RTI FRIDAY: VOCABULARY REVIEW for next Friday

LESSON 10 visual slideshow


Today we took a test on HOS "Age 14" and then practiced making claims from carefully-chosen evidence in the reading.

READ THE REST OF THE BOOK by next MONDAY, March 10!

Thursday: House of the Scorpion

Silent Reading with a Guiding Question

Thursday you have time to get caught up on your reading for tomorrow' class. You should be at the end of chapter 28 by FRIDAY.

While you are reading, please ask yourself:

What stands out in my reading today?

On a piece of binder paper, write your name, the number of pages read, and the answer to that question.  Turn it into the sub on your way out Thursday. 

Wednesday: Vocabulary Lesson 10

Here is the link for the quizlet cards on Vocabulary Lesson 10:  http://quizlet.com/8324092/vocabulary-power-plus-for-the-new-sat-book-1-lesson-10-flash-cards/

I will also add it to my pages.

I look forward to seeing some of you for extra study time during RTI on Friday!

Monday: Making claims about the "Old Age" section in The House of the Scorpion

Finding details that connect....

Today we will work on finishing this chart: FORMING EBCs

I mentioned that a good way to do this is to think of a THEME or big idea that you see after reading the text closely, ( THEMES HOS) and then find other details in the chapter that are related to that theme.

FORMING A CLAIM...

This is difficult, because it requires you to look even closer at those key details and figure out, just like a detective, what meaning is hiding behind them.

Remember my sample claim from the "The Thing on the Bed" chapter?

Even though Tom wants to hurt Matt, showing Matt the truth does not destroy him, but instead makes him stronger. 

Here are samples of claims from class today:

Wednesday: Ready, set, WRITE!

Writing a Timed Argument

First we will watch this video before we begin our practice for next week's District Writing Assessment:  http://goo.gl/QOzux2

Next, we will begin our practice by doing a close reading of "Conservation or Incarceration?"

Tomorrow you will practice writing the essay in class, using one or two "They Say I Say" sentence frames.  

Tuesday: An Introduction to Argument

Argument vs. Persuasion

What is an argument?  See key terms.

Read "Animal Testing."

Note that an argument includes a discussion of BOTH SIDES of a controversy, an issue on which reasonable people disagree.

A good way to include counterclaims in your writing is to use the THEY SAY I SAY rhetorical technique:

Despite the benefits, many people argue that ________.

While it is true that _______________, it does not necessarily follow that ________________.

It is often said that _______________.

A common misconception is __________________

Many people argue _________________.

Feel Free to use these sentence starters in your writing. 

Consider how Socrates uses this strategy to frame his defense in "Apology".  Remember his first two paragraphs?  They focus on acknowledging what his accusers are saying about him.  THEN, he launches into what he thinks in response to those charges.  

Read "The Reality of Harry Potter" and look for CLAIMS and COUNTERCLAIMS.  Label them with your partner.  How does this writer support her claims?

Thursday: Making your case through commentary

Learning Target:  to show me you can use commentary that focuses on DICTION to support a claim.

Today you will work independently to compose a paragraph that supports the claim we have been working on all week:

Although his accusers say he is arrogant, Socrates shows that he is actually humble and misunderstood. 

Use TWO details you pulled from paragraphs 4-9 yesterday (you can paraphrase key lines as long as you still cite them) and commentary to support your claim.  In your commentary focus on one or two words inside the quotation that SHOWS either humility or misunderstanding.  Then come to a conclusion at the end of the paragraph that connects your ideas.  

20 minutes

Peer Response

After you have finished your paragraph, you will 10 minutes to swap papers with your partner in order to give them positive and constructive feedback on what they might need to improve.  

Is there a claim?

Is it supported with two key details?

Is there meaningful and logical commentary about those details that explains how Socrates is humble or misunderstood?

Is there a conclusion sentence that pulls together the two quotations?

VOCABULARY REVIEW: Lesson 9

Vocabulary Volleyball!  The test is FRIDAY!!!!

Tuesday (1st and 3rd) & Wednesday (5th period): Making Evidence-based Claims

Plato's Apology: Paragraphs 4-9

Today you will be meeting in your groups to find details from paragraphs 4-9 to support a claim in response to the question:

How does Socrates respond to the charges that he is arrogant and "walks on air"?

Revising our claim from yesterday:  

While his accusers think he is arrogant, Socrates responds to those charges with humility and humor, demonstrating that his efforts have been misunderstood.  

In groups, Look for at least 2 pieces of evidence to support this claim.  Your recorder should submit his/her copy of Making Evidence Based Claims for review by the end of the period.

Monday's class: Making Evidence Based Claims

House of the Scorpion--check in

We started by discussing the quiz from Friday.  We also looked at the themes at work in HOS and I awarded Dojo Points to students who were able to recall parts of the story that related to those themes.  The reading assignment is to read to page 101 by Friday.

Apology:  Making Evidence Based Claims

We reviewed the group answers from Thursday.  Then, I supplied you with a claim "Socrates is arrogant."  We decided that the text does not support that claim, so we revised it to say the opposite!

Tomorrow the class will evaluate the evidence presented to each group in a Gallery Walk.

REMINDER:  Tuesday and Wednesday we are on the CAHSEE schedule.