Objective:  I can identify the counterclaim and its supporting evidence in the AOW about preventing shootings in schools by following the steps in the given worksheet and writing down the appropriate evidence after participating in a whole-class analysis.

Activities:

1.  SSR:  Students will add inferences to their SSR logs in the back of their notebooks.
2. Share Out:  One student can volunteer an entry for whole-class analysis.
3. Whole-Class:  What is the opposing claim based on the title?  Which sentence in the AOW shows the opposing claim?  Write it down in the worksheet for the “counterclaim.”
4. Independent Study:  Complete the worksheet.
5. Independent Study:  Reread p. 152 of the textbook to answer this question:  How much land does a man need?
6. Share Out:  What is the answer?  How does this answer relate to the theme or main idea of the story?
7. Reflection:  Students will write a paragraph of five sentences or more that illustrates how the reader has learned the lesson in Tolstoy’s story through Pahom’s journey.
8. Reminders:  Make-up work for the summary of Parts 1, 2, and 3 of “Land”(summative assessment) will be Tuesday after school from 2:20 until 3pm.  On Wednesday, there will be a quiz on “How Much Land Does a Man Need?”.  It will include T/F, Multiple Choice and Matching questions.  Study your worksheet notes and 4-Step Vocabulary.  HW:  Complete Steps 1-5 for “Method for Finding the Claim Sentence” for the AOW about preventing school shootings and solve 5 roadblocks using the given chart underneath Step 5 and the Six Roadblock Strategies: Roadblock Strategies:  Roadblock Strategies , Roadblock Chart:  Roadblock Chart AOW Preventing School Shootings I ,Preventing School Shootings II ,Preventing School Shootings III , Worksheets: Worksheet for Claim and Counterclaim I ,Claim and Counterclaim II

Objective:  I can identify the claim, counterclaim and supporting evidence of an AOW by following the steps in the given worksheet and writing down evidence for each one, participating in a whole-class analysis, and consulting my elbow partner.

Activities:

1.  SSR:  Students will add inferences to their 4-Column Journals.
2. Share Out:  A volunteer will share her/his entry for whole-class analysis.
3. Independent Study:  Students will skim/read the AOW about preventing school shootings to box or circle 10 roadblocks.
4. Independent:  After converting the title into a question, students will read at a regular pace to find the sentence that answers the question and complete the AOW.
5. Share Out:  What are the main points?  How do authors of AOWs indicate main points?
6. Independent:  Students will read to find answers to the questions posed by each of the subtitles of the AOW and write them in the space provided on the worksheet.

Objective:  I can write a summary by observing the  exemplar application of the first three sentences by a volunteer student, listening to expectations explained about the rubric, and  completing it on the sentence-frame worksheet with my list of 15 main points.

BW:  Students will complete the blanks for the Summary Worksheet of Parts 1, 2, and 3 of “Land.”

Activities:

1.  Share Out:  A volunteer will complete the fill-in-the-blanks for the first three sentence-frames in the worksheet for Summary 1, 2, and 3.
2. Promethean Board:  A short explanation of the rubric scores from 4-1will be given using key words in it like “adept” and “adequate.”
3. Independent Study:  Students will complete the summary using the given sentence-frame worksheet.  They should apply their lists of 15 main points.
4. SSR:  Students will continue their 4-Column Inference Journals begun yesterday when they have completed their summaries.  They should raise their hands for a starting point.
5. Submission:  All students must turn in their given summary worksheets, list of 15 main points, and their rubrics stapled together with a name, date, and hour at the top of the given summary worksheet.

Objective:  I can complete my list of main points for Parts 1, 2, and 3 of “Land” by consulting my homework notes and looking for evidence of how the theme of greed is shown through Pahom’s interactions with other characters and situations in the text.

Activities:

1.  CFA:  Students will take the Common Formative Assessment for “To the Lighthouse” on the chrome books.
2. SSR:  Students will transition to their reading by applying inferences in the 4-Column Journal.
3. Independent Study:  Each student will submit a list of approximately 15 main points from Parts 1, 2, and 3 in “Land”(138-143).  Students are not permitted to take this work home.
4. SSR:  As students complete their lists, they should transition back to the SSR assignment.

Objective:  I can write a reflection for improvements of my summary of Parts 6 and 7 of “Land” after reading notes on the paper and the rubric.  Also, I can list main points in Parts 1, 2, and 3 of “Land” by consulting with my homework notes and re-reading portions of that section.

BW:  Students will read the notes written on their summaries and rubrics for Parts 6 and 7 and write a reflection about how to improve.

Activities:

1.  Share Out:  How can you improve?
2. Independent Study:  Students will list main point from Parts 1, 2, and 3 of “Land” while consulting homework notes and this portion of the text.
3. Share Out:  Volunteers can share five main points at the Promethean Board.
4. Independent Study:  If time allows, students will begin writing their summaries.

Objective:  I can write main points of Parts 8 and 9 of “Land” by condensing answers from my homework questions while consulting with my elbow partner.

Activities:

1.  SSR:  Students will read to find at least five main points in a section of their SSR books.
2. Dramatic  Reading:  Volunteers or teacher will read Part 9 of “Land” aloud.
3. Think Pair/Share:  Students will condense answers to homework questions to list main points in Parts 8 and 9 of the story.
4. Independent Study:  Students will continue Step 3 independently.

Objective:  I can write a summary by listing five main points as I read a section of my SSR book, consulting with my neighbor about its main idea, and following the exemplar on the Promethean Board.

Activities:

1.  SSR:  Students will list at least five main points for a 20-minute reading.
2. Turn-and-Talk:  Students will share their ideas about the main points and overall themes that emerge from today’s reading.
3. Independent Study:  Students will write a summary that includes 5 main points.  Underline the verb that suggests each new main point. (See Promethean Board.)
4. Share Out:  A volunteer or random share of one student’s summary will be analyzed by the whole class.
5. Word Wall Activities:  1st, 2nd, and 3rd hour will present their word wall homework.  4th and 5th hours will write a jingle or draw a picture for these selected word wall choices: piqued(v), harvest(v), and haggle(v).  All work is on copy paper and colored.  Everyone submits his or her own project.  If a pair of students writes the scene, each student completes the project with his/her own hand.  Do not cut and paste from the internet.  Create your own work. Word Wall Activities(Modified) .

Objective:  I can list main points from Parts 8 and 9 of “Land” by paraphrasing homework notes while consulting with my elbow partner.

BW:  DLW(2:1)

Activities:

1.  Promethean Board:  A volunteer can teach the grammar lesson.
2. Promethean Board:  Review exemplar summary of Parts 6 and 7.
3. Reflection:  Students will write a paragraph(5 sent. +) that compares their summaries with the exemplar.  Two reasons for improvements should be underlined.
4. Promethean Board:  As a whole class, students will share out a possible main point by combining or collapsing the first two answers from the homework in Parts 8 and 9.
5. Think Pair/Share(Optional):  Students will list four more main points.

Objective:  I can write a summary of my SSR reading by listing 4 or 5 main points as I read, identifying its main idea, and follows the given exemplar at the Promethean Board.

Activities:

1.  SSR:  Read to list 4 or 5 main points.
2. Turn-and-Talk:  Students will discuss with their elbow partners their lists while attempting to identify the them or topic that the author was developing.
3. Independent Study:  Students will write a five or six sentence paragraph summary in the style of the given exemplar on the board.
4. Share Out:  A volunteer will write her/his summary on the board for whole-class analysis.
5. Independent Study:  Students will complete the reading for Parts 8 and 9(149-152) of “Land.”
6. HW:  Complete the reading and answer worksheet questions for pages 149-152.  See yesterday’s blog for the worksheet and the copied pages from the text.

Objective:  I can identify main points and details in the Sinek interview by viewing the video of his talk on millenials and listening/sharing in the whole-class discussion as I write the information on the worksheet.

BW:  Use the 4-Step Process for today’s vocabulary:  ascend(v), glisten(v), hollow(n), blunder(v), and parch(v).

Activities:

1.  Show the word!
2. Whole-Class:  Identify details for the main points in the Sinek interview by listening/sharing during class discussion while watching the video.
3. HW:  Students will begin today’s homework assignment–1.  Use the 4-Step Process for each of the five vocabulary words in your notebook.  2. Below that assignment, answer the first 5 questions in the worksheet for Parts 8 & 9: p. 149-152. Worksheet for “Land” (149-152) “Land” p. 149. “Land” p. 150. “Land” p. 151. “Land” p. 152