Objective:  I can complete annotating the “Opening the Door” AOW by solving roadblocks, chunking, and asking questions about the text.  I can collect evidence about the author’s claim by writing it atop the “bucket organizer” and consulting with my neighbor about matching buckets and evidence.

BW:  Observe the Promethean Board model of annotating for p. 2.  In your notes, explain how the roadblock was solved for the term “new chewing gum.”  Explain the connection  of this term with the “category” above it determined yesterday. i.e. Does the connection state the literal and/or implied meaning of the term “new chewing gum”?  Explain.

Activities:

1.  Independent Study:  Using the model of p. 2 for annotations(Promethean Board), annotate the remainder of the text.
2. Share Out:  Student(s) as teacher will provide an explanation of their annotations for one of the pages after p. 2
3. Think Pair/Share:  Students will provide 3 quotes for each of the first two buckets.
4. Independent Study:  Students will provide 3 quotes for third bucket.
5. Reminder:  Come after school today for the retake of the “concussion” summary.  Those students who did not make up this work on Tuesday can complete it today after school without a retake.  Bring your SSR books for tomorrow.

Objective:  I can annotate the Walker AOW by solving roadblocks and asking questions about the categories as modeled during instruction and by consulting with my elbow partner.

BW:  Reread p. 7 of “By Opening the Door to Cell Phones, Are Schools Also Feeding an Addiction?”  Does the author provide clues about the structure(categories) being used?  Circle the sentence that provides these categories?  Write down each category in margin.

Activities:

1.  Independent Study:  Read quietly and determine which category applies to the beginning of the article.  Label where the category begins.
2. Think Pair/Share:  Identify golden lines.  Draw arrows and comment/question.
3. Share Out:  Where does the thought progression shift to the next category?  Label where the category begins.
4. Think Pair/Share: Identify golden lines.  Are their counterarguments within the category?  Draw arrows and comment/question.
5. Share Out:  Where does the article shift to the third category?
6. Independent Study:  Identify golden lines.  Draw arrows and comment/question.
7. Reminders:  Retakes for the “concussions” summary are tomorrow after school.  Otherwise, make an appointment for the morning.

Objective:  I can annotate “By Opening the Door to Cell Phones, Are Schools also Feeding an Addiction” by following the the steps for finding roadblocks and the claim and consulting with my neighbor.

BW:  DLW(1:5)

Activities:

1.  Correct with standard usage.
2. Independent Study:  Skim-read for roadblocks.
3. Independent Study:  Find the answer to the title’s question for the claim and underline it.
4. Share Out:  What is the author’s claim?  Did anyone see the roadmap or outline for the categories or buckets that the author is using?  Where is the sentence that suggests them?
5. Promethean Board:  Using this sentence, the whole class will identify the first thought progression or category in the article and name it on the text.
6. Think Pair/Share:  Identify the beginning of the next category or thought progression.
7. Share Out:  Where does the next thought progression begin?  Name it.
8. Think Pair/Share:  Where does the third thought progression or category begin?
9. Independent Study:  Identify golden lines(underline them) for sentences that make strong connections with each of the three categories.  Write notes/questions with arrows to show these connections.
10. Reminders:  Come after school today to make up the summary writing assignment on the “concussions” AOW.  If you are unable, make a morning appointment with Mr. Sapienza.  Remember, we have late school buses at 4pm.  So getting a ride is no longer a problem.  Retakes will be given on Thursday after school.

Objective:  I can identify the claim, chunks, and details in “The Student Cellphone Addiction Is No Joke” AOW by following the first 3 steps for summary writing, consulting with my elbow partner, and completing the “bucketing” worksheet.

BW:  Skim-read the article for roadblocks and box or circle them.

Activities:

1. Quick-Read:  Students will read quickly to find answer(s) to question posed by title.
2. Share Out:  What was the answer(s)? Does one of the answers provide an outline or a road map of topics?  What are the topics or categories?
3. Promethean Board:  List 3 categories in the bucket organizer.  Find one detail for the first bucket.
4. Think Pair/Share:  Students will identify 5 more details and write them next to the appropriate bucket.
5. Reminders:  Students can make up work on Tuesday after school for the “concussions” summary.  Retakes for it will be given on Thursday after school.

Objective:  I can write inferences during my SSR by using my triple-entry journal for writing down quotes from my book, restating them in my own words, and providing an educated guess about deeper meanings or predictions.

BW:  Use the 4-Step Process for “spectrum.”  Choose the best definition for the “exercise” article.

Activities:

1.  Promethean Board:  Review DLW(1:4)-Commas for essential and non-essential appositives.
2. Rehearse/Perform Word Wall presentations.
3. SSR:  Students add notes to their triple-entry log.

Objective:  I can complete my Word Wall project by consulting with my partner and/or following the given steps provided by the handout.

BW: DLW(1:4)

Activities:

1.  Share Out:  Correct with standard English usage.
2. Review:  Remind students of the project expectations at Promethean Board.
3. Create/Rehearse:  Students will create a representation of the meaning of his/her Word Wall choice by drawing it, acting out a skit, or writing and performing a jingle.
4. Presentations:  Volunteers and/or random students present projects.  Discuss.
5. Vote:  The class will vote for its choice to be entered onto the Word Wall.  Criteria will include most likely to be needed later, challenging to implement, and most unfamiliar.
6. Reminder:  Make-up or completion activities for the summary of the “concussions” AOW are today after school, or make an appointment before school on Friday.  Friday after school is unavailable because of early dismissal.  They are due this week.

Objective:  I can write a summary of the “concussions” article by writing my goal after reviewing past attempts and by following Steps(2-5) listed on the wall.

BW:  Each student will review his/her first attempt and later attempt at writing the summary of the “exercise” AOW along with the exemplar.  Students will set a goal by comparing and contrasting each summary and then writing a paragraph.  Students can ask these questions:  What went right/wrong the first time?  What went right in the second attempt? Does the exemplar provide new ideas for improvements?   From the list of possible changes shown on the board, how can I improve?

Activities:

•  Independent Study:  Reread the “concussions” AOW and review your annotations.
• Share Out: Read aloud the steps for writing a summary(Steps 2-5).
• Independent Study:
• Step 2:  Circle or highlight “key terms” for the first chunk in the “concussions” AOW.
• Step 3:  Write a summary sentence for the first chunk by using the “key terms” and a blend of your own words. (notebook)
• Step 4:  Repeat this process for each new chunk. (notebook)
• Step 5:  Write a thesis statement above the summary sentences.  Use the author’s claim statement for guidance.   State the title, author, and purpose(verb, reason, and claim). (notebook)
• Revision:   Make changes by collapsing ideas, omitting repetitions and unimportant details, and checking for logical sequence. (4-Square Form)
• If time allows, add inferences to your SSR log.
• Reminder:  Make-up work for this assignment will be after school tomorrow.

Objective:  I can find addtional meanings for my Word Wall choice by representing it in a drawing, skit, or poem.

BW:  Use the 4-Step Process for these words:  emerge(v), render(v), syndrome(n), catastrophic(adj), baseline(adj). (See 4-Step Process notes on 9/21).

Activities:

1.  Share Out:  Random review of student bellwork.
2. Teacher Model:  Explanation/Demonstration of “Word Wall Projects” with the worksheet.
3. Create/Practice:  Students(individuals or pairs) will create(draw, act, and/or compose) their projects and rehearse their presentations.
4. Demonstrations:  Students(volunteers or random) will present.

Objective:  I can write a rough draft and revision of my summary paragraph for the “exercise” article by composing a topic sentence from the author’s claim and reading and listening to my elbow partner’s notes and comments.

BW:   Identify the author’s claim statement at the top of the back page of the “exercise” AOW.  Ask yourself what verb best describes his purpose.  Write it down.  What is his reason?  Write it down.

Activities:

1. Independent Study:  Students will write the thesis by combining the author’s purpose and claim atop the summary sentences.  Blend your words with author’s “key terms.”  Use this stem: In the article “How Much Exercise Do I Really Need,” Dr. Jordan Metzi….
2. Share Out:  Compare and contrast student samples.  Identify a consensus thesis statement.  Students may change their thesis(topic) sentence for the rough draft.
3. Think Pair/Share:  Read aloud this draft of the summary with its thesis.  Make revisions by avoiding repetitions of the sentence stems(i.e. The doctor recommends…), collapsing/condensing ideas, using logical sequence, and omitting entirely unimportant information, such as, places to exercise, “HIIT,” etc.
4. Independent Study:  On a 4-Sqare worksheet, rewrite neatly the revised summary beginning with its topic or thesis sentence.
5. Reflection:  If time allows, students will write a paragraph on the 4-Sqare worksheet that compares and contrasts their elbow partner’s new summary with the scored one of September 15.  Identify improvements and useful first attempts.

Objective:  I can write a summary of the “exercise” article by rewriting my summary sentences in a paragraph below the thesis statement of the article while using a blend of my own words and the “key terms” used by the author.

Activities:

1.  Underneath yesterday’s bellwork in their notebooks, students will rewrite their summary sentences that have been listed on their “exercise” AOW.  Blend your own words with the author’s “key terms” and use the same “logical sequence” of the author.  Leave space for the topic sentence above this summary.

2.  Share Out:  Students will read aloud their responses and discuss as a whole class.

3.  SSR:  Add inferences to your triple-entry journal in the back of your notebook.