Objective:  I can score my neighbor’s rhetorical analysis paragraph that describes the technique of “asking questions” for an argument against increased gun control measures.

BW:  After rereading Sample Scores of #2 and #3, write a paragraph that suggests at least two differences that you notice.  Try to find one not already discussed.  Use the comments by the professional scorers of the SAT for guidance.

Activities:

1. Share Out:  What did you notice about the explanation this time for each one?
2. Complete writing your explanation for the technique “asking questions.”
3. Think Pair/Share:  Using the Sample Scores of #2 and #3, score your neighbor’s paragraph for its explanation.  Provide a short justification.  Use the professional SAT evaluations for ideas to explain your neighbor’s score.
4. Rewrite your paragraph neatly using double spaces.
5. If time allows, find the claim for the Kristof article debating about gun control.

Objective:  I can write a supporting paragraph that describes how writer uses the technique of “Asking Questions” to convince the reader that gun control measures are not useful.

BW:  DLW

1.  Student as teacher corrects.

2.  Use the technique/goal/evidence organizer as a writing preparation for your supporting paragraph.

3.  Write the paragraph.

4.  Think Pair/Share:  Score the paragraph based on the student models of a #2, #3, or #4.

5.  Rewrite your paragraph.

Objective:  I can write a fully-developed explanation of a technique used for one chunk of “A Criminologist’s Case Against Gun Control.”

BW:  Use the 4-Step Process:  skeptical(adj), homicides(n), initiative(n), implement(v), functional(adj), prohibition(n)

Activities:

1.  Show the word!
2. Find the author’s claim by turning the title into a question and writing down a sentence on the first page that answers it.
3. Popcorn reading:  the first three chunks of the article.
4. Share Out:  Which writing technique is most obvious?
5. Continue by talking to the text: box unknowns, golden lines, and questions/answers.
6. If time allows, write a fully-developed paragraph that explains how the author uses “asking questions” with a goal and evidence.
7. HW:  Complete your annotations of this article.

Objective:  I can contrast samples of rhetorical analyses for SAT scores of #2, #3, and #4.

BW:  Complete yesterday’s assignment by underlining the details in each of the three supporting paragraphs of the sample #4 score and highlighting each explanation showing how the student shows the connection between the author’s evidence and its affect on the reader.

Activities:

1.  Promethean Board:  Make connections between the underlined/highlighted sample #4 score and the SAT explanation of the scoring.
2. Review the explanation of the scoring for the #2 and #3 samples.  Draw contrasts between all three samples.
3. Review talk-to-the-text approach for the article opposed to gun control measures.
4. Continue annotating this article for the first chunk.  Use this format:  box or circle unknown words or short phrases; underline golden lines(main points); question/answer parts of the passage in a meaningful way.
5. Think Pair/Share: If time allows, student will annotate the next chunk or two in pairs.

Objective:  I can contrast differences between SAT scores of #2, #3, and #4 in the rhetorical analyses of “Let There Be Dark.”

BW:  DLW

Activities:

1.  Student as teacher makes corrections.
2.  Tie Back:  Observe both the #2 and #3 scores for the rhetorical analysis of “Let There Be Dark” and write down one of the major contrasts discussed yesterday.
3. Share Out:  How are they structured differently?  How is the evidence focused differently?
4. Read the analysis of the score #4.  Highlight the sentence(s) where the student sample shows how the technique is used to sway the reader in the first supporting paragraph.
5. Think Pair/Share:  Highlight where the student sample shows how the technique is used to sway the reader in the remaining two supporting paragraphs.
6. If time allows, score your neighbor’s work on the “gun carry” paragraph from last week with a #2, #3, or #4, based on the samples as models.  Write an explanation.

Objective:  I can determine contrasts between a #2 and #3 rhetorical analysis of the “Let There Be Dark” essay by Bogard.

BW:  Read the essay and find the answer posed by the title for its claim.

Activities:

1.  Share Out:  What is the author’s claim?
2. Read Aloud: Sample Analysis #2.
3. Notebook Response:  What do you like?  What’s not to like?
4. Read Aloud:  Sample Analysis #3.
5. Share Out:  Likes? Dislikes?
6. Post It:  In groups of 3 or 4, write two contrasts between each response.
7. Share Out:  Which one asserts claims?  Which one makes connections to the audience?

Objective:  I can write a paragraph that explains how a Newsela writer uses evidence with a goal to support a technique promoting his/her claim.

BW:  Reread the chunk: “Fierce Resistance to ‘Campus Carry.'”  Complete writing the paragraph begun on May 23.  Remember, the explanations that were given aloud yesterday for the ads, providing full development of detail.  If you were absent, remember to use the visual organizer(technique/goal/evidence).

Activities:

1.  Present the remaining speeches.
2. Elmo demo:  Discuss some of the bell work assignments.  Does the paragraph fully explain how the writer uses the technique?  Positive recommendations?  Improvements?
3. If time allows, read to identify the claim in the article “A Criminologist’s Case Against Gun Control.”

Objective:  I can write a paragraph that explains fully how the writer of the article about “gun carry” laws at the University of Texas uses the technique of ethos, logos, or pathos.

BW:  Go to your notebook entry for May 23.  After observing your visual organizer of technique/goal/evidence, continue writing your explanation of how the writer uses evidence to achieve a goal for one of Aristotle’s techniques.

Activities:

1.  Elmo Demo:  As a class, comment on some the paragraphs.
2. Present more civil rights speeches.

SRI READING TESTS

Objective:  I can write a paragraph that explains how an author uses evidence to achieve a   goal to persuade the reader of a claim with a particular technique.

BW:  Observe the visual from the Flint Water Crisis Essay:  Technique/Goal/Evidence.  With one sentence, explain how the given evidence relates to the goal.

Activities:

1.  Share Out:  Describe the connections between evidence, goal, and technique in the model.
2. Use one of three Aristotle’s tools to determine the author’s technique in the chunk labeled “Fierce Resistance to ‘Campus Carry'” in the article about guns at the University of Texas.  Write out the technique/goal/evidence used in the manner above.
3. Share Out:  What are your results?
4. Present more civil rights speeches.