Wednesday, November 30, 2016

Wednesday 11-30-16

Week #15
Unit 3: Forming and Supporting Claims

Warm-Up:
10 minutes of independent reading

Mini
Lesson:
Deconstructing the questions

Focus Lesson:
Amelia Earhart text questions
Class Work:
Reading the Amelia Earhart texts and answering the questions.  
Debrief:

Homework:
Victorian London Research (Due Friday!)

Notes:
We're going to the library tomorrow!

Tuesday, November 29, 2016

Tuesday 11-29-16

Week #15
Unit 3: Forming and Supporting Claims

Warm-Up:
10 minutes of independent reading
Make sure that you bring a book to class every day! Our next library check-out day is Thursday!
Mini-Lesson:
The Diary of Anne Frank Act One - Scene 1
*Read and annotate the text
*Write a summary of Scene 1

Brain Break
RL. 7.5 Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning
Class Work:
Read and annotate the two texts:
* The Biography of Amelia Earhart
* Earhart’s Final Resting Place Believed Found

Focus Lesson:


Debrief:


Homework:
Victorian London Research (Due Friday!)
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Notes:
Study session after school today until 4:30.

Monday, November 28, 2016

Monday 11-28-16

Week #15
Unit 3: Forming and Supporting Claims

Warm-Up:
10 Minutes of independent reading.
Make sure that you bring a book to class every day! Our next library check-out day is Thursday!
Mini
Lesson:
Vocab. Notes: DRAMA

Focus Lesson:
Rescue Services Argument Essay:
How do we draft a body paragraph around a specific claim?
Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the argument presented.
Class Work:
Finish rescue services argumentative essay.
Debrief:

Homework:
None
Notes:
Working Lunch:
  • Tuesdays
  • Thursdays
  • Fridays
Before School Study Sessions:
  • Daily
  • 7:45 am
  • With a pass
After School Study Session:
  • Tuesdays only
  • Until 4:30 pm

Friday, November 18, 2016

Friday 11-18-16


Week #13
Unit 3: Forming and Supporting Claims
Warm-Up:
10 minutes of independent reading

Mini
Lesson:
The Case for Wind Power:
* Reread the text
* Answer the TBQs
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Focus
Lesson:

Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
Class Work:
Rescue Services Argumentative Essay:
* Write final copy
Debrief:

Homework:
Have a great Thanksgiving break!
Notes:


For your argumentative essay:
Highlight all your evidence in yellow.
Highlight your thesis in blue. (both times)
Highlight your 3 claims in pink.
Highlight the counterclaim in orange.


Thursday, November 17, 2016

Thursday 11-17-16

Week #14
Unit 3: Forming and Supporting Claims

Warm-Up:
10 minutes of independent reading

Mini
Lesson
The Case for Wind Power
* Read and annotate the text
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Focus
Lesson:
Peer revision
* How can a checklist guide me when giving feedback to peers as well as revising my own writing?
Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
Class Work:
Rescue Services Argumentative Essay:
* Peer revision
* Begin final copy
Debrief:
Did you apply any of the tips from the “Writing Advice” document?
Homework:

Notes:
Working Lunch:
  • Tuesdays
  • Thursdays
  • Fridays
Before School Study Sessions:
  • Daily
  • 7:45 am
  • With a pass
After School Study Session:
  • Tuesdays only
  • Until 4:30 pm

Wednesday, November 16, 2016

Wednesday 11-16-16


Week #14
Unit 3: Forming and Supporting Claims

Warm-Up:
10 minutes of independent reading

Mini
Lesson:
Excerpt from “Clean Cars for California”
* Read and discuss the text
* Answer the TBQs
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Focus Lesson:
Peer revision
* How can a checklist guide me when giving feedback to peers as well as revising my own writing?

Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
Class Work:
* Peer revision
* Revision and editing Checklist
Debrief:
As writers, what are we doing well? In what ways can we continue to grow?
Homework:
None assigned.
Make sure that all your drafts are complete and you are ready to type your final copy of the argumentative essay tomorrow.
Notes: