Friday, February 28th

Essential Question-

• What are the different levels of questioning?
• How do the choices made by characters in the novel affect Paul?
  

Lesson Objectives -

• Students will be able to distinguish the difference between the different levels of questioning. 
• Students will be able to organize notes of the choices and consequences made by characters in the novel.

Homework - 
If you haven't gotten your SDR signed, have it in by Monday.

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.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
• CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Friday, February 21st

Lesson Objectives - Students will finish working on their Embedded Assessment #2.
Homework -  Students will prepare for the upcoming quiz on Vocabulary Unit 9 as well as continue reading for February's RRS.
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, February 20th

Lesson Objectives - Students will continue working on their Embedded Assessment #2.
Homework -  Students will prepare for the upcoming quiz on Vocabulary Unit 9 as well as continue reading for February's RRS.
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, February 19th

Lesson Objectives - Students will begin their Embedded Assessment #2 after they practice deconstructing a sample editorial in a whole-group setting.

Homework -  Students will prepare for the upcoming quiz on Vocabulary Unit 9 as well as continue reading for February's RRS.

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, February 12th

Lesson Objectives - After an introduction to Vocabulary Unit 9, students will finish presenting their editorial projects.  They will apply the SOAPSTone technique to their sample as well as evaluate the means by which the writer makes a persuasive argument.  Students will then review and apply these techniques (logos, pathos, and ethos) to common advertising practices.

Homework -  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.  Pick 3 editorials, print them out, and bring them to class.  THESE ARE DUE ON TUESDAY, FEBRUARY 18TH!

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, Feburary 10th

Lesson Objectives - In groups, students will present their 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. 
Homework -  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.  Pick 3 editorials, print them out, and bring them to class.

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.