![]() Student develops a position supported with coherent claims, counterclaims, evidence, and analysis of evidence. Student selects evidence, etc. based on knowledge of audience. Announcements:
1. Margin notes when we are reading 2. Book Talk & Reading
3. Writer's Notebook: How could you COUNTER this evidence?
4. Sentence connectors
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Student develops a position supported with coherent claims, counterclaims, evidence, and analysis of evidence. Student selects evidence, etc. based on knowledge of audience.
Announcements:
1. Margin notes when we are reading 2. Book Talk & Reading
2. Mini-Lesson: How does your audience impact your argument? 3. Sentence connectors
4. Mastery Arguments Workshop
5. Closure:
Student develops a position supported with coherent claims, counterclaims, evidence, and analysis of evidence. Student selects evidence, etc. based on knowledge of audience.
Announcements:
1. Book Talk & Reading 2. Sentence connectors
3. Mastery Arguments
Student develops a position supported with coherent claims, counterclaims, evidence, and analysis of evidence. Student selects evidence, etc. based on knowledge of audience.
As a listener, student understands essential meaning of an oral text and can demonstrate that understanding. As a speaker, student effectively conveys essential meaning through an oral text. Announcements:
1. Book Talk & Reading
2. Discuss "Privileged"
3. Sentence connectors (3rd)
4. Mastery Arguments
Student develops a position supported with coherent claims, counterclaims, evidence, and analysis of evidence. Student selects evidence, etc. based on knowledge of audience.
As a listener, student understands essential meaning of an oral text and can demonstrate that understanding. As a speaker, student effectively conveys essential meaning through an oral text. Announcements:
1. Book Talk & Reading
2. Discuss "Privileged"
3. Sentence connectors (3rd)
4. Mastery Arguments
Student develops a position supported with coherent claims, counterclaims, evidence, and analysis of evidence. Student selects evidence, etc. based on knowledge of audience.
As a listener, student understands essential meaning of an oral text and can demonstrate that understanding. As a speaker, student effectively conveys essential meaning through an oral text. Announcements:
1st Hour 1. Book Talk & Reading
2. Writer's Notebook: Station Eleven
3. Debate Self Assessment 3rd Hour 1. New Seats! 2. Book Talk & Reading 3. Debates
Student develops a position supported with coherent claims, counterclaims, evidence, and analysis of evidence. Student selects evidence, etc. based on knowledge of audience.
As a listener, student understands essential meaning of an oral text and can demonstrate that understanding. As a speaker, student effectively conveys essential meaning through an oral text. Announcements:
1. Book Talk & Reading 2. Writer's Notebook
Student develops a position supported with coherent claims, counterclaims, evidence, and analysis of evidence. Student selects evidence, etc. based on knowledge of audience.
As a listener, student understands essential meaning of an oral text and can demonstrate that understanding. As a speaker, student effectively conveys essential meaning through an oral text. Announcements:
1. Book Talk & Reading 2. Debates
3. Sentence connectors
4. Found Poetry with Choice books Topics: 1st Hour The death penalty should be banned in the U.S. --Julian, Marco, Dav'on (Negative) --Peter, Thomas, Felix (Affirmative) There should be more restrictions on buying guns in the United States. --Sage, Tori, Hugh (Affirmative) --Chris, John, George (Negative) 3rd Hour There should not be animal testing for scientific or commercial reasons --Sean, Ronan, Alex, Cortez (Affirmative) --Ben K, CJ, Crispin, Ben B. (Negative) The gender wage gap in the United States is a problem and should be addressed. --PJ, Sam, Thor, Andrew (Affirmative) --Phillip, Tej, Josh (Negative) There should be more restrictions on buying guns in the United States. --Ritchie, Amber, Lindsey, Avah, Ava (Affirmative) --Owen, Asher, Adie, Rohan (Negative) Goals:
Student develops a position supported with coherent claims, counterclaims, evidence, and analysis of evidence. Student selects evidence, etc. based on knowledge of audience. As a listener, student understands essential meaning of an oral text and can demonstrate that understanding. As a speaker, student effectively conveys essential meaning through an oral text. Announcements:
1. Book Talk & Reading 2. Graph of the Week: Discuss--What interesting arguments could be supported by this data? 3. What does a speaker do to establish ETHOS and be persuasive?
4. Debate Groups
Topics: 1st Hour The death penalty should be banned in the U.S. --Julian, Marco, Dav'on (Negative) --Peter, Thomas, Felix (Affirmative) There should be more restrictions on buying guns in the United States. --Sage, Tori, Hugh (Affirmative) --Chris, John, George (Negative) 3rd Hour There should not be animal testing for scientific or commercial reasons --Sean, Ronan, Alex, Cortez (Affirmative) --Ben K, CJ, Crispin, Ben B. (Negative) The gender wage gap in the United States is a problem and should be addressed. --PJ, Sam, Thor, Andrew (Affirmative) --Phillip, Tej, Josh (Negative) There should be more restrictions on buying guns in the United States. --Ritchie, Amber, Lindsey, Avah, Ava (Affirmative) --Owen, Asher, Adie, Rohan (Negative) Goals:
Student develops a position supported with coherent claims, counterclaims, evidence, and analysis of evidence. Student selects evidence, etc. based on knowledge of audience. As a listener, student understands essential meaning of an oral text and can demonstrate that understanding. As a speaker, student effectively conveys essential meaning through an oral text. Announcements:
1. Book Talk & Reading 2. Mini-Lesson--What to say about your evidence. Some argument moves (Notes)
3. Debate Groups
Topics: 1st Hour The death penalty should be banned in the U.S. --Julian, Marco, Dav'on (Negative) --Peter, Thomas, Felix (Affirmative) There should be more restrictions on buying guns in the United States. --Sage, Tori, Hugh (Affirmative) --Chris, John, George (Negative) 3rd Hour There should not be animal testing for scientific or commercial reasons --Sean, Ronan, Alex, Cortez (Affirmative) --Ben K, CJ, Crispin, Ben B. (Negative) The gender wage gap in the United States is a problem and should be addressed. --PJ, Sam, Thor, Andrew (Affirmative) --Phillip, Tej, Josh (Negative) There should be more restrictions on buying guns in the United States. --Ritchie, Amber, Lindsey, Avah, Ava (Affirmative) --Owen, Asher, Adie, Rohan (Negative) |
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