Objective:  I can write a rough draft of my second supporting paragraph by applying the turn-and-talk technique for one of my quotes to write “adequate” reasoning for each quote used.

BW:  Students will read the student sample to focus on the reasoning part of the paragraph and score it with a “1,” “2,” or “3” rating.  Then students will justify the score using key words from the rubric while writing a short paragraph of 3 or 4 sentences in their notebooks.

Activities:

1.  Share Out:  Two or three students will be asked to share their journal entries.  What was your score?  Why?  Which word in the reasoning gave a clue that the writer provided a conclusion about how the GoKnow software can improve learning now?  In other words, does his reasoning go beyond a related experience to how it can improve learning now?
2. Turn-and-Talk:  Each student will use a quote from their bucket organizers to discuss how they can use a quote to explain his/her topic.  What is the “therefore” or conclusion drawn from the evidence to explain the topic as it relates to improving the learning now?
3. Independent Study:  Each student will write his/her second supporting paragraph by applying internally the “turn-and-talk” method from the previous step.  Do not write about “distractions,” “learning apps or aids,” or the paragraph topic selected yesterday.
4. SSR: After completing the second supporting paragraph, students will add inferences to the 4-Column journal.
5.  Reminder:  The revised bucket organizers are due on Monday(11/3).

Objective:  I can decide on my position, pro or con, in my argumentative essay about the use of smartphones in school to improve learning by scanning my two bucket organizers for the best bucket/quote connections.

BW:  Reflection:  Each student will scan-read her or his “pro” and “con” bucket organizers to determine the best choice for writing the argumentative essay and then write a paragraph with two or more reasons underlined to justify his or her choice.

Activities:

1.  Share Out:  Students will be asked randomly to read aloud their reflection.  Did you make the choice based on subjective or objective reasons?
2. Independent Study:  Students will write their first two rough-draft supporting paragraphs on topics other than “distractions” or “learning apps” or “learning aids.”  In other words, students must address topics not previously written.
3. HW:  The two revised bucket organizers are due tomorrow.

Objective:  I can complete two final bucket organizers, pro and con, for the argumentative essay by reading new AOWs and adding appropriate quotes with the authors and page numbers.

Activities:

1.  SSR:  Students will select between two options to read for AOWs:  the Washington Post “High-tech vs. no-tech” article or the two articles about educational game apps.  In their notebooks, students will write at least 4 new quotes with the author’s name and page number.
2. Bucket Organizers:  Students will complete the final two bucket organizers(pro and con) with the three  best topics and three of the best quotes/authors/pages for each topic. (Think Pair/Share optional).
3. HW:  Students should submit two final bucket organizers tomorrow with three of the best buckets for each side, pro and con, and three of the most effective quotes for each bucket.  You can select quotes from the past bucket organizers and from new quotes that were read today or ones that you have noticed from other readings.  These are today’s readings:  “High-tech vs. no-tech: D.C. area schools take opposite approaches to education” by Cecilia Kang of The Washington Post, “Quizlet” by Laura Costello of EDLAB REVIEW, and “Kahoot App Brings Urgency of a Quiz to the Classroom” by Natasha Sanger of The New York Times.

Objective:  I can provide reasoning for a quote by consulting with my elbow partner about a recent learning activity in one of my classes and writing about its description.

BW:  Read the paragraph that begins “The GoKnow Software turns…” on p. 3 of David Rapp’s AOW “Lift the Cell Phone Ban.” Rate its “reasoning” on a score of 1-4 based on our use of the rubric yesterday.  Explain why in a few sentences.

Activities:

1.  Share Out:  Why is it a 3 or a 4?  Did you think it was lower?  Explain.  Does David Rapp provide a “For example,”?
2. Promethean Board:  Teacher demonstrates scoring of student sample for “Organization,” “Evidence,” and “Reasoning.”
3. Independent Study:  Students will write down the set up for a topic paragraph about educational apps.
4. Turn-and-Talk:  Students will discuss a learning project from another class to provide insights for reasoning about a quote from the David Rapp essay.
5. Independent Study:  Students will use their turn-and-talk conversation to write the “For example, …” part of their reasoning that continues the set-up piece.
6. Share Out:  Students can share what they’ve written for on-the-spot criticism.
7. Independent:  Students will complete the secondly with a new main point, such as “an engaging or fun way to learn,” or whatever.

Objective:  I can score a student sample paragraph by reading it, applying key words in rubric to analyze, and consulting with my elbow partner.

BW:  DLW(4:3)

Activities:

1.  Share Out:Student as teacher makes corrections.
2. SSR:  Add inferences for 15 minutes.
3. Promethean Board:  Review Organization, Evidence and Reasoning for Key Words to score in Argumentative Rubric.
4. Think Pair/Share:  Score the sample for Organization, Evidence, and Reasoning.
5. Independent(Optional):  Some classes will be asked to write a short-paragraph justification of the scores.

Objective:  I can contrast the reasoning in my “Finish the Body Paragraph” activity with the exemplar by completing the worksheet questions about the exemplar and then writing a short paragraph about two major differences.

BW:  Complete the worksheet questions for the Exemplar Body Paragraph.

Activities:

1.  Share Out:  Review several of the answers.
2. Independent Study:  Students will write a short paragraph contrasting their paragraphs with the exemplar.  Differences should be underlined.
3. Think Pair/Share:  Students will use their Bucket Organizer for the “Pro” argument to identify the topic of their next Body Paragraph and discuss ideas for the reasoning of each of the three quotes or pieces of evidence listed for that particular bucket.
4. Independent Study:  Students will write a Body Paragraph for one of the topics or buckets from the “Pro” argument bucket organizer.
5. SSR:  When this activity is complete, students will request a starting point and add notes for inferences.
6. Submission:  All students will submit their “Pro” argument paragraphs stapled to their bucket organizers.  No work is to take home.

Objective:  I can highlight effective evidence for the “pro” and “con” positions of whether or not cell phones should be allowed in the classrooms matching the posted lists of “effective evidence” from Friday’s lesson with my reading the Walker AOW.

Activities:

1.  SSR:  Read to add new inferences.
2. Promethean Board:  Review the “effective evidence” slide of Friday’s class.
3. Independent Study:  Student will choose a “pro” side color marker and “con” color to highlight effective evidence in the Tim Walker AOW.
4. Think Pair/Share:  Students will consult each other to analyze whether or not evidence is effective.
5. Independent:  Students can add new evidence to either or both bucket organizers.
6. HW:  Ensure that the Bucket Organizers for both the “Pro” and “Con” arguments are complete with 3 labeled buckets and 3 quotes/authors each along with at least one new quote/author for each position:  Bucket Organizer

Objective:  I can identify and list effective evidence by applying the side show explanation of “Choosing Effective Evidence” and scan-reading my homework worksheets.

Activities:

1.  SSR:  Add inferences to the 4-Column Journal.
2. Slide Show:  Mrs. Lintner will present a slide show for “Choosing Effective Evidence.”
3. Independent Study:  Students will select effective evidence from their worksheets and list them in them in bucket organizers for the “Pro” position of using cellphones in school.
4. HW:  Complete the bucket organizer for this claim:  Smartphones should be allowed in the classroom. Use these AOWs: “Using Smartphones in the Classroom”(see Nov. 12th blog), “Lifting the Cell Phone Ban,”(Nov. 13), and “Pros of Cell Phones in School”(Nov. 15).  Worksheet: Bucket Organizer .

Objective:  I can identify the parts of a good body paragraph by watching the video and writing down the answers to the questions in the worksheet.

Activities:

1.  View the Video:  Whole class participation in answering questions for the structure of a good body paragraph.
2. Whole Class:  Identify the parts of a good paragraph for the Promethean Board image of the “Finish the Body Paragraph” activity: Finish the Body Paragraph .
3. Complete the worksheet for the “Pros of Cell Phones in School”:  Pros of Cell Phones in School I , Pros of CPs II , Pros of CPs III , Pros of CPs IV , Claim Worksheet I , Claim Worksheet II .
4. HW:  Complete worksheet for the “Pros of Cell Phone in School.”

Objective:  I can list evidence in my bucket organizer for the claim that cell phones should not be allowed in the classroom by selecting categories from the “Con” AOW and skim reading for matching quotes and their authors from the claim worksheets homework.

Activities:

1.  SSR:  Add inferences to your log.
2. Set Up:  What is the question of the essay?  What are my materials?  What does the bucket organizer look like?
3. Model:  Teacher models the first bucket at Promethean Board–distractions/quote-author.  Guidelines:  Write three direct quotes/authors for each bucket.  Do not use more than two quotes from the same author for one bucket.  Use at least three authors for the whole bucket organizer.
4. Independent Study:  Students will complete the first bucket for “distractions.”
5. Think Pair Share:  Students can support each other to complete the bucket organizer.
6. HW:  Complete the bucket organizer as instructed above.