Objective:  I can write at least one body paragraph of my rhetorical analysis of the Flint water crisis article.

BW:  Identify the authors’ claim of the Flint water crisis article. Write a statement that answers the question posed by the article’s title?  i.e. How did tap water become toxic in Flint?

Activities:

1.  Share Out:  Discuss answers.
2. Think Pair/Share:  Complete your writing preparations.  Determine three technique/goal/example matches.
3. Share Out:  Discuss several.
4. Begin writing the essay.  On a separate paper, write the author’s claim at the top.  Begin your first body paragraph with a topic sentence that suggests the first technique.  i.e.  The authors “ask questions” to develop their claim about the irreversible damage caused by the switch in Flint’s water source.
5. Continue writing the paragraph by explaining or “reasoning” how an example helps the writer achieve the goal to illustrate the technique being used.
6. Share Out:  Read one or two aloud.
7. Reminder:  Make-up work on last Friday’s reflection paragraphs are today after school.

Objective: I can contrast two samples of the reflection paragraph about concussions to gain some ideas for my own writing.

BW:  Identify the technique and the goal of the student sample.

1.  Share Out:  Identify them.

2.  Think Pair/Share:  Find two differences in the given samples.

3.  Share Out:  How does the second sample explain or reason differently?

4.  Independent Study:  Use the picture chart to identify three techniques with matching reasons for the Flint water crisis article.

5.  Reminder:  Make-up work for the reflection paragraph activity will be after school tomorrow(Wednesday 2/10).

Objective:  I can find golden lines(key points) and uncover the meaning of road blocks for the article about the Flint water crisis.

BW:  In your own words, explain why Dr. Hanna-Atisha is a hero, based on the article’s description of her work.

Activities:

1.  Share Out:  Random selection of reading the bell work responses.

2.  Think Pair/Share:  Continue finding answers to questions posed by subtitles, circling road blocks and defining them, and asking questions about parts of the text.

3.  Share Out:  What is the author’s argument?  How did the author construct it?

Objective:  I can find golden lines and uncover road blocks in the article about the Flint water crisis.

BW:  Make a list of all of the activities that you use water for during the day.

Activities:

1.  Share Out:  Discuss the video presentation of the Flint water crisis.
2. Promethean Board:  Convert the title of the article into a question and read to find the answer(golden line).  Underline it.
3. Share Out:  Use context clues to uncover the meanings of “notorious” and “tributary.”
4. Independent Study:  Convert the subtitles into questions.
5. Hover Read:  Box any unknown words or terms, like “Department of Environmental Quality”.
6. Read the article.
7. Think Pair/Share:  Find golden lines and uncover the meanings of road blocks for the first page of the article.

Objective:  I can write a reflection about one aspect of the writer’s craft in the article about concussions.

BW:  Identify one technique that the writer uses and match it with an example from the essay.

Activities:

1. Think Pair/Share:  With your neighbor, find two more techniques/goals in the concussions essay.
2. Share Out:  What is another technique/goal you were able to find out?
3.  Write a reflection about one or two of the writer’s techniques by providing specific examples from the text.  Explain in your own words:  “How does the text say it?”
4. In groups of 4, select a favorite response.
5. Share Out:  Read the favorites aloud and discuss the techniques of the writer.

Objective:  I can uncover the meaning of roadblocks in the “concussion” article and find the golden lines(main ideas) by answering the questions suggested by the subtitles.

BW:  Read the “behavioral guidelines” sheet and answer these two questions in your notebook:  When is it appropriate to talk aloud?  When are devices like cellphones allowed in the classroom?

Activities:

1.  Review other “behavioral guidelines” and all of the “make-up work” policies.
2. Think Pair/Share:  Underline answers to each sub-title question and solve the road blocks by using context clues on side 1 of the article.  Write in your meaning.
3. Independent Study:  Ask questions for the sub-titles, underline the answers, and solve the road blocks.
4. Write a reflection(100 words or more):  Choose a passage and respond to it.  Underline three examples from the passage that you used in your reflection.
5. Reminder:  HW–Complete sides 1 and 2 of the article about concussions as instructed.

Objective:  I can find golden lines in the Article of the Week about concussions.

BW:  Complete the picture card assignment.  New students should complete their registration cards and the picture card assignment.

Activities:

1.  Step #1 for a close reading:  Change the title and subtitles in the article about concussions into questions.
2. Hover Read:  Circle or box road blocks.
3. Read to find answers for the questions.
4. Share Out:  Does any statement in paragraph #1 answer the question of the title?  Does any sentence stand out?  Underline it.
5. Independent Activity:  Does any sentence answer the questions posed by the first subtitle?  Underline it.
6. Think Pair/Share:  In groups of two, find the golden line(answer to each question) and underline it for the remainder of the essay.

Objective:  I can find reasons why answers are correct in Sections #2 and #3 for the PSAT practice.

Activities:

1.  Read Section #2 from Managers of the Arts and answer questions 10-19.
2. Think Pair/Share:  Discuss differences in answers and your reasons.
3. Share Out:  Determine reasons for correct answers by sharing knowledge.
4. Repeat these processes for the Theodore Roosevelt speech(20-28).
5. Reminder:  If you were absent on Friday, come after school today to make up your argumentative essay.

Objective:  I can explain why the answers are correct for the PSAT-style questions provided for each section.

Activities:

1.  Read the literature passage.
2. Answer the questions for the passage(1-9).
3. Think Pair/Share:  Compare your answers with your neighbor.  Decide together on the best answers.  Then write a reason for each of your choices.
4. Check your reason against the actual correct answers.
5. Share Out:  Discuss the reason for each correct answer.
6. Repeat this process for the next section.
7. Reminder:  Make-up work for Friday(1/22) will be given on Tuesday(1/26) after school in B-5.  Your argumentative essays for The Help are due.  This grade is summative.  Retakes are not being given.

Objective:  I can complete my three supporting paragraphs with three reasons and evidence to develop my claim whether or not The Help should be used to teach civil rights in high school.

Bell:  Read through the student exemplar.  List the two examples used to support the author’s reason.  Which sentence provides a conclusion by tying the evidence back to the topic sentence?

Activities:

1.  Promethean Board:  Explanation of how to write the “counterargument/rebuttal” paragraph.
2. Use the new information to edit and complete the three supporting paragraphs of your essay.
3. When you have finished your work, add notes to your SSR log for a participation grade.