English 10 Honors--5/30/2017

Jump Off
--Please pick up each of the following from the front table:

• the "Mini-Presentation Information" halfsheet
• copies of the "A Paragraph's a Paragraph's a Paragraph!" template (if you think that you would benefit from using them as you finish outlining)
• After today's class in which we create a counterargument template together, I will create a counterargument template document for your use as well.

--Please SEE ME before leaving class today:

• Nate C.
• Alli E.
• Tanner H.
• Delaney P.
• Aidan S.
• Bethany S.
• Adrienne W.
• Zena W.

S. the C.
--oral reading of the "Mini-Presentation Information" halfsheet

• Q & A
• presentation schedule created via volunteers/a drawing of cards

--agenda/HW

Writing Workshop #2 (cont.) -- End-of-Course Assignment (Counterargument)

--During this portion of the lesson, we will work together using our brains, an article, and some additional materials to craft a counterargument paragraph about AP classes.  By the end of this block of time, you should be better equipped to counterargue both on the Regents exam and within your End-of-Course Assignment!
--prereading revisited

• The following is posted online via Green River College, a community college in the state of Washington:
• "Some magazines publish writers who are considered experts in their fields.  The New Yorker, The Atlantic Monthly, and Harper’s Weekly are good examples of these kinds of magazines.  The articles they publish may also be long, research-based essays and can be very useful secondary sources.  However, if a peer review process is not involved and bibliographic information is not printed with the article, it should not be considered scholarly.  This does not, however, mean that the content of these articles can be easily dismissed.  If the authors were just making stuff up, these magazines would very quickly lose their credibility and readership."

--purposeful oral reading finished

• What is John Tierney's claim?
• What are some of the counterclaims that can be made in response to Tierney's claim?
• Consider both our purposeful reading of the article and our t-chart from last class block.

--discuss the article via volunteers (and, if necessary, a drawing of cards)
--visit the link below--engage in purposeful reading in order to create a counterargument paragraph template for use in the final step of this portion of the lesson--consider jotting down notes!

Counterargument Paragraph

• What should the topic sentence(s) include?
• What details should/might exist?
• What questions might explanatory tiebacks aim to answer? 

https://writingcenter.fas.harvard.edu/pages/counter-argument

--after voting upon a claim that our "essay" aims to support, form groups of three via a drawing of cards
--"anchor in" to the "Compact for Group Work"
--spend 10 minutes brainstorming and fleshing out a counterargument paragraph that refutes Tierney's claim made in "AP Classes Are a Scam" (which, of course, does not "mesh with" our claim)

• Feel free to conduct research to find evidence for our paragraph (but consider source reliability!). 

--share out via volunteers (and, if necessary, a drawing of cards) so as to write a class counterargument paragraph in GoogleDocs

• I will share our finished product via email so that you have it as a reference!

Closure -- Ball Toss (time permitting) 

• "Over the course of the last class block and a half, I learned/realized/concluded that..."

Transition

--Pick up a copy of the "Models of Argument" document from the front table.  If you are looking to stray away from the Classical Approach to argumentation in your End-of-Course Assignment, you might find that this document helps!

Writing Workshop #3 -- End-of-Course Assignment (Outlining/Drafting)
*DURING THIS TIME, I WILL RETURN YOUR SCORED AND COMMENTED UPON MONOMYTH WRITING ASSIGNMENTS.  PLEASE REFLECT UPON YOUR PERFORMANCE, NOTING "PROS" AND "GROWS" AS WE HAVE DONE IN THE PAST.*

HW (Class Preparation)

--Complete 45 minutes of Membean training as directed before 11:59 PM tonight (Thursday, 6/1).  If you fail to appropriately train between now and the administration of Vocabulary Quiz #7, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
--Complete a "UB Discussion Card" while/after reading up to the end of An Ordinary Man.  The expectation is that your card consists of at least two potential contributions for discussion.  Our discussion of An Ordinary Man will be driven by all of you via a drawing of name cards.  This assignment is to be completed by the beginning of next class (Monday, 6/5).
--Following each section of reading of An Ordinary Man, I reserve the right to administer a "Did You Read?" assessment similar to those we have taken in the past.  If you have completed a successful reading, said assessment should not be challenging at all! :)

HW (Class Preparation)/Writing

--Continue outlining/drafting your End-of-Course Assignment, which is due on our last day of class (Friday, 6/9).
*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING WITH THIS ASSIGNMENT--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*

--End-of-Course Assignment mini-presentations will take place in class on both Wednesday, 6/7 and Friday, 6/9.  Prepare accordingly.  
Miscellaneous

--Don't forget about your free reading book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.