Objective: I can use my annotated articles about heroes being born or made to write a fully-developed argumentative essay.

BW: Read the prompt.

Activities:

1. Share Out:  Are there any questions about the assignment that do not specifically relate to how an essay is written?
2. Write the essay to the best of your ability based on your previous experience and the prompt directions.
3. Your homework will be checked as you write.
4. Group work:  If time allows, read your reflection about your summer reading.  Pick a favorite in your group.
5. Share Out:  Read aloud the favorites and discuss.

Objective:  I can find evidence to write my argumentative essay.

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

Activities:

1.  Show the word!
2. Independent Reading:  Annotate “Heroes are born, not made.”  Use your method from last year.
3. HW:  Fully annotate both articles.  See attachment for “From Antoinette…” in yesterday’s blog.  “Heroes are born, not made”

Objective:  I can share topics about my summer reading with my classmates.

BW:  DLW(1:1)

Activities:

1.  Student as teacher makes corrections.
2. Review Make-up, Grading, and Attendance policies.
3. Independent Reading:  Annotate(Talk-to-Text) for the article “From Antoinette Tuff to Captain Sully, heroes are made, not born.” “From Antoinette…” and “From Antoinette…” Part II.
4. HW:  Complete annotating for “From Antoinette” article about heroes being made not born.

Activities:

1.  The reading assessment for L.A. 3 will be administered.
2. If time allows, follow the given directions for writing a reflection on your summer reading.
3. Reminder:  Your HW assignment is due tomorrow at the beginning of class.  Ensure that you follow the directions on the handout while writing a 100-word paragraph about your summer reading on the back of this worksheet.  Do not use a summary of the story as your topic.

Objective:  I can build relationships with my classmates and teacher.

BW:  Reflection:  Have I ever experienced a class in which I could not concentrate? Was the class disorganized or chaotic? (5 sent. +).

Activities:

1. Share Out:  Discuss reflection.
2. Complete yesterday’s “My Hero” assignment and your picture cards.
3. In assigned groups of 3 or 4, read aloud your “My Hero” narrative and select the favorite in the group.
4. Class Share:  The favorites will be read aloud to inspire class discussion.

Objective:  I can become acquainted with myself and others in the classroom.

Bell:  Reflection:  Write a paragraph(5 sent. +) that describes your favorite classroom or teacher.

Activities:

1.  Share Out:  What stood out?  Was the class organized? Behaved?
2. Video Presentation:  List two examples of class expectations.
3. Share Out:  Identify one or two.
4. Promethean Board:  A student will read aloud the teacher model of a “My Hero” narrative.
5. Quick Write:  Each student will write his/her own “My Hero” narrative.  Follow the suggested guidelines: Stick to one event with a beginning, a middle, and an end.  Write at least 150 words in ten or fifteen minutes.  (In-House).
6. Complete your picture cards after finishing your narrative.

Objective:  I can work cooperatively within my group to collect information from the “Becoming Acquainted” questionnaire.

Bell: At Promethean Board, the PBIS reflection will be explained (5 sent. or more).  Those students who were absent yesterday complete the class registration card, too.

Activities:

1.  Share Out:  Random selection of student reflections.
2. In groups of 3 or 4(assigned by teacher), one student records the answers on the questionnaire as they relate to the specific group.  One student prepares as spokesperson.  And one or two others monitor the answers for accuracy.
3. Share Out:  Spokesperson will represent his/her group in whole class discussion.
4. If time allows, the “Staying Alive” video will be shown to prepare behavioral guidelines discussion.
5. Reminder:  Bring spiral notebook on Thursday(9/8) for first quick write activity.

Objective:  I can become acquainted with my teacher and other students in the classroom.

Bell:  Complete registration for the class by using the format at the Promethean Board.

Activities:

1.  Complete Part 1 of “Becoming Acquainted”:  Follow directions for the blank side of your picture card.
2. Reminder:  Bring a spiral notebook on Thursday(8/8) for your first “Quick Write.”

Objective:  I can write two supporting paragraphs explaining how two separate techniques are used by an author to convince his reader about his claim in the gun control debate.

BW:  Read the student sample.  In your notebooks, copy the sentence(s) that the student uses to explain how the writer, Kristof, brings the reader along on his thinking about the importance of increasing gun control measures.

Activities:

1.  Share Out:  What is the sentence?  Does the sentence explain how the writer attempts to change the reader’s mind?  Could the student have gone further about how the anecdote appeals to “centrist” Americans?
2. Students will begin writing their three body paragraphs.  Write a technique/goal/evidence set-up before each paragraph.
3. If time allows, students can share their work aloud for helpful hints.

Objective:  I can write a paragraph that explains how “anecdote” is used in “Lessons from Guns and a Goose.”

BW:  Students will complete the paragraph about “asking questions” begun yesterday.

Activities:

1.  Read to answer questions for “Lessons from Guns and a Goose.”
2. When all students have completed the “asking questions” paragraph, pupils will read to find the claim of the argument by answering the question posed by the title.
3. Share Out:  What is the claim?
4. Independent Reading:  Students will continue reading to the end of the article(5 min.)
5. Promethean Board Visual:  Technique: Anecdote, Goal: ?, Evidence: ?
6. Share Out:  What goal is Kristof trying to achieve with his use of the anecdote?  Evidence?
7. Students will write a paragraph that explains how “anecdote” is used by Kristof to further his argument about providing stronger gun control measures.
8. HW:  Complete the worksheet for “Lessons from Guns and a Goose.” Lessons From Guns and a Goose, Lessons From Guns and a Goose(2),Guns and a Goose Questions.