good morning class good morning M um let's start class like we always do can everybody stand please Dream Deferred by Lon H what happens to a dream def does it dry up like rais in the Sun or like a and does it stin like rotten meat or cred sugar over like ay s maybe it just SS like a heavy or does it explode this is Tuesday November 29th um very good we're reciting Dream Deferred and you know that we recite that poem every day and we don't just recite it just to be Reed we recited for a reason can somebody remind us of our reason on why we recite that poem Michael and use the mic so everybody can hear you re recite dream the thir every day because a dream defer is a dream put to the side and you don't want us to put any of our dreams to the side because one of Dreams might be really a dream that we really want to accomplish in life and if it's put to the side we might not accomplish it very [Music] good all right let's go over our agenda for today um quick we've already had our warmup with our bell ringer and you had to reread finding your Everest you read it last night and you reread it this morning um grammar opening activities we've completed those and today we're going to do part one of our lesson for finding your Ence now remember there are three parts to this lesson we've previewed and we're working on Parts one two and three and of course um we will have teacher student conferences for our argumentative essay um later on today okay hopefully everybody has written down your homework assignment I know that you have moving right along what's going on um progress reports will be issued on December the 9th and we will be having a debate on Abby Sunderland remember I told you guys to hold your thinking on Abby Sunderland because we're going to tie it in with what we're reading for finding your effort okay and we're going to have an entire debate over all of them um argumentative essay your final draft is due December 16 and you have a binder check and of course second quarter ends December 22nd and you have your Christmas break now surprise everybody has a cookie in front of you and Miss relle was nice enough too let you eat a cookie today so can everybody grab one cookie out of your little bag and eat it very quickly on one of your Post-it notes can you please write down what you just ate quickly breathe now there is another cookie in the bag so what I want you to do now is take the other cookie eat it but I want you to eat it really slow I want you to take your time and eat the cookie take your time and think about what makes up a cookie as you eat it what are the elements in that cookie take your time and then on your posted note I want you to take your time and write down the elements that make up that cookie on your second posty note you have two colors now I have my two Post-it notes up here first time we ate it we had a rust cookie right yes and can somebody tell me what you wrote on your Post-It note Oreo cookie Oreo she hurry up and ate in oreo now take your time cookie you took your time can somebody tell me what you wrote paig I put sugar sugar someone else Ronald chocolate cookie with white icing chocolate icing Remington vanilla vanilla anybody else Cameron cookie dough cookie dough okay I'm going to write dough joy little bit of sodium and food coloring sodium food coloring oh y'all have some good thoughts food coloring one last one Asia no milk very good so we have a rush cookie and we have a take your time cookie now Rush cookie is how we normally read text right you go home miss relle ask you to read the text how many times do we read them three three times and we kind of rush through them we normally how we normally read the text but then in you take your time cookie is what we call a close read and you know in class do we rush our cookies in class do we rush our reading in class no we take our time and read and that's what close reading is so we can understand every element of the text so we can break it down into Parts okay so give your hand give yourselves a hands for your Rush cookie and you take your time cooking along with the informational text for Abby Sunderland we're going to be working out of our close reader today and of course I made copies for you okay and just to um remind you throughout the close reader remember the blue boxes that you see um they have questions and instructions and also there are several terms that you have to define the definitions are not here so how do we Define these terms what do we use David context context clues class what are context clues when you take the words that you do know to help me figure out the words that you don't know very good okay so all throughout the text while we are closely reading you're going to use context clues to Define your words that are inv bolded all right and also at the end of each selection if everybody can turn to the uh back page of your packets there you will you're going to find your short response question okay now when we answer a short response how do we answer it what method do we use toan we the the race method the race method correct or the question a answer the question C text evidence times how many two eain very good all right oops so we use the race method to create our short response answer so just remember that at the end of um our lesson that's what you're going to use okay and also when you see these bullets you're just going to follow all the directions in completing your bullets I just wanted to reminds you cuz we haven't worked in the close reader um in a in a um while okay okay so let's check for understanding real quick steps in using the close reader you define your critical vocabulary and the sidebar to definitions that fit the content so what do we use to define our vocabulary cont Clues very good complete each question by completing each bullet bullet very good and you use what to create your short answer question race response I'm sorry race very good moving right along all right so we're going to continue on with our bold actions unit we've been focused on this unit for a few weeks now we've read several different texts um and in our unit we have a quote and can you recite our quote for us be bold St courage and be strong of Soul very good and all the selections that we've read uh involve some type of bold action okay and um throughout this unit we've been thinking of this question we've been bringing this question to mind which is what are the rewards and risk of undertaking bold actions I've asked you to think about this question okay and there's also an enduring understanding can somebody tell us what our enduring understanding is Jana we all win and we all lose we all win and we all lose but we Face everything every challenge we face it what fearlessly we do everything in what Excellence very good all right so at the end of this unit our B action unit remember I told you guys you're going to present an oral commentary okay you're going to express your opinion about rewards and risk of B actions all right so standard LSS what does LSS mean Louisiana student standard how many strands do we focus on five five strands in LSS now this is an argument this is an essay so what strand will we be focused on someone raise your hand and tell me what strand K reading informational text reading informational text okay just like what we read with Abby Sunderland informational text okay so this is our LSS we're going to go ahead and start our daily dose of LSS okay and in order for us to understand it our standard better I need you to write your focus statement so your focus statement I can evaluate an Arguments for sufficient reasons to support the claim and counter claim so at the top of your text write your focus statement please and we're going to talk about some key words in this Focus statement in this Focus statement this word evaluate can someone tell me we've talked about this before what does it mean to evaluate something Tristian to evaluate to evaluate something means to to evaluate something means to um Sal eight to evaluate something means to examine something carefully to judge its value or worth very good okay examine carefully to judge its value or worth and that's what we're going to do with this essay we're going to evaluate it okay for an argument okay evaluate this argument and we all know what an argument is how many sides you have in an argument two two sides okay for sufficient reason to support the claim and the counter claim what is a claim all right Keon what is a claim a claim is the author's opinions or perspective very good an author's opinion or perspective okay and then a counter claim what would a counter claim be Pastor Mike the page a counter claim is the opposing side to the G the opposing side okay so we have two sides okay so we're going to to evaluate an argument two sides for sufficient reasons to support the claim and the counter claim you've learned the terminology we're going to put it into action again okay just like we did with Abby Sunderland all right so it is a Continuum of learning class take my little timer off in the past we compared news stories about the same event from various sources and remember that was with whom AB Abby Sunderland remember we had three sources today presently we're going to trace and evaluate an argument in the news okay and in the future as I said we're going to present an oral commentary okay continuing of learning now with all of this that we've been focused on in order to break these essays down remember the text was a little difficult for us but we broke it down what did we use class graphic organiz graphic organizers and in your packet everybody has a graphic organizer for finding your effort okay so put your graphic or organizer side by side with your text okay now in Abby Su one in order for us to find a central idea what type of um technique did we use W's in the H five W's in the H and that really helped us to break the essay down because when it's very difficult it's out we're out there in the clouds and we're kind of confused we break it down with the five W's and the H then we continued on with our Second Source which is an editorial and what did we use for that facts and opinions very good facts and opinions and then also in Source number two we came up with plain reasons and evidence that's another graphic organizer that we use and our last one remember the stop and think with connections the video okay we stopped we thought about key points and how did it connect to us make sure you have everything on your desk class everybody make sure you have everything out on your desk now finding your Everest claims and reasons first thing Everest Mount Everest I think 5 five Mount Everest all right cross curricular social studies Mount Everest can anybody give us a few little facts about Mount Everest one fact I learned about Mount Everest was it was was once named the tallest mountain in the world but after our research we found out that it's actually not the tallest very good I remember that anybody from group one David anything about Mount ESS keep F the wind can blow over 200 miles hour very good okay let's see Michael Mount Everest I'm come to group three next more than 200 people died trying to climb on ever y remember that one is located on the continent of Asia and last but not least while we were reading Abby sinderland a 13year old name Jordan was the first youngest person to accomplish Continental efforts so when we were reading about Abby we heard about Jordan and that's what's finding your eff is about okay all right so our essential question for our essay argument finding your Everest how do the components of an argument work together how do they work together so let's preview first okay all right so today you're going to be using your prior learning to analyze prior learning Abby Sunderland another argument to analyze and evaluate finding your everence okay prior learning have we been reading with a pencil yes and what is that called class annotation annotation someone specifically tell me what annotation means um Jan it means to take note while reading something very good take note notes while reading something okay so in our prior learning this is our terminology we've already talked about what a claim is correct we've already talked about a counter claim we know what facts are opinions and of course when we have a claim how do we prove it with what Reas Reas with reasons what do we back those reasons up with evidence evidence and also we can learn what an editorial is can someone tell me what an editorial is um Tristan an editorial is an an article based on Arthur's opinion very good opinion or anybody else perspectives perspective very good okay all right so how would reading finding your ele Everest be relevant in your life how would it be relevant in your life let's look at these questions up here have you ever been held back by your parents or friend from doing something that you really wanted to do show of hand okay and then what were their reasons as to why you shouldn't have done the particular thing think about that think about that what were your reasons for wanting to do it so is it relevant is it relevant class yes very good okay argument reasons evidence okay I have an argument I have to back it up with reasons I have two sides I have a claim I have a counter CL got it yes all right all right so graphic organizers are on your desk correct yes all right plane versus counter claim we've already defined these everybody should have these notes in your binder yes very good now example and non-example microphone please I'm going to get these two shoulder Partners want you to see again visually see an example and a non-example of a claim and a counter claim example of a claim Abby Sunderland was too young to S solo Abby sun was not too young to sell solo and this is my counter claim okay so was that a good example yes yes we read ABY Sunderland in the essay some some thought that she was too young to sell solo around the world by herself and what age was Abby 16 16 and then the counter plane she wasn't too young and who thought that she wasn't too young her parents her parents okay um non example of a claim and counter claim claim non I mean yeah non example but read the claim Abby Suman was too young to sell solo she was too young to sell solo now is this a counter CLA Abby sundland shouldn't have sailed by herself is that a counter Clan no no it is not okay so that is your example and non-example of a claim and counter claim okay put it in your schema right what is our schema everybody information that's already in your head very good okay moving right along turn to page 13 of your text please and we're going to be Begin by closely reading to evaluate an argument we're going to read this argument and you have read it twice Miss rashelle is going to read it and of course we will'll probably read it again with our shoulder Partners okay now when while I'm reading you're going to be annotating because you're going to be trying to listen for the claim what is the claim what is the counter claim hence you might have to make an inference okay everybody have your text ready and I'm going to begin reading can parents go too far in supporting their children's dreams I feel good about what my parents have taught me about setting goals Jordan says and now he wants to spread that message to others all right so I hope that everyone was listening for the claim and the counter claim in that argument okay now I'm going to model cuz we're going to look for the claim I modeled it with Abby I'm going to model it again but you're also going to help okay you're also going to look for the claim and we're going to see compare your claim to my claim okay all right so what I want you to do with your shoulder partner I want you to look for the claim on your graphic organizer you have the claim we're going to look for the claim right now don't worry about the reasons yet that's part two of our lesson part one is looking for the claim and the counter claim so right now you're only doing the claim with your shoulder partner and then after you've been with your shoulder partner a minute you're going to um discuss it with the entire group and then you're going to report your findings as part of our daily dose of LSS go ahead I'm going to put the timer on he was prepared he was okay a minute is up entire group should be discussing [Music] name chicka chicka back at me I heard some very good discussions now um I hope everybody is everybody ready to report your findings yes okay so we're going to if I if I can get a presenter from each group to present the claim and then you're going to I'm going to annotate um and we're going to see if your claim is anywhere near the claim that I have so I know when I'm looking for a claim I'm looking for someone's what class someone's opinion so let's see what claims each group came up with do marrow climbing the Seven Summits wasn't such a dangerous Fe okay very good go ahead next group climbing Mount Everest was not too threatening for Jordan Romero to clim okay so you're saying that someone is making that claim okay group three grou three collaborated and said it was not too big of a gamble for Jordan Romero to climb the Seven Summits very everybody listening soaking that in okay go ahead our claim is climbing the seven summons was not too hazardous of a task for John Romero to clim the S summon very good give them my hand hand let look at this question that this writer poses okay in this argument all right so this writer poses a question right at the beginning and when this writer poses this question at the beginning what is the question group two parents go too far in supporting their children's dream can parents go too far in supporting their children's dream what did this writer open this up with everybody a hook a hook okay can parents go too far and supporting their children's dreams so now again I know what I'm finding the claim I'm looking for someone's what opinion opinion okay or their perspective same thing so let's see when I read this Paul Romero who is Jordan's who father his father he was taken by surprise when his son announced that he wanted to climb the seven Summit okay very surprised then his father said down here I annotated on my text we've always taught him to just think big and we'll try to make this happen Okay Seven Summits climbing Mount Everest okay my son is 13 but I always Tau him to think big then he did say that it was a fine line for encouraging his son and pushing him too far but then he began doing what training his son okay he began to even understand he wanted him to know what Ming was about and remember all of these intense um hours of dirt dirtiness pack carrying packs and long extensive brutal travel in climbing a mountain but then he said that Jordan did what class persevere and remember we use context clues can someone tell me what the word persevered means um Asia Asia what does it mean for someone to persevere persevere means to continue doing something in spite of difficulties very good and I hope that you you use context clues right what are context clues again class when you take the words that you do know that you don't know all right so he said that his son persevered though what is the claim what is the opinion in this essay first of all who do y'all think is making this claim Jordan's father Jordan's father his parents his father is making a claim so I heard all of your claims and your claims were wonderful so let's look at Miss rashel's claim climbing the seven summons is not too big of a risk for a 13-year-old and it's basically the same thing you use different words but it's basically what you wrote so if you want to dot down U Notes From what I wrote and compare it to what you wrote give yourselves a big hand cuz you did a wonderful job finding that CL all right has everybody finished writing down the claim yes very good now after we find the claim what do we have to look for next the counter claim so since this is my claim what is going to be my counter claim real quickly in your groups very once you find the claim it's easy to find the counter claim right and while I read you should have been listening for both of them so in your group show the partners a minute entire group one minute then we report our findings for the counter claim go ahead it was too big of a g listen to what I have guys climbing the Seven Summits was not too big of a RIS for climbing on AIS was in threat situation and we said that all right minute is off so you should be discussing with your entire group now chicka chicka all right let's report our findings presenters we found the claim and now you look for the counter claim and let's see what you came up with go ahead climbing the Seven Summits is way too dangerous for 13-year-old Jordan Romero everybody let that so in next Ru climbing the Seven Summits was too threatening for Jordan because he put his life in jeopardy climbing the seven Summers was too big of a gamble for 13y old climbing the 7 is too hazardous for a 13y old very good does everybody agree with with those counter claims yes give them a hand now we know we said that Jordan's father made the claim that it was not too risky for my son to climb so who made this counter claim someone raise a hand and tell me who made this counter claim Hanan the critics the critics in the counter so as you were reading the text you should have um while you were annotating you should have been looking for the claim and the counter claim so if I know if this person made a claim then I have to see who made the counter claim who was a gang s and as she said the critics okay and I'm sure that once we find out reasons we're going to go on the text and find that evidence have a seat give yourselves a hand again it was not too risky for Jordan Romero to climb Mount Everest counter claim it was too risky for Jordan Romero to climb Mount Everest one more time who made this claim who made the counter claim the critics the critics very good all right so what is my next step as a reader after I found the claim and the counter claim what should I be looking for next page reasons reason reasons very good reasons okay and we're going to look for reasons in part two of our lesson on your graphic organizer there's the place for reasons okay so we're going to look for the reasons for the claim and the counter claiming part two of our lesson okay what would happen if the author had not included any reasons to support this claim um salv uh I wouldn't believe his opinion you wouldn't believe his opinion anything else a wouldn't be proof wouldn't be any proof okay do we have to back up with reasons class yes do we always have to show proof because we love finding what class Pro we love finding proof okay I'm not going to believe you m relle is not going to believe you right so you have to do what prove it prove it to me very good all right so we're going to go ahead and conclude but before we conclude tomorrow on part two of our lesson of course I said we're going to come up with our reasons um but on your own I want you to reread and annotate finding your errors and you're only going to work on this first bullet which is bullets 1 through three in your text okay and you also have an exit ticket that you're going to complete in your packet okay so one more time closure why is it important to have reasons behind your claim um Ronald it is important to have behind your CLA because if you don't if you don't St reason behind claim there no proof very good and I love how you answered in such a complete sentence how do the components of an argument work together we have an editorial we have an essay and in that essay someone States a what claim claim and they prove their claim with what reason and they back their reasons up with what evidence evidence very good now big question did you agree with the claim in the essay did you agree with the claim think about that because remember we're going to have a debate okay Abby Sunderland Jordan Romero can parents go too far we're going to have a debate all right also what is your Everest what is your academic Everest can everybody turn to your exit ticket please and you're going to work on your exit ticket before you leave class today tomorrow we will start part two of our finding your Everest lesson in your on your exit ticket you have two tasks two task cards one on the front one on the back with each one I want you to look for the claim and the counter claim okay the claim and the counter claim on your task card for your exit ticket does everybody understand yes very good and last but not least next next time you read something don't have a rush cookie have a take your time cookie um one other thing class daily dose of LSS did we analyze our text yes yes we did did we cite evidence yes did we participate in discussions yes yes we did did we report our findings yes did we study and apply our academic vocabulary yes yes we did and I know I owe some students some stickers to go on our vocabulary board because I did hear you're using vocabulary so daily dose of LSS give me [Music] five very [Music] good continue on with your exit ticket exit tickets please have a good day exit ticket have a good day have a good day have a good day have a good day have a good day group two exit tickets thank you have a good day thank you have a good day thank you group three exit tickets please have a good day have a good day Nicholas have a good day have a good day have a good day have a good day have a good day group four