Objective:  I can apply the 4-Step Process for vocabulary to the selected word in today’s vocabulary lesson.

Bellwork:  In your spiral notebook, write down the five vocabulary words with their parts of speech: manipulation(n), treachery(n), disastrous(adj), masterpiece(n), and cobbler(n).  Leave space for each entry. 2nd Hour: Read the traits of a #4 score for the District Argumentative Writing Rubric.  In your notebook, set a goal or ask a question.

Activities:

1.  Whole Class:  Students will follow the model of applying the 4-Step Process at the Promethean Board for the word “manipulation.”  2nd Hour:  Random Share Out:  Review the five traits(+ presentation) of the District Argumentative Rubric.
2. Independent Study:  Students will apply the 4-Step Process to the remaining vocabulary words.  2nd Hour:  In the library, type or rewrite your essay.
3. Volunteers will be asked to rehearse/present the first Show the Word activity.  2nd Hour:  When you have completed your essay, print it and sign off with the teacher.  Add notes to your SSR log.  Some of you might need to turn in your library books.
4. Students will continue to collect facts about Shakespeare’s life from “Shakespeare in the Classroom.”
5. Think Pair/Share:  If time allows, students will answer questions from the Chute summary of Julius Caesar.

Objective: I can acquire facts about Shakespeare’s life and times and the beginning of Julius Caesar to build prior knowledge for reading of the play.

Bellwork:  DLW(1:4)/2nd Hour(4-Step Vocabulary)

Activities:

1. Student as teacher makes corrections.
2.  Answer the questions for “Shakespeare in the Classroom.”
3. Share Out:  Write notes in your spiral for discussion points.
4. Each student will set up his/her folder with label, name, and hour.
5. 2nd Hour alternate:  Think Pair/Share–Identify facts from Chute worksheet and write them in your notebook.  If time allows, the first “Show the Word” vocabulary activity will be presented.
6. Make-up tutorials will take place on Friday (10/23) after school.  They are available only for students who have been absent during the essay writing period this past week.

Objective:  I can type or rewrite my essay neatly.

Bell:  Read the traits of a #4 score for the District Argumentative Writing Rubric.  In your notebook, set a goal for your rewrite today.

Activities:

1.  Type or Rewrite your essay neatly making some revisions.
2. When you have completed your rewrite, add notes to your SSR log.
3. Alternate plan for 2nd Hour:  DLW(1:4) and write notes for “Shakespeare in the Classroom.”
4. Tutorials for the essay are after school in B-5.

Objective:  I can complete the rough draft of my Journey of a Hero essay.

Ativities:

1.  After reviewing the assignment, students will complete writing the rough draft.
2. Formal SSR:  Add notes to your log.
3. If time allows, make corrections for DLW(1:4) and share out.
4. Remember, Mr. Sapienza and Ms. Brumfield are available after school for writing support.

Objective:  I can write my concluding paragraph to complete my rough draft.

Bell:  Think Pair/Share–Find the sentence in the Shadow Exemplar that relates the example to the Journey of a Hero story.

Activities:

1.  Share Out:  Remember to complete each archetype and stage with a statement about whether or not it “fulfills” the definition for a Journey of a Hero story.
2. Promethean Board: Explanation of writing a conclusion with the guided writing response.
3. Complete your rough draft.
4. SSR:  Add notes to your log in the back of your notebook.

Objective:  I can write my introduction and conclusion for the JOH essay.

Bell:  Finish Supporting Paragraphs #1 and #2.

Activities:

1.  After explanation of writing an introduction, write your conclusion.
2. After explanation of writing a conclusion, write it.
3. Think Pair-Share:  Your neighbor will use the Argumentative Writing Rubric to rate your essay.

Objective:  I can write my introduction and conclusion to my essay.

Bell:  Complete the first and second supporting paragraphs with Ms. Brumfield and myself monitoring for questions.  Please work quietly and independently.

Activities:

1. Think Pair/Share:  Share ideas for your neighbor’s improvements.
2.  Think-Aloud Share:  How do I get from my quote to my thesis?
3. Whole Class:  Complete the introductory paragraph.
4. If time allows, the guided-writing response for the conclusion will be explained.
5. Students will complete their essays.

Objective:  I can use the explanation of providing good details to write my archetype and stages paragraphs.

Bellwork:  How can I improve my archetypes paragraph? (3-5 sent.)

Activities:

1. Share Out
2.  Continue writing archetypes paragraph(1st supporting).
3. Begin writing stages paragraph(2nd supporting).
4. After listening to explanation for writing an introduction, use your quote to write an introduction.

Objective:  I can use my notes for matching the moments in Oz with the definitions of the archetypes and stages of the JOH to begin writing my essay.

Bell:  Match the moments in Oz for the Resurrection and Magic Elixir stages.

Activities:

1.  Share Out:  Which details suggest the last two stages in Oz?  What is Dorothy’s lesson?
2. Write a contrast statement for the two example paragraphs of the Ordinary World Stage.
3. Use explanation of set-up to write your first supporting paragraph.
4. Follow the instructions given in the outline of the JOH essay.

Objective:  I can explain how counterarguments and evidence is developed differently in student sample essays #3 and #4.

Bell:  Think Pair/Share:  Highlight the sentence(s) that represents the counterargument in each student sample.

Activities:

1.  Share Out:  How do they differ?  Why is #4 a better approach?
2. Highlight one piece of evidence and its surrounding explanation for each essay.
3. Share Out:  How do they differ?  Why is #4 a better way of explaining evidence?
4. Match the moments in Oz for Stages 9-12.
5. SSR:  Add one note/page in your notebook log.
6. HW:  Remember to bring in a quote from the internet that defines the Journey of a Hero in one or two sentences.  Joseph Campbell and Chris Vogler are good sources. Do not bring in an “anonymous” source.