--Please obtain your Chromebook and log in. Then, log in to Membean and take the quiz that has been deployed for you. Good luck!
--When you finish, return your Chromebook. Then, please take out the following:
- your copy of the article titled "AP Classes Are a Scam"
- 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
- What is John Tierney's claim in "AP Classes Are a Scam"? In other words, what is he trying to argue? What are his reasons?
- What are some of the "things" that those who disagree with his claim might say? (Consider looking at our t-chart from last class block!) What textual evidence would they use?
--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!
--agenda/HW
- Briefly review the Classical Argument Structure yet again via the notes written on the whiteboard and contextualize today's first writing workshop block
--turn and talk with regard to the "Jump Off"
--whole-class share-out with regard to the "Jump Off"
--whole-class share-out with regard to the "Jump Off"
--purposeful oral reading of each of the following documents:
Transition- 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
--Please take out all of your materials for your research-based academic argument (annotated sources, notes, outlining template[s], etc.). Then, consider the following questions:
--turn and talk
--whole-class share-out
--Reminder: Here is the compact ("gameplan") under which we are working so that your productivity is maximized:
Research Unit--Compact for Independent Work Time
--??????
HW (Practice/Take-Home Assessment)
--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:
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
- What is the rough claim for your research-based argumentative essay? In other words, what are you trying to argue? What are your reasons?
- What are some of the "things" that those who disagree with your claim might say? What textual evidence would they use?
--turn and talk
--whole-class share-out
--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 the past few class blocks!).
- Music will play lightly in the background. If you prefer, you can listen to your own music via a device and earbuds/headphones.
- 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 today with a counterargument paragraph at least halfway outlined
- DURING THIS TIME, I WILL MEET WITH STUDENTS ALPHABETICALLY IN ORDER TO CONTINUE SCORING LITERARY ANALYSIS WRITTEN RESPONSES. THESE MEETINGS WILL OCCUR AT THE FRONT TABLE.
--??????
HW (Practice/Take-Home Assessment)
--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?"?
--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!).*
--Enjoy the weekend--you only get so many of 'em! :)
--Enjoy the weekend--you only get so many of 'em! :)
