Objective:  I can identify and highlight textual evidence that supports the claim and counterargument in Nicholas Kristof’s “Lessons from Guns and a Goose.”

BW:  Write a short paragraph about an argument that you have experienced recently(5 sent. +).

Activities:

1.  Share Out:  What was your claim?  What was the counterargument?
2.  Identify Nicholas Kristof’s claim by answering the question posed by the title.
3. Promethean Model:  Highlight with a bolder color the first piece the claim statement.  Highlight with yellow the first piece of evidence for the counterargument.
4. Think Pair/Share:  Students will highlight in yellow or bolder color for the claim and counterargument pieces of evidence throughout the first page of the op-ed piece.
5. Share Out:  At the Promethean board, a random student will share their choices aloud.  As a whole class, we will discuss their choices.

Objective: I can annotate the Kristof op-ed article “Lessons from Guns and a Goose.”

BW: Complete writing the second rough draft paragraph of rhetorical analysis for the Jacobson op-ed piece against gun control.

Activities:

1.  Four-step vocabulary:  toll(n), trough(n), prevail(v), escalate(v), and indignation(n).
2. Show the word!
3. Skim/read for roadblocks and box or circle them.
4. Independent Reading:  Read the essay.
5. Promethean Model:  Ask questions for “How the text says it?”.
6. Think Pair/Share:  Ask questions while focusing on the writer’s process, not content.
7. HW:  Define roadblocks and continue asking/answering questions.
8. Reminder: Mr. Sapienza is available after school for make-up work and consultation on Thursday and Friday of this week, but not Tuesday and Wednesday.

Objective:  I can write another supporting paragraph for the rhetorical analysis of Jacob Davidson’s essay against gun control by using another technique and two goals.

BW:  Review the student sample and answer these questions:  According to the student, what is the “significant point” Jacobs makes about the question regarding background checks?  What is a specific piece of textual evidence for the second goal, which is to “back the reason with evidence”?  What is some helpful advice you can offer this student for the rewrite?

Activities:

1.  Share Out:  Answer each of the above questions.
2. Think Pair/Share:  Evaluate your neighbor’s work.  Review his/her rubric score and provide two helpful suggestions for improvements.
3. Independent Study:  Students will write another rhetorical analysis paragraph of Davidson’s op-ed article by using another technique and two goals.  Possible suggestions for techniques are “bringing in expert opinions and quote,” “defining key terms and including technical vocabulary,” and “making comparisons and connections.”  Possible goals are “refuting counterarguments,” “back a reason with evidence,” “bring people along with the writer’s thinking,” “to provide a topic’s context,” etc.

Objective:  I can write a rhetorical analysis paragraph for the anti-gun control position of Davidson by using an argumentative technique and two goals.

BW:  Read the exemplar.  Identify and list the argumentative tools being used.  Check your blue tool kit.

Activities:

1.  Promethean Board:  Read aloud the exemplar and discuss how the writer uses the tools to develop the paragraph.
2. Students will choose another paragraph in Davidson’s essay and find two goals that are accomplished by the writer’s technique of “Asking Questions.”
3. Students will write a practice paragraph explaining how Davidson uses the technique of “Asking Questions” and two goals to support his claim against gun control.
4. SSR:  Add inferences to your log in the back of your notebook.

Objective:  I can annotate Davidson’s op-ed article opposed to gun control.

BW:  Use the 4-Step Process for today’s vocabulary.

Activities:

1.  Show the word!
2. Students will skim/read the text and circle roadblocks.
3. Students will read for answers(golden lines) as the author “Asks Questions” about gun control.  Apply the technique used in our two previous lessons.
4. Think Pair/Share:  Ask at least one question that provides a counterargument for each question or sub-topic provided by the author.
5. Share Out:  What is the point made by the author about gun-related suicides?  What is the counterargument that he does not address?
6. Reminder:  Bring your own SSR book to class tomorrow for full credit.

Objective:  I can find golden lines by using the author’s argumentative technique of “Asking Questions.”

BW:  Rewrite the questions for the third segment of Newtown Divided in shorthand.

Activities:

1.  Answer the questions in your notebook as they occur in the video.
2. Share Out:  Answer the questions aloud.
3. Promethean Board: Students as teachers will identify golden lines by using the “Asking Questions” technique.  Classmates will jot down important examples.
4. Students will begin annotating the Davidson op-ed piece arguing the gun rights position while using the “Asking Questions” technique for identifying golden lines.
5. Reminder:  Last Chance Make-up:  If you missed last Friday’s rhetorical analysis assignment, come after school today to make up the work.

Objective:  I can make connections with my argumentative goals/techniques sheet(blue toolkit) and the “Gun Debate Explained” article.

BW:  Copy the questions for the next segment of the PBS Newtown Divided documentary.

Activities:

1.  Share out:  Whom does Scott Ostrovsky blame for complaints about his gun shooting practice?  What did the ordinance restrict?  etc.
2. Review answers for yesterday’s homework.
3. Independent reading:  Answer 6-10 of the “Gun Debate Explained” worksheet.
4. Teacher models how to apply the “Asking Questions” technique for argumentation(tools handout) by finding each golden line to the questions posed by the sub-topic titles in “Where does the American Public Stand?” and identifying the corresponding goal on the flip side of the tools handout.
5. Think Pair/Share:  Complete this process for the next two sub-topic questions.
6. Reminder:  Make-up work for Friday’s rhetorical analysis of “The Sound of Silence” is after school today.  Work must be completed by 3 pm.  HW:  Complete the process for “Asking Questions” and identifying goals for the remaining three sub-topics of the article “Gun Debate Explained.”

Objective:  I can identify the terms of the gun control debate for both sides of the argument and identify two author’s rhetorical techniques.

BW:  Use the 4-Step Process for today’s vocabulary.

Activities:

1.  Show the word!
2.  View Newtown Divided and answer these questions:  1.  What is the evidence of someone stirring empathy?  2.  What is the evidence of an anecdote being used?  3.  Why will Aaron Cox, the gun owner who is being interviewed, lose friends?
3.  Whole Class:  Answer the first two questions of worksheet.
4. Think Pair/Share:  Answer the remaining questions.
5. Reminder:  Make-up work for the rhetorical analysis written this past Friday will be provided after school on Tuesday(2/7).
6. HW:  Complete 1-5 on the worksheet for “Gun Debate Explained.” “Gun Debate Explained” Worksheet.

Objective:  I can write a rhetorical analysis of the “Sounds of Silence.”

BW: DLW(2:5)

Activities:

1.  Student as teacher corrects with standard usage.
2.  Write the rhetorical analysis after given instructions.
3. SSR:  Set up triple-entry log and make inferences from your own book.

Objective:  I can write a short rhetorical analysis that describes what the text means by using two author’s craft tools.

BW:  Complete the worksheet questions for “Sounds of Silence.”

Activities:

1.  Share Out:  Review answers.
2. Change the title of the song into a question and answer it.
3. Share Out:  What is the main idea or theme?
4. Using at least two author’s craft tools, write an explanation about how the writer develops his theme or main idea.
5. Reminder: Bring your SSR book for class tomorrow.