November 3

CS: pick up your Vocabulary 3 packetComplete Vocabulary 3Correct (use a different color of pen/pencil to

correct) Make corrections as need, but also put the

number correct at the top of the page

Afterschool help changed to Tuesday and Thursday this week. We will not be having it on Wednesday. I have an unexpected appointment.

November 4—tomorrow: Study hall during class

CS: Get your journal!!!!

Rewrites

Remember to use your TREEREEC paragraph packet and notes. No personal pronouns No contractions No telling or retelling

Afterschool help changed to Tuesday and Thursday this week. We will not be having it on Wednesday. I have an unexpected appointment.

November 5

Study hall/SSR You must be working on something. Quiet. Yes….you can listen to music; however, if

grades do not improve dramatically for first quarter, we will take a break from electronics the classroom.

Afterschool help Thursday this week.

November 6—2nd quarter begins

CS: Get a piece of Notebook paper and answer the following in complete sentences. (5-10 minutes) 1. How much effort do you put into your classwork? 2. How much effort do you put into your hobbies? 3. How much effort do you put into your sport or activity

(soccer, basketball, choir, gaming, etc.)? 4. What is the result? Does it correspond to your

achievement? How? Discuss with your neighbor (5 minutes) Watch Michael Jordan’s documentary Discussion Watch Rudy’s interview Answer on your paper…

1. Does effort affect achievement? How?

Afterschool help Today.

November 7

Test day

Vocabulary Assessment Use vocabulary handouts 1, 2, and 3

NO TALKING!!! AT ALL!!!!!

Correct

November 12—Unit 2 begins…Argumentation

CS: Get your journal…Review your goals from first quarter. Answer in complete sentences 1. Are you meeting your goal(s)? 2. What is your new goal, if you have one? 3. Make a weekly plan…what will you do weekly to achieve your goal(s)?

Persuasive/Argumentative Writing: Rhetoric (Appeals: Ethos, Pathos, Logos)—Take Notes PowerPoint presentation file:///C:/

Users/pbartosovsky/Downloads/Henry_County_CCCGPS_ELA_Grade_10_Unit_1_Plan%20(1).pdf (pages 21-28)

https://www.youtube.com/watch?v=tAsxyffBqm0 http://www.schooltube.com/video/16ec22006d90455d9378/Rhetorical%20Dev

ices:%20Logos,%20Ethos,%20Pathos

https://www.youtube.com/watch?v=oKtQEnERhSY In your journal…..define and/or explain the three appeals and

how you would use them in your writing or speaking. Share with your elbow partner. Exit….What are ethos, pathos, logos, and how would you use

them in your writing/speaking?

November 13—Ethos, pathos, logos

CS: Pick up your journal and the following handouts and complete them. 1. Parallel Structure 2. Colons

Vocabulary Copy vocabulary from the white board in your journal

(Leave space) Discuss Vocabulary

Read “The Devastating Consequences of Distracted Driving” by Zoe Franklin Complete handout

November 14

SSR

November 17—Evaluate arguments and claims

CS: Pick up your journal and the following handouts and complete them. 1. power point copy (do not write on it) 2. handout (put name on it and soon as you get it) 3. “A Defense of a Jury System” by Thomas M. Ross,

Esq. Read “The Defense of the Jury System” by Thomas M.

Ross, Esq. Close read

Work on Vocabulary—by each word write a definition, an example, or a draw picture of the word; and use it correctly in a complex sentence.

Reading Activities

Activity 1: Surveying the textA. flip through

Who is the author? Can you figure out anything about the author?

What is the title? What do you see in the images? What structure clues do you notice that

provide insight into the genre or style of the text?

What other elements stand out?

Activity 2: Asking Questions Jot down notes about what you notice or questions you

thought of while surveying the text. Share out a few of your findings with an elbow partner.

Reading Activity 3: Reading for understanding

Read through the entire text. How does the author unfold his argument?

When finished reading, answer the following questions: What is the claim? What are the specific reasons for this claim?

November 18—Evaluate arguments and claims, Continue

CS: Pick up your journal 1. Get out your work from yesterday

Read “The Defense of the Jury System” by Thomas M. Ross, Esq.

Close read Work on Vocabulary—by each word write a definition, an

example, or a draw picture of the word; and use it correctly in a complex sentence.

Activity 4: Structure of the Text Go back to the text and identify key elements of

the author’s structure: sentences or paragraphs that develop or refine his claim—cite textual evidence

Analyze these pieces of textual evidence in order to explain what effect the author creates by choosing to include or exclude certain elements.

What effect does the author create by choosing the structure the text in this way and by using this genre? What effect does the author create by choosing to order the reasons and ideas in this way?

Activity 5: Noticing Language Go back to the text again for a third time and identify

key elements of the authors’ language, noting specific word choice and any figurative, connotative, and /or technical meaning—cite textual evidence.

Analyze these pieces of textual evidence in order to explain the cumulative impact that the word choices have on affecting the meaning and tone of the overall text.

Which words and phrases contain figurative, connotative, and/or technical meaning? What cumulative impact does the author’s specific word choices have on meaning and tone? How does the authors’ choice of language and tone add to or detract from his argument?

Activity 6: Analyzing Argument Go back to the text again for a fourth time to delineate the

specific claims—cite textual evidence Evaluate the claims to assess the following questions:

Is the reasoning valid? Is the evidence relevant? Is the evidence sufficient? Are there any false statements and/or fallacious

reasoning? Activity 7: Collaborative discussion of Findings

Small groups to share their cited evidence. Discuss if the textual evidence that was collected is sufficient and relevant to the standard focus: Evaluate arguments and claims

November 19—switching gears—background for to kill a mockingbird

CS: Pick up journals and work on vocabulary: Work on Vocabulary—by each word write a definition, an

example, or a draw picture of the word; and use it correctly in a complex sentence. (10 minutes)

Pass out permission letter for NBPTS Switching Gears and why Begin To Kill A Mockingbird : build back ground knowledge

What is the Great Depression? Why is it so significant in American and world history?

Video: To Kill A Mockingbird historical context.

Share what you find interesting? Talk to a neighbor.Pass out time lines

Lecture/Activity: fill out activities Pass out maps

Note the regions that show a particular low or high average income. Discuss the reasons for this. What can you infer about the character’s economic statuses in To Kill a Mockingbird?

Extra-credit: find a map for average per capita income from today’s time.

Language of the time….have maturity when these things come up; please do not say the word…choose something else to say or just skip saying it.

Dear Mr. President—in small groups….read the two letters and answer the following questions: Compare and contrast the situation of the first letter writer with their

own current economic situations. Think about the type of person who may have written the second

letter. Jot down a list of reasons that person would have written such a letter. In which economic class might that person have been?

Do you think that a public service should be discontinued because some people take advantage of that service? Would this be fair to the people who really need the service? Debate both sides of the issue. (make a good argument— Hint: rhetorical Devices).

Talk in small groups about welfare in the United States. Do you agree that many people take advantage of the welfare system? In groups, come up with some solutions to the welfare system.

Pretend you are either Eleanor or Franklin Roosevelt. Respond to one of the letters.

November 20—Build background knowledge for to kill a mockingbird

CS: Pick up journals and work on vocabulary: Work on Vocabulary—by each word write a definition, an

example, or a draw picture of the word; and use it correctly in a complex sentence. (10 minutes)

Pass out time lines Lecture/Activity: fill out activities

Pass out maps Note the regions that show a particular low or high average income.

Discuss the reasons for this. What can you infer about the character’s economic statuses in To Kill a Mockingbird?

Extra-credit: find a map for average per capita income of today’s time.

Language of the time….have maturity when these things come up; please do not say the word…choose something else to say or just skip saying it.

November 21

CS: Pick up Vocabulary 4

handout

Complete and turn in today.

The Wolf Pack Quarterly can be viewed on Google Classroom Enter code:

y8ari3o

November 24

CS: Pick up journal Vocabulary. If finished,

get To Kill A Mockingbird handout and finish “Map” Section (10) Minutes What is your effort

today? Continue working on

“Map” section Begin “Dear Mr.

President”

The Wolf Pack Quarterly can be viewed on Google Classroom Enter code:

y8ari3o

Letters

Dear Mr. President—in small groups….read the two letters and answer the following questions: Compare and contrast the situation of the first letter writer with your

own current economic situations. Think about the type of person who may have written the second

letter. Jot down a list of reasons that person would have written such a letter. In which economic class might that person have been?

Do you think that a public service should be discontinued because some people take advantage of that service? Would this be fair to the people who really need the service? Debate both sides of the issue. (make a good argument— Hint: rhetorical Devices).

Talk in small groups about welfare in the United States. Do you agree that many people take advantage of the welfare system? In groups, come up with some solutions to the welfare system.

Pretend you are either Eleanor or Franklin Roosevelt. Respond to one of the letters.

November 25—sit in your numbered seat

CS: Pick up journal Vocabulary (journal) and

Vocabulary 4—Correct What is your effort

today? Continue with “Dear Mr.

President”

The Wolf Pack Quarterly can be viewed on Google Classroom Enter code:

y8ari3o

Letters

Dear Mr. President—in small groups….read the two letters and answer the following questions: 4. Compare and contrast the situation of the first letter writer with

your own current economic situations. 5. Think about the type of person who may have written the second

letter. Jot down a list of reasons that person would have written such a letter. In which economic class might that person have been?

6. Do you think that a public service should be discontinued because some people take advantage of that service? Would this be fair to the people who really need the service? Debate both sides of the issue. (make a good argument— Hint: rhetorical Devices).

7. Talk in small groups about welfare in the United States. Do you agree that many people take advantage of the welfare system? In groups, come up with some solutions to the welfare system.

8. Pretend you are either Eleanor or Franklin Roosevelt. Respond to one of the letters.

‘CER’

Claim—students state an opinion or observation

Evidence—Students describe the details they read or saw

Reasoning—Students provide a logical explanation of how the evidence supports their claim.

Discussion “Talk Moves”

Here are things you can say in your academic discussions as responses to what others claim.

I agree with what __________________said, because…..

I want to add on to what ____________ said. I think that…….

I disagree with____________________ because…..

I have a connection to what ______________said….

Can you explain your thinking on that claim?

Can you repeat that ? I didn’t understand you.