1. Review Targets/Goals for Argument Writing
2. 2nd Read of article "Are Smartphones Making us Stupid"
3. Share text evidence
4. Argument Graphic Organizer
Miss Lewis 7th & 8th Grade ELA - English Language Arts |
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Agenda: 1. Review Targets/Goals for Argument Writing 2. 2nd Read of article "Are Smartphones Making us Stupid" 3. Share text evidence 4. Argument Graphic Organizer Argument Writing: Targets & GoalsSRG Argument Rubric2nd Read: "Are Smartphones Making Us Stupid?" & text evidence for and againstLet's look at the supporting evidence for both sides of the argument. Based on the strength of the evidence, we'll decide which side we would like to argue. As a class we will practice filling out the argument graphic organizer that you will use to create a multi-paragraph argument.
Agenda: 1. Independent Reading (20 minutes) & response 2. Article: Two Days With No Phone Vocabulary Citing Text Evidence Independent Reading (20 minutes)Before you start reading: Please write the title of your book and page number before you start reading. After you read: Write a summary over what you read today. Your summary should include any major events you read today, or something specific that you learned. Your summary should also be between 30 and 40 words in length. Could you go two days without your smart phone or technology? A week? A month?Article, "Two Days With No Phone"1. Begin by reviewing the vocabulary on page 5 of your article. Then complete the vocabulary section of your worksheet. 2. Read the article, "Two Days With No Phone" and answer the response questions. Your responses should be written in complete sentences. Your text evidence should be copied word-for-word and put in "quotations". Once you have completed BOTH sides of your worksheet, please turn it in and you may read or have computer time.
Agenda:
1. Independent Reading (15 minutes) 2. Assemble Notebooks 3. Vocabulary Notes 4. Unit 4 Learning Targets and Goals 5. Identifying elements of an argument Independent Reading Time (15 minutes)Assemble Notebooks
1. Writing Arguments: Learning Targets & Goals
2. Unit 3 Vocabulary 3. Evaluating Arguments: Learning Targets & Goals Unit 4 Vocabulary Notes
Complete the vocabulary notes in your foldable notebook
Unit 4 Learning Targets and Goals
Writing Arguments
What seems pretty clear about writing an argument?
What seems to be really confusing?
Evaluating Arguments: What does this really mean?
The Argumentative EssayEvaluating Arguments: Delineating an argument and specific claims (L2) - Are Extreme Sports Too Dangerous for Kids?
In your notebook: list 2 reasons why someone might think
extreme sports are too dangerous for kids and list 2 reasons why someone might think that they are not too dangerous.
On the bottom of your worksheet:
1. Read the section: Extremely Dangerous. "Cite" 2 pieces of text evidence that would support the claim that extreme sports are too dangerous for kids. 2. Read the section: Worth the Risks. "Cite 2 pieces of text evidence that would support the claim that extreme sports are not too dangerous for kids. 3. On the line provided at the bottom of your worksheet: T.T.Q.A. (Turn the question around) and state which claim you would argue based ONLY on the evidence provided in the text. (Think about which side offered the strongest evidence.) Agenda: 1. God Grew Tired of Us Documentary - How does this reflect Salva's Story? What are some common themes?
Agenda:
1. Finish reading A Long Walk to Water Ch. 16-18...& Beyond 2. Comprehension Questions and Reflection on the Author's Note 3. Analyzing Illustrations 4. Video: Salva Dut's Story A Long Walk to Water - Ch. 16- EndI Kept Walking: Salva Dut - Ted Talks
Salva Dut's Story: Just Add WaterJust Add Water from Water for South Sudan on Vimeo. Agenda: 1. A Lost Boy Finds His Purpose - John Dau (Ted Talks) 2. Compare and Contrast the experiences of Salva Dut and John Bul Dau. Compare and Contrast Their Experiences in the Following Categories:1. Fleeing their homes A Lost Boy Finds His Purpose - John Dau (Ted Talks)John Dau's Story1. List some of the misconceptions John had heard or understood Agenda: 1. Review questions from chapters 4-6 2. Read chapters 7-10 Review Questions from Chapters 4-6 (What are your thoughts of the book so far?)Continue Reading: Chapters 7-10 (page 39)1. Make sure you are following along in your book as we read.
2. Make sure you are answering the questions as we go. These are not optional and will help you with upcoming assignments. |
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September 2021
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