1. Barry Gilmore TCTE 2014 www.barrygilmore.net @barry_gilmore

4. Is that for me?

5. Are we doing anything today?

6. Are they graded yet?

7. Are you reading that?

14. SAT Does a person’s character determine that person’s success in life? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. SAT Does a person’s character determine that person’s success in life? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position.

15. PARCC Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English. PARCC Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

16. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position. Argue What do students think when they see this verb? How do you teach this skill? Develop Organize Interpret Interpret words and phrases as they are used in a text (R4) Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (SL2.6) Read closely to determine what the text says explicitly and to make logical inferences from it (R1) Analyze and interpret data to provide evidence for phenomena. (NGSS, MS- LS2-1)

18. Talk the List

19. Does an individual have the right to violate an unjust law? If so, under what circumstances? Write an essay in which you argue that individuals do or do not have this right. Use examples from history or from your reading to support your argument.

20. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws.

21. Before During After Argue

22. Before Example lead sentence: While some might argue that students should be expelled for the complaints they make about their teachers online, the law supports their freedom of speech in the digital arena as well as the real word. Example lead sentences: Should schools allow students to post negative comments about their teachers online? Absolutely not; recognizing the potential damage of posts to real human beings is a vital component of any student’s education. Argue Persuade

23. During (part 1) Make a Claim Make a Claim Mental Moves “There are points at which individuals should break a law.” Agree Disagree

24. During Make a Claim Make a Claim Support the Claim Anticipate Opposition Mental Moves Evidence: Textual, observation, experience

25. Make a Claim Make a Claim Support the Claim Anticipate Opposition Mental Moves Agree Disagree

26. Dring Consider Your Audience Integrate (Structure) Mental Moves Claim, then counterclaim Point by point

27. Make a Claim Make a Claim Support the Claim Anticipate Opposition Mental Moves Consider Your Audience Integrate (Structure)

28. During (part 2) What makes a law just or unjust? Can one person determine that a law is unjust? Should there be consequences for breaking unjust laws?

29. During (part 2) Citizens should obey: “I will obey those in control. That’s what I’m forced to do.” (Ismene) Citizens should resist: “I’ll lie down there forever. As for you, well, if you wish, you can show contempt for those laws the gods all hold in honour.” (Antigone) Partners: Find lines from texts Sticky notes on board Reading and note-taking Class claim and counterclaim Claim: Because laws represent the collective wisdom of a society, no one individual has the right to violate those laws. Counterclaim: Because the majority group in a society can overlook the rights of minorities or can be misled by a powerful view, individuals have the right to violate laws that are clearly unjust.

30. After

31. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Make a Claim Make a Claim

32. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Support the Claim

33. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Anticipate Opposition

34. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Consider Your Audience

35. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Integrate (Structure)

36. Make a Claim Make a Claim Support the Claim Anticipate Opposition After Consider Your Audience Integrate (Structure)

37. Time-out: What else is going on? (The other words) Time-out: What else is going on? (The other words)

38. Before During After Develop

39. Before Narrative Non-Narrative Write narratives to develop real or imagined experiences (W3) Scientific Develop a topic for an informational or analytical essay or presentation (W2) Develop a model to predict and/or describe phenomena such as the earth-sun- moon relationship (NGSS)

40. In Romeo and Juliet Shakespeare uses celestial bodies, such as the sun, moon, and stars, to enhance the speakers’ dialogue and contribute to Romeo and Juliet’s relationship. In their love towards one another, Romeo and Juliet tend to speak of symbols such as stars and the moon to evoke their love and passion for each other, despite the difficult situations that they are forced to endure. Because the sun, moon, and stars are seen as symbols of prosperity, strength, and happiness, they are continually applied to the two lovers. These symbols help explain the role of beauty in Romeo and Juliet’s love as well as the effects of fate predetermining the outcome of the play. However, while comparisons of Juliet to celestial bodies elevate Romeo’s love towards Juliet and show his romantic personality, Romeo’s ability to make Juliet’s beauty equivalent to the stars and heaven prompts readers to consider whether beauty and attraction are the primary basis of Romeo and Juliet’s love. Yet even though the two lovers are forced to endure many hardships and difficult times, their love for one another never terminates, even at their death. The celestial bodies help explain the role of beauty in Romeo and Juliet’s love, the effects of fate predetermining the outcome of the play, and the necessity to overcome their family’s wishes for true love.

41. The Old Model: Write an essay in which you analyze Shakespeare’s use of celestial bodies in the play Romeo and Juliet. The Old Model: Write an essay in which you analyze Shakespeare’s use of celestial bodies in the play Romeo and Juliet. The New Model: Choose a symbol or image that recurs throughout Romeo and Juliet. Write an essay in which connect that symbol or image to major themes of the play. Develop your essay with evidence from throughout the play. The New Model: Choose a symbol or image that recurs throughout Romeo and Juliet. Write an essay in which connect that symbol or image to major themes of the play. Develop your essay with evidence from throughout the play.

42. Gather Information Ask Questions Qualify Mental Moves Make Connections Organize and Discuss

43. During PoisonFlowers and herbs Churches and tombsEyes and ears (sight, etc.) Sun, moon, and starsWeather: rain, storms, sunshine Disguises and masksAnimals (especially birds) BloodWeapons NamesLight and Dark Gestures (thumb-biting)Mythological allusions Natural and civil lawsReligious symbolism PoisonFlowers and herbs Churches and tombsEyes and ears (sight, etc.) Sun, moon, and starsWeather: rain, storms, sunshine Disguises and masksAnimals (especially birds) BloodWeapons NamesLight and Dark Gestures (thumb-biting)Mythological allusions Natural and civil lawsReligious symbolism

44. During Choose a symbol Return to the text (search online) Find quotations Include citations Choose a symbol Return to the text (search online) Find quotations Include citations Gather Information Ask Questions Qualify Make Connections Discuss or fast-write: what do the quotations tell you?

45. Sarah: Romeo vows to Juliet “by the moon” in act two scene two. Jasmine: Is that the balcony scene: Sarah: end of it Carter: But Juliet he shouldn’t swear that way cause the moon is inconstant Jasmine: why is the moon inconstant Carter: I guess cause it changes not like the sun. Sarah: So this is about whether or not love lasts. Sarah: Romeo vows to Juliet “by the moon” in act two scene two. Jasmine: Is that the balcony scene: Sarah: end of it Carter: But Juliet he shouldn’t swear that way cause the moon is inconstant Jasmine: why is the moon inconstant Carter: I guess cause it changes not like the sun. Sarah: So this is about whether or not love lasts. During

47. Romeo uses stars, sun, and moon imagery to elevate his love for Juliet, but he may really be referring to her beauty more than true love. Meanwhile, Shakespeare use the stars, sun, and moon as symbols of predetermined fate, giving love an inevitable outcome.

48. After

49. In Romeo and Juliet Shakespeare uses celestial bodies, such as the sun, moon, and stars, to enhance the speakers’ dialogue and contribute to Romeo and Juliet’s relationship. In their love towards one another, Romeo and Juliet tend to speak of symbols such as stars and the moon to evoke their love and passion for each other, despite the difficult situations that they are forced to endure. Because the sun, moon, and stars are seen as symbols of prosperity, strength, and happiness, they are continually applied to the two lovers. These symbols help explain the role of beauty in Romeo and Juliet’s love as well as the effects of fate predetermining the outcome of the play. However, while comparisons of Juliet to celestial bodies elevate Romeo’s love towards Juliet and show his romantic personality, Romeo’s ability to make Juliet’s beauty equivalent to the stars and heaven prompts readers to consider whether beauty and attraction are the primary basis of Romeo and Juliet’s love. Yet even though the two lovers are forced to endure many hardships and difficult times, their love for one another never terminates, even at their death. The celestial bodies help explain the role of beauty in Romeo and Juliet’s love, the effects of fate predetermining the outcome of the play, and the necessity to overcome their family’s wishes for true love.

50. Level One: Recall Level One: Recall Develop a list of references to the stars. Level Two: Skills Level Two: Skills Develop an explanation for each quotation. Level Three: Strategic Thinking Level Three: Strategic Thinking Develop your essay with evidence from the text. Level Four: Extended Thinking Level Four: Extended Thinking Develop a lesson that compares star images in this play to those in Hamlet.

51. Explain

55. The college essay Journalism Letters Class discussions Audience Purpose Audience Purpose

56. Audience Purpose Audience Purpose

57. 1. Be explicit, not prescriptive. 2. Model. Scaffold. Engage. 3. Authenticity matters. 4. We’re not in this alone. 5. There’s more to cognition than the verb alone.

58. Barry Gilmore TCTE 2014 www.barrygilmore.net @barry_gilmore