Weekly Objectives for 3/17/14 - 3/21/14

Overview -  Our efforts still focus on deep reading and responding to paired passages.  The work is being completed on a more independent basis, and less instructional time is needed.  Students are becoming more proficient with their newly discovered skills.  They have become masters of organizing information from different genres of writing.  You can clearly see them articulating and formulating complex arguments supported with warranted evidence.  They are also able to synthesize ideas across genres to convey certain thematic connections.  As we mature and progress toward April, the groups will no doubt be prepared for what ever lies ahead.  
         Monday 3/17/14 - We were unable to hold a class today due to our Monday Morning Meeting and other factors.  I donated my instructional time to math and Social Studies.
         Tuesday  3/18/14 - The class was introduced to the next pair of passages: "A Weapon Not Often Used" and "Aunty Barbara's Feral Cat."  As usual, one is non-fiction and the other fictional.  We will simply be continuing the process started three weeks ago.  They focused their efforts on note taking and multiple choice attack.
         Wednesday 3/19/14 - The students have progressed toward the short response essay.  Here they must formulate a response that is clear, concise and to the point.  Usually a short response requires 3-5 sentences.  In those sentences, students usually have to support claims with evidence from the passages.  They were also given time to focus on independent reading requirements.  When doing this they are expected to practice deep reading principles.
          Thursday 3/20/14 - Today we will be writing our final extended response essay.  Students are expected to make an argument on whether a skunk would make a great pet.  They must create a claim that strongly argues their decision.  Many states allow skunks to be domesticated as inside animals.  Arguments must be supported with strong evidence that has its roots deep in warrants.  The students must then be able to mesh together the similarities between the two articles about skunks and feral cats.