Quarter 3 Week 1January 8-12

Monday - AF filmTuesday - AF film (compare/contrast)Wednesday - Look at sentence patterns/types, ACT Aspire Writing - recap argument (pieces - claim, reasons, evidence, counterclaim & rebuttal) Use a good student example for them to piece together & find all the pieces.Thursday - ACT Aspire Writing - ACT - Show them released ACT Aspire examples & the rubric -practice scoring them at your tables, STUDENT EXAMPLES (our students), highlight pieces -show on the screen, teach commentary, give handoutFriday - ACT Aspire Writing - edit, adding commentary / peer edit for punctuation, capitalization…

Handouts: Sentence patterns and types of sentences, Student example essays (cut apart), ACT Aspire Rubric (2 per table in plastic sleeves), parts of an argument papers (1 per table, laminated),

Greek & Latin RootsWeek 1 January 8-12

anti against, opposite antiseptic, antibiotic, anticlimax Greek Root

astro star astronomer, astrology, astronaut Greek Root

auto self, same autograph, automobile, autobiography Greek Root

bio life biology, biotic, autobiography Greek Root

chron time chronograph, chronology, chronic Greek Root

ann, enn year, yearly anniversary, annual, millennium Latin Root

aqu water aquarium, aquamarine, aqueous Latin Root

aud sound audible, audio, audience Latin Root

bene good, well benefit, benign, beneficial Latin Root

bi two bicycle, binary, bicep Latin Root

● In your Writer’s Notebook, make a t-chart:

● Keep a list of specific similarities and differences between the Animal Farm book and film.

● We will discuss these after the film Tuesday.

Monday & Tuesday January 8-9, 2018

January 10, 2018● Pick up the 2 handouts from the outbox. Tape/glue them in the

resources section of your notebook.● Read this paragraph AND write down what you see that is good and

bad about this paragraph. How could it be improved?

○ Javier sat beneath the old pine tree. He thought about nature. He pondered his place in the universe. He looked up at the sky. Javier looked through the branches. He forced his eyes to blur. The branches melted together. They became one. Javier sat there for hours. He looked at the interweaving of branches. He looked at the random placement of pine cones. He looked at every needle. The pieces formed the evergreen tree.

January 10, 2018What did we see in that paragraph?

● Simple sentences are boring.● We need to vary sentence lengths and

types so our writing sounds better.● Tests like the ACT Aspire and ACT expect

you to be able to write good sentences!● Let’s look at some basic sentence types:

see handout on sentence types.

January 10, 2018● Use the “types of sentences” handout to improve these sentences with your shoulder

partner (Ideas: Combine them - try using a semicolon and commas. Vary how the sentences start):

● Original: Javier sat beneath the old pine tree. He thought about nature. He pondered his place in the universe. He looked up at the sky. Javier looked through the branches. He forced his eyes to blur. The branches melted together. They became one. Javier sat there for hours. He looked at the interweaving of branches. He looked at the random placement of pine cones. He looked at every needle. The pieces formed the evergreen tree.

● Improved: Sitting beneath the old pine tree, Javier thought about nature and pondered his place in the universe. He looked up at the sky, through the branches, forced his eyes to blur, and the branches melted together and became one. Javier sat there for hours observing at the interweaving branches; he looked at the random placement of pine cones, studying every need, and the pieces that formed the evergreen tree.

January 10, 2018● ACT Aspire Writing:

○ What must be in an argument essay?■ Claim■ Reasons with evidence,

explanation/commentary■ Counterclaim & rebuttal

● Let’s look at some good student examples. You are going to be reading an example student essay and identifying Claim, Reasons & evidence, Counterclaim & rebuttal

January 10, 2018● Here is the prompt students were answering last year:● Andy attends Mayberry Middle School in which there is a no cell phone rule. The

administration at this school believes that cell phones detract attention from teaching and learning and make it easier for students to bully other students. They understand that there are instances in which cell phones can be useful during school, but they feel the negatives outway the positives. The state government agrees with the administration at Mayberry Middle School and is thinking about banning cell phones in all schools in their state. What do you think? Should cell phones be allowed in school or should they be banned? Consider the positions below as you think about how to answer the question.

● Yes - *Cell phones should be banned in schools, for they aid in bullying and detract from student learning.

● No - *Cell phones should be allowed in schools, for they are current technology that has proven to be useful in helping students research and may even be necessary in case of an emergency.

● Now, take a position on this question and write a persuasive essay in which you argue for your position. Be sure to provide reasons for your position and examples to support your reasons.

January 10, 2018● You are going to unpack the envelope at your table.● Read the sections of the essay you received.● Work with your table team to identify the following in the example ACT

Aspire argumentative/persuasive essay:● Claim● Reasons with evidence● Counterclaim and rebuttal.● Once you have placed those pieces in the designated boxes on the

laminated paper at your table, read the essay again.

January 10, 2018● How did you decide which sentence was the Claim?

○ It clearly identified a side (yes or no)...○ It was the last sentence in the introduction paragraph○ It listed the reasons to preview the reasons for each body

paragraph.● How many Reasons did this student use? ● Did they explain / support with evidence and commentary? How?

○ Examples, possible problems or benefits, prior knowledge○ How did you identify the Counterclaim? ○ Key words: Some may argue, Others might claim or suggest

● How did you identify the rebuttal?○ Evidence was given for the opposing side and refuted

January 11, 2018• Warmup: Turn the following fragments (incomplete sentences)

into grammatically correct sentences:

• The loud stereo that kept me up all night.

• The gorgeous sunrise breaking on the horizon.

• The obnoxious child only a mother could love.

• Reading The Great Gatsby until dawn.

• While the mother stood outside waiting.

January 11, 2018• What is scored on the ACT Aspire?

• Let’s review the Rubrico ***Counterclaim is needed even though it doesn’t say counterclaim in the

prompt!***

• Read a few example essays and practice scoring them.

• Thoughts on what you need to score well on the ACT Aspire

argumentative/persuasive essay?

• Let’s talk more about commentary.

Sentence Starters for Commentary (basic level):This means . . .This shows . . .This illustrates . . .This reveals . . .This highlights . . .This exemplifies . . .

Commentary - this can mean several things: it is your explanation, analysis, elaboration on, and interpretation of the evidence (often a quote). ● Commentary tells the reader what the author of the text means or how the evidence proves

the topic sentence and/or thesis statement. ● There is usually more than one commentary sentence because this is where the real analysis

comes in.● (Note: When choosing concrete details, be sure to choose quotes or passages that can be

analyzed – in other words, choose details that are worthy of commentary.)

BASIC Level:(Use sentence starters as prompts when you don’t know how to begin commentary.)

Examples using “sentence starters” (basic level):

“The animals were not certain what the word (tactics) meant, but Squealer spoke so persuasively, and the three dogs who happened to be with him growled so threateningly, that they accepted his explanation without further questions” (Orwell 58).

This means the animals don’t understand what Squealer is telling them, yet they decide to accept his speech because of the way his says it and because they are afraid of the dogs.

This shows that the animals are easily confused and intimidated; they are quickly convinced by Squealer and terribly afraid of what the dogs might do.

This illustrates the difference between Squealer and the other animals. Squealer is a brilliant speaker and the other animals are followers.

This reveals that Squealer is a very dynamic speaker who is able to use confusing language and the dogs to control the animals.

This highlights how educated and well-spoken Squealer is.

This exemplifies the dangers of being naïve (uneducated), especially when living in a society where those who have power are controlling.

Commentary

Examples removing “sentence starters” (advanced level):“The animals were not certain what the word (tactics) meant, but Squealer spoke so persuasively, and the three dogs who happened to be with him growled so threateningly, that they accepted his explanation without further questions” (Orwell 58).The animals clearly don’t understand what Squealer is telling them, yet they decide to accept his speech because of the way his says it and because they are afraid of the dogs.All of the animals are easily confused and intimidated; they are quickly convinced by Squealer and terribly afraid of what the dogs might do.The difference between Squealer and the other animals comes to light based on their response. Squealer is a brilliant speaker and the other animals are followers.Squealer is a very dynamic speaker who is able to use confusing language and the dogs to control the animals.Squealer is educated and well-spoken and he uses that to his advantage in this passage.

Being naïve (uneducated) is dangerous, especially when living in a society where those who have power are controlling.

Commentary - ADVANCED Level:(After using sentence starters, try stripping away the starter and revising your commentary. Notice that this often forces you to say even more, as in the last two examples!)

January 11, 2018 - CommentaryThe Big Bad Wolf knocked lightly on the first pig’s door and said nicely, “Little Pig, Little Pig, won’t you let me come in?”

● What can you say about the Big Bad Wolf’s behavior? What does this passage tell you about him or his motives?

● Now, turn your ideas into a single, thoughtful statement using one of the

“sentence starters” listed in the box on the first page. ● Advanced level – Now, re-word your statement without using the sentence

starter.

Although the first and second pig finished building their houses in two days, “the third pig worked for an entire month and built his house of solid brick.” ● What can you say about the pigs’ behavior? What does this passage tell you?

● Now, turn your ideas into a single, thoughtful statement using one of the

“sentence starters” listed in the box on the first page.

● Advanced level – Now, re-word your statement without using the sentence starter.

January 11, 2018 - Commentary

January 11, 2018 - Commentary

For example, Little Red Riding Hood looked at her grandmother and said, “My, what big teeth you have!” ● What can you say about Little Red Riding Hood’s comment? What does this

passage tell you? ● Now, turn your ideas into a single, thoughtful statement using one of the

“sentence starters” listed in the box on the first page. ● Advanced level – Now, re-word your statement without using the sentence

starter.

January 11, 2018 - CommentaryThe prince stooped low on the castle steps, picked up a tiny glass slipper and said to his servant, “Search the entire kingdom until you find the woman who wore this slipper.” ● What can you say about the prince’s behavior? What does this passage tell

you? ● Now, turn your ideas into a single, thoughtful statement using one of the

“sentence starters” listed in the box on the first page. ● Advanced level – Now, re-word your statement without using the sentence

starter.

January 11, 2018 - CommentaryGoldilocks tasted Baby Bear’s porridge and said, “This one tastes just right,” and then she wandered off to find a comfortable place to rest. ● What can you say about Goldilocks’ behavior? What does this passage tell

you?

● Now, turn your ideas into a single, thoughtful statement using one of the

“sentence starters” listed in the box on the first page.

● Advanced level – Now, re-word your statement without using the sentence

starter.

January 12, 2018• Pick up a peer editing handout from the Outbox and log in to a Chromebook

Individual Edit first: 1. Underline the claim. 2. Highlight each reason in yellow. 3. BOLD the counterclaim.

4. Highlight your rebuttal in green.

Peer edit (Trade chromebooks with your shoulderpartner and do the following):

5. What grammatical errors do you see? (spelling, punctuation, sentence structure) (Varied sentences? Anything confusing?)

6. Give specific feedback by making a comment and include your name. (Examples: Your claim does not clearly indicate ONE side. Explain your first reason more)...

January 12, 2018● When you receive your paper back, review

suggestions for edits.

● Spend the remainder of class fixing the errors they identified.

● Re-read your paper and revise/edit.

○ Do not refer to the prompt by saying “it said” (example:

“It said that Annette has a family…”)

○ Each box should be at least one sentence of the

paragraph and not an answer to the description box

○ Do not say, “I think she should” or “I believe she should”

● Click “turn in” when you have corrected all mistakes.

• Write a reflection on the back of your peer-edit paper. What will you need to work on/improve for your next essay?