Week Eight ( Final week before Midterm Grades entered) 100 EC Points if you print out syllabus by Tuesday Beginning of Class)

Day	Class Work	Homework
Monday	Place post-its on drafts with 3 things you want teacher to focus on for feedback. Discuss “Community Service and You” By T.J. Saftner 1.     Read for the Gist 2.     In your Reader’s/Writer’s Notebook answer: What is the text about? What is the Issue? Who is the writer? What do we know about him? How do we know? Reread to identify the author’s argument: What is the author’s argument? How do you know?	In your Reader’s Writer’s Notebook Answer the question: How can community service be advocacy? Refer to the Advocacy Table in Your Reader’s Writer’s Notebook Activity Actions To help you answer. Compare and Contrast how advocacy appeared in Chiadis, Martin Luther King Essay and Saftner. Draw an Activity/Action Table to help you answer.
Tuesday Shortened Day	Read Again Differently: What makes the text Persuasive? -Is this text persuasive? Complete your quick Write on: Explain why with reference to the texts, other texts, and your own experiences. What are the characteristics that make this text persuasive? Complete Graphic Organizer with elbow partner: Persuasive Yes/No Argument: Significant Sentence Why/How Persuasive Method Add to chart: What Makes a Persuasive Essay? Analysis of Texts: Methods to Persuade How does Safter build the argument? What evidence does the author use to support the argument? Is the evidence accurate, adequate, and appropriate? How does each method work to persuade the audience?	Analysis of Text Structure: In your Reader’s Writer’s Notebook Answer: How does Saftner structure his argument? How is this structure appropriate to the audience and argument? To answer this question think about: What topics does the author cover? In what order does the information appear? How is the text organized? Remember to cite the specific place in the text. Revise your rough drafts! DUE IN CLASS WEDNESDAY (TWO Zero’s if you do not come to class with your completed letter).
Wednesday	Complete Quick Write on: How does each of the three authors we read in the last few weeks (KING, CHIADIS, SAFTNER) begin the text to engage the reader? Chart Out Peer Review of Student’s Advocacy Letter	Revise your draft Focusing on rewriting your introduction: Bring rough Draft to class DUE IN CLASS Thursday (TWO Zero’s if you do not come to class with your completed letter).
Thursday	Ending with A Punch What does each author do to end his/her persuasive text? Which ending do you consider most effective? Why? How do the endings these author’s choose to write match their argument and audience? Explain with specific reference to the texts, the authors’ audiences and the texts they used. Staple class and teacher created rubric to your draft and assess your work.	LAST CHANCE TO TURN IN ANY MISSING WORK BEFORE MID_TERM GRADES IS TOMORROW! Revise persuasive Letter and Complete Final draft: Due Monday NO LATE WORK AS GRADE WINDOW OPENS.
Friday MR. Genut	Students read through Drafts either with elbow partner/peer and find a paragraph that needs to be more persuasive. Revise paragraph-getting help from partner or teacher as needed.	Revise persuasive Letter and Complete Final draft: Due Monday NO LATE WORK AS GRADE WINDOW OPENS.

USC at Library during Lunch on the 28th

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Say Mean Matter

SAY-MEAN-MATTER

Say-Mean-Matter is the name for a strategy that helps students question the text, search for deeper meanings, and make connections between text and their lives. It’s effective for all student levels from language learners to honors and AP students. It can be used with academic texts, with fiction, and with non-verbal material as well.

The strategy uses a three-column chart. This can be on an overhead, chart paper, chalkboard or whatever is handy. Once students have learned the method, they can quickly draw the graphic organizer and use it to find meaning and significance. SAY, MEAN, and MATTER are the 3 column titles on the chart.  When initially teaching the strategy, explain what each means using age-appropriate directions and suggestions.

SAY	MEAN	MATTER
What does the text say? What happened? Cite text (quotation) or paraphrase.	What does the author mean? How do I interpret this? Read “between the lines.”	Why does it matter to me or others? Why is this important? What is the significance? What are the implications?

  1.       For each item on the SAY list,  students write what they believe the statement means.   Ask questions, such as, “What makes you think that?” “How do you know that?”

  3.  The third column is the most abstract and may prove to be difficult at first.  . Ask yourself : “So what?” “What is the theme of the piece?” “How does this piece connect to your own life?” “What does it matter to you?”  Or, “What questions does this piece raise?”  “What implications does it hold for a given group of people, or for people in general?” In this column you find the meaning and depth of the piece.

  4.  Use the ideas recorded on the chart to create your thesis and body paragraphs. One way to do this is to start with a statement from the “MATTER” column as a topic or thesis statement, and then draw on the “SAY” and “MEAN” columns for supporting details. The first column provides “text proof,” (what the text says), while the second column provides student interpretation.

Syllabus Week Seven ( Print by Tuesday Classtime for 100 extra Credit points)

Day	Class Work	Homework
Monday	Reread “Board of Education” Identify Structures Is the Board of Education Letter Persuasive?” Do you think it would be persuasive to the Board of Education? Why? Methods to Persuade What is Chiadis doing with this phrase? What method is she using to persuade the reader? What is the impact on you as a reader? How are the methods appropriate to her audience, argument and purpose? Add to characteristics of a persuasive text chart posted on wall.	1. Reread Chiadis Evaluate Reasons and evidence 2. Answer the following questions in your Reader’s/Writer’s Notebooks: A.     Where could Chiadis have used better/more reasons and evidence to strengthen the argument? B.     What other counterarguments should she have addressed? How might she have rebutted them? 3. Bring in local newspaper articles that have stories or articles that cover subjects/topics that you might be interested in advocating for. (Culminating project research). 4. Wear a College T-shirt, sweatshirt, Pin, make a bookmark for the college of your choice for 100 points extra credit.
Tuesday Shortened Day	College Prep Day with Ms. Sousani, the College Counselor Review of the A-G requirements to get into a 4-year University or College. Share Homework  (10 minutes) A.     Where could Chiadis have used better/more reasons and evidence to strengthen the argument? B.     What other counterarguments should she have addressed? How might she have rebutted them?	Reread MLK Essay Complete the following Table: What it means to be an advocate How they make us care King Chiadis
Wednesday	Read Aloud Culminating Assignment Develop Issues for Advocacy Chart Issue Audience Planning your advocacy Letter: What do you want to persuade your audience to do? What argument will you make to persuade your audience? What methods will you use to build and support your argument? What reasons will you give? What evidence will you use? Where can you search to find the evidence? What will my audience’s counterarguments be? How can I rebut their counterarguments?	Planning your advocacy Letter: What do you want to persuade your audience to do? What argument will you make to persuade your audience? What methods will you use to build and support your argument? What reasons will you give? What evidence will you use? Where can you search to find the evidence? What will my audience’s counterarguments be? How can I rebut their counterarguments? 1. Make a list of what evidence you need to gather and support your argument.  Make at least 5 index cards with questions you need to answer!
Thursday	Library Day Research your advocacy letter	Write Rough Draft of Advocacy Letter
Friday	Library Day Google Docs Submit rough draft of your Advocacy Letter through Google Docs	Read “Community Service and You” By T.J. Saftner 1.     Read for the Gist 2.     In your Reader’s/Writer’s Notebook answer: What is the text about? What is the Issue? Who is the writer? What do we know about him? How do we know?

Culminating Project: Advocacy Letter

Begin Research on an Issue or Topic

Identify an issue that you are interested in learning more about as a possible topic for an advocacy letter. Begin to do research on who you might send your letter to / Also talk with others about where you might find information about your issue. Then write your topic and possible audience on an index card for Monday, October 25th class. 

Week Six ( Print out by Tuesday Class for 100 points Extra Credit)

Day	Class Work	Homework
Monday	Reread for Significance “Board of Education Letter” Pair share significant sentences and phrases (Handout and Rubric) Answer the following questions: What is the letter about? What is the issue? Who is the Writer? What do we know about her? How do we know? Complete Table (Chart in class) Occupation Action What is an Advocate What does an advocate do?	Reread again “Board of Education Letter” What does it mean to persuade people through writing? Write 2 paragraphs in your reader’s writer’s notebook and bring to class. Remember to write legibly and Enter into Table of Contents.
Tuesday	Review Advocacy and Persuasion Unit Sorting and Comprehension Questions. Characteristics of Effective Explanations Sentences. Write introductory paragraph on Gary Soto Essay using multi-colored pens, skip lines of Gary Soto Essay. Prompt is on pp.52 Remember to introduce and explain your quotations. Soto used the avocado tree as a symbol to _____________, ______________, and __________________. ( Thesis Template).	Write Body Paragraphs and Conclusion for Constructed Response Essay Page 52. First Draft is Due Friday. Do with your colored pens and skip lines. Use your outline/graphic organizer.
Wednesday	Is the Board of Education Letter Persuasive?” Do you think it would be persuasive to the Board of Education? Why? Reflection on Discussion Analysis of text: Methods to Persuade:	Write Body Paragraphs and Conclusion for Constructed Response Essay Page 52.
Thursday Mr. Genut is the guest Teacher today	Finish and correct Sentence Fragments and Run-on Sentence correction exercises	Write Body Paragraphs and Conclusion for Constructed Response Essay Page 52.
Friday	Reread “Board of Education” Identify Structures Introduce Culminating Project- Read Aloud Chart Criteria for a Good Topic	Begin Research on an Issue or Topic Identify an issue that you are interested in learning more about as a possible topic for an advocacy letter. Begin to do research on who you might send your letter to / Also talk with others about where you might find information about your issue. Then write your topic and possible audience on an index card for Monday’s class.

Five Paragraph Essay Checklist and Grading Rubric for Essay on The Grandfather by Gary Soto

ACTION	Check off
Student uses correct paragraph form
Student has all major parts of essay including introduction with a thesis, body paragraphs with evidence/support, counterargument, rebuttal and conclusion and call to action. Student defends positions with facts, concrete data, expert opinion, eyewitness information, and quotations.
Evidence from the text is introduced (The author writes… notes, expresses, states….)
Evidence from the text is explained (This shows, proves, illustrates, demonstrates…)
Student does not have sentence fragments or run on sentences
Student uses commas appropriately
Student’s syntax does not cause confusion
Student’s essay is free from contractions
Student does not use first or second person in essay
Student uses subject-verb agreement and pronoun-antecedent agreement correctly
Student correctly identifies rhetorical devices (appeal to logic through reasoning, appeal to emotion or ethical belief, relate a personal anecdote, case study, or analogy).
Student correctly identifies types of argument contained within the text (causality, analogy, authority, emotion, and logic)
Student correctly indentifies author’s intent
Student correctly identifies the author’s tone
Student makes clear connections between the author’s theme/message/assertion and the structure of the text.
Student writes neatly/legibly