Objective:  I can use the school library resources to find two examples for my T-Chart about the gun control debate.

Activities:

1.  Write down today’s library assignment to be completed at home:  Copy one journal article for each of the opposing viewpoints about gun control(two altogether), highlight an important quote of evidence from each one, and write each quote in the appropriate column of your T-Chart.

2.  Mr. Pantaleo will explain how to access the Opposing Viewpoints website at home from our library resources.

3.  Add notes to each column of your T-Chart for the Chris Wallace/Wayne LaPierre interview.

Objective:  I can identify textual evidence or support for both sides of the gun control argument.

Bell:  Make a T-Chart.  In the left column, list two examples of textual support for gun control advocates from yesterday’s reading of Kristof.  Write one example from the article in the right column for gun owner’s rights.

Activities:

1.  Annotate(talk-to-the-text) the first 4 full paragraphs of “Gun Control: Five Reasons Why It Won’t Work.” Gun Control: Five Reasons (1) and Gun Control: Five Reasons (2)

2.  Think Pair/Share:  Add 5 examples of textual evidence from the article to the right column of your T-chart.

3.  View the video about Chris Wallace interviewing Wayne LaPierre.  Add more evidence to each column of your T-Chart.

Objective:  I can identify evidence used for claims to argue for and against gun control.

Bell:  Recall and write Kristof’s claim from yesterday’s reading and list an example of supporting evidence. (see yesterday’s attachment)

Activities:

1.  Think Pair/Share:  Find six more examples that support Kristof’s claim and add each one to your notes.

2.  View Opposing Position on You Tube:  Look for support of gun rights for owners.

3.  Annotate LaPierre’s solution to school shootings.  Castillo/LaPierre and Castillo/LaPierre Part 2

Objective:  I can identify examples that support an author’s claim.

Bell:  After viewing the last scene in the Julius Caesar film, explain your choice for the “most noble Roman” in the play.  Write a paragraph of five sentences or more and underline your reason/claim and a specific detail or two.

Activities:

1.  Random Share Out:  Discuss the various choices.

2.  Teacher models an exemplar for the response to Question #1(What does the text say?) regarding Brutus’s soliloquy.

2.  Independent Reading:  Read “Lessons From Guns and a Goose” and write a sentence that identifies the author’s claim.  One can be found in the argumentative essay. Kristof Part I and Kristof Part 2

3.  Think Pair/Share:  Answer questions 1-9 on the worksheet. Kristof Worksheet

3.  Focus Discussion:  What is the writer’s claim?  How does he support his view?

Objective:  I can explain the lesson that Brutus learns in Julius Caesar.

Bell:  Answer question #9 on today’s worksheet for the film.  (See Dec. 10 post)

Activities:

1.  Share out:  Answer question #9 aloud.

2.  Answer questions 9-15 for the film worksheet covering pages 874-912.  (see Dec. 10)

3.  Focus Discussion:  What has Brutus learned?

4.  Teacher will model ideas for retake of the “I Am” poem assignment and give new directions for the assignment. (HW)  (in-house)

Objective:  I can use my notes effectively for success on today’s quiz.

Bell:  Complete the student information on your scantron.  Open your notebooks to these dates:  November 10th and 11th.  Use the definitions as a resource guide.

Note:  Cassius’s Appeal(828-829); Brutus’s Soliloquy(841-842), and Antony’s Speech(872-876).

Activities:

1.  Complete the test.  Remember to mark “A” for true, and “B” for false.

2.  SSR:  Bring your own book.  Add a golden line or cue question for each new page.

3.  Share Out:  What current events are popular topics for research on an argumentative essay?

Objective:  I can explain the lesson that Brutus learns in Julius Caesar.

Bell:  Answer question #1 for today’s worksheet.  Look on p. 874 for the answer.

Activities:

1.  Share Out:  What evidence does Antony use to persuade the Romans?

2.  Answer questions for the worksheet as they occur in the movie:  p. 874 to 912.

JC Film: pages 874-912

3.  Focus Discussion:  How does Antony mask his true feelings?

Objective:  I can talk-to-the-text of Brutus’s funeral speech to determine its literal meaning and its use of poetic devices.

Bell:  Use the 4-Step Process(dictionary):  thrice(adv), disprove(v), reverence(n), mutiny(n), and disposed(v)–leaning toward, or influenced toward a particular course of action.

Activities:

1.  Brief review at Promethean board of Talk-to-the-Text technique.

2.  Think Pair/Share:  Complete both sides of Antony’s speech with annotations for each chunk and paraphrases in the left column.

3.  Brief review at Promethean board of finding poetic devices.  Focus:  repetition of “honor” and the metaphor of “brutish beasts.”

4.  HW:  Complete the entire double entry journal for Thursday.

Objective:  I can summarize and identify poetic devices in Antony’s funeral speech.

Bell:  4-Step Process(dictionary):  inter(v), grievous(adj), ransom(n), coffer(n), stern(adj), withhold(v)

Activities:

1. Show the word!

2.  View the parts of Act III, Scene 2 that precede Antony’s speech. p. 870-872

3.  Think Pair/Share:  Complete the left column(paraphrasing) of Antony’s funeral speech. p. 872.

4.  Share Out:  Review Chunks #1 and #2.

Objective:  I can explain Antony uses a mask to hide his real intent toward the conspirators.

Bell:  DLW(3:3)

Activities:

1.  Correct with standard usage.  Focus:  the Dash

2.  Use the movie viewing to discover Antony’s mask:  Questions 4,5,6 and 9 for pages 860-865.  JC pages 860-865

3.  SSR:  Golden lines or “I wonder” cues.