Daily Flow 03.31
Introductions take two.
At the start of today's class we will take stock of where everyone is in the development of the argumentative essay. Everyone will be asked to begin an outline with whatever evidence has been gathered from readings thus far. Together, we will review strategies for writing compelling introductions for arguments, starting by looking at my example introduction. After reviewing several different formats for writing introductions, everyone will work on drafting their own introduction - this will be what you hand in at the end of today's class.
Work on introductions will flow into independent reading. I will continue to conference with individuals about independent reading and the upcoming Book Talk assignment.
In the last third of class, we will split the group in half. One side of the room will work on setting up their argumentative essay in Google Drive using the Style Sheet as a guide. The other side of the room will continue drafting introductions and work on any incomplete readings or outlines.
Homework: Finish any reading our outlining of your argumentative essay that is not complete; independent reading.
Tuesday, March 31, 2015
Monday, March 30, 2015
Daily Flow 03.30
Daily Flow 03.30
When do I need to have my readings for my argumentative essay completed?
How will I write my introduction?
When is the last day to work on these argumentative essays in class?
Never fear! In today's opening, we are going to map-out the next four class periods in which you will get mini-lessons on introductions, claims/evidence/warrants/, conclusions, and time to pull all this together in your argumentative essay.
During independent reading, I will conference with individuals and look specifically at the Book Talk outline.
The last third of class will be time for a mini-lesson on introductions, practice drafting your own introduction, and independent work time to begin typing your essay (use the Style Sheet to format the start of your essay) or catch-up on reading or outlining you still need to complete.
Homework tonight is to read independently (60 minutes a day!) and complete any reading or outlining that is not finished by the end of class today. (If you want to resubmit readings for a revised look at your work towards reading standard #1, be sure you hand those readings in!)
When do I need to have my readings for my argumentative essay completed?
How will I write my introduction?
When is the last day to work on these argumentative essays in class?
Never fear! In today's opening, we are going to map-out the next four class periods in which you will get mini-lessons on introductions, claims/evidence/warrants/, conclusions, and time to pull all this together in your argumentative essay.
During independent reading, I will conference with individuals and look specifically at the Book Talk outline.
The last third of class will be time for a mini-lesson on introductions, practice drafting your own introduction, and independent work time to begin typing your essay (use the Style Sheet to format the start of your essay) or catch-up on reading or outlining you still need to complete.
Homework tonight is to read independently (60 minutes a day!) and complete any reading or outlining that is not finished by the end of class today. (If you want to resubmit readings for a revised look at your work towards reading standard #1, be sure you hand those readings in!)
Monday, March 23, 2015
Daily Flow 03.23
Daily Flow 03.23
Our opening today will deal with writing the two sentences everyone has been asked to write and the end of both readings related to researching questions about the Amistad. We will look at two example summaries, discuss our observations, and I will give everyone a handout titled "Tips for Two End-of-Reading Sentences."
Everyone will have 15-20 minutes to work on their independent reading. Booktalks will begin the week before April break (week of April 6).
In the second half of class, everyone will be expected to get as close as they can to finishing scanning, reading, and responding to their two articles related to research about the Amistad. I hope to conclude class by giving everyone this "Planning your Argument" organizer so we can begin Wednesday's class with a discussion of claims, evidence, and warrants.
Our opening today will deal with writing the two sentences everyone has been asked to write and the end of both readings related to researching questions about the Amistad. We will look at two example summaries, discuss our observations, and I will give everyone a handout titled "Tips for Two End-of-Reading Sentences."
Everyone will have 15-20 minutes to work on their independent reading. Booktalks will begin the week before April break (week of April 6).
In the second half of class, everyone will be expected to get as close as they can to finishing scanning, reading, and responding to their two articles related to research about the Amistad. I hope to conclude class by giving everyone this "Planning your Argument" organizer so we can begin Wednesday's class with a discussion of claims, evidence, and warrants.
Friday, March 20, 2015
Daily Flow (A-Day) 03.20
Daily Flow 03.20 (A-Day)
Our class will begin with a review of where everyone is with their readings for our argumentative essays. Who is still scanning? Who is reading and underlining/annotating? Who has written their two sentences at the end of the article? Who is ready for their second article?
We will take a closer look at helpful verbs and a sentence formats for writing those two summary sentences at the end of each reading by looking at two sample summaries and examining tips for writing those two end-of reading sentences.
Everyone will have time to work on their independent reading in class today. (Are you thinking about your book-talk?)
Finally, we will end class by making sure everyone has their second article in case people are ready to move ahead with reading before our next class on Tuesday.
Tuesday, March 17, 2015
Daily Flow 03.17 (B-Day)
Daily Flow 03.17
We will begin class by looking at the questions created during Friday's QFT session.
The bulk of today's class, after independent reading, will be spent reviewing and practicing close reading. Each student will have time to select and begin reading a piece of non-fiction text to support the argumentative question chosen for the argumentative essay.
Homework tonight is to read your independent reading book for 60 minutes and complete your reading, coding, and short response for your first non-fiction piece. See our "Reading for Argumentative Essay Handout" for details on the reading assignment.
We will begin class by looking at the questions created during Friday's QFT session.
The bulk of today's class, after independent reading, will be spent reviewing and practicing close reading. Each student will have time to select and begin reading a piece of non-fiction text to support the argumentative question chosen for the argumentative essay.
Homework tonight is to read your independent reading book for 60 minutes and complete your reading, coding, and short response for your first non-fiction piece. See our "Reading for Argumentative Essay Handout" for details on the reading assignment.
Friday, March 13, 2015
QFT in English I
Daily Flow 03.13
Today, thanks to Mr. Willems, we will use the Question Formation Technique to identify questions around courage and the Amistad that each student will use to inspire their reading and writing for our argumentative essays.
This is the handout we will use to guide us through the QFT process.
Today, thanks to Mr. Willems, we will use the Question Formation Technique to identify questions around courage and the Amistad that each student will use to inspire their reading and writing for our argumentative essays.
This is the handout we will use to guide us through the QFT process.
Thursday, March 12, 2015
Completing your Definition of Courage - (A-Day) 03.12
Daily Flow 03.12
We will begin class with a mini-lesson on how conjunctions can aid in writing more complex and interesting sentences. Then everyone will try it for themselves on their outline for their definition of courage.
We will spend time on independent reading. Think about what you might want to use for your book talk this trimester.
Finally, everyone will have the last 25-30 minutes of the class to work on completing their definitions of courage. Homework is to read independently and work on your definition of courage if it is not completed in class.
We will begin class with a mini-lesson on how conjunctions can aid in writing more complex and interesting sentences. Then everyone will try it for themselves on their outline for their definition of courage.
We will spend time on independent reading. Think about what you might want to use for your book talk this trimester.
Finally, everyone will have the last 25-30 minutes of the class to work on completing their definitions of courage. Homework is to read independently and work on your definition of courage if it is not completed in class.
Wednesday, March 11, 2015
Completing your Definition of Courage - (B-Day) 3.11
Daily Flow 03.11
Today we will start class with a look at how conjunctions can help us create compound sentences. These kinds of compound sentences are yet another way you can spice up bland writing.
I will give a book talk about Cory Doctorow's Little Brother and encourage everyone to continue thinking about their own book talk is your independent reading requirement for the third trimester.
Finally, you will have a chance to work on completing your Definition of Courage. For those who completed their definitions last class, you will have a chance to revise your definitions using my comments and our English I Style Sheet.
Today we will start class with a look at how conjunctions can help us create compound sentences. These kinds of compound sentences are yet another way you can spice up bland writing.
I will give a book talk about Cory Doctorow's Little Brother and encourage everyone to continue thinking about their own book talk is your independent reading requirement for the third trimester.
Finally, you will have a chance to work on completing your Definition of Courage. For those who completed their definitions last class, you will have a chance to revise your definitions using my comments and our English I Style Sheet.
Tuesday, March 10, 2015
Writing your Definition of Courage - 3.10 (A-Days)
Daily Flow 03.10
For different reasons (snow days, curriculum writing) our A-Day classes haven't gotten much time to work on Definitions of Courage.
Today, we are going to do a quick lesson on Transition Words, work on independent reading, and then take a poll of where everyone is when it comes to their Definition of Courage. Using the outline, everyone will work on developing their definition of courage.
Homework tonight is to finish your opening definition and define criteria #1, that is, if you don't finish it in class. You also are expected to read 60 minutes a day - as usual.
For different reasons (snow days, curriculum writing) our A-Day classes haven't gotten much time to work on Definitions of Courage.
Today, we are going to do a quick lesson on Transition Words, work on independent reading, and then take a poll of where everyone is when it comes to their Definition of Courage. Using the outline, everyone will work on developing their definition of courage.
Homework tonight is to finish your opening definition and define criteria #1, that is, if you don't finish it in class. You also are expected to read 60 minutes a day - as usual.
Monday, March 9, 2015
Writing Your Definition of Courage - 3.9
Daily Flow 03.09
Today we are continuing composing our individual definitions of courage from our lists of criteria.
The first part of your definition should use transition words to jump from example to counter example. Use the outline if you are having trouble.
The second part of your definition should use transitions words AND a semicolon to create compound sentences. See the Daily Flow above for examples.
Homework tonight is to finish parts one and two of your definition if they are incomplete and of course, read 60 minutes in your independent reading book.
Today we are continuing composing our individual definitions of courage from our lists of criteria.
The first part of your definition should use transition words to jump from example to counter example. Use the outline if you are having trouble.
The second part of your definition should use transitions words AND a semicolon to create compound sentences. See the Daily Flow above for examples.
Homework tonight is to finish parts one and two of your definition if they are incomplete and of course, read 60 minutes in your independent reading book.
Subscribe to:
Posts (Atom)