English 10--5/1/2019

Jump Off
--Please consider the following questions:

• Out of all of the classes that you are taking this school year, which one is the hardest?
• What makes the class that you picked out hard?  In other words, how are you defining "hardness" when it comes to classes here at Livonia High School?

S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It is in your best interest to check the blog and Schooltool often.  Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise!

--turn and talk

--whole-class share-out

--agenda/HW

• Briefly review the Classical Argument Structure via the notes written on the whiteboard and contextualize today's first writing workshop block

Writing Workshop #1 -- Writing a Counterargument Paragraph
--consider these two questions next:

• Several sophomores here at Livonia High School have now almost finished an AP course and are gearing up to take an AP exam (or have observed peers/friends go through the experience).  As a result, I am sure you have all sorts of opinions.  What are the pros and cons of AP courses?  What is your "why" with regard to the AP experience--why do you take or plan to take (or not take or not plan to take) AP courses?

--turn and talk

--whole-class share-out
--Transition

• Please pick up a copy of the article titled "AP Classes Are a Scam" from the front table.  We will purposefully read this article together.  Our purposeful reading questions are as follows:
• What is John Tierney's claim?
• What are some of the counterclaims that can be made in response to Tierney's claim?
• Consider our t-chart from earlier in the class block.

--purposeful oral reading of Tierney's article

--discuss the article via volunteers (and, if necessary, a drawing of cards)

--Transition

• Please pick up each the following from the front table:
• the "Basic Counterargument Paragraph Template" sheet
• the "Methods of Refutation" sheet containing the first method of refutation
• the "Sample Counterargument Paragraph--Method of Refutation #1" sheet

--purposeful oral reading of each of the documents

Transition

--Please take out all of your materials for your research-based academic argument (annotated sources, notes, outlining template[s], etc.).  As a reminder, here is the compact ("gameplan") under which we are working so that your productivity is maximized:  

Research Unit--Compact for Independent Work Time

• A quiet environment will be established and maintained.  You have agreed to "police" yourselves to assure that this happens (and did a fantastic job on Thursday!).
• Music will play lightly in the background.  If you prefer, you can listen to your own music via a device and earbuds/headphones.
• At the halfway-ish point of the work block, the following will occur for about 5-10 minutes:
• a drink break during which a few students at a time can access the fountain in our hallway
• one-on-one, on-task peer meetings during which you can share your progress, ask questions, offer suggestions, etc.
• You are expected to set and aim to achieve a goal for today's work block.  Consider the following:
• I will find, print, and actively/purposefully read yet another proper source before class ends.
• I will leave class with another body paragraph (evidence-based claim--SEE THE FRONT BOARD FOR THE CLASSICAL ARGUMENT STRUCTURE) fully typed in Google Docs and RE-READ.
• I will leave class with my third body paragraph (another evidence-based claim) fully outlined.
• I will leave class having "quick-written" a potential anecdote to use as my essay's hook.
• I will leave class having brainstormed via the following questions:
• What are some of the "things" that those who disagree with my claim might say?  What textual evidence would they use?

Writing Workshop #2 -- Research Unit: Writing an Academic Argument
--quiet and independent work time as per our compact

• DURING THIS TIME, I WILL MEET WITH STUDENTS ALPHABETICALLY IN ORDER TO CONTINUE SCORING LITERARY ANALYSIS WRITTEN RESPONSES.  THESE MEETINGS WILL OCCUR AT THE TABLE ON THE SOUTH END OF THE CLASSROOM.

Before You Leave
--??????

HW (Practice/Take-Home Assessment)
--WE ARE TAKING A BREAK FROM MEMBEAN 4/26-5/2 DUE TO THE MARKING PERIOD ENDING; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 5/9 (see the "Membean Routine" document).
Writing
--"Pay it forward" to yourself with regard to your research-based argumentative essay.  For example, you might spend some time outside of class finding another proper source AND/OR typing a body paragraph or two using your outlines AND/OR...  Merely showing up to class and expecting to put together a sound argument in the time permitted is unrealistic.   
--Continue thinking about the following questions:

• Research Unit: 
• What anecdote might you use to hook your reader at the start of your argumentative essay?
• What are some of the "things" that those who disagree with your claim might say?  What textual evidence would they use?
• End-of-Course Assignment: 
• What is your "why?"?

HW (Class Preparation)
--Read at least 10 pages of your memoir between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These final two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
Miscellaneous

*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--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*