Objective:  I can make inferences during my SSR reading by applying each step of my 4-Column Journal in the back of my notebook.  Also, I can write a reflection of seven sentences or more explaining how I can use the visual I created to build mental stamina in school.

BW:  Review exemplar of 4-Column Journal as a reminder for how to make inferences.

Activities:

1.  SSR–Students will read to make an inference per page of their SSR books.
2. Turn-and-Talk:  After observing their visualization or rereading the mental tip selected from the AOW about “building mental stamina,” students will discuss with their elbow partners how their particular mental tip can be applied in school.
3. Reflection:  Students will write a paragraph of seven sentences or more about how their selected mental tips can be applied at school.
4. Groups of Four:  In groups of 3 or 4, each student will read his/her reflection to other group members.  One will be selected for each group to share out.
5. Share Out:  One member from each group will share his/her reflection and visual with the class.

Objective:  I can add entries in my 4-Column Inference Journal by applying each step suggested at the top of the columns to at least one quote per page of my SSR book.

BW:  Students will open their notebooks to the 4-Column Inference Journal located in the back and read the exemplar or model provided last week.  For students who were absent last week, copy the provided example in the back of your notebook.

Activities:

1.  Turn-and-Talk:  Students will explain to their elbow partners how the third column can help make an inference or educated guess.  Or students can ask each other questions about the 4-Column journal.
2. Share Out:  How does making a personal connection help to determine an inference or educated guess?  Are there any questions?
3. SSR:  Read for 15 minutes and make inferences by using the exemplar of the 4-Column Inference Journal.  Recommended: Attempt to make 3 inferences, approximately one per page.
4. Reminder:  Do not complete the new version of the Claim Method worksheet for “Having Your Smartphone Nearby Takes a Toll on Your Thinking.”  We will work together in think share/pairs for this assignment on Monday.

Objective:  I can identify the claim and counterclaim of the “smartphone” AOW by  summarizing my errors for finding this information in my previous AOW and consulting with my neighbor for support on this one.

BW: DLW(1:1)

Activities:

1.  Share Out:  Do you see any errors in line 1, line 2, etc.?
2. Promethean Board:  Review the Claim Method worksheet for the AOW about teens today reading less for pleasure.
3. Share Out:  Students will volunteer or be asked to provide their answers for Steps 1-4 on the Claim Method worksheet.
4. Read for Claim:  In the “smartphone” AOW, look for the sentence that answers this question:  How does having your smartphones nearby take a toll on your thinking?
5. Share Out:  Who can answer this question with a specific sentence?

Objective:  I can write an argumentative essay proving whether heroes are born or made by applying the strategies I’ve learned in the past for taking a stand on a position in an essay.

BW:  Reflection:  What is an argumentative essay to me?  Recall at least two or three distinct features(5 sent.)

Activities:

1.  Share Out:  Read the prompt for “Are heroes born or made?”.
2. Independent Study:  Students will have the full hour to write a fully-supported essay based on their previous experience.
3. Independent Study:  Students will review their notes for Sept. 10 for the AOW on “mental stamina” and draw a visualization of their chosen tip or technique.  i.e. “thinking positively” or “visualizing.”
4. Reflection:  Students can write a paragraph of five sentences or more to share how their pictures can be applied to improved mental stamina as it relates to school.

Objective:  I can make a whole-hearted effort to complete the pre-PSAT evaluation by reading each passage and analyzing each visual while employing strategies learned in my previous school years to answer the questions.

BW:  The password for access to Illuminate will be provided at the Promethean board.

Activities:

1.  Test Administration:  Once entered, each student will read to answer the allotted questions.
2. HW:  Students will annotate the two articles about heroes for their writing assessment tomorrow. They can begin immediately after completing the pre-PSAT evaluation.

Objective:  I can create a visual for building mental stamina by asking myself “what?”, “why?”, and “how?” questions for one of the five mental tips in Griffin’s AOW and consulting with my elbow partner.

BW:  Reflection:  Why are students willing to build their athletic stamina while neglecting their academic stamina?(5 sent.)

Activities:

1.  Share Out:  Why are they?  Is this choice personal or societal?
2. Independent Study:  Read the article “5 Tips for Building Mental Stamina” with the intent of determining your favorite mental tip.  Circle the sub-title of it.
3. Independent Study:  List these 3 question cues to identify main points about your mental tip:  “What?”, “Why?”, and “How?”.  i.e. What is “thinking positively”?
4. Turn-and-Talk:  Share with your elbow partner your favorite tip. Why did you select it?  Discuss your questions/answers. Describe a visual that could be created to illustrate these ideas.
5. Independent Study:  Draw a visual to illustrate your mental tip.
6. Share Out:  Students will be randomly selected or volunteer to share their visual and describe its significance.
7. HW:  Students will use the notes from Step #3 and elbow-partner consultation to inspire a drawing of one of the suggested tips to improve mental stamina.

Objective:  I can make inferences during my SSR by applying the steps suggested for each column in the triple-entry journal.

BW:  Students will set up their triple-entry journal in the back of their notebooks as instructed.

Activities:

1.  Modeling:  Teacher explains how to complete one entry in the triple-entry journal during a whole class activity.
2. Share Out:  Are there any questions?
3. Show the Word:  A pair of students will demonstrate the meaning of a vocabulary word with a short skit.
4. Picture Day:  For the second half of the class, students will be directed to the gym for pictures.

Objective:  I can complete the 4-Squares of the Frayer chart for a new word from yesterday’s vocabulary by following the steps provided in the exemplar demonstration.  Also, I can list supporting  and counterclaim evidence for the author’s argument in the AOW by applying the four steps in the worksheet and consulting with my neighbor.

BW:  Complete the  Frayer chart as the teacher models the activity for “poignant.”

Activities:

1.  Independent Study:  Students will complete the back side of the Frayer chart for another word from yesterday’s vocabulary selection.  Apply the exemplar.
2. Share Out:  Which sentence in the “Smartphone” AOW did you put an asterisk by for  homework?  Does it answer the question posed by the question in the title? Underline the correct claim statement and put “CS” next to it.
3. Share Out:  What is the connection between the claim statement and the phrase “myriad aspects” that precedes it? Apply “MI”(claim statement) roadblock strategy.
4. Independent:  Skim/read for a statement that supports the claim. Mark an asterisk.
5. Share Out:  What sentence did you choose as supporting evidence?  Does your sentence provide a specific example or does it generally support the claim? If it’s specific, underline it and mark “GL”(golden line) nearby.
6. Think Pair/Share: Consult with your neighbor to add one more.
7. Share Out:  Repeat Step #5.
8. Think Pair/Share:  Place an asterisk by a counterclaim sentence.
9. Share Out:  Repeat Step #5.
10. HW:  Complete the claim/evidence handout for tomorrow and provide lines/labels for the Claim Statement(CS) and Golden Lines for Claim and Counterclaim Evidence.
11. Reminder:  Bring a book from home for the first SSR activity.

Objective:  I can fix roadblocks or unknown words and phrases by applying the written strategies and consulting with my elbow partner.

BW:  Copy the image on the Promethean board of the 4-Step Process for finding the meaning of a word.

Activities:

1.  Model: Teacher explain the 4-Step Process used in the image.
2. Independent Activity:  Students apply the 4-Step Process for today’s vocabulary:  inextricable(adj), myriad(adj), poignant(adj), fatality(n), undermine(v).
3. Reflection:  What happens if I’m taking the SAT?  Can I use Google or a dictionary?(3 sent.)
4. Model:  Teacher models with a whole class input how to solve the roadblocks of “commonplace” and “fluid intelligence” by using the strategies of breaking the word into parts and applying context clues.
5. Think Pair/Share:  Students will fix two more roadblocks while consulting each other.
6. Share Out:  Which sentence in “Having Your Smartphone…” answers the question of the title?  How does knowing the claim help us to understand a phrase like “exerting a gravitational pull”?
7. HW:  Complete the 4-Step Process for today’s vocabulary and add 5 more roadblock solutions to the exemplars illustrated in class.

Objective:  I can identify and list 5 strategies for solving roadblocks by following the guided reading steps and listening for support from my elbow partner and the class as a whole.

BW:  Students will list 3 misbehaviors they observe in the short video.

Activities:

1.  Share Out:  Identify one misbehavior.  Have you observed it in one of your classes?  What problem for the learning did it cause?
2. Skim/Read:  Identify 10 roadblocks in “Having your smartphone…” by skimming through the text.  Box each one.
3. Identify the claim statement:  Turn the title into a question and read at a normal rate to find the answer or the claim statement.
4. Share Out:  What is your answer?  Does it answer the question posed by the title?
5. Model:  The teacher will model fixing the roadblock for “fluid intelligence.”
6. Think Pair/Share:  Students will fix four more roadblocks.
7. Share Out:  How did you fix the roadblock for “cognitive”? etc.  What strategy did you use?  List each strategy during discussion.
8. HW:  Students will solve five more roadblocks by using the listed strategies.