Objective:  I can set a goal to improve my next summary by reviewing the notes on my “concussion” summary, sharing ideas with my elbow partner, and writing a reflection.

BW:  DLW(2:2)

Activities:

1.  Student as teacher makes corrections.
2. Independent Study:  Students will reread their “Concussions” summary and then read the exemplar.  They will note one accomplishment and one area for improvement as bullet points in their notebook.
3. Think Pair/Share:  Students will share ideas about improvements for the next summary.
4. Independent Study:  Students will write a paragraph reflecting on positive aspects of their “Concussion” summary along with future areas for improvement.
5. L.A. 3:  Begin reading the Atlantic AOW by skimming for roadblocks and finding the thesis or claim sentence.
6. Honors:  Continue annotating the Atlantic AOW by chunking and identifying golden lines.
7. Reminder: HW for the “Opening the Door” AOW will be submitted tomorrow(annotations and buckets).

Objective:  I can add evidence to my bucket organizer from the AOW “Opening the Door”  by identifying three pieces of evidence for each of the four buckets and writing it in the appropriate category while consulting with my elbow partner.  (Honors) I can begin annotating the Atlantic AOW about cellphone addiction.

BW:  Use the 4-Step Process for five vocabulary words from the Atlantic article about cellphone addiction for these words:  ubiquitous(adj), rationalization(n), deleterious(adj), cajole(v), and incessant(adj).  A Word Wall vote will be taken during this time.

Activities:

1.  Show the word!
2. Think Pair/Share:  List pieces of evidence for two more buckets from the “Opening the Door to Cellphones” AOW.
3. Independent Study:  Complete the fourth bucket on the back of the organizer.
4. (Honors) Independent Study:  Students will begin the annotation process for the Atlantic AOW about cellphone addiction.
5. Word Wall:  The vote will be tallied and announced.  One word will be selected from each class and entered onto the Word Wall.
6. Reminders:  (Honors) HW completion of the bucket organizer and annotations for “Opening the Door” will be collected today at the beginning of the hour. HW: L.A. 3 Students should submit their annotated “Opening the Door” AOW with the bucket organizer containing 3 quotes for each of the 4 buckets on Wednesday.

Objective:  I can annotate the remainder of the AOW “Is Opening the Door to Cellphones…” by writing notes on the text for answers to questions posed by each category and other key points. I can solve roadblocks and note connections to key points.

BW:  DLW(2:1)

Activities:

1.  Share Out:  Correct with standard usage.
2. Independent Study:  Students will complete annotations for the AOW.
3. (Honors) Think Pair/Share:  Students will list quotes for the first two buckets.
4. (Honors) Independent Study:  Students will list quotes for remaining buckets.
5. Share Out:  If time allows, students will present Word Wall projects.
6. SSR: As students read, they will list 3-5 golden lines(quotes) to write a summary by identifying “key terms” in the quotes and rewriting them in their own words.