Objective:  I can make inferences in my SSR book by writing entries that include each of the four steps in the 4-Column Inference Journal in the back of my notebook.  I can define and identify the steps of writing a summary by taking notes from the board and the two you-tube videos as I listen for the verbal directions.

Activities:

1.  SSR:  Make inferences using the 4-Column Journal.
2. Share Out:  One or two volunteers will provide examples at Promethean Board.
3. Note taking:  Student will write the definition of “summary” on the board.
4. You Tube:  Students will take notes to identify steps and reminders for summarizing.
5. Turn-and-Talk:  Students will turn to their elbow partners and restate the answers for questions 1-10 in the worksheet for Parts 1, 2, and 3 of “Land?”.
6. Share Out:  What is the main idea or theme of “Land”?
7. Promethean Board:  What is a topic sentence to summarize this part of the story?
8. Share Out:  What is the first event or main point in this portion of the text?
9. Promethean Board:  Write the first supporting sentence, etc.

Objective:  I can make inferences for “How Much Land Does a Man Need?” by writing entries in the 4-Column Inference Journal through a whole-class consensus.

Activities:

1.  SSR:  Add one inference entry every five minutes for 15 minutes.
2. Turn-and-Talk:  After ensuring the results of the PSAT pretest are glued on their folders, students will discuss their reading goal with their elbow partners.
3. Reflection:  Students will set goals on the reflection sheet and submit them.
4. Whole Class:  Through a brief question and answer discussion, the worksheet for Parts 1, 2, and 3 of the Tolstoy story will be reviewed.
5. Promethean Board:  During a popcorn reading, volunteers will provide entries to inferences in Parts 4 and 5 for the Tolstoy story.
6. HW:  Complete questions 1-5 for Parts 4 & 5 in the Tolstoy story:  “Land” Worksheet for Four and Five , “Land” p. 143 , “Land” p. 144 , “Land” p. 145 , “Land” p. 146 .

Objective:  I can make inferences in “How Much Land Does a Man Need?” by applying the 4-Column exemplar for the quote at the end of Part 1 and consulting with my elbow partner.

BW:  Use the 4-Step Process for today’s vocabulary:  arable(adj), fallow(adj), acre(n), fodder(n), and harvest(n).

Activities:

1.  Show the Word!
2. Promethean Board:  Review 4-Column Exemplar for quote at the end of Part 1.
3. Think Pair/Share:  Add one entry.
4. Share Out:  Volunteer(s) will provide example(s) of an entry.
5. Indpendent Reading:  Use textual evidence to answer the questions on the worksheet for Parts 1, 2, and 3. Worksheet for “Land?”(Parts 1,2, and 3) “Land?” p. 138 “Land?” p. 139“Land?” p. 140“Land?” p. 141“Land?” p. 142“Land?” p. 143
6. HW:  In your notebooks, complete the task above by using the worksheet questions with statements that restate the question.  Complete the two entries in your 4-Column Journals for Part 2 of the story(p.139-141) that were begun in class. And complete the 4-Step Process for today’s vocabulary listed above.

Objective:  I can write a short reflection that sets goals for my reading by solving roadblocks for the descriptions of the Common Core Reading Standards and by consulting with my elbow partner.

Activities:

1.  Chromebook:  Complete the first Common Formative Assessment.
2. Whole Class:  Solve roadblocks of CCR(1,2, and 4) by applying the four roadblock solution strategies.
3. Independent Study:  Write a short reflection that sets goals for reading improvements in the coming school year.

Objective:  I can make inferences from “How Much Land Does a Man Need?” by consulting with my elbow partner and writing down entries that include each direction of the 4-Column Inference Journal.

BW: In their notebooks, students will write the definition of “parable” on the board.

Activities:

1.  Share Out:  Do you know any parables?  Why might an author write in this style?
2. Independent Study:  Use the 4-Step Process for these words:  piqued(adj), disparaged(v), forbore(v), aggrieved(adj), sheaf(n).  Use the definitions found in the right margins of the text beginning on page 138.
3. Word Wall Activity:  Show the Word!
4. Dramatic Reading:  After reading aloud Part I, students will make an inference by completing an entry in the 4-Column Inference Journal for the last sentence.
5. Share Out:  One volunteer will share out at Promethean board her/his entry.
6. Think Pair/Share:  Each student will consult with her/his elbow partner to add two inferences for Part 2.
7. Share Out:  One volunteer will share out at Promethean board. Is this an inference?
8. Independent Reading:  Identify evidence to answer questions 1-5 in the worksheet.

Objective:  I can determine the counterclaim in the “smartphone” AOW by rereading its claim written in my own words, consulting with my elbow partner, and completing the sentence frame for the counterclaim.

Activities:

1.  SSR:  Each student will add new entries to the 4-Column Inference Journal for the library book selected last Friday.
2. Independent Study:  Each student will reread or write down the claim sentence for the “smartphone” AOW written in his/her own words.  See Promethean Board.
3. Turn-and-Talk:  Each student will ask her/his elbow partner this question:  What is the opposite of this claim?
4. Independent Study:  Write down the opposite of the claim using the given sentence frame.
5. Share Out:  What is the opposite of the claim?  The whole class will come to a consensus.
6. Independent Study:  Students will complete the Claim Method worksheet for counterclaim supporting evidence.
7. Submission:  Students will submit the completed Claim Method worksheet along with the “smartphone” AOW that includes five roadblock solutions beyond the two exemplars using the context clues and breaking-the-word-down strategies.
8. Word Wall Activities:  4-Step process for today’s vocabulary.

Objective:  I can determine a best-fit SSR book by previewing a variety of grade-level texts.

Language Objective:  I can write to demonstrate my understanding of my SSR book so far.

BW:  Notebook:  Students will list these steps for today’s library activity:  1. SRI Test at Computers.  2.  “Destiny”–Five Titles/Authors on “Choosing a Book” form.  3. Tables– Book Pass for 3 books.  4.  Student Search–Select a novel or biography.  5.  Sign-off by teacher.  6. Check-out book.  7.  Complete “Independent Book Agreement”: Author and title/3 reflections.  8.  Submit completed “Choosing a Book” form.

Activities:

1. In Library:  Administer SRI test.
2. Independent Study at Computers:  After completion, use “Destiny” or On-line Card Catalog to search five selections and record title/author on “Choosing a Book.”
3.  Book Pass with Mrs. Lintner: Students will be directed to table in order to preview different genres and write a “book pass”(title/author/notes) in “Choosing a Book” form for three selections.
4. Independent Study:  Students will search for a novel or biography.  It is recommended that students use the names of books already noted on the “Choosing a Book” form as a starting point.
5.   Sign-off:  Each student will require a teacher sign-off or thumbs-up for her/his choice Mrs. Lintner or Mr. Sapienza.
6. Check Out:  After  receiving teacher sign-off for his/her selection, students will check out their books.
7. Independent Study:  Students will write a reflection for each appropriate square in “Independent Reading Book Agreement.
8. Reminders:  Make-up work for the reading and writing pre-tests will occur today after school.
9. HW:  Complete the 4-Square Chart with the Title/Author square and 3 reflection squares of five sentences each.

Objective:  I can write the claim of the “smartphone” AOW in my own words by discussing with my elbow partner other ways of restating the claim sentence in the article with the given sentence frame.  Also, I can determine its counterclaim by consulting my elbow partner and applying another sentence frame.

BW:  DLW(1:3)

Activities:

1.  Share Out:  Are there any errors on line 1, 2, etc.?
2. Think Pair/Share:  Students will write in their own words the authors’ claim in the “smartphone” AOW by using this sentence frame:  The authors’ argue that having our smartphones nearby causes________________ because_________________ and prevents_____________________.
3. Share Out:  Volunteers will fill-in-the-blanks at Promethean board.
4. Think Pair/Share:  Students will write in their own words the authors’ implied counterclaim by using this sentence frame:  Having a smartphone nearby can cause____________________ because_________________ and improve_____________________.
5. Share Out:  Volunteers will fill-in-the-blanks at the Promethean board.
6. Think Pair/Share:  Students will identify one sentence that supports the counterclaim and write it in Step #4 of the Claim Method worksheet.
7. Independent Study:  Students will complete Step #4.
8. Show the Word:  Volunteers will demonstrate the Word Wall Activity.

Objective:  I can determine the counterargument of the “smartphone” AOW by taking notes on the counterargument video, participating in class discussion, and consulting with my elbow partner.

Activities:

1.  SSR:  Follow the steps of the 4-Column Journal for today’s reading.  Write one entry for every five minutes.
2. Video:  Take notes on the counterargument video.
3. Share Out:  What is a counterargument?  What is a “straw man” argument? etc.
4. Reminders:  Tutoring for solving roadblocks for the “smartphone” AOW will occur tomorrow at 6:30 am for students in need of this instruction.  Your “smartphone” AOW will require five  roadblock solutions beyond the two that were provided during instruction on Sept. 4.
5. HW:  Please do not complete Step #4(counterclaim evidence) for the “smartphone” AOW.  Your “smartphone” AOW will require five roadblocks beyond the two that were provided during instruction on Sept. 4. In addition, ensure that Steps 1-3 are completed on your Claim Method worksheet for the “smartphone” AOW, and the underlined sentences for the claim statement and supporting evidence sentences are labeled correctly.

Objective:  I can identify the claim, counterclaim, and supporting evidence for each in the “smartphone” AOW by completing the suggested steps in the Claim Method Worksheet and by consulting with my elbow partner.

BW:  Turn this title into a question:  “Having Your Smartphone Nearby Takes a Toll on Your Thinking.”  Write the question in Step 1 of your worksheet.

Activities:

1.  Share Out:  What is your question?
2. Independent Study:  Read at a normal rate to find a sentence that best answers the question.  Put an asterisk by it.
3. Turn-and-Talk:  Which sentence best answers the question?  Why?
4. Share Out:  Which sentence best answers the question?  Why?
5. Independent Study:  Students will write the claim in their own words.
6. Share Out:  What is the claim in your own words?  If that is the claim, what is the opposite idea or counterclaim?
7. Think Pair/Share:  Place an asterisk by a quote or piece of evidence that supports the claim.
8. Share Out:  What is a good quote from the article that provides specific detail that supports the claim?
9. Think Pair/Share:  Place two asterisks by a quote that supports the counterclaim.
10. Share Out:  What is a good quote that supports the counterclaim?
11. HW:  Complete the first three steps of the Claim Method Worksheet for submission tomorrow at the beginning of the hour.  Do not complete Step #4.