Objective:  I can write a summary of the “exercise” AOW by following the suggested stages and consulting with my elbow partner.

BW:  DLW(1:3)

Activities:

1.  Teacher models corrections:  non-essential clauses and commas.
2. Promethean Board:  Whole class will provide a consensus of MI in Chunk #3 of the “exercise” AOW.
3. Share Out:  How does the writer support this main idea?  Why is it important for him to share all of these details about the positive effects of exercise? Are these details important enough to be used in a summary?  How can we summarize them? Do you see any patterns in the list?  Can we break up the list into two categories?
4. Promethean Board:  The whole class will write a summary statement through consensus.
5. Independent Study:  Students will utilize the three steps(underlining the main idea, highlighting key terms, and writing a summary statement) for Chunk #4.
6. If time allows, each student will identify Metzi’s claim statement and restate it for the topic sentence of his/her summary.
7. 2nd and 3rd Hours:  SRI Testing, SSR, and Word Wall Activities.
8. Reminders:  Bring your SSR book everyday.  Make-up work for the annotated “exercise” AOW is Tues, Wed, and Thurs. after school or by appointment.

Objective:  I can write a summary of the “exercise” AOW by following the suggested stages and consulting with my elbow partner.

BW:  DLW(1:2)

Activities:

1.  Promethean Board:  Corrections and explanation of DLW(1:2).
2. Share Out:  Review the three steps of writing a summary statement for Chunk #1 of the “exercise” AOW(key points, key terms, and summary).
3. Student as teacher:  Underline MI and GL for the second chunk of the “exercise” AOW.
4. Think Pair/Share:  Students will determine “key terms” and then write a summary statement of the thought progression in the chunk.
5. Share Out:  What were key terms?  What is your summary statement?
6. Reminders:  Bring your SSR book to class for the remainder of the week, as you should always. Make-up:  You must come after school today or tomorrow to make up your annotations for the “concussions” article.  You will be given a summative assessment for it and the summary.

Objective:  I can write a summary of the “exercise” AOW by following the suggested stages and consulting with my elbow partner.

BW:  Write a short paragraph response to this question:  Why should I write a summary?

Activities:

1.  Share Out:  Random response to above question.
2. Promethean Board:  Review definition of a summary(See Sept. 22).
3. Promethean Board:  Identify the first chunk of the article as its first thought progression.  What is the chunk about?
4. Student as Teacher:  Highlight main ideas and golden lines(key points).
5. Think Pair/Share:  Students will find “key terms” in main ideas and golden lines.
6. Share Out:  Student as teacher highlights “key terms.”
7. Teacher Models:  Combine the ideas for this chunk into a one or two-sentence summary.
8. Share Out:  What are the “key terms” in Chunk #1?  What is your summary statement?

Objective:  I can make corrections on my homework from last night by observing one of my peers explain his/her approach to finding the main idea of Chunk #6 of the “concussions” AOW and independently correcting Chunks #3 through #6.

BW:  DLW(1:1)–Students will rewrite the group of words as written and make necessary corrections by using the symbols written on the board.

1.  Teacher models corrections of the DLW by using the symbols already introduced.

2.  Student as Teacher:  A volunteer will model his/her approach to finding the main idea of Chunk #6.

3.  Independent Study:  Students will make corrections on Chunks 3-6 based on peer modeling.

4.  Word-Wall Activities: Students will vote to choose one of ten vocabulary words from last two AOWs by determining which word is most likely to be used in the future.

5.  SSR–Students will add notes to last week’s log by using the Triple-Entry Journal for inferences with your DHS library book.  This is the last week using this book unless you choose to continue reading it.  They are due to return to the library on October 9th.

HW:  If you were absent yesterday, your annotations for the “concussions” article are due on Monday.

Objective:  I can find the main ideas and golden lines of the “concussions” article by changing the subtitles into questions and looking for the answers in the text and underlining them.

BW:  Review the claim statement of the “concussions” article we found on Monday(9/25).  Reread the whole “concussions” article.  Answer this question:  Why does the article not provide a clearly-stated amount of time for watching concussions? Use evidence.

Activities:

1.  Share Out:  Random selection of student responses.
2. Turn-and-Talk:  Share with your neighbor your goals for finding main ideas and golden lines as you review the corrections for the “exercise” article.
3. Promethean Board:  As you reread the first paragraph, ask yourself this question:  How does the writer capture my attention?  Underline this golden line(s).
4. Think Pair/Share:  Turn the subtopic of the second chunk into “Why?” and “How?” questions.  Underline the answers and label as main ideas for “why” and “how.”
5. Share Out:  One student will share his/her findings with the class.
6. Independent Study:  Students will find main ideas for the remainder of the chunks.
7. Honors:  Make predictions and other connections to questions while reading.
8. HW:  Complete annotating the “concussions” article.  It is due tomorrow at the beginning of the hour.  Reminder:  As for everyday, remember to bring your SSR(library book) for a formal SSR activity tomorrow.

Objective:  I can write notes on the SOAPSTone instruction by listening to the video and observing written notes given by the instructor about the “Tone” of a piece.  I can solve roadblocks for the “concussion” article by using the 4-Column Journal.

BW:  Of the five steps of the SOAPS part of this analysis tool, which is the most difficult?  Why? Review your notes from yesterday. (5 sent. +).

Activities:

1.  Share Out:  Random selections of responses/discussion.
2. Video:  Students will take notes about “Tone” and the milk ad example.
3. Promethean Board:  Team spokespersons from yesterday’s groups will share findings.
4. Share Out:  What is the illustrator’s attitude about the cartoon?  Humorous, Ominous, Lighthearted, etc.
5. Independent Study:  Students will continue solving roadblocks for their concussion article by adding notes to Monday’s log(4-Column Journal).
6. HW:  Students will complete the 4-Column Roadblock Journal for the assigned amount of words in the “concussion” AOW.

Objective:  I can write notes on the SOAPSTone instruction by listening to the instructor on the video and observing her written notes. Also, I can apply apply the first five steps(SOAPS) to the given cartoon by discussing findings with my neighbor and writing them in my notebook.

BW:  Think about the two articles of the week we have been using in class.  What is the subject of each one?  Guess, if you are uncertain.

Activities:

1. Share Out:  What were the topics?  Is a topic a subject or what the piece is about?
2.  As you watch the SOAPSTone explanation, write down the notes as suggested by the instructor Katie Peterson for the first five letters(SOAPS) in the acronym.
3. Group Work:  If time allows, apply the first five letters to the given cartoon by listing each category(Subject, Occasion, etc.) and discussing connections.  Everyone writes the consensus determinations.
4. Share Out:  Two or more groups will use the Promethean Board to explain their results to the class.  A team spokesperson will share the ideas of each group.

Objective:  I can solve roadblocks for the AOW about concussions.

BW:  Skim-read while circling or boxing roadblocks.

Activities:

1.  Quick-Read:  Answer the question posed by the title “After a concussion, when can teens return to the football field?”
2. Underline the claim statement.
3. Share Out:  What is the claim statement?
4. Quadruple-Entry Journal:  Set up 4 columns for word, clues, roadblock strategy, and contextual meaning or guess.
5. Promethean Board:  Teacher models solving a roadblock for the first word.
6. Think Pair/Share:  Students will solve two more roadblocks.
7. Independent Study:  Students will complete the quadruple-entry journal for the assigned words.

Objective:  I can define summary by annotating and add inferences to my log by writing in my triple-entry journal.

BW:  Reflect on your approach for writing a summary?  How do I write one? (2-3 sent.)

Activities:

1.  Share Out:  Random responses to bellwork.
2.  Promethean Board:  Write the definition of a summary given on the board.
3. Annotate the definition.
4. Think Pair/Share:  What is “short–but thorough”? What is a connection from the “exercise” article?
5. SSR:  Add one inference for every two pages of your SSR(DHS Library) book.

Objective:  I can explain how to identify the three main ideas in the last 3 chunks of the essay about “exercise” and explain how I decided.

BW:  Reread Chunk #2 in the article about “exercise.”  What is the main idea.  Turn-and-Talk to your neighbor.  Write the sentence in the article that illustrates the main idea.  Explain how you made your decision.

Activities:

1.  Share Out:  What is the sentence?  Why?
2.  Student(s) as Teacher:  Explain how you determined the main idea for each of the next three chunks.
3.  Reflection:  All students will review the corrections for roadblocks and golden lines(annotations) suggested for the article about exercise.  Write a paragraph(7 sent.+) that describes necessary improvements for the next time.  How can I improve?
4. 4-Step Process:  Copy the exemplar(assuage) in your notebook underneath the most recent activity.
5. Independent:  Use the 4-Step Process for the assigned vocabulary from the “Exercise” article:  efficacious(adj), compliance(n), endometrial(adj), irrefutable(adj), and cholesterol(n).
6. Show the word!
7.  Word Wall:  Class vote for next entry(ies) on or Word Wall.
8. Reminders: Today(before and after school) are last chances to make up work for last Friday and Tuesday.  Bring your SSR(library book) everyday, but especially tomorrow for our first formal activity.