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MR. MARC'S DOJO

mon. 10/21/19, I can identify the overall text structure used in two different non-fiction texts.

10/21/2019

DO NOW:
•QuickWrite: Should zoos exist in the United States? Why or why not? Explain in 5-7 sentences.

MAKING A CONNECTION: Today we revisit a common reading strategy used to analyze a text – compare and contrast. Last week, we closely read an article that compared fictional planets in Star Wars, to actual planets in the outer galaxy. This week we will compare and contrast one author’s presentation of events [on a topic] with that of another

MODELED INSTRUCTION:
Close Reading Strategy
•TW: Ask students to number the paragraphs
Read 1-TW (model read aloud) read and annotate Paragraphs 1-5

SW: Annotate and read along

•TW: Pose a question: What is the big picture of the text? What did I find interesting about this text?

THINK/WRITE/DISCUSS
Read 2 –TW: Read again [Paragraphs 1-5] and ask students to think about what type of language the author used to convey his message?

Next:
•SW: Write what they the thought about the type of language the author used to convey his message?
Last:
SW: Discuss What was just wrote about the type of language the author used to convey his message?

GUIDED PRACTICE:
Read 3 TW: will read again and ask students: What is the authors reason for including paragraph 4? Do you agree or disagree with the Hot Topic?
•SW: Read/Write/Discuss
•
Read 4- TW: Reading (paragraphs 10 & 11)
•TW: have students put it all together: How did the author present the information?
•SW: Read/Write/Discuss
THE ESSENTIAL QUESTION:
Was the author neutral??? Some paragraphs are for and some are against….What does the author say to support your reasoning??

INDEPENDENT PRACTICE:
•Essential Question: Do you think the author is for zoo’s or against zoo’s? What does the author say to support your reasoning?
•SW: Create a T chart for this text [Text 1] and document how the author presents the information
•Example: neutral, facts, statistics, names of organizations, problem/solution, argument, counter claims

EXIT TICKET:
Student will share & turn in completed T Chart

FRi. 10/18/19, argumentative writing & the lightning thief

10/18/2019

LITERACY LAB : TWELVE OLYMPIAN GODS & OTHER GREEK STORIES

DO NOW:
Read the passage and ask yourself, "What is the author doing in this paragraph?" Answer the question, “What is the central idea of the passage?” Then think of an appropriate title for the passage based on the main idea of the passage.

A penny for your thoughts? If it’s a 1943 copper penny, it could be worth as much as fifty thousand dollars. In 1943, most pennies were made out of steel since copper was needed for World War II, so the 1943 copper penny is ultra-rare. Another rarity is the 1955 double die penny. These pennies were mistakenly double stamped, so they have overlapping dates and letters. If it’s uncirculated, it’d easily fetch $25,000 at an auction. Now that’s a pretty penny.

The Central Idea is:

A. The Copper Penny is a pretty penny.

B. In 1943, there was a lack of copper.

C. Some pennies are rare and valuable.

An appropriate title for this passage is __________________

Lesson: Read Ch. 7 of the_lightning_thief.pdf w/ Character Changed Wksht.

Independent Practice: ARGUMENTATIVE WRITING: QCER Strategy

Homework: NONE

Thurs. 10/10 /fri. 10/11 - student holiday - no school

10/10/2019

wed. 10/09/19, Unit 2 Common Formative Assessment (CFA) 1

10/10/2019

DO NOW: NONE

Opening: ´Today we will complete the Unit 2 Common Formative Assessment (CFA) 1

Work Session: Complete the Unit 2 Common Formative Assessment (CFA) 1
.
Independent Practice:
Enter your chosen answers into ILLUMINATE

EXIT TICKET:
Complete Exit Ticket Wksht.

Junk Food Tax Essay - Resources

10/9/2019

•Use the resources to write a claim and support it with evidence and reasoning.
•Closely read and annotate the following texts to make your argument.

•http://healthland.time.com/2010/02/25/would-junk-food-taxes-really-make-people-eat-better/

•https://www.forbes.com/sites/arleneweintraub/2018/01/10/should-we-tax-junk-foods-to-curb-obesity/#3191f8537df6

•https://www.shape.com/healthy-eating/should-there-be-tax-unhealthy-foods

tues. 10/8, COMPARE AND CONTRAST ONE AUTHOR’S PRESENTATION OF EVENTS WITH THAT OF ANOTHER

10/8/2019

DO NOW:
Read and Annotate [using Coding Skills Chart] "A survey of American teens finds that online bullying is a big problem".

Opening: ´Today I want to practice how readers find the central ideas of an informational text and then Compare and contrast those ideas.

Let's learn Boxes and Bullets strategy:

As we read the text, ask yourself, “Does this sentence say what this part is mostly about (BOX),
or is this a supporting detail (BULLET)?”
Write or mentally place the information you read on the graphic organizer as you read through today’s mini-lesson.

Work Session: Complete Box and Bullets Chart organizer for "A survey of American teens finds that online bullying is a big problem".

Independent Practice:
Read and Annotate [using Coding Skills Chart] "D.C. author was bullied as a kid — now he urges others to be kind".

Complete Box and Bullets Chart organizer for "D.C. author was bullied as a kid — now he urges others to be kind".

EXIT TICKET:
Compare and contrast article 1 with article 2. How are the central ideas similar? different? How does the author present the supporting details to support the text? How are they similar? different?

mon. 10/7, Compare and contrast one author’s presentation of events with that of another

10/7/2019

DO NOW:
Read and Annotate [using Coding Skills Chart] "Celebrities Influence Health Education" by Philip Jones

Opening: ´Today I want to show you how readers find the central ideas of an informational text and then Compare and contrast those ideas.

Let's learn Boxes and Bullets strategy:

As we read the text, ask yourself, “Does this sentence say what this part is mostly about (BOX),
or is this a supporting detail (BULLET)?”
Write or mentally place the information you read on the graphic organizer as you read through today’s mini-lesson.

Work Session: Complete Box and Bullets Chart organizer for "Celebrities Influence Health Education" by Philip Jones

Independent Practice:
Read and Annotate [using Coding Skills Chart] "Food at School" by Helena Martin
Complete Box and Bullets Chart organizer for "Food at School" by Helena Martin

EXIT TICKET:
Compare and contrast article 1 with article 2. How are the central ideas similar? different? How does the author present the supporting details to support the text? How are they similar? different?

fri. 10/7, Identifying structure of a text & character traits

10/7/2019

DO NOW:
Read and Annotate [using Coding Skills Chart] Seventh Grade by Gary Soto

Opening: Let's continue our practice of identifying the structure of a text and characterization within a story.

Work Session: Complete Character Traits Chart organizer for Seventh Grade by Gary Soto

Independent Practice:
Complete B.M.E. Story Map for Seventh Grade by Gary Soto

EXIT TICKET:
Turn Worksheets into Ms. Mobley

thurs. 10/03/19, I can introduce a claim and organize the reasons and evidence clearly.

10/3/2019

DO NOW:
Complete –
1. “Youth on Every Continent United in Strikes to Demand Climate Action ”/Building Green Wkshts. [4 Author’s P.O.V. Lesson]
AND/OR

2. Pursuit of Happiness Wksht. [Q.C.E.R. Reading Strategy]

Opening: Yesterday we learned how readers trace and evaluate the argument of an informational text using the QCER strategy. Today I want to show you how readers begin to write their own arguments which includes- a claim, evidence and reasoning.

Work Session: CREATE YOUR OWN Q.C.E.R. CHART, FOR YOUR OWN ARGUMENTATIVE CLAIM.

HERE IS YOUR [ARGUMENTATIVE] TOPIC:
Your principal has decided to choose a new mascot for your school. What should the mascot be? Write a short argument for that mascot. WHAT IS YOUR QUESTION? WHAT IS YOUR CLAIM? WHAT ARE YOUR 3 REASONS? WHAT ARE YOUR 3 PIECES OF EVIDENCE? [ie. POLL, INTERVIEW, EXPERT OPINION, EXAMPLE]

INDEPENDENT PRACTICE:
HERE IS YOUR [ARGUMENTATIVE] TOPIC:
Should the government implement a tax on junk food?

WHAT WOULD SERVE AS LOGICAL EVIDENCE FOR THIS CLAIM?
–Resources:
•Adult Obesity Facts
•Would junk food taxes really make people eat better? (books, websites, newspapers, journals, magazines and documentaries)
Poll: Most Oppose Tax on Junk Food

-Use the resources to write a claim and support it with evidence and reasoning.
Closely read and annotate the following texts to make your argument.

•http://healthland.time.com/2010/02/25/would-junk-food-taxes-really-make-people-eat-better/
•https://www.forbes.com/sites/arleneweintraub/2018/01/10/should-we-tax-junk-foods-to-curb-obesity/#3191f8537df6
•https://www.shape.com/healthy-eating/should-there-be-tax-unhealthy-foods

Exit Ticket –
TURN IN COMPLETED Q.C.E.R. CHART FOR YOUR INDEPENDENT PRACTICE ARGUMENTATIVE ESSAY TOPIC: Should the government implement a tax on junk food?

wed. 10/02, I can identify textual support for an author’s claim.

10/2/2019

DO NOW:
Read: No Phone Access Until The End Of The Day
Each morning when students arrive at school, they magnetically lock their devices into their own personal green-and-gray pouches. Then they can keep the pouches with them, but they cannot unlock them until the end of the school day. Students can tap them on unlocking magnet stations throughout the school.
This idea is not new. Musicians have been using Yondr to stop people from filming their concerts since 2014.
More schools have started using the pouches in recent years.

ANSWER IN YOUR DO NOW NOTEBOOK:
What is the Author’s Claim? What is the REASON for the author’s claim? What EVIDENCE does the author provide to support the CLAIM?

Opening: Last week, we learned how to determine the author’s point of view in a piece of informational text. Today I want to show you how readers trace and evaluate the argument of an informational text. I want to show you how to use QCER Anchor Chart to follow the claim of the author from today’s mini-lesson.

Work Session: Read Schools experiment with magnetic pouches that lock students' cellphones to practice the use QCER Anchor Chart to follow the claim of the author.

INDEPENDENT PRACTICE:
•Use the QCER organizer to practice the same skills from today’s mini lesson.
•You will develop a claim, evidence, reasoning AND the credible sources to support their response to a prompt.
•WATCH – [interview] excerpt from Pursuit of Happiness w/ graphic organizer
•We will practice inserting the QUESTION & CLAIM. Then, Identifying STRONG EVIDENCE & LOGICAL REASONING. [into the graphic organizer]

Exit Ticket – Excerpt from Cellphone Citizens
READ PARAGRAPH BELOW, ANSWER QUESTION:
First of all, simply banning phones will not make the problem go away. According to an article in the Marion Ledger, about 60 percent of students still use their phones when schools ban or limit cell phone use. That’s why it makes sense to teach kids to use cell phones responsibly, not ban them.

In the first sentence of the paragraph, the author claims that simply banning cell phone use will not make the problem go away.

1. Does the author provide reasons and evidence to support this claim? If so, list the reasons and evidence.