Objective:  I can write my argumentative essay with a full understanding of the expectations.

BW:  Read the description of “Organization” for a “4” and a “3” score.  In your own words, contrast the two.

Activities:

1.  Share Out:  What is the difference between a “4” and a “3” score?
2. Review expectations for “Evidence” and “Reasoning”.
3. Reminder:  All essays are to be printed 15 minutes before the end of each class.  They should be submitted at least 5 minutes before the end of class in this order: the Final Draft of the Introduction and Three Supporting paragraphs clearly indicated placed on top of the rough draft/organizer.  If you have not completed your final draft, use your rough draft submissions to complete the final essay.
4. SSR:  Add inferences to your log after the final draft is submitted.
5. Reminder:  Mr. Opferman and I are available this morning at 6:30 am.

Objective:  I can help edit my peer’s argumentative essay and write my introduction.

BW:  Skim-read the AOW that most closely relates to your position for the argumentative essay.  Identify a quote that best illustrates your position and write it in your spiral.

Activities:

1.  Share Out:  Read some aloud.  Discuss quote/connections.
2. Think Pair/Share:  Read aloud the sample introductory paragraph to your neighbor.  Underline the claim.  Box the quote/evidence.  And circle the reasoning.
3. Share Out:  What is the claim?  What is the purpose of the first sentence of reasoning?  What is the purpose of the second sentence of reasoning? etc.
4. On a separate paper, each student will write the quote selected from his/her bellwork.
5. Each student will write his/her introduction.  Follow the pattern of the Essay Organizer: Quote, Explanation, Counter, and Claim.
6. Think Pair/Share:  Each neighbor will peer edit the introduction with a marker.  Look closely at the reasoning.  Does it make a connection to the claim like the exemplar?
7. Reminder:  Mr. Opferman and Mr. Sapienza are available today and before school on Thursday at 6:30 am.  Final drafts of the introduction and three supporting paragraphs should be completed ten minutes before the end of class on Thursday.

Objective:  I can complete and submit a typed version of the three supporting paragraphs of my argumentative essay.

BW:  Read the “3” level of the Argumentative Rubric.  In your notebook, list unknowns.

Activities:

1.  Share Out:  What does “adequate” mean?  Contrast with “precise” and “compelling.”
2. Use your rough draft to complete writing the final draft of your three supporting paragraphs.
3. Submit your final draft of the three supporting paragraphs ten minutes before the hour.
4. SSR:  Add two inferences to your log.
5. Reminder:  Mr. Opferman and I are available after school for support today and Wednesday.  The final draft is due on Thursday in class.

Objective:  I can write a counterargument/rebuttal paragraph for my argumentative essay.

BW:  View the scene from our story.  How does it relate to the topic of segregation?  Is the scene an original or unique way to show the problem of segregation?  Why? (5 sent).

Activities:

1.  Share Out:  Random responses.
2. Promethean Board Presentation:  Think aloud how evidence/reasoning could be applied on “rebuttal” portion of the Argumentative Essay Organizer.
3. Think Aloud:  How can evidence/reasoning be used for “counterargument” portion?
4. Think Pair/Share: Pivot game–Use the given sentence stems on the board to focus your counterargument/rebuttal.
5. Rewrite your counterargument/rebuttal paragraph.  Ensure that you pivot from the counterargument to your stronger rebuttal.
6. Complete writing the three body paragraphs of the argumentative essay.
7. If time allows, add more inferences to your SSR log.
8. Reminder:  I will be available after school on Tuesday, Wednesday, and Thursday morning to support writing the argumentative essay.

Objective:  I can write the counterargument/rebuttal paragraph of the argumentative essay.

BW:  Random Share Out–Read aloud the homework reflections.

Activities:

1.  For those students who have chosen the “pro” position, use the reflection to begin your counterargument.  Think of a third reason implied by your reflection for the topic sentence. If you are writing the “con” position, Mr. Opfeman and I will help.
2. Continue writing the paragraph by rebutting with evidence/reasoning from The Help.
3. Submit your stapled written work in this order from top to bottom: Counterargument/Rebuttal paragraph, 2nd supporting paragraph, 1st supporting paragraph, and Organizer(3 supporting paragraphs completed).
4. If time allows, rewrite neatly the counterargument/rebuttal paragraph.
5. Reminder:  None of your drafts are permitted to leave the classroom.

Objective:  I can write the second supporting paragraph of my argumentative essay.

BW:  Identify one sentence of reasoning in each of the two student samples. List them in your notebook.

Activities:

1.  Share Out:  What is the difference between a writer’s reasoning and evidence?
2. Write the second supporting paragraph.  Ensure that your reason or topic sentence is clearly a new point and not just repeating the same idea as the first one.
3. Think Pair/Share:  Read aloud your second paragraph to your neighbor.  Get your neighbor’s advice on improvements.  Write one improvement below the paragraph.
4. Identify at least 3 bits of evidence as you view the scene.
5. HW:  Write a reflection paragraph that provides a counterargument or the “Con” position for your essay in your notebook below the bits of evidence.  Underline its details.

Objective:  I can complete my organizer for the first two supporting paragraphs of my argumentative essay and write those paragraphs.

BW:  List two new reasons why The Help (should/should not) be used as a required text.

Activities:

1.  Share Out:  Identify some of those reasons.
2. Complete the organizer for your first two supporting paragraphs.
3. Get approval from teacher to write your first supporting paragraph.
4. Submit your organizer and first draft of supporting paragraphs to teacher.  Place all other writing materials(Roake worksheet, Student Sample, Reflection #3, etc.) in your folder.
5. SSR:  Add three more inferences to your log.
6. Reminder:  None of your drafts are permitted to leave the classroom.

Objective:  I can plan through the evidence and reasoning for the three body paragraphs of my argumentative essay.

BW:  Contrast your Reflection Paragraph #3 with the Student Sample.  Write a short paragraph(3-5 sentences) about improvements to be made for the drafting process.

Activities:

1.  Share Out:  Read aloud BW and discuss.
2.  Review worksheet answers from Roake essay.
3.  Share Out: Identify at least two reasons for the pro/con arguments.
4. Promethean Model:  Identify the claim in the introduction and one piece of evidence/reasoning in the first supporting paragraph.
5. Share Out:  Read aloud a few samples.
6. Complete the argumentative essay organizer for the first supporting paragraph.
7. Reminder:  No drafts are permitted to leave the classroom.

Objective:  I can identify Roake’s claim, two main reasons, and evidence in her argumentative essay “Not Helpful.”

BW:  Use the 4-Step Process for the vocabulary words on the back of the worksheet.

Activities:

1.  Answer all questions on the worksheet.  If more space is needed for a question, complete it on the back of the worksheet.
2. All work must be turned in during class to the substitute teacher.
3. If you complete the worksheet before the end of the hour, begin your homework.
4. Reminder:  Annotate(Talk-to-the-Text) the AOW, Desiree Cooper’s “In Perspective: Confronting our racial history with The Help,” for homework.  It is due at the beginning of tomorrow’s class.

Objective:  I can build an argumentative paragraph by reasoning through my evidence.

BW:  Whole Class–Read aloud the evidence and the first part of the Student Sample.  Think Pair/Share:  Add reasoning to the first piece of evidence.

Activities:

1.  Share Out:  Complete the first line of reasoning at Promethean Board.
2. Independent:  Read the next piece of evidence.  Write the second line of reasoning.
3. Independent:  Write Reflection #5 on a separate paper.
4. Expanded Groups of Four:  Pass Reflection #5 to neighbor on left.
5. With marker, neighbor on left adds one improvement:  evidence or line of reasoning.
6. Reminders:  Attend make-up quizzes and retakes for DLW quiz.  Movie review information is available.  HW:  Complete the third line of reasoning in the Student Sample handout.