Bellringer—Follow the directions below! Write 2-3 complete sentences explaining how the idea expressed in the quote to the right can help you throughout the school year. 3-4 minutes

Play Hard; Play Together; Play Smart from The Carolina Way By Dean Smith with John Kilgo DAY 1 1 minute

A Visit to UNC Chapel Hill 30 seconds (or delete if you prefer)

Learning Targets I can annotate a text according to English 9 standards of expectation. 1 minute

Protocol Instructions Walk & Talk—This is a great opportunity to move around the room, expend some energy, and meet new classmates! Protocol Instructions Walk around the room until a timer goes off. As soon as the timer goes off, stop and discuss a question with the person nearest to you. Discuss until Mrs. Thomas calls time, then we will repeat the process for each of the discussion questions. DISCUSSION QUESTIONS What do you think of when you think of “annotating”? When have you used this strategy before? What could make your annotating better? 5 minutes

People have been annotating texts since there have been texts to annotate. 30 seconds

NOTE: Annotation is not “just” highlighting NOTE: Annotation is not “just” highlighting. This is probably the most common misconception regarding the annotation process. 30 seconds

If annotating isn’t just highlighting, then what IS it If annotating isn’t just highlighting, then what IS it? Let’s look at some examples! 30 seconds

Modeled Annotation in 2nd grade. 1-2 minutes Modeled Annotation in 2nd grade. Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse.

Annotations in Grades 3-5 Underline the major points. Circle keywords or phrases that are confusing or unknown to you. Use a question mark (?) for questions that you have during the reading. Be sure to write your question. 1-2 minutes Emphasize that these are expectations for grades 3-5. Ask students if they see anything on the list that they fail to do when they annotate (most do NOT write out specific questions.)

Middle school student’s annotation of connotative meanings in Charlotte’s Web 30 seconds It’s not always about reading difficult texts, but also about reading seemingly simpler texts in more complex ways.

Annotation in Grades 6-8 Underline the major points. Circle keywords or phrases that are confusing or unknown to you. Use a question mark (?) for questions that you have during the reading. Be sure to write your question. Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention. Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections. 2-3 minutes

The Problem… Most high school students seem to be stuck at the annotation expectations for 6th to 8th grades. We have to keep pushing this strategy further to make it as useful as possible! So what do we add…? 30 seconds

Annotation in Grades 9-12 Underline the major points. Circle keywords or phrases that are confusing or unknown to you. Use a question mark (?) for questions that you have during the reading. Be sure to write your question. Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention. Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections. Mark EX when the author provides an example. Numerate arguments, important ideas, or key details and write words or phrases that restate them. 1 minute

Modeling in 9th Grade English 1-2 minutes

Annotation Key ↵ ? ! 1, 2, 3… O EX SYMBOL PURPOSE ________ Underline the major points. O Circle keywords or phrases that are confusing or unknown to you. ? Use a question mark (?) for questions that you have during the reading. Be sure to write your question. ! Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention. ↵ Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections. EX Mark EX when the author provides an example. 1, 2, 3… Numerate arguments, important ideas, or key details and write words or phrases that restate them. 2-3 minutes Print this slide for a handout and/or turn the content into a poster to display in class.

Let’s Practice Together! Let’s annotate the introduction to “Play Hard; Play Together; Play Smart” looking for the following: What we should emphasize as we read? Any surprising/interesting points? Any questions we need to address? Any confusing/unknown words? 1 minute

I DO… I never went into a season as North Carolina’s head coach thinking we’d just plug things into the previous year’s plan and duplicate ourselves. As I said we never had the same team return, and there were any number of other variables from one year to the next. We couldn’t have had the long run of success that we enjoyed if we’d been too stubborn to change and come up with new ideas and different ways to play the game. What we should emphasize as we read? What is the MAIN IDEA? 2-3 minutes As a student to read the passage; then discuss the questions to the right.

I DO… I never went into a season as North Carolina’s head coach thinking we’d just plug things into the previous year’s plan and duplicate ourselves. As I said we never had the same team return, and there were any number of other variables from one year to the next. We couldn’t have had the long run of success that we enjoyed if we’d been too stubborn to change and come up with new ideas and different ways to play the game. What we should emphasize as we read? What is the MAIN IDEA? Based on our annotation chart, what should I do to this part of the text? 1 minute

I DO… I never went into a season as North Carolina’s head coach thinking we’d just plug things into the previous year’s plan and duplicate ourselves. As I said we never had the same team return, and there were any number of other variables from one year to the next. We couldn’t have had the long run of success that we enjoyed if we’d been too stubborn to change and come up with new ideas and different ways to play the game. Any surprising/ interesting points? 30 seconds (just read the question and then go on since you are modeling in this phase.)

I DO… Any surprising/ interesting points? You wouldn’t think that such a winning coach would have to change his approach over and over again. I expected him to have a system that he always used! Based on our annotation chart, what should I do to this part of the text? I never went into a season as North Carolina’s head coach thinking we’d just plug things into the previous year’s plan and duplicate ourselves. As I said we never had the same team return, and there were any number of other variables from one year to the next. We couldn’t have had the long run of success that we enjoyed if we’d been too stubborn to change and come up with new ideas and different ways to play the game. 1 minute

I DO… Any questions we need to address? I wonder what some of his approaches were and what variables he had to deal with from year to year. Based on our annotation chart, what should I do to this part of the text? I never went into a season as North Carolina’s head coach thinking we’d just plug things into the previous year’s plan and duplicate ourselves. As I said we never had the same team return, and there were any number of other variables from one year to the next. We couldn’t have had the long run of success that we enjoyed if we’d been too stubborn to change and come up with new ideas and different ways to play the game. 1-2 minutes

I DO… I never went into a season as North Carolina’s head coach thinking we’d just plug things into the previous year’s plan and duplicate ourselves. As I said we never had the same team return, and there were any number of other variables from one year to the next. We couldn’t have had the long run of success that we enjoyed if we’d been too stubborn to change and come up with new ideas and different ways to play the game. Any confusing/ unknown words? 30 seconds

I DO… I never went into a season as North Carolina’s head coach thinking we’d just plug things into the previous year’s plan and duplicate ourselves. As I said we never had the same team return, and there were any number of other variables from one year to the next. We couldn’t have had the long run of success that we enjoyed if we’d been too stubborn to change and come up with new ideas and different ways to play the game. Any confusing/ unknown words? Based on our annotation chart, what should I do to this part of the text? 30 seconds

We Do… I will repeat this several times in this book: Don’t fear change. Sometimes change can refresh a stale team; sometimes it’s mandated by changing personnel; sometimes the rules of the game change. We adapted each year to hide our weaknesses and accentuate our strengths. Although we didn’t have a system at North Carolina, we certainly had a philosophy. We believed in it strongly and didn’t stray very far from it. It pretty much stayed the same from my first year as head coach. It was our mission statement; our strategic plan, our entire approach in a nutshell: Play hard; play smart; play together. What we should emphasize as we read? Any surprising/ interesting points? Any questions we need to address? Any confusing/ unknown words? 5 minutes Have a student read these passages then annotate this on the promethean as students direct you based on the questions.

You Do TOGETHER… You all repeat this process for the rest of the FRONT page of the text. Use the guiding questions and the annotation chart to analyze this section of the text. You have 10 minutes to work, so use your time wisely. 10-15 minutes (for activity and whole group discussion)

You Do…INDEPENDENTLY You have the remainder of the period to complete the tasks below INDEPENDENTLY. If you do not finish in class, then you should finish for HOMEWORK. Finish annotating the text based on our annotation chart. Respond to the following prompt: What makes Dean Smith such a unique coach? Remainder of the period while teacher monitors progress and redirects as needed.

Bellringer—Find the 10 errors in the passage. Many inventions has odd story behind them. The hot dog is one of those odd storys. It was invented by a sausage seller in St. louis. Sausages could be messy, so Anton Feuchtwanger gave his customers white gloves to where while they ate the problem was that many customer's did not return the white gloves. Thats why Feuchtwanger asked his brother-in-law, a baker to make a special roll to hold the sausage. The result: the first hot dog! Bellringer—Find the 10 errors in the passage. 3 minutes

Bellringer—Find the 10 errors in the passage. Many inventions have odd stories behind them. The hot dog is one of those odd stories. It was invented by a sausage seller in St. Louis. Sausages could be messy, so Anton Feuchtwanger gave his customers white gloves to wear while they ate. The problem was that many customers did not return the white gloves. That is why Feuchtwanger asked his brother-in-law, a baker, to make a special roll to hold the sausage. The result: the first hot dog! Bellringer—Find the 10 errors in the passage. 1-2 minutes

Play Hard; Play Together; Play Smart from The Carolina Way By Dean Smith with John Kilgo DAY 2 1 minute or less

I can respond to a prompt using CCC format. I can support claims with textual evidence. I can clarify the correlation between a claim and its textual evidence. 1-2 minutes

When Do You Use CCC? This approach to text-based writing is a method you can use in all content areas! We will learn the basics of the CCC method and then will build on those concepts throughout the year as we write expository essays, persuasive essays, and short answer responses. 1 minute

What Do The 3 Cs Mean to Me? Claim/Cite/Clarify is a way of answering questions or summarizing text. Claim it—this is where you answer the question. Cite it—this is where you provide textual evidence for your claim. Clarify it—this is where you explain how the evidence supports the claim. 2-3 minutes

To answer any question or respond to any writing prompt, one must make a claim, or assertion, that directly answers the prompt. You have TWO options for how to do this: Provide an answer. (The decision to do ___________________ was dangerous because…). Make in inference. (It seems that because of ____________, ___________ happened.) Your Claim 2 minutes

Your Citation Whenever you make a claim, you MUST back it up with evidence. You CITE that evidence. Ways to introduce your citation: “According to the text…” “The text states…” “The author describes…” What evidence from the text would you use to back up your claim? 2 minutes

Your Clarification Ties back to your claim. Explains how your citation supports your claim. Explain the importance (This is significant because…) Give an effect. (Because of this decision…) Give a reason (He made this choice because…) Compare or contrast with something. (This is similar to/different from ___________ because…) Make an “if, then” statement. (If this happened, then…) Make a connection to another event or to ideas past or present. (This is similar to…). 3 minutes

It all works together! Don’t think of these as individual components. Each component is 100% necessary to make the whole functional! Claim Cite Clarify 1 minute

Let’s Try It Together “Oatmeal has many health benefits. You may have heard the saying that a hearty bowl of oatmeal at breakfast “sticks to your ribs”. This is not too far off from the truth. Oatmeal contains fiber which stays in the stomach longer and helps you feel fuller for longer. This can prevent overeating later on in the day, which may help you maintain a healthy weight and avoid the health problems associated with being overweight.” Why is oatmeal healthy? Explain. 2-3 minutes Read and then discuss how to best answer the prompt.

Do you see claim, cite, and clarify? No citing SPECIFIC evidence FROM THE TEXT You can’t clarify because there is no citation. What other problems do you see? Starts with a personal pronoun Informal language How’s this response? It’s good for you because it keeps you from getting fat and stuff like that. 2-3 minutes

How’s This? One characteristic of oatmeal that makes it a healthy meal choice is its fiber content. According to the text, these fibers make the stomach feel fuller for a longer period of time. As a result, oatmeal keeps individuals from overeating and can help avoid health problems associated with weight gain and overeating. 2-3 minutes

What is the CLAIM? One characteristic of oatmeal that makes it a healthy meal choice is its fiber content. According to the text, these fibers make the stomach feel fuller for a longer period of time. As a result, oatmeal keeps individuals from overeating and can help avoid health problems associated with weight gain and overeating. 30 seconds

What is the CLAIM? One characteristic of oatmeal that makes it a healthy meal choice is its fiber content. According to the text, these fibers make the stomach feel fuller for a longer period of time. As a result, oatmeal keeps individuals from overeating and can help avoid health problems associated with weight gain and overeating. 30 seconds

What evidence is CITED? One characteristic of oatmeal that makes it a healthy meal choice is its fiber content. According to the text, these fibers make the stomach feel fuller for a longer period of time. As a result, oatmeal keeps individuals from overeating and can help avoid health problems associated with weight gain and overeating. 30 seconds

What evidence is CITED? One characteristic of oatmeal that makes it a healthy meal choice is its fiber content. According to the text, these fibers make the stomach feel fuller for a longer period of time. As a result, oatmeal keeps individuals from overeating and can help avoid health problems associated with weight gain and overeating. 30 seconds

Where does the writer CLARIFY the relationship between the claim and the evidence that supports it? One characteristic of oatmeal that makes it a healthy meal choice is its fiber content. According to the text, these fibers make the stomach feel fuller for a longer period of time. As a result, oatmeal keeps individuals from overeating and can help avoid health problems associated with weight gain and overeating. 30 seconds

Where does the writer CLARIFY the relationship between the claim and the evidence that supports it? One characteristic of oatmeal that makes it a healthy meal choice is its fiber content. According to the text, these fibers make the stomach feel fuller for a longer period of time. As a result, oatmeal keeps individuals from overeating and can help avoid health problems associated with weight gain and overeating. 30 seconds

Let’s Try an Example Together! (7th Period) PROMPT: What does Smith’s reaction to the player at the Air Force Academy show about the difference between his values and those commonly held in his culture? Smith’s reaction to the player at the Air Force Academy showed that Smith values teamwork over selfishness. According to the text, Smith, upon observing selfishness on the court, pulled all but one player off the court and stated, “You understand it takes at least one more player.” As a result, Smith set himself apart from other coaches when he chose teamwork over individual talent. 5 minutes Before the answer shows up on the screen, use the empty space to write a response while you ask guiding questions from students. (What claim might address all aspects of our prompt? How can you support that claim? How do we explain the connection between the claim and the evidence we used to support it?)

Let’s Try an Example Together! (4th Period) PROMPT: What does Smith’s reaction to the player at the Air Force Academy show about the difference between his values and those commonly held in his culture? Smith’s reaction to the player at the Air Force Academy shows that he values teamwork over individual performance. Smith states, “You understand it takes at least one more player.” This statement made to a player who was earning points but not working with his teammates proves that Smith appreciates each player on the court and expects them to do the same. 5 minutes Before the answer shows up on the screen, use the empty space to write a response while you ask guiding questions from students. (What claim might address all aspects of our prompt? How can you support that claim? How do we explain the connection between the claim and the evidence we used to support it?)

Let’s Try an Example Together! (3rd Period) PROMPT: What does Smith’s reaction to the player at the Air Force Academy show about the difference between his values and those commonly held in his culture? Smith’s reaction to the player at the Air Force Academy shows that Smith values teamwork over individual success. According to the text, when Smith saw a player who was playing selfishly on the court, he removed all other players from the court only to have the young player realize that, as Smith stated, “…It takes at least one more player.” This is significant because Smith set himself apart by emphasizing the importance of playing unselfishly when many coaches would have allowed the player to continue his behavior in order to win. 5 minutes Before the answer shows up on the screen, use the empty space to write a response while you ask guiding questions from students. (What claim might address all aspects of our prompt? How can you support that claim? How do we explain the connection between the claim and the evidence we used to support it?)

Let’s Try an Example Together! (2nd Period) PROMPT: What does Smith’s reaction to the player at the Air Force Academy show about the difference between his values and those commonly held in his culture? Smith’s reaction to the player at the Air Force Academy shows that Smith values the team over the individual rather than creating a culture where players “look out for number one.” According to the text, Smith proved his values when he said to the player, “You understand it takes at least one more player.” Because of this decision, Smith sets himself apart and communicates that the whole team matters rather than one individual. 5 minutes Before the answer shows up on the screen, use the empty space to write a response while you ask guiding questions from students. (What claim might address all aspects of our prompt? How can you support that claim? How do we explain the connection between the claim and the evidence we used to support it?)

Let’s Try an Example Together! (1st Period) PROMPT: What does Smith’s reaction to the player at the Air Force Academy show about the difference between his values and those commonly held in his culture? Smith’s reaction to the player at the Air Force Academy shows that he values selflessness in a culture where most people “look out for number one.” According to the text, Dean emphasizes the “recruiting of unselfish players” and evens goes so far as to teach players the importance of teamwork over individual success. This is significant because Smith’s principles go against what is traditionally accepted in modern culture. 5 minutes Before the answer shows up on the screen, use the empty space to write a response while you ask guiding questions from students. (What claim might address all aspects of our prompt? How can you support that claim? How do we explain the connection between the claim and the evidence we used to support it?)

Let’s Try an Example Together! PROMPT: What does Smith’s reaction to the player at the Air Force Academy show about the difference between his values and those commonly held in his culture? In a culture that encourages people to “look out for number one,” Smith cultivated an environment where players looked out for and appreciated one another. At the Air Force Academy, Smith removed all but one player from the floor to emphasize the idea that one player cannot win on his own, stating, “You understand it takes at least one more player” (Smith 1). While many coaches might appreciate the effort and hard work of the player who was scoring all the points, Smith understood that no amount of individual talent can win long-term in basketball without a team effort. 5 minutes Before the answer shows up on the screen, use the empty space to write a response while you ask guiding questions from students. (What claim might address all aspects of our prompt? How can you support that claim? How do we explain the connection between the claim and the evidence we used to support it?)

Let’s look at another concept we will address throughout the year…THEME! To help us out, let’s look at how THEME compares to a much simpler concept—PLOT. 3 minutes

TOPIC vs. THEME TOPIC THEME Expressed using a COMPLETE SENTENCE. EXAMPLES: Love conquers all. Beauty comes from within. Usually expressed in one or two words. EXAMPLES: Love Beauty/appearances 2 minutes

Groupwork Directions Use a sticky note to write a THEME from “Play Hard; Play Together; Play Smart.” Once you finish, place your theme on the chalkboard at the back of the room. You have 5 minutes. 4-5 minutes

EVEN-ODD Groupwork Directions: If your group number is ODD, work together to write a response to prompt #1. If your group number is EVEN, work together to write a response to prompt #2. In what way does the repetition of sentences help emphasize and develop Smith’s theme? How does Smith’s point of view affect his attitude? How does his attitude reinforce the theme of the selection? 5-10 minutes Teacher should navigate the room to help groups, redirect, and answer questions.

3 minutes Let’s Discuss