Objective:  I can identify three reason/quotes to support my claim for the final essay exam.

Bell:  Skim/read “Have smartphones killed boredom…”.  Write down one of the author’s reasons that he uses to support his claim in the article in the suggested place of your “Take a Stand Outline.”

Activities:

1.  Share out:  What is one reason?

2.  Find a specific quote that supports this reason.

3.  If your claim is that smartphones hurt mankind, ensure that the reason and quote are in the first box that represents the first supporting paragraph of your essay.  If your claim is the opposite, write the reason/quote on the back.

4.  Find three reasons/three quotes to support your claim and place them in the appropriate boxes.  Write a reason for the counter-claim and a supporting quote and write it on the back.

5.  In groups of two, complete the take-home study guide for the final exam.

Objective:  I can identify characteristics of an “insightful” response to Question #3.

Bell:  DLW(8:4)

Activities:

1.  Student as teacher corrects.  Focus: pronoun case

2.  Present remaining speeches.

3. Think-Pair-Share:  Using a T-Chart list 2 positives and 2 potential improvements about the student sample.

4.  Share Out:  What did you like?  Where can the student improve?

5.  Independent Reading:  Reread the student response to Question #3 and identify the example that shows insight.

6.  Share Out:  Which one shows insight?  Why?

7.  Repeat the steps 3-6 for the exemplar.

Objective:  Students will use textual evidence to support their opinions.  Students can listen to and analyze the quality of the arguments of their peers.

Bellwork:  As students watch the video of a Socratic discussion, they will list details about the roles of students and teacher.

Activities:

1.  Share Out:  What are the students doing?  What is the teacher doing?

2.  Students will annotate the behavioral rubric embedded in the article about the “superhuman” effects of smartphones.

3.  Share Out:  What will make this task challenging?(T-Chart)

4. Groups discuss possible supports for the challenges.(T-Chart)

5.  Whole class share-out:  Tell me more about that?  etc.

6.  Students will silently state their claims/reason on the worksheet “Socratic Seminar Notes.”

9.  Triads share and locate one piece of evidence to use in discussion as a starting point, request specific support from their coaches(2 min.)

10.  Directions for discussion:

a. Coaches remain silent and track on tally sheet; use post-it notes.

b. Speakers make points with textual support.

c. Conversation tracker draws arrows from speaker to next participant and codes comments(text/not?).

11.  Round one begins:  The first question is asked(5 min.)

12.  Halftime–Debrief:  coaching feedback, provide key point/text, etc.

13.  Coaching Debrief:  review tally sheet with speakers and topics.

14.  Written reflection:  What worked?  What did not work?

15.  Whole class share out:  What made this seminar successful?  What trends did you notice?  Let’s review the rubric and discuss.

16.  Exit Ticket:  Completed “Socratic Seminar Notes.”

Objective:  I can identify a theme in “Soft Rains” and use textual support to justify my position.

Bell:  DLW(8:2)

Activities:

1.  Student as teacher corrects.  Focus:  Pronoun/Antecedent(person).

2.  Listen-and-Learn:  Answer each question: “Soft Rains” p. 616

3.  As you read along with the tape, identify one of these themes as the most important in the story:  Man vs. Man, Man vs. Nature, Man vs. Evil, Man vs. Society, Man vs. Self, or Man vs. Technology.

4.  Choose one and write a short paragraph with one specific detail to justify your decision.

Objective:  I can identify traits of a good summary(Question #1) for a passage from the CCR assignment on May 4th.

Bell:  DLW(8:1)  Focus: Pronoun/Antecedent Agreement

Activities:

1.  Share Out:  What is agreement in number?

2.  Present speeches.

3.  If time allows, complete the T-Chart as suggested to find similarities and differences between the exemplar and student sample for the summary of the District CCR passage.

Objective:  I can list more quotes about the helpfulness of smartphones.

Bell:  Hover/skim to box or circle road blocks for “Have smartphones killed boredom(and is that good)?”. “smartphones boredom?”

Activities:

1. Underline the claim and counter-claim for the article.

2.  Share Out:  What is the claim?  Counter-claim?  How did you know the difference?

3.  Present speeches.

HW:  Write 4 more quote/explanations from this article on your T-Chart created last Friday.  If you run out of space, add a loose leaf paper with a T-Chart and your completed work.

Objective:  I can find five facts each for a claim and counter-claim of the helpfulness of smartphones for “How smartphones make us superhuman.”

Bell:  Hover or skim over the first two parts of the article and box or circle road blocks.  Ask questions that might stand out.

Activities:

1.  Think-Pair-Share:  Solve road blocks for at least one word.

2.  Random Share Out:  Students will explain the approach to their word.

4.  Independent Reading for Section I:  Highlight the author’s claim.

5.  Groups of 4:  Determine the sentence that best illustrates the claim.

6.  Random Share Out:  Explain why your group chose that sentence.

7.  Independent Reading for Section 2:  Highlight the counter-claim.

8.  Promethean Board:  Teacher models how to make right-column connections to the quotes that provide evidence for and against the increasing use of smartphones.

HW:  Complete 10 quotes/explanations on your T-Chart for the focus question:  Do smartphones help or hurt mankind?  At least, 5 helps and 5 hurts must be listed.  This assignment is one measure used for your grade on the final exam essay.

Objective:  I can determine the difference in main idea between Sara Teasdale’s poem in “There Will Come Soft Rains” and the story itself.

ALL WORK IS WRITTEN ON THE FRONT AND BACK OF THE WORKSHEET BELOW.

Bell:  Use the 4-Step Process for today’s vocabulary(see worksheet).

Activities:

1.  Show the word!

2.  Independent Reading:  There Will Come Soft Rains(p. 616).

3.  Write a paragraph(7+ sent.) that explains how the destruction of the world is different in Teasdale’s poem than its destruction in the story.  See the prompt on worksheet above.

Objective:  I can correct punctuation errors for run-on sentences and appositive phrases.

Bell: DLW(5:5)

Activities:

1.  Student as teacher makes corrections.

2.  Students will write these rules:  appositives, run-on sentences, and capitalizing for titles.

3.  Present speeches.

Objective:  I can ask myself questions about today’s reading from “There Will Come Soft Rains” to uncover its underlying meaning?

Bell:  Use the 4-Step Process for today’s vocabulary. (See Worksheet).

Activities:

1.  Show the word!

2.  Listen-and-Learn:  There Will Come Soft Rains p. 614

3.  As you listen, you will be called upon to ask a question from that point in the tape recording.

4.  Share Out:  What larger significance can be drawn from questions about details in the story?