English 10--4/3/2019

Jump Off
--At the front table, please pick up a copy of each of the three texts that you did not read last class block.

S. the C.
--memoir projects shared as per the "Jump Off" background (Elena Vanishing and My Lovely Wife in the Psych Ward)
--agenda/HW


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

--name-sorting for group-forming (cards drawn/text #s shared)
--oral reading of the "The Scenario":

You were given four texts and assigned a "research"-based, argumentative essay in response to the following question: Should self-driving cars replace human drivers?  After actively/purposefully reading and discussing all four texts, you ultimately decided to argue that self-driving cars should not replace human drivers as soon as possible due to concerns about the impact on the economy, stress levels of passengers, and safety on the roads.  You are aware, however, that many contend that accidents will actually decrease, and you have plans to address this counterclaim in your essay. 

--groups shared/"Writing an Evidence-Based Claim Paragraph" sheets picked up from the front table
--after "anchoring in" to the "Compact for Group Work", get in groups and begin completing the task at hand by following the bolded directions on your group's sheet

Transition
--Please...

• return Chromebooks (if used)
• pick up two different colored highlighters from the front table
• take out your copy of the sheet titled "Creating a Rough Claim and Continuing to Process/Gather Evidence".

Writing Workshop #2 -- Research Unit: Refining Your Claim and Continuing to Process/Gather Evidence and Literary Analysis Written Response Scoring

--providing context via college syllabi (Business at MCC and Nursing at SUNY Brockport)
--the pathway to my next source shared
--MODELING use of highlighters/chart again with my next source
--literary analysis written response rubric highlights shared (context for one-on-one meetings)
--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 ALPHABETICALLY IN ORDER TO BEGIN SCORING LITERARY ANALYSIS WRITTEN RESPONSES.

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).
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/11 (see the "English Department Membean Routine" sheet).
Writing
--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 three proper sources printed out and actively/purposefully read, two of which have been processed via two different colored highlighters.
• End-of-Course Assignment: What is your "why?"?

--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 next class)--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!