1. Bellwork Jan. 5, 2016 Copy and answer.
We are half way through the school year.
What is one thing you accomplished first semester that you are proud of?
List 2 things that you did first semester to help a classmate.
Moving forward, what are two things that you would like to do differently this semester to help you succeed?

2. District Benchmark Assessment
Take out a pencil and sit silently.
This is a post test.
Do your best and read each question carefully.
When you are finished you may read a book.

3. Bellwork Jan. 6, 2016 Copy and answer
Create a thesis for the following:
Should students have cell phones in schools?
Should sodas be allowed in the lunchroom?
Should school start later in the day?
Should people 13 and older have the right to vote?

4. Standard/EQ
ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE7RI8: 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. ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of the text. I can evaluate an argumentative essay about whether we should celebrate Columbus day.

5. Hook
Newspaper Editorial: write-an-editorial.html

6. Mini Lesson The big question: What is an audience?
Level ups can be found under teacher resources via the online text.
Review slides 2-3
Click on Analyzing Informational Text
Then Click on Audience
Or Try:

7. Work Session
Using the Performance Assessment Workbook, students will begin Unit 1: Argumentative Essay. The big question is: Should we celebrate Columbus Day? Students will read the source materials for step 1, “The Columbus Day Dilemma: To Celebrate or Not to Celebrate?” pg. 4 & “Let’s Celebrate Indigenous Peoples Day” pg. 5. Using a graphic organizer, students will make notes about information they found useful in the two editorials. (next slide)

8. Work Session
Using a graphic organizer, students will make notes about information they found useful in the two editorials.
“The Columbus Day Dilemma: To Celebrate or Not to Celebrate?”
“Let’s Celebrate Indigenous Peoples Day”
Who wrote or published the editorial?
What is the argument (claim) made?
Cite a piece of evidence that supports the above argument (claim):
How would this author answer the question: Should we celebrate Columbus Day?

9. Work Session
“The Columbus Day Dilemma: To Celebrate or Not to Celebrate?”
“Let’s Celebrate Indigenous Peoples Day”
Who wrote or published the editorial?
The Holiday Blogger
The San Francisco Bugle.
What is the argument (claim) made?
The author does not pick a stance but instead addresses the two opposing arguments. (first and second paragraphs)
The author believes that celebrating Columbus Day is insensitive because many Native Americans were displaced by European colonization. (second paragraph).
Cite a piece of evidence that supports the above argument (claim):
According to some, Columbus Day is “a way to celebrate the daring achievements of explorers who “discovered” America.”
In contrast, it has also been noted that other Europeans colonized the Americas before Christopher Columbus such as the Vikings.
According to a U.S. Native American spokesman, “Columbus Day doesn’t deserve parades and holidays; this should be a national day of mourning.”
How would this author answer the question: Should we celebrate Columbus Day?
The author said we should agree to disagree and allow people decide for themselves.
No. Instead of Columbus Day, the author things we should change it to celebrating Indigenous Peoples Day.

10. Closing
Based on what we have read, create an argument for the topic: Should Columbus Day be celebrated? Why or why not? Cite evidence from the text.

11. Bellwork Jan. 7, 2015 Copy and answer.
Copy the following:
The claim and the summary of evidence (main idea) create your topic sentence.
A summary is a brief statement that distills a large amount of information down to its most important part.
Example: People shouldn’t eat fast food because it causes health problems.
(claim) (summary of evidence)
Look at the thesis statements you created yesterday. Pick 2 of them an create a topic sentence for them.

12. Standard/I can
Standards: ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE7RI5: Analyze the structure the author uses to organize a text including how the major sections contribute to the whole and to the development of the ideas. ELAGSE7RI6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. ELAGSE7RI8: 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. I can evaluate an argumentative essay about whether we should celebrate Columbus day.

13. Hook:
Argument Essay Intro:

14. Mini-Lesson The big question: What is an audience?
Level ups can be found under teacher resources via the online text.
Review slides 6-8
Click on Analyzing Informational Text
Then Click on Audience
Or Try:

15. Work Session
Using the Performance Assessment Workbook, students will continue Unit 1: Argumentative Essay. The big question is: Should we celebrate Columbus Day? Students will analyze the student model for step 1, “The Start of Something New,” pg After reading, students will complete: Terminology of Argumentative Texts chart, pg. 8 (make front back copies & collect for tomorrow). Students will read each word and explanation, and they will then look back at “The Start of Something New,” pg. 6-7 and find examples to complete the chart.

16. Closing
Did Alison’s essay convince you that Columbus Day should be celebrated? Why or why not? Cite text evidence from her essay.

17. Bellwork Jan. 8, 2016 Copy and answer.
Circle the claim and underline the summary of evidence.
Chocolate milk should not be served in the school lunches because of its high sugar content.
My school lunch is not as healthy as it should be since it leaves me feeling sick.
Schools should start later in the day because students will be more alert and focused.

18. Standard/I can
Standards: ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE7RI5: Analyze the structure the author uses to organize a text including how the major sections contribute to the whole and to the development of the ideas. ELAGSE7RI6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. ELAGSE7RI8: 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. I can evaluate an argumentative essay and identify the elements of an argumentative essay.

19. Hook:
How to write an argumentative essay: ed29feec0bc0/how-to-write-an-argumentative-essay/
Parts of an argument:

20. Mini-Lesson
The big question: What is an audience?
Level ups can be found under teacher resources via the online text.
Review slides 9-11
Click on Analyzing Informational Text
Then Click on Audience
Or Try:

21. Work Session
Students will read a different argumentative essay. After reading, they will complete: Terminology of Argumentative Text chart (return from yesterday). Students will read each work and explanation, and they will return to the augmentative essay and find examples to complete the chart.

22. Closing
What is another name for anecdote? How did this affect the beginning of the argumentative essay? What part of the introduction would we call this?