1. 3-21-16  Objective: SWBAT continue to evaluate their peer’s written work through peer feedback as evidenced through their annotations of the model essay provided to them in class.  TOPIC: Reader Response:  EQ: “How can I continue to incorporate peer-response to make my writing stronger?”   DO NOW: Quickwrite:   How can we effectively peer review our partner’s essays?

2. 3-21-16  Objective: SWBAT continue to evaluate their peer’s written work through peer feedback as evidenced through their annotations of the model essay provided to them in class. -MINI LESSON:  1) We will read the introduction to the Romeo and Juliet essay.  2) Please write this question in your questions section:  “Based on what we read in the introduction, what do you think the writer will discuss in the body of the paper—what will be the focus of the following paragraphs?”

3.  You will pair up with a partner in the class and will answer the following questions based on their essays: Independent work: 1) What is the most informative and interesting part of my analysis? 2) What is the least informative and interesting part of my analysis? 3) What are the main points that the paper makes about the character? 4) Do I give enough evidence to support those main points? 5) What are the character’s typical behaviors? What does the character do that is especially revealing and significant? 6) Is anything unclear? What is needed to clarify these points? 7) Did my introduction interest you? If not, what could I have included to make it more interesting? 8) Did my conclusion leave you thinking about an interesting and important idea related to my character? If not, what could I have included to make it more interesting or important?

4. 3-23-16  Objective: SWBAT continue to evaluate their peer’s written work through peer feedback as evidenced through their annotations of the model essay provided to them in class.  TOPIC:Vocabularyball  EQ: “How can I expand my command of the English language?”   DO NOW: Quickwrite:   1. Vocabulary Project “Week 24 SAT/ACT Vocabulary” PowerPoint.

5. 3-23-16  Objective: SWBAT continue to evaluate their peer’s written work through peer feedback as evidenced through their annotations of the model essay provided to them in class.  TOPIC:Vocabularyball  1) We will get into teams of 2.  2) One student will step up to the plate (or students can go in pairs during the first inning) and the student will be given a random vocabulary word from the Vocabulary List.  If the student can define the word in less than 15 seconds, it’s a home run; between 15 and 30 seconds, it’s a double; and between 30 and 45 seconds, it’s a single.

6. 3-23-16  Objective: SWBAT continue to evaluate their peer’s written work through peer feedback as evidenced through their annotations of the model essay provided to them in class.  TOPIC:Vocabularyball  1) We will get into teams of 2.  2) One student will step up to the plate (or students can go in pairs during the first inning) and the student will be given a random vocabulary word from the Vocabulary List.  3) If the student can define the word in less than 15 seconds, it’s a home run; between 15 and 30 seconds, it’s a double; and between 30 and 45 seconds, it’s a single.

7. 3-23-16  Objective: SWBAT continue to evaluate their peer’s written work through peer feedback as evidenced through their annotations of the model essay provided to them in class.  TOPIC: Vocabularyball  4) If the student can’t define the word, then the “defense” (the team not up to bat) has to shout out the definition. The outfield can have a few guesses. If the defense can get it right, then the team has one out. After three outs, have teams switch.

8. 3-23-16  Objective: SWBAT continue to evaluate their peer’s written work through peer feedback as evidenced through their annotations of the model essay provided to them in class.  TOPIC: Vocabularyball  4) If the student can’t define the word, then the “defense” (the team not up to bat) has to shout out the definition. The outfield can have a few guesses. If the defense can get it right, then the team has one out. After three outs, have teams switch.

9. 3-23-16  Objective: SWBAT continue to evaluate their peer’s written work through peer feedback as evidenced through their annotations of the model essay provided to them in class.  TOPIC: Vocabularyball  - Independent work:  -You will create a vocabulary flip book with the vocabulary names, sentences, and definitions of the words that have been discussed in the vocabulary list.

10. 3-23-16  Objective: SWBAT continue to evaluate their peer’s written work through peer feedback as evidenced through their annotations of the model essay provided to them in class.  TOPIC: Vocabularyball  - Independent work:  -You will create a vocabulary flip book with the vocabulary names, sentences, and definitions of the words that have been discussed in the vocabulary list.

11. 3-23-16  Objective: SWBAT continue to evaluate their peer’s written work through peer feedback as evidenced through their annotations of the model essay provided to them in class.  TOPIC: Vocabularyball  Summary:  Answer the EQ in the summary section of your cornell notes.