Objective:  I can find the claim sentence and golden lines of today’s AOW by following the steps of the handout “Method for Finding Claim Sentence and Golden Lines” and discussing possibilities with my neighbor.

BW:  Write a short paragraph of five sentences or more that answers this question: Does the older generation read more than younger people?  Think of people like your mother, father, and older relatives and contrast them with your friends.

Activities:

1.  Independent Study:  Skim-read to find at least 4 roadblocks in the AOW.  These are words or phrases that are unknown.  Box them.  AOW: Teens Read?, AOW: Teens Read? Part 2,  Method For Finding Claim
2. Independent Study:  After writing the title of the AOW, which is a question, in Step 1 of the handout, read at a normal rate to find the sentence(s) that answers the question and write it down at Step 2.
3. Share Out:  At the Promethean board, the whole class will discuss the best answer for Step 2.
4. Whole Class:  Students will share ideas about the first piece of evidence that proves the claim sentence and write it down.
5. Think Pair/Share:  Students will work together to find one more piece of evidence that proves the claim.
6. Policies Discussion:  The behavioral and make-up policies will be reviewed and signed.
7. HW:  Comple the “Method for Finding the Claim Sentence” worksheet.

Objective:  I can become acquainted with my classmates by sharing out the responses to yesterday’s survey and participating in the “This or That” activity.

BW:  Write a short paragraph of five sentences or more that answers this question:  Which animal makes a better pet, a dog or cat?

Activities:

1.  Share Out:  The spokesperson for each group in yesterday’s survey activity will introduce each member in the group and answer questions from the survey.
2. Class Debate:  Students will stand on the left side of the classroom if they are a cat lover and stand on the right to defend dogs as the best pets.
3. Take a Stand:  Each student will debate his or her preference with these 3 steps: 1. Student A(left side-cats) reads aloud his/her bellwork.  2. Student B(right side) provides counterargument.  3.  Student A rebuts the counterargument.  4. Student C(right side-dogs) reads aloud bellwork…Continue these steps while alternating sides.
4. If time allows, behavior and attendance policies will be reviewed and students will sign off on each.

Objective:  I can become acquainted with members in my group along with experiencing the norms for group work by participating in my assigned role for the survey activity and discussing its items.

BW:   Write a paragraph of five sentences or more describing your favorite activity in a school classroom from the past.  Provide details about why you selected this particular activity.  Do not use extra-curricular activities, such as, sports, drama club, choir, etc.

Activities:

1. Share Out:  Students can volunteer or be called upon to read aloud their responses.
2. Independent Study:  Students will be asked to use their cell phones to look up this blog with the address: https://iblog. dearbornschools.org/sapienp or iblog Sapienza.
3. Group Work:  In groups of 4, students will complete the “Becoming Acquainted” questionnaire.  Roles:  recorder, questioner, spokesperson, and referee.
4. Share Out:  The spokesperson from each group will be asked to stand and introduce each member and then respond to three or four of the responses from the survey.
5. HW:  Bring a spiral notebook to class by Thursday(Aug. 30).  3rd and 4th hour students should submit their completed and colored picture cards for tomorrow.

Objective:  I can complete the registration and picture cards by applying the directions.

Language Objective:  I can complete the registration and picture cards by reading the visual directions on the Promethean board and listening for verbal cues to write/draw the information on the given index cards.

Objective:  I can identify details for rhetorical skills used by authors such as metaphor and symbol by using my notes to take the quiz on this unit.

BW:  Read p. 108 from “Two Friends.”  What happens to the fish?

Activities:

1.  Share Out:  What is the answer?
2. Reflection:  Write a short paragraph of 4-5 sentences describing what the “fried fish” symbolize.
3. Share Out:  What do they symbolize?  How do the two friends agree about war and peace?  If the fish symbolize the two friends, what is the author saying about war and peace?
4. Rhetorical Skills Quiz:  Use your notes to identify questions about rhetorical skills of fiction being used in the three pieces.
5. SSR:  Add entries to your log when you complete the quiz.
6. HW:  Decide on your position of whether or not heroes are born or made?  Read each of the three articles.  Complete your bucket organizer by using three reasons(one for each bucket) and three quotes for each reason.  Do not use more than 4 quotes from one article.  And write at least one quote from each article.  See the example: Bucket Organizer for Argumentative Essay Final.

Objective:  I can identify evidence of rhetorical strategies used by the author of “Two Friends” to suggest its tone and theme by consulting with my neighbor and participating in class discussion.

BW:  Use the 4-Step Process for the remaining vocabulary words on the worksheets.

Activities:

1.  Show the word!
2. Focus Question:  How does the author use setting to foreshadow his theme?
3. Listen-and-Learn:  Read from p. 104 “An hour later…”
4. Share Out:  What are some details of the setting?  What is the significance of these details?
5. Independent Study:  Complete reading the story and answer questions from “But they shuddered in terror…”(106).
6. Share Out:  How does the change in setting cause a shift in tone?
7. HW:  Ensure that all of the questions and vocabulary activities have been completed for the story.  Reminder:  Tomorrow will be a quiz on “How Much Land Does a Man Need?”, “Old Friends,” and “Two Friends.”  See study guide for p. 102-4 on yesterday’s blog. Two Friends p. 105 Two Friends p. 106 Two Friends p. 107 Two Friends p. 108 Two Friends SG p. 104-8.

Objective:  I can identify details of fictional rhetorical strategies like metaphor, symbolism, and setting in the lyric “Old Friends” and the short story “Two Friends” by applying the definitions and consulting with my neighbor.

BW:  Complete the questions for the lyric “Old Friends.”

Activities:

1.  Share Out:  How does the writer use a metaphor to develop his theme?  Symbolism?  Setting?
2. Independent Study:  4-Step Process for today’s vocabulary.
3. Listen-and-Learn:  Listen for hints of the “setting” of “Two Friends.”
4. Think Pair/Share:  Answer the first five questions of the worksheet(102-104).
5. HW:  Complete the first worksheet for pages 102-104. Two Friends SG p. 102-104 Two Friends SG p. 104-108 Two Friends p. 102 Two Friends p. 103 Two Friends p. 104

Objective:  I can identify details of the rhetorical strategies used by Tolstoy in “Land” through participation in the reading activities and discussion.

BW:  Read to answer questions 6-10 of parts 6-9 of “Land.”

Activities:

1.  Dramatic Reading:  How is symbol and foreshadowing used to convey the theme of greed in the story?
2. Listen-and-Learn:  Read the words of “Old Friends” as you listen to the audio.
3. Think Pair/Share:  Complete the worksheet questions.

Objective:  I can identify details in “Land” that illustrate the author’s use of rhetorical strategies by consulting my elbow partner while applying the definitions.

BW:  DLW(8:5)

Activities:

1.  Student as teacher instructs the lesson.
2. Independent Study:  4-Step Process for today’s vocabulary.
3. Think Pair/Share:  Read to answer 1-5 on the worksheet for the third part of the story.
4. Popcorn or Dramatic Reading:  Read beginning on p. 146.
5. HW:  Complete the assigned vocabulary and worksheet questions for “How Much Land Does a Man Need?”.

Objective:  I can identify details that suggest rhetorical strategies by Tolstoy in “How Much Land Does a Man Need?” by applying definitons and consulting with my neighbor.

BW: Write the definitions of “symbol” and “foreshadowing” that appear in the “R” section of your text.

Activities:

1.  Four Step Process:  arable(adj), fallow(adj), fodder(n), harvest(n), flax(n).
2. Show the Word!
3. Think Pair/Share:  Answer questions from the worksheets.
4. SSR:  Add the fourth column to your quadruple-entry inference journal and more entries in your log.
5. Reminder:  Complete the worksheets for “How Much Land Does a Man Need?” beginning on pages 138 and 143. “Land” p. 138-142.
6. “Land” p. 143-5.“Land” p. 138. “Land” p. 139“Land” p. 141“Land” p. 140“Land” p. 142“Land” p. 144“Land” p. 145“Land” p. 143