Objective:  I can reason with my evidence to write a compelling Reflection #4 for my argumentative essay.

BW:  Independent Reading–Exemplar for Argumentative Cinderella Paragraph

Activities:

1.  Think Pair/Share:  Read aloud the exemplar from “In contrast,” to “permanent mutilation.”  Identify the evidence and discuss the reasoning used to prove that the Grimm version is more evil than the Persian story.
2. Share Out:  Is the severity of two types of emotional abuse contrasted?  Similarly, is the severity of the physical abuse contrasted?  How is reasoning being used?
3. Write Reflection #4.
4. Share Out:  Read aloud one or two and discuss how the writer reasons through the evidence to make his/her point.

Objective:  I can write one more reflection for my argumentative essay.

BW:  Answer the three given questions for Roake’s essay “Not Helpful.”

Activities:

1.  Share Out:  Make connections between the story and Roake’s essay.
2. Write Reflection #3.
3. List 3 questions for Yula Mae’s arrest.
4. Fact Finding:  Use the worksheet to collect more evidence for your essay.
5. SSR:  Find inferences by using your triple-entry journal.
6. Reminder:  Complete annotating the AOW by Jessica Roake.  Retakes for the Cinderella argumentative paragraph are today after school until 3 pm.

Objective:  I can determine the author’s claim in today’s AOW, “Not Helpful.”

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

1.  Show the word!

2.  Identify Claim:  Turn the title into a question and look for the answer.

3.  Share Out:  What is the author’s claim?

4.  Fact Finding:  Use worksheets and class discussion to identify and list more evidence for the pro/con perspectives of the argument.

5. Share Out:  How is pathos used effectively in the story?  Why might the author use pathos?

Reminders:  Make-up work for the Cinderella Argumentative Paragraph are today after school.  Retakes for this paragraph are tomorrow after school until 3 pm.

Objective:  I can find more evidence to support my pro/con argument.

BW: DLW(2:4)

Activities:

1.  Student as teacher corrects with standard usage.
2. Interactive Notebook:  Use worksheet clues and class discussion to add more evidence for your argument.
3. Reflection Paragraph #3?
4. Reminder:  Make-up work for Reflection Paragraphs #1 and #2 will take place after school today.   Make-up work for the Cinderella argument is tomorrow(Thurs. Nov 10).   Retakes for the Argumentative Paragraph for the Cinderella stories will occur on Friday(Nov. 11) after school.

Objective:  I can write Reflection Paragraph #2 for my argumentative essay.

BW:  DLW(2:3)

Activities:

1.  Student as teacher makes corrections by using standard usage.
2. Fact Finding:  Identify more evidence for the pro/con arguments.
3. Write Reflection Paragraph #2.
4. Share Out:  Read some paragraphs aloud.  Make positive assertions along with constructive criticisms.
5. Reminder:  Make-up work for reflection paragraphs is on Wed.(10/9) after school.  It is extremely important that you attend this make-up event because your reflection paragraphs comprise the foundation of your drafting the argumentative essay next week.

Objective:  I can find inferences during my SSR.

BW:  Listen to the short explanation of Jim Crow.  Explain how Jim Crow originated in a sentence or two.

Activities:

1.  Share out:  How did the idea of “Jim Crow” orginate?
2.   SSR:  Read from your book and add notes to your log for inferences.
3. Collect textual evidence for your essay in the story.
4. Reminder:  Mr. Sapienza is not available after school today.

Objective:  I can identify textual evidence for my argumentative essay.

BW:  DLW(2:2)

Activities:

1.  Student as teacher makes corrections.
2. Answer worksheet questions.
3. Share Out:  Discuss textual evidence for Pro/Con arguments.
4. Present one or two more project skits.
5. Reminder:  For those who missed Reflection Paragraph #1 on Tuesday(Nov. 1), come today after school for make-up work.  Remember to bring your SSR book everyday, but especially tomorrow. Also, a pop quiz or quizzes on our DLW material can be given any day between now and next Thursday.

Objective:  I can identify textual evidence in an exemplar paragraph supporting The Help as a required curriculum resource.

BW:  Think Pair/Share–One person reads the exemplar aloud while both of you list textual evidence from it.

Activities:

1.  Share Out:  What is the textual evidence?  How was it used to provide an argument?
2. As the story continues, look for further evidence to support the claim.
3. If time allows, write Reflection Paragraph #2.
4. Present one or two skits for the Aristotlean Appeals project.
5. Reminder:  It is very important that you make up work on the reflection paragraphs from yesterday and during the next 5 days if you are absent.  Mr. Opferman and Mr. Sapienza are available after school to support you.  If possible, give a heads-up during class hours if you plan to make up work.

Objective:  I can write a reflection paragraph that argues for the claim that The Help should be a curriculum requirement.

BW: DLW(2:1)

Activities:

1.  Student as teacher corrects with standard usage.
2. Answer worksheet questions.
3. Write Reflection Paragraph #1.
4. Perform one or two of the project skits for Aristotle’s appeals.

Objective:  I can determine the Aristotlean appeal in a chunk of my AOW, and I can identify textual evidence from The Help for my argumentative essay.

BW:  In Chunk #5 of the AOW, ask yourself why the “WADA” hacking is mentioned in a commentary about Russians hacking into the Democrats’ emails.  Reread and answer the question.

Activities:

1.  Share Out:  Why is WADA even mentioned?  Aristotelean Appeal?
2. Read the prompt for The Help argumentative essay.  Write out the two positions.
3. Share Out:  If you’ve seen the movie, do you have a preference?  Why?
4. Fact Finding:  As you watch the movie, answer the worksheet questions and take notes on any textual evidence for and against using The Help as part of a 10th grade  curriculum for American History.