Objective:  I can identify important character traits and events in the exposition of To Kill a Mockingbird by reading while listening to the audio version and writing answers from the worksheet.

BW:  Use the 4-Step Process:  assuage(v), apothecary(n), piety(n), persecution(n), brethren(n)

Activities:

1.  Show the word!
2. Listen-and-Learn:  pages 3-8 or 3-10 (TKAM 3-8 or 3-10)
3. Reminders:  HW–Complete the reading to answer worksheet questions for 3-8 or 3-10, depending on your edition of TKAM.  Also, those students who have not completed their rhetorical essays, plan to attend make-up after school on Thursday(March 9) and/or Tuesday(March 14).

Objective:  I can speak or write to share evidence and to build on or push against the ideas of my peers.

BW:  View the video about Socratic Circles and identify 3 challenges and write them in the big space on your worksheet.

Activities:

1.  Read the portion of the worksheet that lists “strengths” or ideal behaviors for a Socratic Circle.
2.  Complete your list of 3 challenges.
3.  Share Out:  At the T-Chart on the board, teacher will list challenges in the left column and enlist students to share possible supports.
4. Each student will write his/her position statement along with a reason or two atop the worksheet.
5. Mentors meet coaches:  Pairs will discuss their positions/reasons.
6. Begin discussion:  Remember, it’s a conversation, not necessarily a debate.
7. Halftime:  Mentor/Coaches share questions and strategies.
8. Each student will complete the portion about whether or not today’s activity affected his/her position.
9. Share Out:  Did anyone waver or even change your position?  Why or why not?
10. Complete the next two steps of the worksheet by rereading the “strengths” or ideal behaviors that were checked off and assess whether or not activity was effective in a short paragraph.
11. Reminder:  Mr. Sapienza is available along with Mr. Opferman for make-up work regarding Monday’s rhetorical analysis today, Thursday, and Friday after school.  Provide a heads-up if you plan to attend.

Objective: I can analyze the Kristof article by completing all frames for the techniques/goals worksheet and writing the rhetorical analysis essay.

BW:  Brief review at Promethean board of Exemplar B for Kristof’s “Lessons” op-ed.

Activities:

1.  Promethean Board:  Explanation of outline for the rhetorical analysis essay.
2. Independent Study:  Students will write the essay.
3. SSR:  Add inferences to the log when essay is completed.

Objective:  I can write my rhetorical analysis of the given op-ed article about gun control.

BW:  Read the two versions of the exemplar for the Kristof gun control paragraph.  Highlight the differences.  In your notebook, write a short paragraph(2-3 sent.) about why one of the exemplar’s explains the author’s purpose better.

Activities:

1.  Share Out:  Which is better?  Why?
2. Promethean Board:  Review the outline for the entire essay of a rhetorical analysis.
3. Independent Study:  Read to complete your technique/goals worksheet.
4. Independent Writing:  Use this worksheet and the outline to write your essay.

Objective:  I can analyze the article “Gun control isn’t the answer” by completing three techniques/goals frames in the worksheet and writing a supporting paragraph about a technique used by the author.

BW:  Complete one frame of the techniques/goals worksheet for the article after the explanation of the exemplar at the Promethean board.

Activities:

1.  Share Out:  Review one or two student samples at the Promethean board and discuss possible improvements.
2. Think Pair/Share:  Complete two more frames.
3. Independent Study:  Students will write a paragraph that uses his/her best frame describing how the author uses evidence for a technique to fulfill his purpose.
4. Reminder: Mr. Sapienza is available today and tomorrow after school for make-up work, but try to provide notice earlier in the day if you plan to attend.

Objective:  I can identify 4 reasons and complete one technique/goal frame for the article “Gun control isn’t the answer.”

BW:  Skim/read for roadblocks.  Box them. (3 minutes).

Activities:

1.  Independent Reading:  Quietly read the whole article without interruptions(5 minutes.)
2. Read with Intent:  Read to find the first reason and underline it.
3. Share Out:  What is the first reason?  Does it answer the question posed by the title?
4. Think Pair/Share:  Identify three more reasons.  Underline them.
5. Promethean Board:  Students will individually explain why each one selected a sentence in the article as a reason.
6. Groups of 3 or 4:  Expand pairings to complete one technique/goal frame as a group.
7. Reminder:  Mr. Sapienza is unavailable for make-up work after school today, but will be available tomorrow and Friday after school.

Objective:  I can write a supporting paragraph showing how Kristof achieves a goal with a technique to argue his claim for stronger gun control measures.

BW:  Read the exemplar of a supporting paragraph for the rhetorical analysis of Kristof’s “Lessons from Guns and a Goose.”

Activities:

1.  Share Out:  What does “reasoning” mean when we analyze text.
2. Think Pair/Share:  List phrases in the “reasoning” portion of the exemplar that match with evidence in the quote.
3. Promethean Board:  Students will highlight phrases in the same color along with the portion of the quote/evidence that matches.
4. Think Pair/Share:  Students will compare and contrast Box 4(Why does it work?) with the reasoning highlighted at the board.  How are they similar? Different?
5. Students will write a supporting paragraph showing how Kristof uses a technique to argue his claim by using one or two frames of their homework with the exemplar as a model.  Insure that the claim(technique), goal, evidence, and reasoning are present based on the highlighted illustration on the Promethean Board.

Objective: I can annotate an AOW “FAKE NEWS Fooling Millions!” and list my language arts reading goals in my planner.

BW: Use the 4-Step Procedure for the given words:  reputable(adj), agenda(n), verification(n), blatantly(adj), bogus(adj).

Activities:

1.  In my planner(the first page 24), I can list two reading goals for the second semester based on my first two scores.  See exemplar.
2.  Skim/read for roadblocks.
3. Independent Reading:  Read the entire selection without interruption.
4. Write at least 5 questions posed by the title in your notebook:  Who?, What?, When?, Where?, Why?, and How?.  Also, write questions for bold-printed words.
5. Think Pair/Share:  Determine the answers of three questions and write them in your notebook.  Highlight them on the page.
6. Complete your annotations for homework:  fixing roadblocks and highlighting and listing golden lines from your questions.
7. HW: Complete step 6 if not finished at the bell.

Objective:  I can explain Kristof’s reasoning for gun control by completing the techniques/goals  frames on the worksheet.

BW:  Copy the exemplar of a completed technique/goal frame on the board.

Activities:

1.  Share Out:  What do you notice that the “Why does it work?” box accomplishes?  Is this Kristof’s reasoning?
2.  Read both student samples and list an example of reasoning for each one.
3. Share Out:  Do you see how each writer expands on how the example is used to show Simon’s theme?
4.  Think Pair/Share:  Fix your homework by improving the “Why does it work?” box with your elbow partner.  If you need a new techniques/goals worksheet just ask.
5. HW Reminder:  Complete three more evidence frames for the technique/goals chart with the changes we learned today.  Also, if you were absent yesterday, six frames are due when we return.

Objective:  I can explain how textual evidence from “Lessons from Guns and a Goose” is used to show how Kristof’s techniques prove his claim.

BW:  Complete highlighting by using the non-yellow marker for claim evidence and the yellow marker for counterclaim evidence.

Activities:

1.  Share Out:  Why does the writer devote so much space to the counterargument?  How does he refute a counterargument in the first part of the essay?
2. Promethean Board: Completion of the sentence stem for “Why does it work?” will be explained.
3.  Promethean Board: Complete the first frame of the “techniques/goals” worksheet.
4. Think Pair/Share:  Complete another frame of the “techniques/goals” worksheet.
5. HW:  Complete the first four frames of the “techniques/goals” worksheet.