September 18- (Text Book Today) Get your journal “We may have different religions, different languages, different colored skin, but we all belong to one human race”—Kofi Annan How does this quote and the picture on page 1 work together? Why would these two things go together? On page 2 of text book…Make this vocabulary table in your journal (please leave room for more words as we go); copy vocabulary in your journal

Collection 1: Finding Common Ground The focus of this collection is the individual and society—from the individual’s struggle to be a part of a society to a nation’s struggle to unite for a common cause.

Today Book walk through Back ground information Begin close read of read of “A Quilt of a Country” (page 3) Annotate Listen/watch a model of a discussion of text Practice discussion Turn in your signed syllabus

Common Core Standards Covered RI 1: Cite Textual Evidence RI 4: Determine the meaning of words and phrases RI 5: Analyze how an author’s claims are developed RI 6: Determine an author’s point of view and analyze how an author uses rhetoric RI 8: Delineate and evaluate the argument and claims in a text W 1: Write argument W 1a: Introduce precise claims W 1b: Develop claims and counterclaims L 1b: Use various phrases and clauses L 4b: Identify and use patterns of word changes

September 19- (Text Book Today) Get your journal Review Vocabulary Complete, highlight, quiz yourself, write notes about, use in a sentence, draw it, etc. 3rd period: Finish critical vocabulary—then close read 4th period: Finish reading the argument, then write down vocabulary and define—then close read

Goals and objectives Unit goals and objectives: Students will be able to analyze and evaluate an author’s claim and delineate and evaluate an argument. Objectives and standards: RI 1: Cite Textual Evidence; RI 4: Determine the meaning of work and phrases; RI 5: Analyze and Evaluate and Authors’ Claim; RI 6: Determine an author’s point of view and analyze how an author uses rhetoric: RI 8: Delineate and evaluate the argument and claims in a text Academic vocabulary: enforce, entity, internal, presume, resolve Critical Vocabulary: discordant, pluralistic, interwoven, diversity Write down any questions generated during reading the text. Close Read: 2nd Read Reading for a purpose: Pay attention to how the details in the text support the idea of America as “an improbable (define) idea.” Write down any questions you generate during reading.

Today—Begin right away Read Background information “A Quilt of a Country” Students will be able to analyze and evaluate an author’s claim and delineate and evaluate an argument Close read of read of “A Quilt of a Country” (page 3) Questions to answer/annotate/discuss with a partner during the second read. Use your journal to answer questions and annotate the text. Exit ticket—What does it mean to analyze and evaluate author’s claim? What is a claim? Ans: Analyze--dissect, break down or to divide a complex whole into its parts or elements.  Ans: Evaluate--to judge or determine the significance, worth, or quality of; assess Ans: Claim--an author’s position

September 20- (Text Book Today) Get your journal Add to vocabulary table Delineate Counter argument Reasons Evidence Rhetorical question

Goals and objectives Unit goals and objectives: Students will be able to analyze and evaluate an author’s claim and delineate and evaluate an argument. Objectives and standards: RI 1: Cite Textual Evidence; RI 4: Determine the meaning of work and phrases; RI 5: Analyze and Evaluate and Authors’ Claim; RI 6: Determine an author’s point of view and analyze how an author uses rhetoric: RI 8: Delineate and evaluate the argument and claims in a text Academic vocabulary: enforce, entity, internal, presume, resolve Critical Vocabulary: discordant, pluralistic, interwoven, diversity Argument Vocabulary: Claim, evaluate, analyze, counterargument, reason, evidence, Rhetorical questions Language Vocabulary: repetition and parallelism Write down any questions generated during reading the text. Close Read: 2nd Read Reading for a purpose: Pay attention to how the details in the text support the idea of America as “an improbable (define) idea.” Write down any questions you generate during reading.

Today Students will be able to analyze and evaluate an author’s claim and delineate and evaluate an argument Finish and correct questions from reading Exit ticket—Define the following and then answer the question Analyze dissect, break down or to divide a complex whole into its parts or elements.  Evaluate to judge or determine the significance, worth, or quality of; assess Claim an author’s position How did you analyze and evaluate the author’s claim? Explain/show.

September 21- (Text Book Today) Get your journal Complete “Beginning Assessment Test” section A only. Don’t forget to put your name on it. Keep to correct. Add to Vocabulary repetition and parallelism

Goals and objectives Unit goals and objectives: Students will be able to analyze and evaluate an author’s claim and delineate and evaluate an argument. Objectives and standards: RI 1: Cite Textual Evidence; RI 4: Determine the meaning of work and phrases; RI 5: Analyze and Evaluate and Authors’ Claim; RI 6: Determine an author’s point of view and analyze how an author uses rhetoric: RI 8: Delineate and evaluate the argument and claims in a text Academic vocabulary: enforce, entity, internal, presume, resolve Critical Vocabulary: discordant, pluralistic, interwoven, diversity Argument Vocabulary: Claim, evaluate, analyze, counterargument, reason, evidence, Rhetorical questions Language Vocabulary: repetition and parallelism Write down any questions generated during reading the text. Close Read: 2nd Read Reading for a purpose: Pay attention to how the details in the text support the idea of America as “an improbable (define) idea.” Write down any questions you generate during reading.

Today Correct and turn in Worksheet from “A Quilt of a Country” - Quindlen Tomorrow: SSR Exit ticket—Define the following and then answer the question Parallelism refers to using elements in sentences that are grammatically similar or identical in structure, sound, meaning, or meter. Examples: We are giving away our furniture, selling our house and moving to Spain. (or) "Today's students can put dope in their veins or hope in their brains. If they can conceive it and believe it, they can achieve it. They must know it is not their aptitude but their attitude that will determine their altitude." - Jesse Jackson Repetition Repeating words or phrases How did you delineate and evaluate the author’s argument? Explain/show.

September 22 SSR

New Seats 1. Line up in alphabetical order by middle name. Use last names and then first names as tie-breakers. 2. Then sit down, beginning with seat #1. 3. When all are seated, the student in seat #17 raises his or her hand and announces the class is ready.

TEXT BOOK TODAY September 25 Journal— Define the following: Academic vocabulary: enforce, entity, internal, presume, resolve Critical Vocabulary: discordant, pluralistic, interwoven, diversity Argument Vocabulary: Claim, evaluate, analyze, counterargument, reason, evidence, Rhetorical questions Language Vocabulary: repetition and parallelism Add Noun clause (page 10) to Language Vocabulary

Today—Finish Correct and turn in Worksheet from “A Quilt of a Country” - Quindlen Answer questions page 8, 1-6 (complete sentences); page 9, 1-4 (Vocabulary); and page 8, performance task (write an argument) Exit ticket—answer the question How did you delineate and evaluate the author’s arguement? Explain/show.

September 26—Happy birthday to me Review arguments Revise as needed Book reread of A quilt of a country Quiz tomorrow--Chromebooks

Today Don’t worry about finishing correcting the questions from the reading. Answer question #5 on page 8; page 9 all Vocabulary Notebook paper and turn in Quiz—Get a Chrome book and get on Skyward Please have your skyward family access passwords ready **I still need some rough drafts (pre-assessment essay) from you—I entered them into the grade book this morning.

September 23— SSR SRI/Fluency--Finish