--From Friday's agenda: The "Milne Library Ticket-Out-the-Door", which will be counted as a quiz score, is due at the beginning of class on Tuesday, 2/26/2013 for all students who did not turn it in today. See Mr. Martin's model for an example of a thoroughly completed version of the assignment.
IF YOU ATTENDED THE FIELD TRIP ON FRIDAY AND DID NOT TURN THIS ASSIGNMENT IN YET, PLACE IT ON THE FRONT TABLE. All students who did not attend the field trip must complete this assignment with a database source from the Livonia High School Library. This assignment is due on Thursday, 2/28/2013 for students who did not attend.
--Pick up the K-W-L chart from the front table. In the box labeled "Topic", write the following: Writing high-quality college-level papers (e.g., literary analysis and research-based argumentation) in MLA format
S. the C.
--agenda/HW
--clarification of K-W-L chart topic
--independent work time--completing the "Know" column
--share data compiled following the scoring of the Tuesdays with Morrie Analysis Essays
Two big questions addressed today:
- How can I improve the content of my Tuesdays with Morrie Analysis Essay?
- What can I learn from reflecting upon my Tuesdays with Morrie Analysis Essay that will help me do better the first time around on my Arguing for a Position Research Paper?
"[P]eople tend to think they know a lot. Research has shown that we are typically overconfident about how much we know.
In one study, researchers asked people to consider the serious parking problem faced by their university. Participants were given time to generate as many solutions as they could. The participants generated, in total, about 300 solutions, which were classified into seven major categories. One category suggested ways to reduce demand for parking (e.g., by raising parking fees), and another suggested ways to use parking space more efficiently (e.g., by creating spaces for "Compact Cars Only").
The average participant failed to identify more than 70 percent of the best solutions identified by an expert panel. This failure is understandable; we wouldn't expect any one person to be able to generate a database worth of solutions. However, when the individuals were asked to assess their own performance, they predicted that they had identified 75 percent. They thought they got the majority, but in reality they'd missed them."
--begin completing the "Want to Know" column--share a few and create a list on the front board
Writing Worskhop -- Tuesdays with Morrie Analysis Essay
--essays/rubrics returned--take a brief look and add to "Want to Know" column--share a few more and add to list
--MLA format--model in Microsoft Word (you should probably take notes)--your MLA format should be perfect on future assignments
--Transition--pick up the halfsheet entitled "Tuesdays with Morrie Analysis Essay--Feedback Analysis" from the front table
--independent work--complete the halfsheet using essay and content rubric--Mr. Martin models first
--whole-group share-out--Mr. Martin creates a list on the front board/models where appropriate
Closure -- "Learned"
--look back at the "Want to Know" column of your chart--cross out all questions that have been answered/topics that have been addressed--add any additional items to the column
--complete the "Learned" column
--turn in K-W-L chart, Tuesdays with Morrie Analysis Essay, and both rubrics (unless you are planning on completing revisions between now and Thursday)
HW Time
--in-class meeting order established for Tuesdays with Morrie Analysis Essays--meetings conducted
HW
--All students who did not attend the Milne Library field trip must complete the "Milne Library Ticket-Out-the-Door" assignment with a database source from the Livonia High School Library. This assignment is due on Thursday, 2/28/2013 for students who did not attend. See Mr. Martin's model for an example of a thoroughly completed version of the assignment.
--Next class (Thursday, 2/28/2013), you will be asked to turn in evidence of purposeful reading for a total of six sources. This "progress check" will be counted as a quiz score.
