Objective:  I can identify evidence that illustrates Atticus’s lesson in Ch. 11.

BW:  Use the 4-Step Process for Ch. 11 vocabulary.

Activities:

1.  Show the word!
2. Listen-and-Learn:  Answer questions for Ch. 11 worksheet. TKAM Ch. 11
3.  Share Out:  What is Atticus’s lesson?
4. HW:  Answer the worksheet questions for Ch. 11 and complete the vocabulary assignment. Reminder:  Retakes for the argumentative essay are Tuesday(5/9) after school.  Your SSR book from the DHS library and book commitment forms with a sign-off by either Mr. Opferman or Mr. Sapienza are due on Friday(May 5) as of today.

Objective:  I can identify different genres of books by completing the book pass assignment and applying this knowledge toward acquiring a book from the school library.

BW:  Copy in the back of your notebook the exemplar of a triple-entry journal item along with the teacher at the Promethean board.

Actitivities:

1.  Share Out:  What is an inference?  Are there differences between the quote and the second column?(What does the text say?)
2. In the library, groups of 5 will spend five minutes at each genre table to write book-pass information for 2 books, a total of 10.
3. Then students will look for and acquire a book after getting the teacher’s permission.
4.  Students will sign out a book and complete the book commitment form.
5. HW:  Complete the book commitment form to be submitted at the beginning of your class tomorrow. Reminder:  The retake for the argumentative essay will occur next Tuesday(5/9) after school.

Objective:  I can write the final draft of my argumentative essay about gender roles with the support of my organizer, pre-writing materials, and exemplars.

BW:  Review the organizer.

Activities:

1.  Independent Study:  Students write the final draft.
2. Submit the final essay, organizer, and rubric with a paper clip.
3. Submit the stapled pre-writing materials.
4. SSR:  Add notes to your inference log.
5. Reminder:  Your grade will be based on your score for the essay and your pre-writing materials.

Objective:  I can identify transition sentences in two exemplars of an introduction and apply this knowledge by writing a useful transition sentence for my own introduction.

BW:  Read the two exemplars.  List a transition sentence for each of these introductions, the quote exemplar and the anecdotal one.

Activities:

1.  Share Out:  What is the transition sentence?  What is the anecdote?  How does the quote relate to the writer’s position?
2. In groups of 4, complete one box from each of your neighbor’s edit checklists and write your name in the appropriate spot.
3. Think Pair/Share:  Describe an anecdote that you experienced regarding gender roles.
4. Independent Study:  Begin writing your introduction by using an anecdote or a quote.
5. HW:  Think more about an anecdote or possible quote for your introduction, but do not write it at home.  Reminder:  Mr. Opferman and Mr. Sapienza are available for mentoring the argumentative essay after school.  This is the last chance before grading.

Objective:  I can identify transition sentences and write one in my counterargument rebuttal paragraph.

BW:  Identify two transitional sentences in argumentative exemplar.

Activities:

1.  Share Out:  Which evidence in the sentence links with the previous reasoning?  Which evidence in the sentence links to information that follows.
2. Identify and share the transition sentence in the counterargument/rebuttal exemplar paragraph.
3. Share Out:  What is your third bucket?  What is a good counterargument?  Would anecdotal evidence support it?
4. Independent:  Write your counterargument/rebuttal paragraph by using the format on the board.
5. HW:  Complete annotating the Brittney Griner article.  Reminder:  Mr. Sapienza and Mr. Opferman are available tomorrow(Thursday) after school for mentoring of the essay.  Also, we are available Thursday morning at 6 am.

Objective:  I can write the first two supporting paragraphs to support my claim about traditional gender roles by referring to my T-Charts, Articles, and Bucket list.

Activities:

1.  Promethean Board:  Teacher explains the set up and flow chart.
2.  Independent Activity:  Students write two supporting paragraphs.
3.  Annotate:  After completing today’s writing, students will annotate the AOW about Brittney Griner and the NBA.
4. HW:  Complete annotating the AOW.  Mr. Sapienza and Mr. Opferman are available after school for support of today’s writing. Brittney Griner AOW, Brittney Griner(II).

Objective:  I can organize my evidence into 3 categories by listing them on my bucket chart and follow the think-aloud for writing the first supporting paragraph by copying the model and highlighting its reasoning.

BW:  List the three sources used in the topic paragraph about Scout and the Dewey approach to education.

Activities:

1.  Share Out:  What were the sources?
2. Read aloud the evidence for the first bucket in the example.
3. Share Out:  How do we get from the list of evidence to a supporting paragraph about how the Dewey approach would “bore” Scout?
4. Think-Aloud:  As the teacher models, students will copy the writing and highlight the reasoning.
5. HW:  Ensure that your bucket list is complete with 3 pieces of evidence for each bucket.  Do not use more than one piece of anecdotal evidence for each bucket.  If you do not have enough evidence, use the blog(Friday 4/21) for copies of the articles by Slaughter and Miller and your text of TKAM to find more.

Objective:  On my T-Charts, I can categorize my evidence by highlighting quotes with a similar idea in the same color for three different colors(topics).

BW:  For each quote, write the author’s name in parentheses on your T-Charts from this list:  (Miller), (Slaughter), (Lee), and (Me). “The Retro Wife” by Lisa Miller, “The Retro Wife”(II) by Lisa Miller,Slaughter 1,Slaughter 2, Slaughter 3, Slaughter 4, Slaughter 5, and Slaughter 6.

Activities:

1. Promethean Board:  Teacher models how the “bucket” organizer works with the visual.
2. Think Pair/Share:  With an elbow partner, students counsel each other on how to identify and highlight quotes with a similar idea(color) and name them with three different categories.
3. Promethean Board:  One or two pairs models how their evidence was highlighted and categorized by different colors.
4. HW:  Ensure that your bucket list is complete with 3 categories and three pieces of evidence for each bucket.

Objective:  I can identify and explain how five more pieces of evidence develop pro or con positions for “gender conformity” from an AOW by writing in 5 new entries in my T-Chart.  

BW:  Read The Atlantic AOW. (Independent Reading)

Activities:

1.  T-Chart Activity:  List 2 new entries for “gender conformity,” one pro and one con.
2. Think Pair/Share:  With your elbow partner, list 3 more entries from the article.  Identify whether each one is for gender conformity(pro) or against it(con).
3. Modeling:  Teacher will model adding anecdotal evidence to the T-Chart.
4. HW:  Add 3 pieces of anecdotal evidence for “gender conformity” from the model.  Reminder:  You should have 15 evidence explanations on your T-Charts: 3 from TKAM, 6 from “The Retro Wife,” 3 from Slaughter, and 3 anecdotal situations with explanations.

Objective:  I can add evidence(pro and con) to my “gender conformity” T-Chart by annotating the AOW and writing in quotes and explanations on my “Gender Conformity” T-Chart.

BW:  On pages 82 or 109, determine what Grandma says about men and cooking.  In a paragraph of five sentences or more, explain whether or not you agree and why.

Activities:

1.  Share Out:  What does Grandma believe?  Do you agree? Why? or Why not?
2.  Read the full title of “The Retro Wife.”  Ask a question posed by the title and look for a claim statement.  Write it down.
3. Independent Reading:  Annotate the article. Find golden lines, fix roadblocks, and ask/answer questions.
4. Share Out:  At Promethean board add two more entries to the “gender conformity” T-Chart.
5. HW: Add 4 more entries from “The Retro Wife” onto your “Gender Conformity” T-Chart. Ensure that you have completed 6 altogether from the article along with 3 entries from Ch. 9.