Argument Essay, Day 2

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can record and organize relevant information.
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Task List:

1. Students will practice identifying participial phrases from example sentences on the board. Note: Participial quiz will be on Friday.
2. Students will turn in their two thesis statements before choosing one topic to pursue.
3. Students will conduct research for their argumentative essay.

Resources:

• Richard III
• Focus Question: Is Richard's reputation deserved, or should historians 'rewrite the books' when it comes to his reign?
• Source 1
• Source 2
• Source 3

• Immigration
• Focus Question: Is President Obama's immigration reform plans beneficial for our country or not?
• Source 1
• Source 2
• Source 3

• Banned Books in Schools
• Focus Question: Should schools ban students from reading certain books?
• Source 1
• Source 2
• Source 3

• Giraffe Project
• Focus Question: Who would you nominate for this award? Why?
• Source 1
• Source 2
• Source 3 - packet (see teacher)

Argument Essay, Day 1

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can record and organize relevant information.
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will identify participial phrases on a teacher provided worksheet.
2. Students will choose two topics from the list below and write a thesis statement for each one.
3. Students will then choose one of the two topics they wrote a thesis statement for to research and write their argumentative essay about.
4. Students will begin working on research for their argumentative essay.

Resources:

• Richard III
• Focus Question: Is Richard's reputation deserved, or should historians 'rewrite the books' when it comes to his reign?
• Source 1
• Source 2
• Source 3

• Immigration
• Focus Question: Is President Obama's immigration reform plans beneficial for our country or not?
• Source 1
• Source 2
• Source 3

• Banned Books in Schools
• Focus Question: Should schools ban students from reading certain books?
• Source 1
• Source 2
• Source 3

• Giraffe Project
• Focus Question: Who would you nominate for this award? Why?
• Source 1
• Source 2
• Source 3 - packet (see teacher)

Snow Day

Let it snow, let it snow, let it snow!

Murder Arguments, Day 4

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will practice unscrambling sentences with participial phrases from example sentences on the board. 
2. In small groups, students will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
3. Students will write a thesis statement and supporting arguments based on their group discussion of the case.

No School - Snow Day

Let it snow, let it snow, let it snow!

No School - Snow Day

Let it snow, let it snow, let it snow!

Murder Arguments, Day 3

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will take notes on participials and participial phrases and practice identifying them from example sentences on the board. 
2. As a class we will review an example case and decide what charges, if any, to brng against the suspect.
3. In small groups, students will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
4. Students will write a thesis statement and supporting arguments based on their group discussion of the case.

Acuity Testing, Day 2

Students will be taking the acuity test today!

Task List:

1. Students will take the appositive quiz.
2. Students will complete their acuity tests.

Acuity Testing, Day 1

Students will be taking the acuity test today!

Murder Arguments, Day 2

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will unscramble example sentences and rewrite them so they contain appositive phrases. Note: Quiz will be on Tuesday!
2. We will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
3. Students will write a thesis statement based on the class discussion of the case.
4. We will watch a video on ethos, pathos, and logos to introduce the concept to students.
5. Students will complete a worksheet and a question trail on ethos, pathos, and logos.

Valentine's Day

1/2 Day - No Classes

Murder Arguments, Day 1

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will unscramble example sentences and rewrite them so they contain appositive phrases. 
2. As a class we will review the definition of murder and the requirements for each of the types of murder charges.
3. Time permitting, we will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.

Argumentative Essay Structure Review, Day 2

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can define claims.
• I can define argument. 
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will identify the appositive phrase in examples sentences on the board. 
2. As a class we will review the required elements of a thesis statement in addition to the characteristics of a good thesis statement.
3. The students will work in small groups to revise several example thesis statements.

Argumentative Essay Structure Review, Day 1

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can define claims.
• I can define argument. 
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will take notes on appositives and identify the appositive phrase in examples sentences on the board. 
2. As a class we will read through the example essay "Making the Case for Gum in School"and discussion the elements of an argumentative essay (hook, thesis, supporting arguments, counter-argument,  transitions, and a conclusion) and whether or not the example contains those elements.
3. Students will take notes over the characteristics of a good thesis statement.

Resources:

• Characteristics of a Good Thesis Statement

Review Day 2

Objectives:

1. Students will show command of the conventions for standard English.
2. Students will manage their time wisely.

Essential Skill: 

1. Students will be able to write using grammatically correct sentence structure.

I Can Statements:

• I can identify both the subject and the predicate of a sentence.
• I can manage my time wisely.

IPI: Level 2/3
Bloom's: Level 2

Task List:

1. Students will complete a quiz over sentence subjects and predicates.
2. Students will work on the Brain Pop website reviewing different topics previously studied in class this year.

Review Day 1

Objectives:

1. Students will show command of the conventions for standard English.
2. Students will manage their time wisely.

Essential Skill: 

1. Students will be able to write using grammatically correct sentence structure.

I Can Statements:

• I can identify both the subject and the predicate of a sentence.
• I can manage my time wisely.

IPI: Level 2/3
Bloom's: Level 2

Task List:

1. Students will identify the subject and/or predicate of examples sentences on the board.
2. Students will work on the Brain Pop website reviewing different topics previously studied in class this year.

Make-Up Work Day

Objectives:

1. Students will show command of the conventions for standard English.
2. Students will manage their time wisely.

Essential Skill: 

1. Students will be able to write using grammatically correct sentence structure.

I Can Statements:

• I can identify both the subject and the predicate of a sentence.
• I can manage my time wisely.

IPI: Level 2/3
Bloom's: Level 2

Task List:

1. Students will identify the subject and/or predicate of examples sentences on the board.
2. Students will work on completing any missing or incomplete work for this class. Note: Parents please check your student's grade on the campus portal.
3. Students who are caught up will read from their library books.

Winter Holiday Research Presentations, Day 2

Objectives:

1. Students will manage their time wisely.
2. Students will show command of the conventions for standard English.
Students will use technology to publish writing.
3. Students will use technology to collaborate with one another on their project.
4. Students will present a multimedia presentation to the class.
5. Students will create a bibliography (works cited) page for their presentation.

Essential Skills: 

1. Students will be able to write using grammatically correct sentence structure.
2. Students will be able to use the information gathered during research to organize a powerpoint presentation.
3. Students will be able to use technology to collaboratively publish writing.
4. Students will record source information using MLA format.

I Can Statements:

• I can identify both the subject and the predicate of a sentence.
• I can use technology to publish writing.
• I can speak clearly and use an appropriate volume level when presenting to the class.
• I can listen for infirmation.

IPI: Level 6
Bloom's: Level 5

Task List:

1. Students will identify the subject and/or predicate of examples sentences on the board.
2. Students will finish presenting their holiday research projects.
3. Students will field test three sample Common Core assessment questions.

Resources:

• Rubric

Winter Holiday Research Presentations, Day 1

Objectives:

1. Students will manage their time wisely.
2. Students will show command of the conventions for standard English.
Students will use technology to publish writing.
3. Students will use technology to collaborate with one another on their project.
4. Students will present a multimedia presentation to the class.
5. Students will create a bibliography (works cited) page for their presentation.

Essential Skills: 

1. Students will be able to write using grammatically correct sentence structure.
2. Students will be able to use the information gathered during research to organize a powerpoint presentation.
3. Students will be able to use technology to collaboratively publish writing.
4. Students will record source information using MLA format.

I Can Statements:

• I can identify both the subject and the predicate of a sentence.
• I can use technology to publish writing.
• I can speak clearly and use an appropriate volume level when presenting to the class.
• I can listen for infirmation.

IPI: Level 6
Bloom's: Level 5

Task List:

1. Students will identify the subject and/or predicate of examples sentences on the board.
2. Students will present their holiday research projects.

Resources:

• Rubric