Objective: I can write three fully-developed, supporting paragraphs for an ACT prompt.
Bell: Skim/read Sample Essay “A.” Match each main idea with a supporting detail.
Activities:
1. Share Out: Promethean Board Discussion/Preview
2. Complete the first 4 boxes of “Take a Stand” organizer by using the prompt. (in-class)
3. Write the first 4 paragraphs of the essay. (in-class for 30 min.)
Objective: I can use my understanding of the differences between scores #3 and #4 to evaluate my neighbor’s essay.
Bell: Use the ACT scoring explanations of a sample #3 and a sample #4 essay to contrast them in a paragraph(7+ sent.). Discuss how the two essays differ regarding these elements: counter-argument, number of main ideas, development of each main idea, logical sequencing(within paragraphs), introduction/conclusion, and language use. Underline each of these elements as you write about them.
Activities:
1. Random Share-Out: Read 2 responses and discuss the main differences between the two types of essays.
2. Using the Promethean board, traits of essay samples #1 and #2 will be discussed.
3. Think Pair/Share: Evaluate your neighbors work with a score of 1-4 and an explanation based on your understanding of these levels from the past several days’ work.
Objective: I can explain what is meant by “logical-sequential” development of ideas.
Bell: Read the given paragraph about a dress code and fighting. Explain your thoughts about the writing itself. How would you rate it?(5 sent.)
Activities:
1. Share Out: Do the details connect to each other?
2. Contrast with a better-written paragraph on the same topic.
3. Answer questions about the scoring explanation of a Sample #4.
4. Promethean Board: Teacher explains answers.
Objective: I can contrast the differences between ACT essays scored #3 and #4.
Bell: Think Pair/Share: Read aloud Essays “A” and “B” to your partner and decide which one should be a #4 score.
Activities:
1, Write a short paragraph response about your choice. Include two reasons.
2. Share Out: What makes the difference between them?
3. Independent Reading: Answer the questions for the #3 scoring explanation by the professional evaluators of the ACT.
4. Promethean Board: Teacher explains answers in a discussion format.
Objective: I can determine the difference between a #3 and a #4 level ACT response.
Bell: Identify on the January 28th blog entry the work that can be done at home and the work that needs to be made up after school in class. List them. (in-house)
Activities:
1. List 3 positives and 3 negatives on each T-Chart for essay samples “A” and “B”.
2. In groups of 3 or 4, write a statement of preference for the better essay and post it.
3. Share Out: Review some post-it responses to inspire discussion.
Objective: I can use my prior knowledge of grammar for the pretest.
Bell: DLW(4:1) First notebook entry: Appositives. (in-house)
Activities:
1. Student as teacher explains corrections with standard usage.
2. Take the grammar pretest. (in-house)
3. If time allows, teacher will model how to acquire make-up work on the class blog.
4. The class blog is https://iblog.dearbornschools.org/sapienp/
Objective: I can develop fully three examples to support my thesis.
Bell: How can I improve my essay writing? What are my goals this semester? Write a (5+ sent.) paragraph response.
Activities:
1. Share Out: What is a fully developed example?
2. Read the prompt aloud and write the essay.(in-house)
3. If time allows, complete “Make-Up Policy” form and write down the class website. (in-house)
Objective: I can participate during group work in a productive manner.
Bell: Write a paragraph (5+ sent.) that describes your favorite class/teacher. Use two specific examples and underline them.
Activities:
1. Share Out: Specific Examples?
2. In groups of 3 or 4, a student will record group answers to a questionnaire.
3. Share Out: Discuss two or three items for each group.
Objective: I can follow directions explicitly to complete my registration card.
Bell: Using the information on the Promethean board, complete your registration card. Follow directions explicitly. (in-house)
Activities:
1. Teacher models name card set-up.
2. Complete the information on the name card hand-out. Follow directions explicitly.
Objective: I can apply standard usage corrections to the first portion of my exam, and I can identify and apply how a counterargument is sustained in the argumentative essay.
Activities:
1. Correct the paragraph “Dogs That See…” with standard usage.
2. Student as teacher explains: Focus–introductory phrases and dates
3. IR: Find evidence of a counterargument in each paragraph of the exemplar except its summary.
4. Write your own introduction on your loose leaf(HW) sheet.
5. Think Pair/Share: Assess your neighbor’s work.