Thursday, March 12, 2020

American Literature Lesson

12 March 2020

PLANBOOK: https://www.planbookedu.com/s/CFSJ1

Objective: To discuss what makes logical, relevant evidence. (STANDARD RI.1-2)  

Success Criteria: Students will show mastery by recording the modeled annotation and attempting annotating on own.

Agenda:

1.      Time to read - 20 min 

2.      Book Club EXIT SLIP (on notecard, side 1): What techniques does the author use to establish suspense in your book club book?  - 5 min

3.      Complete the evidence ranking worksheet (individually, then discuss in small group) - 8 min

4.      On the back of this worksheet, make a bulleted list with your group about "What makes good evidence?" - 5 min

5.      Show video: "Homework in High School: How Much is Too Much?” KQED's Above the Noise - 7 min

6.      Read aloud with your table partners, "Homework: Too little or too much?  It depends."  Please underline the main argument of the article as well as the best evidence to support that argument.  Discuss with table partners. - 15 min

7.      With your table partners, fill out the first row of the “Jigsaw Note-catcher” spreadsheet.  Identify and record the “Purpose of the article,” the “Most Logical, Relevant Evidence,” and any “Notes” you may want to record – 10 min

8.      EXIT SLIP (on back of notecard, side 2) – 10 min

a.       After reading this source, what is your initial claim about the issue?

b.      Include at least one piece of evidence from the text to support your initial claim.

Assessment: EXIT SLIP – Side 1: What techniques does the author use to establish suspense in your book club book? Side 2: A – After reading this source, what is your initial claim about the issue?  B – Include at least one piece of evidence from the text to support your initial claim. 

Homework: 20 minutes of Book Club book reading