Standard: W. 11-12.1B
Objective: Students will be able to develop claims and a counterclaim thoroughly, supplying the most relevant evidence for each, while pointing out the strengths and limitations of both in a manner that anticipates the audience's possible biases. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment: Students will use their outlines to create a rough draft of their argumentative essay. I'm expecting a title, all 6 paragraphs, and a Resources page to be typed up at the end of the period.
-Assignment 2 (if you have extra time): Study for your Vocabulary quiz (list #9) on Thursday 5/2 & Friday 5/3. Collaborative: Essay writing, with help from peers and teacher. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: W. 11-12.1B
Objective: Students will be able to develop claims and a counterclaim thoroughly, supplying the most relevant evidence for each, while pointing out the strengths and limitations of both in a manner that anticipates the audience's possible biases. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1: Complete "Catcher in the Rye: Argumentative Essay Outline," if you haven't already done so.
-Assignment 2 : Start on the "Introduction and Conclusion Outline" posted in Google Classroom. -Assignment 3 (if you have extra time): Complete both sides of "Lesson 4: Comparison Problems"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down or press control+F and search for "Answer Key 4: Comparison Problem" Collaborative: -Mini-lesson on Writing a Refutation: I will take several student examples of refutations that they've already written and deconstruct them for the group. Then, I will do a think aloud of how I would written them myself. Then, students will adjust their refutations if necessary. -Written Assignment: Students will complete the digital document "Catcher in the Rye: Argumentative Essay Outline" (in Google Classroom). They will finish the hunt for the evidence that best supports their claims. Then, they will complete the explanations and links for their main body paragraphs. Exit Ticket (5 minutes): N/A Standard: W. 11-12.1A
Objective: Students will be able to introduce precise, knowledgeable claims, and distinguish the claims from alternate or opposing claims, and create an organization that logically sequences claims and the counterclaim. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1: Complete "Catcher in the Rye: Argumentative Essay Outline," if you haven't already done so. -Assignment 2 (if you didn't finish it) : Complete both sides of "Lesson 4: Comparison Problems"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down or press control+F and search for "Answer Key 4: Comparison Problem" -Assignment 3: Practice your grammar skills on the website Free Rice.
Collaborative: -Mini-lesson on Identifying Opposing Views: I will take several student examples of opposing views that they've already written and destruct them for the group. Then, I will do a think aloud of how I would written them myself. Then, students will adjust their opposing view statements, if necessary. - Written Assignment: Students will continue to work through the digital document "Catcher in the Rye: Argumentative Essay Outline" (in Google Classroom). They will start to hunt for evidence that best supports their claims. Then, they will write the explanations and links for their main body paragraphs. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: W. 11-12.1A
Objective: Students will be able to introduce precise, knowledgeable claims, and distinguish the claims from alternate or opposing claims, and create an organization that logically sequences claims and the counterclaim. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1: Go to Google Classroom and complete the following Google doc (if you haven't already done so): "Comprehension Questions CIR Ch 25 & 26"
-Assignment 2: Start on your homework: Vocabulary List #9.
-Assignment 3: Complete both sides of "Lesson 4: Comparison Problems"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down or press control+F and search for "Answer Key 4: Comparison Problem" -Assignment 4: Start on the written assignment outlined in Collaborative station. Collaborative: - Brief Discussion: I will lead a brief discussion on the novel Catcher in the Rye, specifically discussing Ch 25 and 26 and the resolution of the novel. - Written Assignment: Students will work through a digital document (go to Google Classroom and open up "Catcher in the Rye: Argumentative Essay Outline". Open the Google doc, then the PDF.) of the essay prompt, writing their thesis and counterclaim. Then, they will create their concession and refutation topic sentence (body paragraph #1) and their confirmation topic sentences of body paragraph #2 and #3. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1: Start reading!
-Assignment 2: Students will reread sections of Chapter 24 (pages 199-213), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station. -Assignment 3: Start on your homework: Vocabulary List #9.
-Assignment 4 (if you finish early): Complete both sides of "Lesson 4: Comparison Problems"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down or press control+F and search for "Answer Key 4: Comparison Problem" Collaborative: - Brief Discussion: I will lead a brief discussion on the essay prompt. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1 (if you didn't finish): Students will reread Chapter 22 & 23 (pages 183-199), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station. -Assignment 2: Complete both sides of "Lesson 3: Parallelism"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down or press control+F and search for "Answer Key 3: Parallelism" -Assignment 3: Complete both sides of "Lesson 4: Comparison Problems"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down or press control+F and search for "Answer Key 4: Comparison Problem" -Assignment 4: Practice your grammar skills on the website Free Rice.
Collaborative: - Brief Discussion: I will lead a brief discussion on what "catcher in the rye" symbolizes. - Written Response: Students will write a paragraph response about today's reading, with a Criteria for Success and my feedback. Exit Ticket (5 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 15 (Ch 22-23)" Type up your Exit Ticket. Turn it in when you are finished. Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Then, students will take a quiz on their assigned reading (which was their homework). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1 (if you didn't finish): Students will reread Chapter 22 & 23 (pages 183-199), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station. -Assignment 2: Complete both sides of "Lesson 3: Parallelism"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down or press control+F and search for "Answer Key 3: Parallelism" -Assignment 3: Practice your grammar skills on the website Free Rice.
Collaborative: -Opening: I will review key points of chapters 22 & 23 with students. -HLLoop #2: Students will read parts of Chapter 22 again (pages 183-192), while completing the chart (for HLL #2). They are specifically looking to identify the symbol. HLL# 2 = p. 190-191 ("I couldn't be a scientist"…"Daddy's going to kill you")
- Brief Discussion: I will lead a brief discussion on what the symbol means. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: Part 1: Students will take Vocabulary Quiz #8. Move on to Part 2 of Independent Station when you finish. Part 2: -Assignment 1 (if you didn't finish): Students will reread Chapter 20 & 21 (pages 165-183), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station. -Assignment 2: -HLLoop #2: Students will read parts of Chapter 21 again (pages 173-183), while completing the chart (for HLL #2). They are specifically looking to identify what Phoebe symbolizes.
-Assignment 3: Practice your grammar skills on the website Free Rice.
Collaborative: - Brief Discussion: I will lead a brief discussion on what Phoebe symbolizes. - Written Response: Students will write an abbreviated response about today's reading, with a Criteria for Success and my feedback. Exit Ticket (5 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 14 (Ch 20-21)" Type up your Exit Ticket. Turn it in when you are finished. Standard: W. 11-12.5
Objective: Students will be able to develop and strengthen their writing, as needed, by revising, editing, or rewriting portions of their CEEL paragraphs. Do Now: Students will work independently to answer a prompt projected on the board. Then, students will take a quiz on their assigned reading (which was their homework). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1: Students will reread Chapter 20 & 21 (pages 165-183), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station. -Assignment 2: Study for your Vocabulary quiz (list #8) on Thursday 4/4 & Friday 4/5. Collaborative: - Peer Revision: Students will revise their previous CEEL paragraphs, with a revision Criteria for Success, a peer, and my feedback. -Opening: I will review key points of chapters 20 & 21 with students. If we have excess time, we will review the "Lesson 2: Trimming Sentences" handout. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). |