English I February 16

1st: Agenda Take out grammar sheet Week 23 Complete Thursday together Complete grammar work in the grammar book (look up pages and problems tomorrow) STUDENTS WHO WERE OFFERED ELP, I NEED YOUR PACKETS!!! 

2nd-5th: Agenda Have students take out grammar sheet Week 23 and complete Thursday portion and turn it in. Pass out essays and give students remainder of class to complete tests STUDENTS WHO WERE OFFERED ELP, I NEED YOUR PACKETS!!! 

6th: Agenda Have students get out Grammar Sheet Week 23 and complete Thursday portion and turn in Read ch. 25 as a class and answer Ch. 25 discussion questions together HW: Read Chs. 26 – 27 by Wednesday and summarize STUDENTS WHO WERE OFFERED ELP, I NEED YOUR PACKETS!!! 

English i February 17

1st-5th: Agenda Complete Tuesday portion of grammar sheet Introduce Unit 4 Arguments and Fallacies with PollEverywhere https://www.polleverywhere.com/my/polls Use Fallacy PPT to take notes on fallacies, if copier works you can use the accompanying fallacy note sheet If time permits, pair students into groups of three and have them make their own original two fallacies to share with the class Tell students an open note quiz will be tomorrow on the fallacies

6th: Agenda Complete Tuesday portion of grammar sheet Give out study guide for the TKAM test on Monday Have students take out movie viewing guide and watch next ½ hour of movie, and have them answer questions. HW: Read Ch. 26 and 27 of TKAM by tomorrow

English I February 18

1st-5th: Agenda Complete Wednesday portion of Week 24 Grammar Sheet Complete the fallacies quiz Tell students that we will begin looking at arguments to pick out claims, evidence, and fallacies. Provide students with an argument organizer. If no copies are available, have them make it themselves on notebook paper. Give students the following article, "Could it be that video games are good for kids?" by Steven Johnson Have students take 2 minutes to read the article and have them tell me the topic. Practice annotating text if copier allows us to make enough copies. Model how to identify author’s claim and reasons that support the claim. Allow them to annotate if copier allows. Use the argument graphic organizer to record the title, claim, and reason. Give students two minutes to find and annotate three pieces of credible evidence to support the claim. After a few minutes, discuss and come to consensus. Record the evidence in the graphic organizer. Also note any fallacious reasoning. Discuss the relevance of exploring the other side of the argument. * Why is it important to anticipate points made by the opposition? Read the article again and find examples of the author acknowledging the negative aspects of the claim. * After a few minutes, discuss and come to consensus. Record the evidence in the graphic organizer. Skim the article one final time to locate elements that effectively summarize the argument and record in organizer.

6th: Agenda Complete Wednesday portion of Grammar Sheet Week 24 Read Ch. 28 as a class with audiobook and answer Ch. 28 discussion questions

English i February 19

1st-5th: Agenda Complete Thursday portion of Week 24 Grammar Sheet SWRP for 20 minutes! Finish any lessons from yesterday that were not completed Tell students they will have the opportunity to look at an argument associated with another controversial issue that is particularly relevant to them. Have each student silently read one of the five op-ed pieces about teen driving laws and independently complete another organizer. After giving them time to finish, have students get into a group with the other people who read the same article and compare their analysis. Have each group decide whether the article they read effectively supports its claim. You could have them do a short presentation for the class in which they share the claim, evidence, and any fallacious reasoning Have each student write a paragraph that effectively shares his/her analysis of one of the two articles that he/she read.

1st-5th: Five Articles For Student Analysis http://query.nytimes.com/gst/fullpage.html?res=9E05E2D8123BF937A2575BC0A9649D8B6 3 http://www.registercitizen.com/articles/2012/08/28/opinion/doc503d8cf1984df543420445 .txt http://rapidcityjournal.com/news/opinion/editorial-state-needs-distracted-driving- law/article_20e2e28a-a142-11e1-8c13-001a4bcf887a.html http://www.pennlive.com/editorials/index.ssf/2011/10/teen_to_gov_corbett_sign_the_n.h tml http://articles.courant.com/2011-01-26/news/hc-op-seymour-teen-driving-0126- 20110126_1_teen-driver-young-drivers-tougher-laws

6th: Agenda Complete Thursday portion of Grammar Sheet Week 24 Have student take out movie viewing guides and watch next ½ hour of TKAM HW: Read Chs. 29 – 31 of TKAM by Monday (your test!)

English February 20

1st-5th: Agenda Give students their Week 24 Warm Up Quiz Tell students they will now be viewing arguments in political advertisements, prior to viewing video clips, inform students that they will need to identify at least two factual claims made in each ad. Screen the ads multiple times, if necessary. Students should use graphic organizer to note evidence, etc. Strategy: Turn-and-Talk – After viewing the clips, students will turn-and-talk with a partner (five minutes) to share their reactions, feelings, and questions about the ads. a. To provide more direct focus, provide text-dependent questions about the ads to discuss. See Political Ad Discussion Question Documents

Political Advertisements http://www.livingroomcandidate.org/commercials/2008/what-kind http://www.livingroomcandidate.org/commercials/2008/rearview-mirror http://www.livingroomcandidate.org/commercials/2008/education http://www.livingroomcandidate.org/commercials/2008/original-mavericks

6th: Agenda Give students their Week 24 Warm Up Quiz Get out movie viewing guides and finish TKAM Remember, test on Monday and finish reading book

Grammar pattern: Example: Aren’t (are not) I’ll (I will) It’s (it is) Use an apostrophe in a contraction to indicate the position of the missing letter or letters. Example: Aren’t (are not) I’ll (I will) It’s (it is) He’d (he would)

Grammar pattern: Example: a girl’s notebook the inventor’s sketch Add an apostrophe and –s to show the possessive form of most singular nouns. Example: a girl’s notebook the inventor’s sketch the student’s pencil

Grammar pattern: Example: the boy’s toys the man’s watch Add an apostrophe and –s to show the possessive case of singular nouns. Example: the boy’s toys the man’s watch the lady’s dresses

Grammar pattern: Example: three girls’ notebooks the nurses’ passes Add an apostrophe to show the possessive case of plural nouns ending in –s or -es Example: three girls’ notebooks the nurses’ passes Coaches’ opinions