 SWBAT comprehend the definitions of distribution, density, concentration, and pattern  SWBAT understand how to analyze a map and apply the terms density, concentration, and pattern to Chicago maps  SWBAT cite evidence from articles and maps to support quotes for and against school closings  SWBAT synthesize content vocabulary, map analysis skills, and reading skills to write a letter to Rahm Emanuel defending their opinions of the school closings by citing evidence

 Read and take notes 1.9 Space: Distribution of Features.  Write a definition for distribution.  Write a definition and create drawings which represent density, concentration and pattern.

 Distribution: the arrangement of a feature (object/thing) in space  Density: the frequency with which something occurs in space (more of an object=higher density)  Concentration: if the features are close together = clustered; if they are far apart = dispersed  Pattern: The geometric arrangement of objects in space

ANSWER IN BINDER: What is the title of the map? What is shown in the legend/key? What do the colors represent? What do the dots and squares represent?

Write 3 observations about the colors **Note the density, concentration, and pattern of the colors. Write 3 observation about the dots and squares? **Note the density, concentration, and pattern in relation to each other and the colors.

ANSWER IN BINDER: What is the title of the map? What is shown in the legend/key? What do the colors represent? What do the dots and squares represent?

Write 3 observations about the colors? **Note the density, concentration, and pattern of the colors. Write 3 observations about the dots and squares **Note the density, concentration, and pattern in relation to the colors or each other

Exit slip: After analyzing the maps: 1. Make one conclusion/generalization about the information on the school closing map 2. Give your opinion of the information in the map

 Read and Annotate (talk to the text, use your annotation bookmark)  1. Multiple viewpoints on charter schools in Chicago  2. Multiple Viewpoints on budget cuts in Chicago Public Schools

Write 3 observations about the colors? **Note the density, concentration, and pattern of the colors. Write 2 connections between yesterdays map and todays map**Note the density, concentration, and pattern of different information on both maps Bell Ringer

 Read and annotate Quotes  Decide if the quote is pro or con (pro is arguing for the closure of schools; con is arguing against closing the schools)  Write a piece of evidence from the maps or articles to support the quote  Discuss with group “Are the school closings and budget cuts necessary and justified or unnecessary and unfair? Convince your group using evidence

 Where did you put the quotes?  What are your opinions of the information on these maps, quotes, and articles?

 Write a metaphor or simile to express your opinions about the school closings  Sentence stems you can use but are not limited to….. School closings are like_________ because ____________ School closings are similar to _____________ because _______________

 Individually write a letter to Rham Emanuel  Read assignment  Brain storm Main idea possibilities and evidence with group  Share as class  Start letter  Finish letter for peer edit tomorrow (please type and print if possible)

Your name Kenwood Academy Academic Center Oct.1, 2015 Mayor Rahm Emanuel 121 N LaSalle Street Chicago City Hall 4 th Floor Chicago, IL Dear Mayor Emanuel, 3 paragraphs of letter Sincerely, Signature here Your name (typed) Kenwood Academy 8 th grade student

 Take Quiz  Peer edit letters  HW: Final Draft of letter-Due Monday. Must staple rubric and first draft with peer edit form.