1. EQ: “What are the keys to participating in successful tutorials?" Topic: Tutorial Groups DO NOW: 2. Quickwrite 1. Tutorial Request Form (TRF) Collection -Collect students’ Tutorial Request Forms as they enter the room. -Have the tutors break the students into groups of seven based upon their questions. Objective: SWBAT understand the importance of tutorials and how they relate to COSTAS Levels of Thinking. CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCSS.ELA- LITERACY.SL.9-10.4 CCSS.ELA- LITERACY.SL.9-10.6 9-COLL.A1 9-INQ.B2 9-INQ.B3

2. Mini lesson: (10 min) 2. Review Expectations -Have students form groups of three to four Objective: SWBAT understand the importance of tutorials and how they relate to COSTAS Levels of Thinking. CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCSS.ELA- LITERACY.SL.9-10.4 CCSS.ELA- LITERACY.SL.9-10.6 9-COLL.A1 9-INQ.B2 9-INQ.B3

3. - Independent work: -Students in 3rd and 4th period will get into their subject based groups and will take out a cornell note related to their Point of confusion. -At least two students will present their point of confusion on the blackboard. While one student is presenting per a group, the tutors will be filling out the student’s three column notes, and will be guiding the student by asking clarifying questions. -The tutor and the surrounding students in the group will be using costas levels of thinking in order to ask the student clarifying questions. Mr. Lopez and Mr. Moussa will tutor the students in their specific subjects. Objective: SWBAT understand the importance of tutorials and how they relate to COSTAS Levels of Thinking. CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCSS.ELA- LITERACY.SL.9-10.4 CCSS.ELA- LITERACY.SL.9-10.6 9-COLL.A1 9-INQ.B2 9-INQ.B3

4. Topic: Anlayzing an argumentative writing piece EQ: “How will analyzing someone else’s argument essay impact my own writing?” DO NOW/ Quickwrite: What is the student’s argument in her essay? Can you make sure to underline her claim and restate it for the quickwrite.. Objective: SWBAT analyze the author’s argument through a GIST graphic organizer. CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

5. 1. Critical Reading: “We Need More Sex Education Now!” 2. As a class, number the paragraphs. 3. First Read: Read the essay in its entirety out loud to the class. Second Read: Students read silently and Mark the Text. Circle key terms. Underline the author’s claims. Third Read: Instruct students to use the Charting the Text Table: Analyzing the Micro-Structure handout to chart what the author of the essay is both “saying” and “doing.” Encourage the use of the Charting Verbs List to aid in this process. Note: See resource pages for further instruction, if necessary. Objective: SWBAT analyze the author’s argument through a GIST graphic organizer. CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

6. - Independent work: 1) 1) With a partner, analyze the author’s use of evidence by completing the Analyzing and Summary Evidence: Template. 2) 2) Have a couple of groups share their writings with the class. Objective: SWBAT analyze the author’s argument through a GIST graphic organizer. CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

7. Topic: Analyzing an argumentative writing piece EQ: “How will analyzing someone else’s argument essay impact my own writing?” Quickwrite: Take out a cornell note from any subject and be prepared to have it collected. Objective: SWBAT analyze the author’s argument through a Marking the text chart and an evidence template. CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

8. Mini lesson: (10 min) 1. Critical Reading: “We Need More Sex Education Now!” As a class, you will work in pairs to fill out the Charting the Text Table: Analyzing the Micro- Structure handout to chart what the author of the essay is both “saying” and “doing.” -Use the use of the Charting Verbs List to aid in this process. Note: See resource pages for further instruction, if necessary. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

9. Independent work: 1) With a partner, analyze the author’s use of evidence by completing the Analyzing and Summary Evidence: Template. 2) Share your writings with the class. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

10. Topic: Analyzing an argumentative through Collaboration/Philosophical Chairs discussion EQ: “How will analyzing someone else’s argument essay impact my own writing?” DO NOW/ Quickwrite: For your central statement on your Philosophical chairs report please make sure to write: “Do you believe that sex education should start at the elementary school level, like the author argues in her argumentative essay?” Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

11. Topic: Analyzing an argumentative through Collaboration/Philosophical Chairs discussion a) Pass out 4.6a Pre-Discussion Organizer for Philosophical Chairs handout. b) Record the following Central Statement: Sex Education needs to become a priority in public education. c) You have 10 minutes to develop and support an argument for both sides of the claim/central statement. (You must complete arguments for both sides because you do not know which side you will be arguing. Use your text, charts, and templates to aid in this process. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

12. Philosophical rules of engagement: 1) Be sure you understand the central topic! 2) 2) Listen carefully to both sides of the argument. 3) 3) Only one person speaks at a time. 4) 4) You must first summarize the previous speaker’s argument briefly before you make your response. 5) 5) If you have spoken for your side, you must wait until three other people on your side speak before you speak again. 6) 6) Address the idea, not the person saying it. 7) 7) Keep an open mind and move to the undecided section if you feel that someone made a good argument or your opinion is swayed. 8) 8) Support the mediator in maintaining order and helping the discussion to progress. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

13. 1) Collaborative Inquiry work: 2). Philosophical Chairs – “Sex Education” 3) a) Number students off from 1 to 25 (according to class size). Once everyone has a number, announce that even numbers will argue the “Pro” side and odd numbers will argue the “Against” side. 4) b) Remind students of the following: 5) Participation is required. 6) Speaking turns should resemble a tennis match (from one side to the other, back and forth). 7) Three Before Me! Do not hog the speaking floor! 8) If the other side persuades you, and the teacher has given the okay, you may move according to your beliefs. 9) The debate should last at least 30 minutes. 10) c) Once the debate is complete, have students complete the reflection. If time allows, it might also be a good idea to discuss as a class what went well, as well as what needs to improve for next time. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

14. Topic: Analyzing an argumentative writing piece EQ: What (society/school/or community issues are relevant to me? DO NOW/ Quickwrite: Please draw a mind map with different spider webs coming out form it. We will use this diagram shortly… Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

15. 9 th and 10 th Grade AIVD: Topic: TRF and Collaborative Inquiry work EQ: What is the key to partcipating in successful tutorials? DO NOW/ Quickwrite: Please get into your content area groups and begin to work on your TRFs and three column notes. -You must use Costas levels of thinking in order to guide the presenter into asking key questions during the tutorial. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

16. Topic: Analyzing an argumentative writing piece EQ: What (society/school/or community issues are relevant to me? DO NOW/ Quickwrite: Please draw a mind map with different spider webs coming out form it. We will use this diagram shortly… Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

17. 2.Mini lesson: (10 min) Say Something -We are going to play a quick game of “Say Something.” -Think about an issue in our community, school, or society that they would be interested in researching further and writing an argument essay about. -Take turns going around the room; everyone speaks, and once you have shared an idea, you may sit down. If you have to pass, then you must remain standing, and you will be revisited. No idea can be repeated. -Record all of the ideas on the board for students to see. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

18. Mini lesson: (10 min) 3. Quickwrite -You have three minutes to write down everything that you know about their topic. -Once the three minutes are up, record questions that you have regarding the topic. If you cannot come up with any questions, then they should not be writing over that topic! -Next, write a single statement regarding their position on the topic. This will serve as a claim/thesis. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

19. Independent work: 4. Argument Assignment Argument: Assignment Description – Please identify their audience, purpose, and form. -Finally, use the Pros/Cons for My Position handout, in order to help you organize their thoughts. You may need to record this information on a page of Cornell notes due to a lack of space. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

20. Topic: Alumni College Experience EQ: “How can we compare our guest speaker’s college experience with our own goals after high school? DO NOW/ Quickwrite: SLANT (Sit up, Lean forward, Ask questions, Nod your head, Take notes). -Please take out your binders so that I can check them for binder checks! Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

21. Our AVID SPEAKER: 1) Our AVID Speaker will discuss her college experience from her classes to the college lunchroom! 2) 2) Please give Yesmary Rodriguez a warm and wonderful welcome back to her alma mater! 3) 3) While Yesmary is giving her experience you will take notes on her presentation and will write down any quesitons that you have in the quesitons section of your cornell notes. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4

22. - Independent work: 1) After hearing Yesmery’s experience, you will write a learning log reflection in which you will freewrite a paragraph on what you have learned from experience and how her college experience relates to specific goals that you may have after high school for college. Vocabulary: 1)Claim 2)Counterclaim 3)Evidence 4)Reasoning 5)Contraceptives 6)Abstinence 7)Misdemeanor 8)Statuary Rape 9)Coercive 10)Exploitative CCLS ELA and AVID Standards: Presentation of Knowledge and Ideas: CCRA.R.1 - CCRA.R.3 CCRA.R.5 – A 10-WRI.B1 10-REA.B2 10-REA.B3 10-REA.B4