Objective:  I can write two separate paragraphs with supporting evidence to develop my claim whether or not The Help should be used to teach civil rights in high school.

BW:  Read aloud essay prompt and share out:  What are two reasons inferred in the prompt to support the claim that The Help should be used?  Identify two reasons for the opposing argument.

Activities:

1.  Review the essay expectations.
2. Share Out:  Any questions about the essay assignment?
3. Students will write their header at the top of the paper and their claim.
4. Write two paragraphs with separate reasons(two examples for each) to support your claim.
5. For any specific questions about the essay, the teacher will provide additional instructions.  Work quietly.
6. Reminder:  If you do not complete today’s assignment or need additional tutorial time, you are welcome after school for further help.

Objective:  I can organize my evidence in order to plan out how I will write my essay.

BW:  Write the given quote from the Jessica Roake essay:  “The book perversely downplays hard-won victories within the black community by transferring ownership of momentous societal shifts to good-hearted white Mississippians”(Roake).

Activities:

1.  Rewrite this statement(paraphrase) in your own words.
2. Officer Hanson’s Presentation:  Analyze Yule’s arrest.
3. View the clip and write a reflection paragraph.
4. Completer your organizer.
5. When you begin writing your essay, write your heading in the upper-right corner, your claim at the top of the paper, and skip lines.  Ensure to indent for each new paragraph.  Use evidence in each of the three supporting paragraphs to support each reason.  The focus of your grade will depend mostly on how well you argue or reason your evidence.
6. Reminder:  I am available after school for tutorial assistance.

Objective:  I can organize my evidence for my argumentative essay and write a topic paragraph to support my first reason.

BW:  After reading the exemplar, answer these questions:  What is the student’s claim?  What is the student’s reason?  Write one sentence that the student uses to provide evidence for this reason.  Write another one.

Activities:

1.  Share Out:  Discuss items above.
2. Reflection Paragraph:  Write a paragraph with at least four or five details that describes the Freedom Riders’ Scene.
3. Complete each side of your organizer for the argumentative essay:  Essay Organizer Side 1 and Essay Organizer Side 2
4. Write your first paragraph to support your claim with the reason clearly stated in the topic sentence(first one).  Use two pieces of evidence and underline each one.
5. Reminder:  I am available after school to answer questions about the argumentative essay or any make-up work that might be essential for writing the essay. (movie clips, essay research, worksheets, etc.)

Objective:  I can identify my claim sentence, first reason, and a matching reflection paragraph to collect evidence for my argumentative essay.

Activities:

1.  Answer questions 8-10 for The Help(Part 3).
2. Write a reflection paragraph:  Constantine’s dismissal and death.
3. Read aloud the Argumentative Essay Prompt.
4. Take notes and write a reflection of the “Woolworth Sit-in” scene.
5. Share Out:  Identify two reasons for each argument and the question asking for the claim statement in the Essay Prompt.
6. On your organizer, write your claim sentence, first reason, and the matching reflection paragraph from your notes.

Objective:  I can write a reflection paragraph and collect evidence to write my argumentative essay.

BW:  After viewing the scene of Yule Mae’s arrest, write a summary paragraph by including at least four details.

Activities:

1.  Random Share Out:  Is the summary written at an “adept” level?
2. Answer questions 5-7 from The Help(Part 3).
3. Share Out:  Is Dr. Dixon’s action an example of the “sentimental” approach suggested by Jessica Roake?
4. Answer questions 1-3 on the worksheet for the Jessica Roake article: Jessica Roake(page 1), Jessica Roake(page 2), Jessica Roake(page 3), and Jessica Roake Worksheet.
5. Reminder:  HW–Complete 10 questions on the worksheet to be submitted at the beginning of tomorrow’s(1/15) class.

Objective:  I can write two reflection paragraphs and take notes to collect evidence for my argumentative essay.

BW:  Read through the first page of Jessica Roake’s article.  Turn the title into a question and underline the claim sentence in the criticism.

Activities:

1.  Random share out:  What is the claim sentence?  What is the debatable question she suggests?
2. Answer questions 1-5 for The Help(Part 3).
3. Write reflection paragraphs that elaborate on questions #3 and #4.
4. Share Out:  Is there enough detail?  Are you writing about the whole scene or just one aspect about it?
5. Retakes for the JC Quiz are tomorrow after school. (1/14)

Objective:  I can write a reflection paragraph and take notes on The Help to collect evidence for my argumentative essay.

BW:  Write a detailed paragraph about how Yula Mae’s request for a loan reflects the racial tension in the South during the 1960s(5 Sent. +).

Activities:

1. Answer questions 8-19 on the worksheet(Help 2).
2. Share Out:  Focus–White Citizen’s Council, Medgar Evers, Minny and Aibileen’s risk.
3. Reminder:  Retakes for the JC Quiz are on Thurs.(1/14) after school.

Objective:  I can write reflection paragraphs to collect evidence for my essay about The Help.

BW:  Write a paragraph about the conversation led by Miss Hilly at the party that describes the problem about separate bathrooms in Jackson. (5 sent. +)

Activities:

1.  Random share out:  What is a fully-detailed response?
2. Answer questions on the worksheet: The Help(Part 2)
3. Share Out:  Write a paragraph(5 sent. +) to describe Minny’s firing.  Use plenty of detail.
4. Make-ups and retakes for JC Quiz are Thursday(1/14) after school.

Objective:  I can collect data(evidence) from The Help that suggests how elements of racism are illustrated by the writing.

1.  Write down the questions from the Promethean Board.  You can use abbreviations.
2. In your notebook, answer questions for The Help(Part I).
3. Share Out:  Is there evidence of how oppression in a society affects all groups of people within it?  Are there evident acts of racism in the world of The Help?
4. Reminder:  Make-up quizzes for Acts 3-5 of Julius Caesar will be given today after school in B-5 at 2:15 pm.

Objective:  I can find the writer’s claim for “In Perspective:  Confronting our racial history with ‘The Help’.”

BW:  As you view the video by the writer Desiree Cooper, restate the anecdote(little story) that she uses to support her main point or claim.(3-4 sentences).

Activities:

1. Share Out:  What is the anecdote?
2. TBA
3. Think Pair/Share:  Turn the title of Cooper’s essay into a question and answer it to find the author’s claim. Desiree Cooper’s Essay about The Help
4. HW:  Box the anecdote; circle and define roadblocks; underline the claim sentence(s); write the question and restate the author’s claim in your own words at the top of the handout. (Due tomorrow at the beginning of the hour.)