Objective:  I can identify and write down the claim, counterclaim, and supporting evidence of the “Lift the Cell Phone Ban” AOW by following the 5-Step Worksheet and consulting with my elbow partner.

BW:  Read the exemplar summary for Parts 1, 2, and 3 of “How Much Land Does a Man Need?”.  Write a reflection of five sentences or more about it.  What do you like?  Are there any possible improvements to suggest?

Activities:

1.  Share Out:  Random selection of students will share their reflections.
2. Promethean Board:  In the exemplar, which sentence ends Part 2 of the story?  How many sentences describe Parts 1 and 2?  Which sentence collapses or condenses two main points?
3. Independent Study:  Complete Steps 1 and 2 in the Claim Worksheet for “Lift the Cell Phone Ban.”
4. Share Out: What is the question posed by the title?  What sentence best answers it?
5. Think Pair/Share:  Students will work with their partners to complete the worksheet.
6. HW:  Complete the worksheet for “Lift the Cell Phone Ban.”  Worksheet I , Worksheet II , Lift Cell Phone Ban I , Lift Cell Phone Ban II , Lift Cell Phone Ban III

Objective:  I can identify and write down the claim, counterclaim, and main points w/evidence for “Using Smartphones in the Classroom”  by following the 6 Step Procedure in the worksheet, participating in class discussion, and consulting with my elbow partner.

Activities:

1.  SSR:  Add inferences to the 4-Column Journal.
2. Whole Class:  Analysis for Steps “1, #2, #4, #5, and #6 will be discussed.
3. Think Pair/Share:  Complete the items #3 and #4.
4. HW:  Complete the entire worksheet for “Using Smartphones…”: Using Smartphones I , Using Smartphones II , Using Smartphones III , Using Smartphones IV , Worksheet #1 , Worksheet #2

Objective:  I can make inferences by reading to answer questions 11-20 on pages 104-8 in “Two Friends,” participating in whole-class discussion, and consulting with my elbow partner.

BW:  Read to answer questions 11-20 for pages 104-8 in “Two Friends” independently.

Activities:

1.  Share Out:  Read aloud answers to questions 11-16.  Questions #13 and #16 are inferences for possible main ideas or themes.  So think-aloud answers will be models for the next step of making inferences.
2. Think Pair/Share:  Answer the questions in item #20 and discuss the inferences as a possible main idea.  Choose a theme from the list of 15 that matches.
3.  Independent Study:  Write a short paragraph using the sentence frame for a topic sentence that explains the theme.
4. Promethean Board:  HW is explained for “Cons of Cell Phone.”  See attached worksheets: Claim Worksheet #1 , Claim Worksheet #2 , Cons of Cell Phones I , Cons of Cell Phones II , Cons of Cell Phones III .

Objective:  I can make inferences by reading to answer the questions in today’s CFA.  Also, I can make inferences to identify themes in “Two Friends” by reading to answer worksheet questions and consulting with my elbow partner to identify two or three of the story’s themes from the “Universal Themes” handout.

Activities:

1.  CFA:  Students will utilize the chrome books to take today’s CFA on inferences.
2. SSR:  Students will transition from the CFA by adding inferences to their 4-Column Journal.
3. Independent Study:  Students will complete questions 11-20 for pages 104-8 in the worksheet for “Two Friends.”
4. Think Pair/Share:  Students will identify 2-3 themes in “Two Friends” from the “Universal Themes in Literature” list with their elbow partners.
5. Reflection:  Students will write an explanation of 7 sentences or more about how “Two Friends” illustrates one of the themes selected by using two examples from the worksheet.  Use this possible topic sentence frame:  The author of “Two Friends”  develops the theme of _________________  through Morrisot and Sauvage’s ____________________.  Think of how their actions, dialogue, or feelings can complete the sentence and choose one.
6. Reminders:  Retakes/Make-ups for the summary of Parts 1, 2, and 3 of “Land” by Tolstoy will be given on Thursday after school.  If a student wants to challenge her/his summary grade, make an appointment for Thursday morning before 7 am. HW:  Complete questions 11-20 on pages 104-8 for “Two Friends.” See October 31 for pages 104-8.  See new worksheet: Two Friends p. 104-8 New

VOTING DAY!

Objective:  I can identify a theme of “Two Friends” by making inferences about the climax and resolution of the story through participation in a whole-class discussion and consulting with my elbow partner.

Activities:

1.  SSR:  Add inferences to the 4-Column Journal.
2. Think Pair/Share(Optional):  Answer worksheet questions 11-20 for p. 104-8 of “Two Friends.”
3. Whole Class:  Analyze the inferred meanings of the climax and resolution by answering the questions in the worksheet and expanding the discussion with this sentence starter:  What does the author infer when…
4. Think Pair/Share:  Each student will use the list of “Universal Themes” to determine her/his favorite theme for the story after the whole class discussion.
5. Reminder:  Check your summary grade(Summary Tolstoy) by 5 pm tomorrow.  If you want to retake this summary, you can come after school on Thursday(11/8).

Slide show for inference instruction with Mrs. Lintner

Objective:  I can determine the theme of “Two Friends” by making inferences suggested in the worksheet for pages 104-8 while consulting with my elbow partner.

Activities:

1.  Independent Study:  Students will draw lines in their AOWs about preventing school shootings to show which clues are used for the unknowns  in their Roablock Strategies Chart.  Students who did not complete the homework will begin answering questions for the worksheet of pages 102-4.
2. 4-Step Process:  *pillage(v), *draught(n), *plume(n), *summit(n), The Republic(n)
3. Show the Word!
4. Audio:  Read from “Opposite, the village of Arnteaux seemed dead…
5. Think Pair/Share:  Make the suggested inferences while completing the worksheet.
6. Independent Study:  For HW, complete the worksheet questions for p. 104-8.
7. Reminder:  Mr. Sapienza is available today after school for make-up work for the summative summary assignment given last Thursday(11/25). Worksheet for 104-8: New Worksheet for Two Friends 104-8

Objective:  I can identify the theme or main idea of “Two Friends” by reading to identify how the two main characters respond at the climax of the story, or its turning point and matching this response with an elbow partner from a list of universal themes.

Activities:

1.  SSR:  Read for inferences.
2. Review:  Questions/Answers for the first worksheet.
3. 4-Step Process:  *pillage(v), *draught(n), *plume(n), *summit(n), The Republic(n)
4. Think Pair/Share(Optional):  Read to answer questions from the worksheet.
5. Review:  What is the climax of the story?  What is the author showing the reader?
6. Reminders:  Make-up work for last week’s summative summary on the AOW will be provided before or after school tomorrow(Thursday, Nov. 1). HW:  Complete the first 5 questions for “Two Friends” on pages 104-108: Two Friends Worksheet 104-8 , Two Friends p. 104 , Two Friends p. 105 , Two Friends p. 106 , Two Friends p. 107 , Two Friends p. 108 .

Objective:  I can identify evidence of the theme of “Two Friends” by reading independently to complete the worksheet.

Activities:

1.  Vocabulary:  Use the 4-Step Process for the vocabulary atop the worksheet for “Two Friends”(102-104).  Write on the back of the worksheet only.
2. Independent Study:  Read to answer the worksheet questions.  Write answers in the given space under each question on the front of the worksheet. Two Friends Worksheet 102-4 , Two Friends p. 102 , Two Friends p. 103 , Two Friends p. 104 .