1. Bellringer for January 25, 2016
What's the difference between a persuasive essay and an argumentative essay?
Use at least two sentences in your answer.

2. Standard/I can
ELAGSE7RI1: Cite several pieces of text evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSERI8: 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 cite text evidence for both sides of an argument.

3. Hook: Boy Separated from Friend While Hunting Lost in Night
fox13now.com/2015/12/27/teen-spends-night-in-4-degree-weather- after-being-separated-from-friend-while-hunting/

4. Mini-Lesson
Understanding and Identifying Argument Paragraph Components:
from “Is Junk Food Really Cheaper?” by Mark Bitman.
Students will read the text and answer questions 1-4.

5. Mini-Lesson

6. Mini-Lesson

7. Work Session
Using the Performance Assessment Workbook, students will continue Unit 1: Argumentative Essay. The big question: Do people have the right to rescue services when they put themselves at risk? Students will read source 1 (radio interview), “Helicopter Rescues Increasing on Everest.” Students will answer the two close read questions pgs. 23 and pg. 25 and work on the” for and against t-chart” where they cite text evidence for each side of the argument. Students will include source name and page number for the evidence they use in the chart.

8. Closing
3, 2, 1: Write down 3 things you know about arguments, 2 things you have a question about, and 1 thing you like most or least about writing arguments.

9. Bellringer for January 26, 2016
Take out a piece of paper.
Write your name at the top.
Number it
Cont. on next slide once this part is completed by students

10. Bellringer for January 26, 2016
Now ball that paper up
Cont. on next slide once paper is in trash

11. Bellringer for January 26, 2016
Organizing an essay makes it easy for EVERYONE to understand your point, or thesis
Without organization, the reader has to do extra work to find your point – just like you did the extra work for the bellringer. Pretty frustrating, right?!

12. Standard/I can
ELAGSE7RI1: Cite several pieces of text evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSERI8: 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 cite text evidence for both sides of an argument.

13. Hook:
Balloon Boy Hoax

14. Mini-Lesson
Understanding and Identifying Argument Paragraph Components:
from “Is Junk Food Really Cheaper?” by Mark Bitman.
Students will read the text and answer questions 5-9.

15. Mini-Lesson

16. Mini-Lesson

17. Work Session
Using the Performance Assessment Workbook, students will continue Unit 1: Argumentative Essay. The big question: Do people have the right to rescue services when they put themselves at risk? Students will read source 2 (informational article), “Why Everest?” by Guy Moreau. Students will answer the two close read questions pgs. 26 and pg. 27 and work on the” for and against t-chart” (Head making) where they cite text evidence for each side of the argument. Students will include source name and page number for the evidence they use in the chart.

18. Closing
Why is it important to study both sides of an argument?

19. Bellringer for January 27, 2016
Define what a summary is and how you can write a summary? Write at least two sentences for the definition.

20. Standard/I can
ELAGSE7RI1: Cite several pieces of text evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSERI8: 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 cite text evidence for both sides of an argument.

21. Hook:
Abby Sunderland

22. Mini-Lesson
Understanding and Identifying Argument Paragraph Components:
The Benefits of Chocolate.
Students will read the text and answer questions 1-4.

23. Mini-Lesson

24. Mini-Lesson

25. Work Session
Using the Performance Assessment Workbook, students will continue Unit 1: Argumentative Essay. The big question: Do people have the right to rescue services when they put themselves at risk? Students will read source 3 (Newspaper article), “Ranger Killed During Rescue of Climbers on Mount Rainier.” Students will answer the close read question pgs. 29 and work on the” for and against t-chart” (Head making) where they cite text evidence for each side of the argument. Students will include source name and page number for the evidence they use in the chart.

26. Work Session
Extension: Now, play four corners. Use the question: Do people have the right to rescue services when they put themselves at risk? Students will have to state if they: agree, strongly agree, disagree, or strongly disagree. Have them write their choice on a post-it. Along with their choice, they must cite a piece of text evidence from one of the sources to support their choice. Once this is done, students can go to the four corners to discuss. They will select one person to share out their position and evidence. This will be a good way to preview for Monday.

27. Closing
Exit ticket: Based on the evidence you cited in the “for or against t-chart,” write an argument (claim/thesis) for the big question: Do people have the right to rescue services when they put themselves at risk? You need to take a stance to prepare yourself for beginning to write your argumentative essay next week.

28. Bellringer for January 28, 2016
Name the ways of organizing an essay.

29. Standard/I can
ELAGSE7RI1: Cite several pieces of text evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSERI8: 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 the credibility of a source.

30. Hook: Scout Leader Attacked by Bear
new-jersey/

31. Mini-Lesson
Understanding and Identifying Argument Paragraph Components:
The Benefits of Chocolate.
Students will read the text and answer questions 1-4.

32. Mini-Lesson

33. Mini-Lesson

34. Work Session
Using the Performance Assessment Workbook, students will begin Unit 1: Argumentative Essay. The big question is: Do people have the right to rescue services when they put themselves at risk? Now that student have read the source materials for step 3, they will respond to questions 1-3 about each of the sources they read, pg. 30 (Common Core Assessment Workbook). Also, go back over the Types of Evidence examples, pg. 15.

35. Work Session
Prepare for a Socratic seminar tomorrow. Students should write down their argument for the question: Do people have the right to rescue services when they put themselves at risk? Once they have formed their argument, they need to come up with two reasons to support their claim, and evidence to support each reason. Have them write this information down, and turn in. You will return it tomorrow for them to review before the seminar.

36. Closing
What have you learned about sources and their credibility?

37. Bellringer for January 29, 2016
Name types of evidence you can use in a debate.

38. Standard/I can
I can debate arguments with peers and support my arguments with text evidence.

39. Hook:
Debate

40. Mini Lesson
Complete the argument T-Chart

41. Work Session
Socratic Seminar: Students will debate the question/topic: Do people have the right to rescue services when they put themselves at risk? Pass out their planning sheet from yesterday. They will use this to help them debate the issue. Students may also use the sources we read to assist in their debate.

42. Closing
Explain how the Socratic seminar will help you as you being writing your argumentative essay?