Friday, January 31st

Lesson Objectives - In groups, students will read and discuss samples of editorials that were written and published by their peers from all over the country.  They will apply the SOAPSTone technique to their sample as well as evaluate the means by which the writer makes a persuasive argument.  Eventually, groups will present their findings to the rest of the class.

Homework - Two things:

• Students will finish their letter response from pages 156-158.  The letter should be 3/4 to 1 side of a page long.  This will count as a double homework assignment.
• Students are to continue looking for samples of editorials either online or in print.  Hint: check out www.teenink.com.  Click on the Non-Fiction tab, then All Opinions.

 CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RI.7.8 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.

Wednesday, January 29th

Lesson Objectives - Students will continue working in Vocabulary Unit 8.  They will then be able to tell the difference between a news article and an editorial.  Students will also evaluate the means by which writers attempt to persuade their readers (Logos, Pathos, and Ethos.)
Homework - Three things:

• Students will have a brief but important quiz about editorial analysis on Thursday.  Look over pages 134-159. (exclude page 154)
• Students are to continue looking for samples of editorials either online or in print.  Hint: Google search "newspaper editorials opinion."  Eventually, students will have to select one example of an editorial and analyze the author's effectiveness. (UPDATE - http://www.headlinespot.com/opinion/oped/ is a pretty good place to start.)
• January's Reader Response Sheet is due on Friday.

 CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RI.7.8 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.

Tuesday, January 28th

Lesson Objectives - Students will continue using the SOAPSTone template to help organize their ideas in order to identify the author's thesis in an editorial essay.  They will also be able to tell the difference between fact and opinion.
Homework - Two things:

• Students will have a brief but important quiz about editorial analysis on Thursday.  Look over pages 134-159. (exclude page 154)
• Students are to continue looking for samples of editorials either online or in print.  Hint: Google search "newspaper editorials opinion."  Eventually, students will have to select one example of an editorial and analyze the author's effectiveness. (UPDATE - http://www.headlinespot.com/opinion/oped/ is a pretty good place to start.)

 CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RI.7.8 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.

Monday, January 27th

Lesson Objectives - Students will start looking at Vocabulary Unit 8.  They will then continue using the SOAPSTone template to help organize their ideas in order to identify the author's thesis in an editorial essay.  They will also be able to tell the difference between fact and opinion.
Homework - Students are to start looking for samples of editorials either online or in print.  Hint: Google search "newspaper editorials opinion."  Eventually, students will have to select one example of an editorial and analyze the author's effectiveness. (UPDATE - http://www.headlinespot.com/opinion/oped/ is a pretty good place to start.)
 CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RI.7.8 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.

Friday, January 10th

Lesson Objectives - After their Vocabulary Unit 7 quiz, students will continue using the SOAPSTone template to help organize their ideas in order to identify the author's thesis in an editorial essay.
Homework - Students are to make sure pages 123, 125, 126, 127, 128, 132, 134, 137, 138, and 139 in their blue books are fully completed.  I will check their books on Tuesday (for period 2) and Thursday (for period 4).
CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RI.7.8 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.

Thursday, January 9th

Lesson Objectives - After a quick survey, students will read and analyze an example of an editorial.  They will then use a template called SOAPSTone to help organize their ideas for future reference.
Homework - Students are to study for tomorrow Unit 7 Vocabulary quiz. and prepare for the book check.
CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RI.7.8 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.

Wednesday, January 8th

Lesson Objectives - Students will finish Vocabulary Unit 7 today.  They will then continue to compose, peer edit, and revise their persuasive letters using the template from the textbook.
Homework - Study for Vocabulary Unit 7 quiz for Friday.  Final drafts of the formal letter are due if students didn't finish them in class.
CCSS -

• CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
• CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.