Day Fourteen

Remember what our friend Epictetus says: "Nothing great is created suddenly."

Do Now: Share one of your questions about the writing manual with your group.

Today's Learning Target(s): 
I will learn how I can use my thesis statement and my evidence to form supporting ideas for a multi-paragraph literary essay.
I will know that I have hit the learning target when...
-I can divide my evidence into three groups (i.e., supporting ideas) that relate back to my thesis statement.
-I can explain how these supporting ideas connect to my thesis statement and in what logical order they should appear.

Agenda:

1. Writing Manual Questions (quiz 10/3)
2. Sharing, selecting, and approving thesis statements
3. Dividing Evidence into Groups/Categories: Overview and Practice Exercise
4. Group Work Continued
5. Exit Ticket: One strategy I used to come up with good supporting ideas/groups was...

HW: Review the steps of the writing process in the writing manual. Find at least one more piece of evidence to support your group's thesis statement.

Day Thirteen

Do Now: Tell your group about a book you've read on your own that you really enjoyed.

Today's Learning Target(s): 
I will be able to define evidence and recognize the qualities of good evidence.
I will know that I have hit the learning target when...
-I can name - and recognize in a sample - the two major types of evidence.
-I can choose appropriate evidence from The Hate U Give to support my thesis.

Agenda:

1. Collaborating: A Game and a Reflection
2. The Hate U Give thesis statement drafts
3. What is evidence? What is good evidence?
4. Choosing a thesis statement
5. Selecting Evidence

HW: 1) Practice turning two quotations from The Hate U Give into specific examples; bring these to class (handwritten is best, but you may type). 
2) Read over steps 6-11 in the writing manual and bring in one question about the material. We'll have a quiz on the writing manual next week.

Day Twelve

"...reading banned books offers families a chance to celebrate reading and promote open access to ideas, both of which are keys to raising a lifelong reader."

Do Now: Take a look at your theme sentence. Consider how or why this idea matters in connection with your topic and ask a question about it (e.g., why does it matter that Scout's family relationships present her with conflicting views of the world?).

Today's Learning Target(s): 
I will be able to work collaboratively towards drafting a stronger thesis statement.
I will know that I have hit the learning target when...
-I can locate the strengths and needs in my and my classmates' thesis statement drafts.
-I can incorporate feedback from classmates when revising my thesis statement.

Agenda:

1. Sample theme sentences and posters
2. Using your poster to draft a thesis statement
3. Group work: Revisions
4. Exit Ticket: what is one new perspective you gained on the thesis drafting process?

HW: Keep drafting/revising your THUG thesis statement and find at least two supporting details from the text (with page numbers, of course!). Also, read over the first five steps in the writing manual and bring in any questions you have.

Day Eleven

Do Now: Find your new seat and introduce yourself to your new group members.  

For fun: Here's writer Jonathan Franzen's take on "the books that changed his life."Today's Learning Target(s):
I will learn how to use a graphic organizer to help me create an argument based on evidence.
I will know that I have hit the learning target when...
-I have completed a sample graphic organizer and understood why each step was important.
-I have drafted an argument (i.e., thesis statement) using ideas and evidence from the graphic organizer.

Agenda:

1. Please take out your three examples from The Hate U Give. Talk to a neighbor about how they connect to your assigned topic.
2. Thesis-based essays: a Writing Manual
3. Making thinking visible: why we use graphic organizers
4. Graphic Organizer Practice with To Kill a Mockingbird
5. Exit ticket: What is one thing you learned or view in a different way after today's class? 

HW: Complete the graphic organizer using your assigned topic. Consult the sample we created if you are not sure how to proceed. Also, look over steps 1-5 in the Writing Manual. Note any questions you have.

Day Ten

Do Now:  Please follow this link to a "Selecting topics" form. Complete the form and then take out your vignette for one more proofreading.

Learning Target:

I will learn how to use a graphic organizer to help me create an argument based on evidence.
I will know that I have hit the learning target when...
-I have completed a sample graphic organizer and understood why each step was important.
-I have drafted an argument (i.e., thesis statement) using ideas and evidence from the graphic organizer.

Agenda:

1. Research and Reflection - groups share
2. Writing Manual
3. The Writing Process
4. Exit Ticket: What is your writing process? How is it similar to / different from the process we explored in class?

HW: Find three quotations from The Hate U Give that connect to your assigned topic. Note page numbers! Read over the steps of the writing process in the writing manual and make note of any questions you have. We will have a quiz on the writing manual (date TBD). 

Day Nine

Do Now: Please take out your informational text notes. We will begin the quiz after a few brief instructions.

Learning Target:

I will be able to establish and articulate thematic connections between informational and literary texts.
I will know I have hit the target when...
-I can determine and analyze development of central idea in text.
-I can analyze an account of a subject in different media (article and episode) to determine emphasis.

Agenda:

1. Quiz
2. Informational Texts and Literature
3. Media literacy / Critical Thinking questions
4. Extension activity (complete the research that you began today).
5. Fill out the essay topic form! 
6. Exit Ticket: Something I learned about media literacy is...

HW: Bring in a copy of your vignette to tomorrow's class. Also, please file a copy of it in an English folder on Google Drive.  <-- (Instructions to create a folder in Drive.)

Day Eight

Agenda:

1. Guidelines for discussion
2. Reviewing informational texts for Thursday's quiz

Reading Informational Text Unit Objectives (Trayvon Martin informational texts and
The Hate U Give)

Students will be able to:

• determine and analyze development of central idea in text
• identify and discern between ideas and details
• analyze reasoning behind order in which points are delivered and connections among them
• analyze an account of a subject in different media (article and video) to determine emphasis
• establish and articulate thematic connections between informational and literary texts
• identify strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text
• analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text 
• determine the meaning of words and phrases as they are used in a text and analyze the impact of specific word choices on meaning and tone 

Assessments:

• multiple choice quiz
• reading informational texts extension assignment

HW: Make sure you have completed the informational texts questions and bring your work to
class for the open-note quiz.

Thinking ahead: Look over the group essay topics (found on the first page of the linked document) and complete the form with your top three choices:
https://docs.google.com/forms/d/e/1FAIpQLScYz2HkWfCjl-XgJ8MtLvHKtIvg494WNFLE7VRP8pm0qiS24Q/viewform?usp=sf_link