Objective / Objetivo: IWBAT write a strong thesis that includes a concession, my position, two reasons, and uses academic language. IWBAT escribe una tesis sólida que incluye una concesión, mi posición, dos razones y utiliza un lenguaje académico. Standard : CCSS.ELA-LITERACY.W.9-10.1.AIntroduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Do Now: 3min Answer the question on your index card. Be sure to flip the question in creating your response. Example: What is the best color in the world? The best color in the world is...
Do next:Proofread your answer. Add graded work to your binder.
Whole Class/ Direct: What is a claim? 35 min Guided notes with Ms. Tapia on "What is a claim?," "Claims as your thesis!," What makes a strong claim?," "Claims as your Topic Sentence" Extended Practice 10 min Directions: Complete the graphic organizer with Ms. Hernandez on creating strong claims.
Stations: Developing a Thesis to our Essential Question 40 min Essential Question: Does adversity shape your life positively or negatively?
Collaborative: Yaretzi, Tovar, Michelle Criteria for Success: Flip the question. Begin with a concession. State your position. Give two reasons. Use clear academic language (use sentence frame)
Independent: Ms. Hernandez & Gerson Criteria for Success: State your position Give one reason Use clear academic language (use sentence frame) Direct: Ms. Tapia & Alex, Jesus, Maria Criteria for Success: Flip the question. Begin with a concession. State your position. Give two reasons. Use clear academic language (use sentence frame)
Collaborative: Peer Review 10 min Directions: 5min Independently and Silently review your peer’s claim (Step 4). Using a highlighter, identify specific parts from the Rubric for their scores. Provide them with an overall score. At the end of 5 min… Debrief with other team members. Read the thesis you graded. Provide feedback using sentence starters.
Exit Ticket: 10 min 1. Do you agree or disagree with the score given? YES or NO 2. What are some parts you did well? I did well on... What is one area you need help in? I can improve on... I need help with...
Objective: IWBAT explain how Junior’s reconciliation with Rowdy shows that he is finally constructing an identity that fuses both his “Indian” self and his “Rearden” self. Standards: RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Do Now: Last week we read Ch. 26-28. Summarize what happened in those chapters. What was Junior’s overall tone in those chapters? Do Next: Put graded work away in binder. Grab a copy of your novel.
Whole Class: Reading Chapter 29-30. Answering comprehension questions on graphic organizer. Ch. 29-Remembering 4 min Ch. 30- Talking About Turtles 22 min
Collaborative: With your partner, review our essential question for our novel. Answer the following two questions:
Independent: Before diving into our novel study time, unpack our essential question...
Independent: Deep dive into our novel looking for textual evidence.