English 10--4/1/2019

Jump Off
--Obtain your Chromebook from the cart in the back of the classroom.  After logging in, log in to Membean and set up and complete a 15-minute training session.  Once you finish training, log out of your Chromebook and place it on the floor next to your desk before considering the following question: 

• What do you plan on arguing with regard to your research topic?

In order to engage in the tail end of today's lesson, you must have an answer to this question!  My rough answer exists below:

• The decrease in participation in both youth basketball and youth baseball in the Livonia community is due in part to a lack of organization and perceived quality of each experience; therefore, community leaders should better organize in order to draw in more participants.

--Following the Membean training session and some time to "rough out" your research claim, we will watch the following video:

https://www.youtube.com/watch?v=aaOB-ErYq6Y

S. the C.
--Reminder: The protocol for Take a Stand:

• After I make a debatable statement, ... :
• if you agree with the statement, STAND UP next to your desk.
• if you strongly agree with the statement, STAND ON your desk chair.
• if you disagree with the statement, STAY SEATED in your desk chair.
• if you strongly disagree with the statement, SIT ON THE FLOOR next to your desk.

--"My" claim: Self-driving cars should replace human drivers as soon as possible.

• show your position
• cold-calling--students randomly selected to briefly explain their stance (no more than three sentences)

--brief book-talks as per the "Jump Off" background
--agenda/HW

Transition

--Please pick up the following from the front table:

• a number (1-4) from the helmet
• a copy of the text that corresponds with your number
• a green or blue highlighter
• an orange or pink highlighter

Writing Workshop #1 -- Writing a Text-Based Academic Argument ("Article of the Week"/ThinkCERCA #4)

--purposefully read your assigned text by...

• highlighting in green or blue any piece of evidence in support of the claim from earlier
• highlighting in orange or pink any piece of evidence that could be used to argue against the claim from earlier.

--briefly share in groups by like article

--whole-class share-out via a drawing of cards so as to populate the T-chart on the southern whiteboard

Transition

--Please pick up a copy of the sheet titled "Creating a Rough Claim and Continuing to Process/Gather Evidence".  Then, turn and talk to someone about what you plan on arguing with regard to your research topic.

Writing Workshop #2 -- Research Unit: Creating a Rough Claim and Continuing to Process/Gather Evidence
--MODELING use of highlighters/chart
--quiet and independent work time

• Purposefully re-read/read at least one of your potential sources by...
• highlighting in green or blue any piece of evidence in support of your rough claim
• highlighting in orange or pink any piece of evidence that could be used to argue against your rough claim
• jotting down notes in the chart on the "Creating a Rough Claim and Continuing to Process/Gather Evidence" sheet.

--Before working on research, the following students need to finish writing their literary analysis written responses (about The Alchemist or your free reading book) and turn in their best work by either submitting it electronically or placing it in the black basket on the front table:

• D. Reed
• D. Sickler
• T. Willis

DURING THIS TIME, I WILL MEET WITH STUDENTS VIA THE FOLLOWING ORDER:

• S. Gwyn
• D. Sickler
• D. Reed
• S. Gunn
• Back to the top of the roster (L. Allison, S. Bosch, etc.) 

HW Time

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/4 (see the "English Department Membean Routine" sheet).
Writing

--Print out another potential source for your research paper.  Bring the source to class NEXT TIME (Wednesday, 4/3).  You will need this source in order to engage in part of Wednesday's lesson.
--Continue thinking about the following questions:

• Research Unit: Are you satisfied with your rough claim for your research topic?  (If not, how might you revise it?)
• At this point, you should have at least two proper sources printed out and actively/purposefully read, one of which has been processed via two different colored highlighters.
• End-of-Course Assignment: What is your "why?"?

HW (Class Preparation)

--If you have not yet selected your final free reading book of the school year, consider doing so ASAP (with the knowledge, though, that you must read a memoir, and we will head to the library soon)--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!