Let's Review: (1/5)
Warm-up: (WELCOME BACK!!)
Discussion:
Resources:
- Describe three things you are most looking forward to this year.
- Describe three classroom expectations you remember.
- Explain two things you plan to work on this next semester. (Be specific!)
- How to you plan to work on this? (Be specific! "Just work harder" is not an acceptable answer. If you plan on improving your grade, you may say something like, "I plan to improve my grade by committing an hour of time each night to reading and working on my homework."
- Review the PowerPoint on classroom expectations. (found in resources)
- Summerize each slide of the PowerPoint in your notebook. (Write one to two sentence that show the most important idea of each slide)
- Complete classroom expectations worksheet. (Found in resources) You may work with a partner on this worksheet, but each person must have a response in their notebook.
Discussion:
- We will be having a class discussion at the end of the block on what worked in the first semester, and what we need to improve on.
- Jot down at least two quick notes on something you can bring to this conversation.
- Once you finish, read or choose a book from the library.
Resources:
expectations.pptx | |
File Size: | 637 kb |
File Type: | pptx |
classroom_expectations.docx | |
File Size: | 91 kb |
File Type: | docx |
Let's Goal Set! (1/6)
Warm-up: (In 2 parts)
Practice:
Writing: (we will use this writing piece to start tracking our progress to achieve the class writing goal.)
Resources:
- Explain what it means to set a goal.
- Why is it important to set goals?
- How long should you work toward a goal? Explain
- Explain what element is important in writing.
- How do you make your argument strong? Explain.
Practice:
- Look at your MAP score from the Fall. (This should be in your agenda.)
- Create a goal for the next MAP test (tomorrow).
- Record this on your MAP sheet in your agenda.
- Describe three ways that will help you improve in reading. Create a reading goal and explain how you will achieve this.
- Describe three ways that you feel you need to improve in writing. Write the writing goal for the class down in your notebook (it's on the board).
Writing: (we will use this writing piece to start tracking our progress to achieve the class writing goal.)
- Pick up a prompt from the table.
- Respond to the prompt.
- Turn prompt into the box.
Resources:
coal_on-demand.docx | |
File Size: | 18 kb |
File Type: | docx |
MAP testing: (1/7)
Be sure to have your notebook and agenda! You can earn 5 extra credit points by improving your score by 3! If you are absent, come prepared to make it up in the next few days.
Writing: (1/8)
Warm-Up:
Practice:
Resources:
- Define controlling idea. (Look at rubric if you need help)
- Describe why it is important to have a controlling idea.
- Define counter claim.
- Explain why it is important to have a counter claim when writing an argumentative piece.
Practice:
- Complete the essay prompt from 1/6.
- Once completed, find a partner who is also finished.
- Swap papers.
- Highlight and label in a select color the claim in your partner's paper.
- Highlight and label in a different color the counter claim.
- Circle the words that use/reference the text.
- Underline when your partner cited the article.
- Label each part of the essay (introduction, body, conclusion.) If their first paragraph sounds more like a body paragraph, then label the first paragraph as the body paragraph.
- Draw squiggly line under grammar or spelling mistakes.
- And example can be found in resources.
- Fill out peer review sheet and rubric. (found in resources)
- Before giving graded essay back to your partners paper, discuss your peer review sheet with them.
Resources:
peer_review.docx | |
File Size: | 14 kb |
File Type: | docx |
argumentation_rubric.doc | |
File Size: | 38 kb |
File Type: | doc |
Creative Writing: (1/9)
Click on the link below and create your story in your notebook:
creative_writing_1_9.pptx | |
File Size: | 147 kb |
File Type: | pptx |
Peer Edit Cont. (1/12)
Warm-up:
Practice:
Reflect:
Resources:
- Describe the three most important elements in an argumentative piece.
- Explain why each is important to the piece.
- Describe one thing you feel you are strongest in when writing an argumentative piece.
- Describe one thing you feel you need to improve in when writing an argumentative piece.
Practice:
- Refer to the directions in 1/8 to review your partners paper.
- Be sure to use the model we did in class on 1/9 as reference.
- If you were not here, please see Ms. Crenshaw for model.
Reflect:
- Do you feel that the score your partner gave you was accurate? Explain your thinking.
- Explain how having a peer review your piece helped you with the writing process.
- Explain one element you feel you need the MOST work in when writing an argumentative piece.
- Pick up the chart "Argumentative Writing Progress Data" from the table. (also found in resources)
- Record the on-demand piece we have discussed the pass few day.
- In the "next steps" box, record one skill you plan to work on and see improvement in for the next time.
Resources:
progress_data_chart.docx | |
File Size: | 16 kb |
File Type: | docx |
3.8 Paragraph (1/13)
Warm-up:
Practice:
Resources:
- Describe what is important to have in order to make a paragraph.
- As a writer, how do you know to finish one paragraph and begin another.
- Explain two ways to make a paragraph strong.
Practice:
- Take notes on how to construct a 3.8 paragraph. Notes can be found on PowerPoint in the resource section.
- After taking notes, complete the quiz on 3.8 paragraph that is found in the PowerPoint.
- Check your answers with a partner.
- Using the article we worked on last week, construct a 3.8 paragraph.
- Swap paragraphs with a partner and check each others.
- Label each part of your partner's paragraph using your notes.
Resources:
3.8_paragraph.ppt | |
File Size: | 345 kb |
File Type: | ppt |
Thesis Review: (1/14-1/15)
Warm-Up:
- Define thesis.
- Give an three examples of a thesis.
- Analyze whether your on-demand had a strong thesis. Explain why or why not.
Practice:
Refer to Ms. Moore's website. Click the tab more and go to researching skills. Work on the thesis lesson.
****Take notes off of PowerPoint for Thesis. Once you have finished this, SHOW MS. CRENSHAW!!****
Refer to Ms. Moore's website. Click the tab more and go to researching skills. Work on the thesis lesson.
****Take notes off of PowerPoint for Thesis. Once you have finished this, SHOW MS. CRENSHAW!!****
Creative Writing: (1/16)
creative_writing_1_9.pptx | |
File Size: | 147 kb |
File Type: | pptx |
Choosing a strong Topic: (1/20)
Warm-up:
Practice:
Play:
Resources:
- Define topic.
- Describe two things you feel make a strong topic. Be sure to explain why you think this way.
- Explain three things you would want to learn more about.
Practice:
- We will begin with discussing the thesis worksheets from last week.
- After the review, take notes on the Topic PowerPoint.
- Using the last slide, create four topics of your own.
Play:
- You will need a partner or a group of three.
- Roll the literary cube.
- With the picture, one person must create a general topic.
- The next person must make the general topic more narrow.
- The topic needs to be narrowed down until it is controversial and can be researched.
Resources:
choosing_a_topic.pptx | |
File Size: | 113 kb |
File Type: | pptx |
The INGREDIENTS for a Strong Claim: (1/21)
Warm-up:
Investigate:
Create:
Resources:
- Define fact.
- Define opinion.
- Which do you feel makes a strong claim? Explain you thinking.
- Give an example of what you think makes a strong claim.
- Discuss why you think it is a strong claim.
Investigate:
- Watch the review video on the argumentative essay. Pause at the end of the video and copy down the reviewing points.
- Video is found in resources.
- The thesis must have a strong claim.
- Is claim fact or opinion?
- Review the PowerPoint on fact and opinion and take notes. (Found in resources)
Create:
- Choose a topic from the previous lesson.
- Turn that topic into a strong topic.
- Create a poster that would persuade your audience to agree with your claim.
- Staple into notebook and SHOW MS. CRENSHAW
Resources:
fact_v_opinion.pptx | |
File Size: | 1474 kb |
File Type: | pptx |
Types of Claim: (1/22) (only do if I've asked you to move on)
Warm-Up:
Investigate:
- Identify the different types of claim. (Even if you don't know it, do the best to identify what your think the different types of claim. For example, a type of writing piece is a personal narrative.)
- Explain how each type works in a piece. (For example, A type of claim is fact which argues the definition of an idea.)
Investigate:
- You will be in group A or in group B. (Ms. Crenshaw will let you know which)
- Follow the direction under your group letter:
Group A:
- Complete the lesson using the PowerPoint directly below.
pics_for_types_of_claims_ext.pptx | |
File Size: | 3102 kb |
File Type: | pptx |
- Add the information from the document directly below to your notes:
types_of_claims.docx | |
File Size: | 14 kb |
File Type: | docx |
- Copy the chart from the attachment below in your notebook. Complete the chart.
write_your_own_ext.docx | |
File Size: | 13 kb |
File Type: | docx |
Group B:
- Complete the lesson using the PowerPoint directly below.
pics_for_types_of_claims_reg.pptx | |
File Size: | 3122 kb |
File Type: | pptx |
- Add the information from the document directly below to your notes:
types_of_claims.docx | |
File Size: | 14 kb |
File Type: | docx |
- Copy the chart from the attachment below in your notebook. Complete the chart.
write_your_own_reg.docx | |
File Size: | 15 kb |
File Type: | docx |
Creative Writing: (1/23)
creative_writing_1_22.pptx | |
File Size: | 410 kb |
File Type: | pptx |
Supporting your claim: (1/28-29)
Warm-Up:
Investigate:
Group work:
Create:
- Explain what it means to support an argument. Give an example to clarify what you discuss.
- Why do you think it is important to support your claim? Explain your thinking.
- Which things should you look to in order to choose strong support? Explain.
Investigate:
- Today we will try to solve a crime!
- Look over the picture on the slide found in the resource section. Be sure to read the description after looking at the picture.
- Answer the following questions in your notebook:
- Can we believe what Queeny said? Why or why not?
- Most of you have learned, from watching various crime shows, that witnesses are not always reliable. What do you think? Explain.
- Is what you see in the picture consistent with what Queeny says?
- Fill evidence that you see in the picture into the chart (found in resources.)
- Think of these guiding questions as you fill in the evidence:
- a. “Now, can someone explain why that is important?”
b. “Does everyone agree with that?”
c. “Let’s see if we can make that into a general rule.”
- Create a rule that can follow that evidence. Look at the example in the chart. If you are having trouble thinking of one, ask yourself, "what can I conclude from that?"
- Answer the prompt (found in resources) in your notebook.
- Make a list of things we need to explain to the chief of police or a district attorney if we really were an investigative team. What would we have to include in the report? For example, one thing we would need to explain may be when we arrived.
- With a partner, discuss your evidence, rule, and conclusions. Together, write a report that discusses your findings. Do you believe Queeny is telling the truth? Also, you need to include five pieces of evidence, the corresponding rule, and the conclusion. For example, First, the cup is in his hand. When people fall down the stairs, they let go of what they are holding to try and get a grip of something to stop.
Group work:
- View the picture labeled " Voluptuary."
- Define the word voluptuary.
- Do you feel the man in the picture represents the definition? Do you think the man would be labeled as one? Explain. (answer in your notebooks)
- In your notebooks, identify five things that make a "good king."
- Create a claim about the prince as a ruler.
- Fill in the chart (found in resources.)
Create:
- Using the criteria of what make a "good" ruler, create a claim with supporting details about a ruler you have seen in movies or literature (you can also make one up.)
- On a separate sheet of paper, draw the ruler with the evidence you identified. Try to incorporate the evidence in an abstract way similar to the original picture.
*Credit: Hillocks,
G. (2011). Teaching Argument Writing. Portsmouth, NH: Heinem
Resources:
slip_or_trip.docx | |
File Size: | 317 kb |
File Type: | docx |
rules_chart_student.docx | |
File Size: | 14 kb |
File Type: | docx |
writing_prompt.docx | |
File Size: | 15 kb |
File Type: | docx |
voluptuary.docx | |
File Size: | 1917 kb |
File Type: | docx |
voluptuary_chart.docx | |
File Size: | 13 kb |
File Type: | docx |
Counter Claim: (1/30)
Warm-Up:
Practice:
Resources:
- Define counter-claim in your own words.
- Do you think it is important to include a counter-claim in an argumentative piece? Why or why not?
- Describe two things that a counter-claim can have to make it strong. Be sure to include a "because."
Practice:
- Watch the video found in resources about counter-claim.
- Determine what is important and explain five main points of the video.
- Read and annotate the article on sports fans (found in resources.)
- Complete the chart on the back of the article.
- After weighing both sides given in the article, choose a side.
- Create an argument (thesis) based on the side you chose.
- Using the evidence from your chart, create a counter claim.
Resources:
counterclaim_article.pdf | |
File Size: | 658 kb |
File Type: |
On-Demand and Quiz: (2/2)
Warm-up:
Procedure for the day:
- Describe the different parts of thesis. Be sure to include a description of each part.
- Identify key terms from your on-demand rubric that show a strong piece.
- Explain each term you identified. You may to to give an example to fully explain what you mean.
Procedure for the day:
- You will be given an on-demand prompt based on the article that we read on Friday (it will put into the resource bank after students have completed the prompt.)
- After the on-demand, you will take a quiz on thesis.
Researching Skills: (2/3)
Warm-Up:
Practice:
Evaluation:
Resources:
- Describe three terms you feel are the most important to know when researching. Be sure to explain why you believe each is important to know.
- Do you believe it is important to know how to research? Why or why not?
- Explain a scenario outside of school where you may want to know how to research.
Practice:
- Start with the notes chart on researching terms.
- Write the you own definition for each term on the post-its and stick to chart.
- Go through PowerPoint and write the correct definitions.
Evaluation:
- You will begin writing a research paper soon. The rubric that we used for our On-Demands (LDC argumentative rubric) will also be used to score your research paper.
- It is important that we not only understand what it is asking us to do, but to also understand how to do what it's evaluating us on.
- As a class, we will create a check-list together based on the rubric.
- If you are absent, be sure to get the outline (found in resources) and copy the checklist from a friend from class.
- YOU WILL USE THIS AS YOU WRITE, REVISE, AND PEER-REVIEW THE RESEARCH PAPER.
Resources:
research_vocabulary.pptx | |
File Size: | 1082 kb |
File Type: | pptx |
research_vocab_anticipation_guide.doc | |
File Size: | 33 kb |
File Type: | doc |
my_research_checklist.docx | |
File Size: | 14 kb |
File Type: | docx |
Research Practice: (2/4) (Early Release)
Warm-Up:
Practice:
Resources:
- Have your notebook and something to write with ready to go.
- We will be going to the computer lab after taking attendance.
Practice:
- Research should be seen has finding evidence to solve a problem.
- The best research is done if you do not formulate an opinion before finding support.
- You will be given three topics. (Use the worksheet found in resources)
- You will find at least one article for each topic. Within that article, determine three facts that you think are most important about the topic. Example: If you are given the topic "bullying in schools," you might find a statistic in an article that gives the percentage of students who report being bullied.
- After finding the facts, create a claim based on the facts (argument.)
- Separate your facts into the pro/con chart.
Resources:
research_practice.docx | |
File Size: | 44 kb |
File Type: | docx |
Bibliography: (2/5)
Warm-Up:
- You are trying to find information to solve a problem. Explain two important things to know when looking for articles or other pieces of text.
- Evaluate your strength in your ability to text use support your claim. Explain your thinking.
- Describe two things you have struggled with in the past when it comes to doing research.
- Do you believe it is important to include a bibliography? Why or why not?
- Be sure to have your Research Checklist because we finish that today as a class.
- We will review the terms of research.
- Pick up a the research packet cheat sheets.
- Finish the research practice if you did not finish on Wednesday.
- After finishing the practice, build a bibliography with your article.
- Go to word.
- Click on the reference tab.
- Click add citation.
- Add in the information from the articles you found with the research practice.
- Click on the bibliography tab and choose bibliography.
- Print and turn it.
Review: (2/6)
Warm-Up:
Practice:
Resources:
- Discuss two questions you have about the process of research.
- Explain one thing you learned more about.
- Explain one thing you have heard about research but we didn't cover this week.
Practice:
- We will be at library the beginning of class.
- Be sure to have your research practice, research packet, and the student checklist.
- Review the the concepts from this week and clarify any misconceptions about the process.
- If there is time left, respond to the creative writing prompt.
Resources:
research_resources.docx | |
File Size: | 1710 kb |
File Type: | docx |
Choosing a Topic: (2/9)
Warm-Up:
Practice:
Resources:
- If you could meet anyone in the world for lunch, past or present, who would it be and why?
- What questions would you ask them? Why are you curious about it?
- Explain two problems in our world. If you are not sure, choose a resource from the table.
Practice:
- Brainstorm ideas that you always wanted to know more about or questions that have been unanswered. Think of problems that you see around you.
- In the computer lab, begin searching these ideas.
- You are looking to see if there is research associated with that idea.
- If you feel that KYVL offers a lot of sources about the idea, write down as one of your three.
- Fill in the packet for Topic Research (found in resources.)
- If you are having trouble thinking of a topic, browse www.change.org. THIS DOES NOT OFFER FACTS BUT MAY GIVE YOU AN IDEA ON ISSUES THAT YOU MAY WANT TO LEARN MORE ABOUT.
- Be sure to narrow the topic down as practiced earlier in the unit. For example, if one has a topic of football, he/she would need to narrow it down to maybe rules in football.
- List of topics that will NOT be approved:
- Gun control
- Smoking
- Cheerleading as a sport
- Football
- Sports Teams
- Bullying
- Dress-code
- Cell phones in school
- Animal cruelty/animal breeds
Resources:
topic_research.docx | |
File Size: | 16 kb |
File Type: | docx |
Research Paper Expectations: (2/10)
Warm-Up:
Resources:
- Describe four things that you feel make a strong research paper.
- Based on your newest on-demand score, what skill do you feel you need the most improvement in order to make a strong research paper
- Explain whether you want to focus on the same skill (the one identified in your data chart) or a different one. Describe you thinking. Do you feel you mastered the skill(received a 3 or higher)? Is there a skill you felt you didn't realize you struggled in until you reviewed the rubric? Explain.
- We will finish the Research Check-List as a class.
- Review expectations and research paper guidelines (found in resources.)
- The second half of class will be in the computer lab.
- You will need to determine your topic by the end of the day.
Resources:
guidelines_for_the_research_paper_2015.docx | |
File Size: | 18 kb |
File Type: | docx |
PLAGIARISM: (2/11)
Warm-Up:
Practice:
Resources:
- Define in your own words the term plagiarism.
- Do you believe plagiarism is a "big deal?" Why or why not?
- How can plagiarism affect you as a student? Explain.
Practice:
- At the first period of each block, we will work in the computer lab researching.
- Review PowerPoint on plagiarism.
- Take notes in your notebook (be sure to use titles and a date!)
- Read the articles based on plagiarism and fill in the chart. (Found in resources)
- Complete the plagiarism worksheet to determine if the items were plagiarized. (Found in resources)
Resources:
plagiarism_notes.ppt | |
File Size: | 1296 kb |
File Type: | ppt |
consequences_handout.docx | |
File Size: | 13 kb |
File Type: | docx |
Reviewing our writing data (2/13)
Warm-up:
Practice:
Resources:
- How do you keep track of your progress in classes? Explain. If you say grades, how regularly do you check?
- Are grades a good indicator of how much you know? Explain.
- Do you feel that it is important to monitor your progress in understanding materials? Why or why not?
Practice:
- The first part of the class will be in the library.
- When we get back, we will finish the Research Paper Checklist of expectations.
- We will also go over scores on the last on-demand.
- You will chart your progress using the graph handout. (Found in resource)
Resources:
on-demand_data.docx | |
File Size: | 28 kb |
File Type: | docx |
Paraphrasing: (2/24)
Warm-up:
Practice:
Create:
Resources:
- Describe in your own words the term paraphrasing.
- Do you think it is important to be able to paraphrase? Why or why not?
- Identify two Thinking Strategies you would need to use in order to paraphrase.
- Explain why you identified each.
- What types of text or situations do you feel it is easy to paraphrase? Explain.
Practice:
- Review the PowerPoint on paraphrasing.
- Choose and read 2 fairy tales. (Found in resources)
- Determine four important ideas from each story.
- Paraphrase each fairy tale. BE SURE TO CITE YOUR SOURCE!
Create:
- Create a story board that could be used to turn into a movie trailer. (Handout found in resources)
- Use your main points as a guide to create your story board.
Resources:
paraphrasing_practice.pptx | |
File Size: | 1794 kb |
File Type: | pptx |
story_board.docx | |
File Size: | 19 kb |
File Type: | docx |
A strong First Impression makes all the difference! (2/25)
Warm-Up:
Resources:
- Define the following terms in your own words: topic, claim, supporting details.
- How can having a strong introduction impact your paper?
- How can have a weak introduction impact your paper?
- Watch the video on how to construct a strong intro (found in resources.)
- Complete the graphic organizer handout based on the video(found in resources.)
- Fill in the top part of your research paper graphic organizer (found in resources.)
- Determine your claim for your research paper. BE SURE TO USE YOUR RESEARCH AS A GUIDE FOR YOUR CLAIM.
- Show Ms. Crenshaw your claim to be approved.
Resources:
research_outline_definitions.docx | |
File Size: | 20 kb |
File Type: | docx |
research_outline_student_notes.docx | |
File Size: | 50 kb |
File Type: | docx |
Catch the reader's attention! (2/26)
Warm-Up:
Practice:
Resources:
- Here are some examples of hooks …
•The pentagon has twice as many bathrooms as are necessary.
• John F. Kennedy once said, “Ask not what your country can do for you – ask what you can do for your country.”
•Yesterday morning I watched as my older sister left for school with a bright white glob of toothpaste gleaming on her chin. I felt no regret at all until she stepped onto the bus …
•What would you do if you discovered a secret that changed everything?
•Mile upon mile of brown Pennsylvania hills unfolded as I drove in and out of the curves and over the crests of Interstate 70. - 1. Rank the hooks in order of strongest to weakest – 5 being the strongest, most attention-getting hook and 1 being the weakest, least interesting hook.
2. Explain why you gave each hook that ranking. Don’t focus on the content – base your ranking on how well the hook grabbed your attention.
Practice:
- Complete the Hook Lab worksheet. (found in resources)
- In your groups, play the "Reeling in a Hook." Directions can be found with the game.
Resources:
hook_stations.pdf | |
File Size: | 160 kb |
File Type: |
Getting Organized (2/27)
Warm-up:
Practice:
- Explain the purpose of a graphic organizer.
- Do you feel that using a graphic organizer in writing is beneficial? Explain why or why not.
- Describe the difference between an essay and a paper.
Practice:
- We will finish up the hook lab first.
- As a class, we will discuss the expectations of how to fill out the graphic organizer for your paper. (Graphic organizer is found in resources)
- Complete the first page of your graphic organizer according to the expectations we discussed in class.
- If you are absent, BE SURE TO GET NOTES FROM A FRIEND!
Determine the Importance: (3/2)
Warm-up:
Practice:
Reflection:
Resources
- You are invited to go skiing in Colorado for 3 days. The temperature while you are there suppose to be between 20-40 degrees.
- Identify 4 items you plan to take.
- Explain why you chose each item.
- In reading, explain two ways you identify what is important in the passage.
Practice:
- In your table group, each person choose a role between real estate agent, burglar, or a kid skipping school. (Tables of four, you may have two people for one role. However, you are working individually.)
- Read the short passage called "The House" through the eyes of your role (found in resources.)
- Record in your notebooks the details that are most important to you based on your role.
- Explain why you chose each detail (You should have at least 5.)
- Share your response with your table.
- Choose one of the articles below.
- Read the article and fill out the "Interesting vs. Important" chart (you need three examples for each.)
Reflection:
- Write the main idea of the passage in your notebook.
- How is determining the main idea and determining the important parts of the passage connected?
- Explain why you chose the facts as important.
Resources
thehouse.doc | |
File Size: | 24 kb |
File Type: | doc |
interesting_vs_important.docx | |
File Size: | 13 kb |
File Type: | docx |
Developing Supporting Details (3/9)
Warm-up:
Practice:
- Define supporting detail.
- Describe three things that make a supporting detail strong.
- Copy down the following word and definitions on your Research Definition packet:
- 1.Supporting Detail: A fact, description, example or other item of information used to back up a claim.
2.Evidence: Information that helps in forming a conclusion or judgment.
3.Counterclaim: An argument that disagrees with another argument.
4.Rebuttal: A statement that gives reasons why a counterclaim is not true or should be ignored.
Practice:
- Finish the article and chart from Monday if your class did not finish.
- Explain the main idea of the article in your notebook.
- Based on your chart and your knowledge of the article, create a topic and claim using the article. (For example, if the main idea of the article is that deep sea fishing destroys the ocean through damaging the ecosystem and wiping out fish populations, the topic would be deep sea fishing. The claim might be "Closing the ocean to deep sea fishing would benefit coastal countries.")
- Using your chart of important details from the article, determine the three most important details. These should be details that have a heavy connection to the topic and claim.
- Turn these facts from the article into details that would support the claim. (For example, one of my details from the article is that "many fish are killed in the high sea." This connects to how taking deep sea fishing away could benefit a coastal country. A supporting detail I can create might be "fish can make it closer to the coast allowing locals to fish.")
- Once you are fished finding your supporting details, find someone with the same article. Discuss your topic, claim, and supporting details.
- Explain why you chose the details. Evaluate if your partners claim and details are strong.
Looking on the other side of things: (3/10)
Warm-Up:
Practice:
Resources:
- Define in your own words the term counter-claim.
- Do you believe a counter-claim is important to a paper? Why or why not?
- Here is an example of a claim, counterclaim and rebuttal …
- Claim – Nikes are the best kind of shoe, because they are comfortable and stylish.
Counterclaim – Adidas are better than Nikes, because Nikes are too expensive.
Rebuttal – Nikes are more expensive than Adidas, but it’s worth paying a lot of money for a good quality shoe.
- Now, you try. Using the claim from your research paper, come up with one counterclaim and rebuttal.
Practice:
- Read the article about store surveillance. (Found in resources)
- Complete the scavenger hunt (directions are on article.)
- Meet with your table groups and discuss:
- Which argument was stronger?
- What is your opinion? Support with text.
Resources:
shop_surv..pdf | |
File Size: | 283 kb |
File Type: |
This is the End: Conclusions (3/11)
Warm-Up:
- Conclude these sentences.
1. A strong conclusion should …
2. A strong conclusion must have …
3. A strong conclusion will … - Do you think having a strong conclusion is just as important to having a strong introduction or thesis? Why or why not?
- Watch the Conclusions video. (Found in resources)
- Finish definitions in Research Outline Definitions. (Answers in resources)
- Complete the Analyzing Conclusions worksheet. (Found in resources)
- Finish the conclusions portion of your outline.
conclusion_definitions.pdf | |
File Size: | 72 kb |
File Type: |
analyzing_conclusions.docx | |
File Size: | 14 kb |
File Type: | docx |
Putting it all together: (3/12)
Warm-Up:
Practice:
Resources:
- Describe what makes a strong claim.
- Evaluate: Is your claim strong? Why or why not?
- Describe three things that make your supporting detail strong.
- Evaluate: Are your supporting details strong? Why or why not?
- Describe the process on how to set up your paper in order to type.
- Describe the difference between editing and revising.
Practice:
- Look at the research guidelines and write down the requirements for the structure of your paper. How many pages? What type font? Spacing? (Guidelines can be found in today's resources)
- Download the Microsoft Word tutorial. Follow the directions to set up your page according to the expectations.
- Write down the following definitions:
- Edit- prepare (written material) for publication by correcting, condensing, or otherwise modifying it.
- Revise- reconsider and alter (something) in the light of further evidence
- Go through the PowerPoint on Editing and Revisions.
- Explain how the two are similar and how they are different.
- Complete the editing and revision practice worksheet.
- Revise your plans. Complete the Hook Lab from 2/26.
- Add a hook to your outline. You must use something other than a rhetorical question!
Resources:
guidelines_for_the_research_paper_2015.docx | |
File Size: | 18 kb |
File Type: | docx |
ms_word_tutorial.docx | |
File Size: | 3950 kb |
File Type: | docx |
revising_editing.pptx | |
File Size: | 832 kb |
File Type: | pptx |
Library and Computer Lab: (3/13)
Today we will be working in the computer lab and then heading to the library to read!! In the library, we will first take the student voice survey. Ms. Crenshaw and Ms. Johnson will explain more about that in the library.
Oh and GO CATS!!
Oh and GO CATS!!
Finish our Hook Lesson: (3/16)
Warm-Up:
Practice:
Resources:
- Describe what you believe is the most effective way to grab the readers attention.
- State your thesis and summarize what you will be writing about.
- Brainstorm and evaluate how you think you can grab the research attention to connect to your paper (we have briefly discussed this in class). Explain your thinking.
Practice:
- Complete the hook lab worksheet. (This was passed out a few weeks ago and we went over the expectations in class together. Use your notes to help you complete. It can be found in resources if you need another copy. You need to work on this individually.)
- In your table groups, play the "Reeling in a Hook." Directions can be found with the game.
- Add a hook to your outline/draft.
Resources:
hook_stations.pdf | |
File Size: | 160 kb |
File Type: |
Revise and Bibliography: (3/17)
Warm-Up:
Practice:
Resources:
- In your own words, define in-text citation and bibliography.
- Is it important to use in-text citations? Why or why not?
- How do you typically write the in-text citation in your paper? Explain
Practice:
- Click the link that will take you to Purdue OWL (found in resources.)
- Complete the worksheet that takes you through the steps of in-text citations (found in resources.)
- Go back to your draft and be sure that you have done the in-text citations correctly.
- Revisit the bibliography lesson (2/6).
- Be sure that you have saved your citation correctly in order to have your bibliography correctly.
Resources:
in-text_citation_ws.docx | |
File Size: | 19 kb |
File Type: | docx |
Revise and ONline discussion circles: (3/18)
Warm-Up:
Practice:
Resources:
- Evaluate the strength of your paper. Explain.
- Describe what you feel is the strongest part. Why?
- Describe what you feel you still need to clarify. Why?
- Looking at the rubric, how would your score your paper currently. Why?
Practice:
- Begin by working on the connections worksheet in order to refresh our memory on how to make connections to the text (found in resources.)
- As you are working on the worksheet, students will take turns using the devices to participate in the online discussion. Click on the link found in resources, find your class and your topic. Respond to the question that was posted on the discussion board.
- I will model for you how to revise and edit your papers.
- After working as a class, go through your own paper and revise and edit. Be sure that you are showing deep connections though out!
Resources:
drawing_conclusions_and_making_connections_to_the_text.docx | |
File Size: | 16 kb |
File Type: | docx |
Wrapping Things Up! (3/19)
Warm-Up:
Practice:
GO CATS!!!!
- Explain what it means to connect to the text. Use specific examples.
- What does it mean to infer?
- How is inference used in research?
- What does it mean to draw a conclusion?
- Look at your research notes. Off to the side, draw a conclusion about each fact you used in your paper.
Practice:
- We will finish peer reviews and conferences.
- We will discuss the connections worksheet that was homework.
GO CATS!!!!
Sharpen the Saw: (3/20)
We have worked hard for this past unit! Time to sharpen that saw! We will head to the library and then watch some Brain Games.