Tuesday: Reflection and write day

Reflection on the DWA and "Apology" Paragraphs and HOS paragraphs

(30 minutes) Anchor Set review: Review and calibrate.

(20 minutes)Today I am going to return to you a few important pieces of writing that you have completed this semester. I would like you to assess your performance on these skills, using the three writing pieces in front of you.

Here is the link to the handout I would like you to complete today: Reflection ELO

4. Writing.4

Clear and Organized Writing

Data: Analytical Essay

(A:Advanced Proficient, P:Proficient, AP:Approaching Proficient, NP: Not Proficient)

Skill	A	P	AP	NP
1) Use pre-writing strategies to organize my ideas
2) Write opening paragraphs that introduce my topic, set context, and make a strong thesis statement.
3) Write interior paragraphs that use claims, supported by evidence and commentary.
4) Create conclusions that wrap up my ideas and show a comprehensive understanding of the topic
5) Revise to correct grammar and sentence structure
6) Revise for word choice and voice

Welcome back! Getting re-acquainted with the characters from Romeo and Juliet

Act One:  Which character is most like you?

Today we are getting good at supporting claims about characters with evidence from Act One. By the end of class you will begin writing a paragraph that makes a claim that states which character is most like you in their attitude towards love and/or marriage.  

1. (20 min) Watch Act One, scenes 2-4. 

2. (5 min) Review the characters (see post from last week with the list) and their attitudes.

3. Fill out a "Forming an evidence-based claim"  handout that should simply state what that character's attitude is toward love and/or marriage, based on quotations from Act One, scenes 1-4.

4. Begin writing the paragraph, starting with your claim and providing context for the 2-3 pieces of evidence you will use to support your understanding of this character and how he/she relates to you.

Your commentary about the chosen lines from the play should explain how this line is "a mirror" for your attitudes about love/and or marriage.

Thursday: Romeo and Juliet

Getting acquainted with the characters

10 minutes:  Evaluate the claims from yesterday on Act One, scene i

1st period: https://docs.google.com/forms/d/1ViGYy1kZDD05M2ClDCMN-DFze_kCb4QaHHzuwLu9_9w/viewform

3rd period:  http://goo.gl/L8Lc2R

5th period: http://goo.gl/afVawk

15 minutes:  Listen to Act One, scenes 2-4--take notes on what you notice about each character's attitude towards love and marriage.

On the back of your handout, write these characters' names down with spaces between them.  Take your notes here.  

Lord Capulet

Paris

Romeo

Benvolio

Nurse

Lady Capulet

Juliet

Mercutio

15 minutes:  Make a claim about one character using the Forming EBClaims Handout.  Use details from Act One so far.  

Wednesday's class: Forming Claims and Scenes 2-4

Making connections/forming claims:

15-20 minutes: Today we will move from connections to full-fledged claims in order to answer the questions from yesterday.  

I will model and then you will do it yourself on the handout from yesterday. Here is the model from each period:  

1st period

3rd period
5th period

Tuesday: "Do you bite your thumb at me, Sir?"

Today we are getting good at making connections in the text (Act One, scene i) by answering text-specific questions.

15 minutes:  Finish listening to Act One scene i: http://goo.gl/TR1reS

5 minutes: Post questions to TODAYS MEET about this scene.

15 minutes: Using the Text-Specific Questions handout, answer two of the following text-specific questions:


1) Why does Sampson "bite his thumb" at Abram?
2) How is Tybalt different than Benvolio?
3) What is the prince angry about?
4) What stands out when we first meet Romeo?

10 minutes: Mrs. LaMonte models making an EVIDENCE-BASED CLAIM.

MONDAY: Evaluating Claims from the Prologue

Act One, Scene i

Today we are getting good at: 

Evaluating claims that show critical thinking and understanding of the text and...

Using guiding questions to analyze Act One, scene one. (I.i.)

RUBRIC TO EVALUATE CLAIMS:  http://odelleducation.com/wp-content/uploads/2014/01/Evidence-Based-Writing-Rubric.pdf  (High proficiency =4.  Notice that a 4 requires "insightful" and "precise" inferences.  An inference is a claim based on reasons and evidence.)

10 minutes: In partners, go to  http://goo.gl/zZYiST and, using the above rubric, evaluate the claims from your classmates based on the prologue to Romeo and Juliet. 

5 minutes: Discuss the high scorers.

15 minutes: Listen to the first scene of Romeo and Juliet while you read along in your book.

10-15 minutes: Use two of these guiding questions to respond to your first reading of the text.  Use paragraph form.

1) What stands out to me as I first examine the text?

2) How is the text organized?

3) What words or phrases stand out to me as I read the text? Why are they important?

FINISHING APOLOGY PARAGRAPHS!!!!

On Friday we switched gears from Romeo and Juliet, back to "Apology" so that students could use class time to check in with me and complete their final paragraphs.  If you were absent today, please be sure to check in with me tomorrow about attending RTI next week.

Here is the rubric I will be using to assess your final paragraphs: EBC RUBRIC

Wednesday: Vocabulary and the PROLOGUE

Here is a link to Vocabulary flashcards for Lesson 11: Lesson 11 quizlet cards  and drum roll.....

another Visual slide show! to help you study for the test next FRIDAY.

Today we will also "play" with the Shakespeare's language, making insults and doing a choral reading of the Prologue to Romeo and Juliet.

Approaching the Text: Romeo and Juliet

Two households....

Today we will be acquainting ourselves with William Shakespeare as we prepare to begin the play Romeo and Juliet.

Review the book and the packet of materials about Shakespeare and his times and language in order to answer the following questions:

What is the title?
• Who is the author?
• What type of text is it?
• Who published the text?
• When was the text published?

Put it up on the padlet (OR ON PAPER if you can't access): 1st & 3rd period  http://padlet.com/wall/qx4g182g00

5th period: http://padlet.com/wall/q7odiy1q1e


THEN, we will do a mini-performance of the play--you each get a line!

House of the Scorpion: final day!

House of the Scorpion:  what's it all about?

First we will take a quiz on the last section of the book, "La Vida Nueva".

Then, we will write about a theme (What does House of the Scorpion say about life?) from the story--you will find the meaning and MAKE THE CLAIM today!

We will start with a brainstorming exercise on padlet:
1st period: http://padlet.com/wall/tmkevay4bs
3rd period: http://padlet.com/wall/jeg2k0eh3u
5th period: http://padlet.com/wall/2wk8hbk1ai

Then, you will have the rest of the period to write a "defense" of this lesson from the novel.

THE SEQUEL: http://www.amazon.com/The-Lord-Opium-Nancy-Farmer/dp/1442482540

Friday: FINAL ASSESSMENT ON "APOLOGY"

Today you will write your final assessment of the skills we have been practicing the entire unit.

HERE are the ELO's for this assignment we reviewed on Monday:

3) Write interior paragraphs that use claims, supported by evidence and commentary.

1) Paraphrase the author’s words in order to support my claim.
2) Introduce, use, and cite evidence properly that support my claim
3) Present a reasoned commentary of the details

Here is a model of what your final writing should look like:  http://odelleducation.com/wp-content/uploads/2012/08/Written-EBC-Model-Plato.pdf

You can choose any claim you like; it can be one you make on your own, or it be one that I have given you this week (see Thursday's handout).  The goal is to see if it can be broken into TWO PARTS, like the model, so you have two paragraphs of support to write.

Each interior paragraph should have:

A CLAIM

EVIDENCE (from the last half of the speech)

COMMENTARY that explains what the details/evidence means to you and how it SHOWS the claim you are making.

If you do not finish today, you have a few options: 

Complete the one page writing over the weekend, OR come to RTI to finish with my help next week.

It is due by FRIDAY, May 14.

Thursday: Supporting a Two-part claim

Paragraphs 18-23 Plato' "Apology"

Today you will look for details that support 2 points within a two-part claim about the ending of the speech.

If you are absent, be sure to get this handout from me.

Wednesday's class: The Slower Runner, Death

Plato's "Apology": Paragraphs 18-23

On Wednesday you will be finishing Plato's version of Socrates' defense.  While you read/listen, highlight and underline important details in the text. 

Then you will fill out a forming evidence-based claims handout in order to form conclusions about Socrates' attitude towards dying, the penality he must face for his "crimes" against the citizens of Athens.

The work you do today is very important and will factor into your final assessment of this EVIDENCE-BASED Claims unit.  You will need this work for Friday, when you will be writing two paragraphs in class.


Some of your claims from today:

Socrates thinks the death sentence isn't fair.

Socrates thinks that death could be bad or good depending on the person.

Socrates thinks death is great because he want to die; it will set him free.

Socrates thinks it is better to die than live so he won't disturb anyone.

Socrates thinks death is a good thing.

Socrates thinks death could possibly be a "splendid journey."

Socrates thinks death is what has been placed on his path and if so, he is ready to die and see what happens next.

Socrates thinks death is the solution so he won't have anymore problems.

Socrates thinks death could be a good place to go.

Socrates thinks death isn't a bad thing if you have not done anything bad.

Socrates thinks death is not necessarily a bad thing; it can be better than living on earth.  Death isn't always a punishment as much as a reward for some people.

Socrates thinks death is a good thing because it changes your way of thinking and elminates your problems.

Socrates thinks death is a good thing because then he doesn't have to listen to people complain to him that what he's teaching them isn't ok.

Socrates thinks death is good for him because of all the charges he will be released from and what Socrates can do, such as obsrve who is wise and who thinks he is wise but isn't in the underword.

Tuesday: Making claims

"Apology": Paragraphs 10-17

Today we finished making claims in partners on evidence in paragraphs 10-17.  See MODEL

Then, your exit ticket is/was breaking that claim into two parts.  See MODEL

Here is an amazing video I found of a nine-year-old Socrates.  We will watch it together on FRIDAY:

LINK to story about this kid.

A return to Plato's "Apology": Paragraphs 10-17

"Someone like me...a gadfly"

On Monday we will pick up "Apology" again and read paragraphs 10-17, first together and then in partners, in order to make a claim about Socrates that can be supported with details from the reading.

We will be using this tool today to help us write our claims down: http://goo.gl/EbnWU1

Here is where I will post the claims you vote for as the best from today's class: