Today we met in the Little Theater with school counselors for CCR (College and Career Readiness) meetings
What will our next reading focus be?
Objective: Students will reflect on their progress as readers and set goals for future reading. 1. We read independently for 20 minutes. 2. We updated our reading challenge logs and set a reading goal for Term 4. 3. We previewed our Term 4 focus on storytelling and formed book groups with other members of the class, choosing a book to read together and setting a reading schedule (here is an example). For next time: Complete any late or missing work. How can we polish our research papers?
Objective: Students will use evaluation standards to self-evaluate and polish my writing. 1. We read independently for 15 minutes and then met in book club groups to discuss our reading. 2. Language Lab #32--Academic Voice: (Read the 2 examples and compare the formality of voice. In your notebook, write 2 different versions of your research paper thesis--one in casual voice and one in academic voice.) 3. We reviewed how to format our papers in MLA style. 4. We worked individually on improving our researched literary analysis paper using self-evaluation checklists. 5. We each submitted our research paper and writer's notebook. For next time: Complete any late or missing work. Can I demonstrate grit in drafting my research paper?
Objective: Students will compose a full draft of a 2-page research paper. 1. We reviewed the instructions and available resources (such as this outline and this student example) for drafting our research paper. 2. Using laptops, we worked independently on drafting our individual research paper drafts. 3. We reviewed the items that should be included in our writer's notebook for the term 3 notebook check. For next time: Come ready for polishing your research paper with a full draft of the paper. Also, bring your Writer's Notebook for notebook checks. How can I write a good introduction for my research paper?
Objective: Students will compose an introduction that catches interest, presents an issue, shows its significance, and takes a position. 1. Language Lab #31 (Take notes on the 4 ways to introduce quotations.) 2. We read independently for 15 minutes and completed a reading log using a strategy of our choice. We then submitted our reading logs. 3. We went over the instructions for the final step of our research project: the Research Paper assignment. 4. We learned four steps of writing research paper introductions: 1) catch attention with a 'hook', 2) provide background on your chosen issue; 3) explain the significance of the issue; and 4) present your position in a thesis statement. 5. Together as a class, we identified the four steps in a sample paper introduction. 6. In small groups, we identified the four steps in additional sample paper introductions. Then each group shared their analysis with the class. 7. We worked individually on writing introductions for our research papers. (Those who had not yet checked off Part C with Mrs. Craft did that first.) For next time: Finish writing an introduction paragraph for your research paper. How can we prepare to join the conversations about our chosen issues?
Objective: Students will formulate a position in response to a real-world conversation. 1. We read independently for 15 minutes and completed a reading log using a strategy of our choice. 2. Writers Notebook #36 3. We went over the instructions for the next step of our issue research project, Part C: Preparing to Join the Conversation. 4. Language Lab #30 5. We worked individually on wrapping up research for our chosen issue and completing Part C. For next time: Decide the position I will take on my chosen issue and complete Part C. What are people saying about our chosen focus issues?
Objective: Students will find, understand, and evaluate sources of information on their chosen research issues. 1. Vocabulary #9 2. We reviewed the instructions for on Part B: Listening to the Conversation. 3. We continued work on creating annotated bibliographies about our chosen research issues. For next time: Complete and submit your annotated bibliography (email it to Mrs. Craft). What are people saying about our chosen focus issues?
Objective: Students will find, understand, and evaluate sources of information on their chosen research issues. 1. Language Lab #29 (Add your own example from your reading book.) 2. We read independently for 15 minutes and completed a reading log using a strategy of our choice. 3. We went over the instructions and the sample annotated bibliography on Part B: Listening to the Conversation. 4. We each began working on creating annotated bibliographies about our chosen research issues. For next time: Find the 4 sources for your annotated bibliography. What is the difference between a topic and an issue?
Objective: Students will identify points at issue on selected topics. 1. Language Lab #28 (Add your own example from your reading book.) 2. We read independently for 15 minutes and completed a reading log using a strategy of our choice. 3. Writer's Notebook #35: Brainstorm a list of 10-12 groups your belong to (students, Americans, gymnasts, vocal musicians, basketball players, etc.). Then list topics of conversations you hear being discussed in each of these groups. Which of these topics center around facts? Which center around unresolved issues? 4. We reviewed the difference between a topic and an issue. 5. We worked on steps 2-4 of Part A: Discovering an Interesting Issue. For next time: Complete "Part A: Discovering an Interesting Issue" packet. What conversations in today's world interest us?
Objective: Students will gather discovery topic ideas from electronic resources and life experience. 1. Language Lab #27 2. We read independently for 15 minutes and completed a reading log using a strategy of our choice. 3. We individually completed step 1 of Part A: Discovering an Interesting Issue using this list of topics + the databases listed on page 1 of the packet. For next time: No homework. |