Friday: FINAL ASSESSMENT ON "APOLOGY"

Today you will write your final assessment of the skills we have been practicing the entire unit.

HERE are the ELO's for this assignment we reviewed on Monday:

3) Write interior paragraphs that use claims, supported by evidence and commentary.

1) Paraphrase the author’s words in order to support my claim.
2) Introduce, use, and cite evidence properly that support my claim
3) Present a reasoned commentary of the details

Here is a model of what your final writing should look like:  http://odelleducation.com/wp-content/uploads/2012/08/Written-EBC-Model-Plato.pdf

You can choose any claim you like; it can be one you make on your own, or it be one that I have given you this week (see Thursday's handout).  The goal is to see if it can be broken into TWO PARTS, like the model, so you have two paragraphs of support to write.

Each interior paragraph should have:

A CLAIM

EVIDENCE (from the last half of the speech)

COMMENTARY that explains what the details/evidence means to you and how it SHOWS the claim you are making.

If you do not finish today, you have a few options: 

Complete the one page writing over the weekend, OR come to RTI to finish with my help next week.

It is due by FRIDAY, May 14.

Thursday: Supporting a Two-part claim

Paragraphs 18-23 Plato' "Apology"

Today you will look for details that support 2 points within a two-part claim about the ending of the speech.

If you are absent, be sure to get this handout from me.

Tuesday: Making claims

"Apology": Paragraphs 10-17

Today we finished making claims in partners on evidence in paragraphs 10-17.  See MODEL

Then, your exit ticket is/was breaking that claim into two parts.  See MODEL

Here is an amazing video I found of a nine-year-old Socrates.  We will watch it together on FRIDAY:

LINK to story about this kid.

A return to Plato's "Apology": Paragraphs 10-17

"Someone like me...a gadfly"

On Monday we will pick up "Apology" again and read paragraphs 10-17, first together and then in partners, in order to make a claim about Socrates that can be supported with details from the reading.

We will be using this tool today to help us write our claims down: http://goo.gl/EbnWU1

Here is where I will post the claims you vote for as the best from today's class:

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.    

Thursday: "I neither know nor think I know."

Apology by Plato

Listen to paragraphs 4-9

The oracle is a priest or priestess who could deliver the prophesies of God.

1. What does Socrates think about the oracle's message?

2. What does Socrates do in an attempt to test the truth of the oracle's prophesy?

3. Why do Socrates' actions incite the anger of his peers?

Anubis: the Egyptian jackal-like god who represented reasoned judgment

In groups, work through these questions:

1. What realization does Socrates come to while trying to prove the oracle wrong?

2. Even though he knows he has angered many people with his interrogations, how does Socrates turn the argument around to his own benefit and make "the worse case look better"?

RTI PERIOD today for ENGLISH WEDNESDAY

RTI rocked today!  Here is the link to the Diction worksheet and the Apology paragraph model and FRAMES for rewrite if you needed a bit more time to revise your paragraph.  (It is due TOMORROW if you didn't finish.)

Tuesday: READ ALOUD AND CLASS DISCUSSION

RTI Priority Day:  I will let you know today if you are REQUIRED to come to my intervention on Wedesday for COMMENTARY.

PLATO's Apology

Activity Three:  Read Aloud and Discussion

Class discussion questions in your "rock star" group*s:

1. What is Socrates being accused of?

2. How does Socrates make it clear that he is innocent?

3. In PARAGRAPH 3, Socrates says he is on trial because of a "certain kind of wisdom" he has.  What kind of wisdom is this?

*GROUP ROLES

LEADER--keeps the group on track with an eye on the clock

INVESTIGATOR--researches any background information, looks up key words if necessary

MATERIALS MANAGER--takes papers from teacher and turns in work for the group, properly labelled

RECORDER--writes down answers for the group, takes notes on the discussions, etc.

FRIDAY: APOLOGY PARAGRAPH

Today students:

1. took the vocab test on Lesson 8

2. checked out The House of the Scorpion by Nancy Farmer.  We discussed what we know about the story based on the title, the pages of information before the story starts, and the first paragraph of the story.

3.  wrote paragraphs that answered the question: What is Socrates accused of?

         Each paragraph should have had  A CLAIM (your answer to the question).
                                                          DETAILS from paragraph 1 AND 2 that support that claim
                                                and     COMMENTARY that explains how the details helped you                                                                            answer the question.

Details should have been properly cited, whether they were paraphrased or not. :)

HOMEWORK is to Read to page 49 in HOS by  next FRIDAY. Bring your books to class on Monday so we can read chapter 1 together.

Thursday's class: Plato's Apology Intro

Warmup: what is the perfect location for a classroom?  Write for 5 minutes in your journal.

Apology by Plato

Guiding question:What is Socrates being accused of?

Task:

1. Read the first two paragraphs TWO TIMES.

First time:  Circle key words(words that are important or words you do not know).

Second time: Underline sentences or phrases which help you answer this question.

2.  Write a paraphrase in the margin next to your underlined sentences.  

3. Share on ladybug with class. 

Day One: Plato's "Apology": Making Evidence-Based Claims

Learning Target:  Today we will begin to think about how to create claims that are based on evidence.

Intro (15 min)

A claim is a conclusion that you might make based on your experience that you want others to think about. 

What are some claims you might make about "school lunches" at VHS?


Consider these claims that must be supported by key details:

It is cold outside.

The paparazzi go too far.

Smoking is hazardous to your health.

Curley's wife acts like a tart because she feels powerless and trapped.

Activity: Video

Watch the final scene from The Sopranos. 
http://goo.gl/3CNbE  Discuss and watch again, keeping track of key details.

10 minutes: In groups, choose three details that are related. Discuss and write down what you think of each of the details. Then, write down how they are connected.

10 minutes: Make a claim about the details.  Discuss with the class.