1. 10/13/15 Do Now: - Take out something to write with. Homework: - Anxiety Disorders article and Graphic Organizer due Thurday 10/15 Content Objective: Content Objective: Students will gain an understanding of, and evaluate, the most relevant evidence. Language Objective: Language Objective: Students will work in small groups to compare and evaluate evidence and decide which is the “most relevant”.

3. adjective closely connected or appropriate to the matter at hand. Relevant:

4. 1) Put three pieces of evidence from your “Why Teenagers Act Crazy” GO on three separate Post-It Notes. 2) Break up into groups of four. 3) Share your evidence and decided which piece(s) are most relevant and why. 4) Place the Post-It notes where they belong on “relevancy continuum” Directions :

5. Evaluating Evidence: Most Relevant Evidence Less Relevant Evidence Claim: Adolescents are vulnerable to anxiety because of the way that their brain develops.

6. Claim: Although everyone suffers some anxiety, people suffering from anxiety disorders are unable to regulate normal responses to stress (dangers and threats). Directions: Choose the most relevant pieces of textual evidence from TeenHealth.org, and The Catcher in the Rye, to support the claim above. TeenHealth.org – Anxiety DisordersThe Catcher in the Rye Textual evidence to support the claim “Direct quote from the article” How does this evidence support the claim? ANALYSIS/EXPLANATION Textual evidence to support the claim “Direct quote from the novel” (Put the page number) How does this evidence support the claim? ANALYSIS/EXPLANATION

7. Post It Notes Level 1 Options: o A quote or moment you like. o A question you have about the facts of the novel (plot, characters, etc.) o Vocabulary o New facts or details that you have learned about a character. Level 2 Options: o A connection to self o A literary element you notice (what it is and how it is used)  Characterization (Adjective)  Imagery (How is word choice used)  Setting (What is significance of place)  Metaphor/Simile  Theme (What is the big idea)  Conflict (What is the big problem)  Symbol (Concrete and abstract) o An inference or prediction that you can make about the text. o A question you have that would require thought to answer (beyond the facts) Level 3 Options: o A connection to the world or another text. o A universal theme or idea o Thought provoking questions for Socratic Seminar. o Awareness of authors craft (Salinger is using this technique because…)

8. Monday: NO SCHOOL Tuesday: Evaluate Evidence Wednesday: Thursday: Friday: Looking Ahead :