COPIES:ARTICLES

HANDWRITTEN OUTLINEDUE DATES

REVIEW SHEET

New Seats 9 th period!Smart Board D

OOR

Teacher’s Desk

Edwin Sharee

JiaSheng

Lucia

Destiny

Steven

Jacqueline

Angel Naseem

Belinda

Anahi Johnny

Brayan

Lashae

Brandon

Tatiyana

Anthony

Rationale: Students are grouped in quads with two students who exceed or are at standard paired with two students who are

approaching or below standard in their ability to process and apply highlighting and annotating techniques when reading source material.

This set-up allows for the stronger students to scaffold those who need assistances (quads), or for those with similar skill sets to

challenge each other (pairs). In addition, personality, behavior, learning styles and visual/hearing

impairments were taken into account.

Yessenia

Gina

Anisa Shaelin

Teenloki DaWei

Shari Ann America

Taj Johaan

DOOR

Ramandeep Jennifer

(2- 3 minutes)

Andrea

Santiago

Christian

Briana

Homework (5-7 min)1. (Thursday, 4/3/14): Rough Draft One DueHave the following typed in 12 point, Times New Roman font and double spaced:

• Page 1: MLA heading in upper left corner.• Centered creative title • Introduction paragraph (inclusive of revised position statement based on teacher feedback from Phase I) • Background paragraph • Works Cited page

NOTE: THE ABOVE WILL COUNT AS THE FINAL GRADE FOR CYCLE THREE. FAILURE TO SUBMIT ROUGH DRAFT ONE ON TIME WILL RESULT IN A ZERO ON FOR THE CYCLE THREE FINAL.

2. Revisions to the phases are due back by Monday.

3. Library will be open during period 12 for those who need to work on, or need assistance with, their research paper.

4. English tutoring is available everyday in room 232 during periods 4,6, 9, and 11.

To Be Discussed:- Portfolio organization: Work to be check needs to be in the left pocket. - Findings from framework packets- Findings from phases- Missing consent forms- Upcoming Due Dates

Aim: Why is it important to synthesize valid

reasoning and relevant evidence?

Do Now (5-7 min)

In complete sentences, explain how one might connect the following reasons and evidence to the claim.

(Students will be selected at random to respond)

Common Core Standards Addressed: Craft and StructureLW.11-12.1a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

LW.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Claim Valid Reasoning Relevant Evidence ConnectionSchool uniforms reduce bullying.

When students are dressed alike, they feel more alike, creating commonalities among them.

According to The New York Times, “Teenagers who took part in a survey said dress codes acted as a social leveler

Sample “Do Now” ConnectionClaim Valid Reasoning Relevant

EvidenceConnection

School uniforms reduce bullying.

When students are dressed similarly, they feel more alike, creating commonalities among them.

According to The New York Times, “Teenagers who took part in a survey said dress codes acted as a social leveler.

This evidence demonstrates that when students wear uniforms they feel less out of place because they look like everyone else. By students having more commonalities among them, bullying is reduce because students identify with each other and none stand out from their peers.

Note: The “connection” section synthesizes the information from “valid reasoning” and “relevant evidence” and connects it back to

the claim.

Synthesis: (n.) – connecting the evidence to the reasoning

Vocabulary Preview (1-2 minutes)

Aim: Why is it important to synthesize valid reasoning and relevant evidence?

Mini-Lesson: (2-3 minutes)Strong Synthesis Statements:1. are three or more complete sentences.2. written in one’s own words.3. connect valid reasoning and relevant evidence to a

claim. 4. complete each body paragraph.

HABITS OF PROFICIENT WRITERS

Application #1: (3-4 minutes)

HABITS OF PROFICIENT WRITERS

Claim Valid Reasoning

Relevant Evidence

Synthesis

School unifor

ms reduce bullyin

g.

School uniforms reduce bullying because they visually equalize the socioeconomic status of students. When students are dressed alike, they feel more alike, creating commonalities among them.

According to The New York Times, “Teenagers who took part in [a survey] said dress codes acted as a social leveler and reduced the risk of children being picked on for wearing ‘weird’ clothes.”

This evidence demonstrates that when students wear uniforms they feel less “weird,” or out of place because they look like everyone else. By students having more commonalities among them, bullying is reduce because students identify with each other and none stand out from their peers. They don’t have to worry about fashion or not fitting in because of what they are wearing; thus, they can focus on school work. Uniforms not only build commonalities among students and reduce bullying in schools, they also help students focus on what’s important – the school work – not worrying about what other kids think about how they are dressed.

Checkpoint! (1 minute)

Thumbs up if you understand:

The definition of “synthesis”

The components of strong synthesis statements.

Tonight’s HW.

Thumbs down if you don’t understand or

are confused..

PART 2 OF TODAY’S LESSON: REVIEWING AND DEVELOPING AN OUTLINE

Aim: Why is it important to review and develop an outline when writing a research paper?

Common Core Standards Addressed: Craft and StructureW.9- 10.5: Develop an strengthen writing as needed by planning, revising, editing rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

A strong introduction:

REVIEW: INTRODUCTION (2- 3 min)VOCABULARY (3-4 mins)

Introduction: (n.) - a broad paragraph that explains the topic, discusses why it is important and states the writer’s position.

Position Statement: (n.) - the sentence that introduces the audience to the position in the argument.

Claim: (n.) - a statement asserted as a fact that is arguable, which is then supported with reasoning and evidence.

Reasoning: (n.) - reasonable and logical statements made to explain the claim(s).Evidence: (n.) - facts, data, statistics, expertise in the field, emotional appeal to support the claim(s).

Synthesis: (n.) - connecting the evidence to the reasoning.

Counterclaim: (n.) - a statement asserted as a fact which opposes the claim that the arguer must refute with reasoning and evidence.

Refute (Rebuttal): (v) - to prove that (something) is not true.

1. acknowledges the complexity of the topic.

2. tells the reader why this topic is important.

3. concludes with a position statement that acknowledges the counterargument.

Application #1:Sample Introduction: Debates about the use of school uniforms in public schools have received much attention in the last few years. Many educational contributors believe that uniforms may reduce negative behaviors associated with student dress such as teasing, absences, lateness, gang-related activity, and school violence; however, one primary argument supported by opponents is that uniforms interfere with students' right to choose their dress which is a violation of students' First Amendment right to free speech. This paper describes selected constitutional issues related to the use of school uniforms with a focus on the First Amendment and concludes with suggestions for uniform policies in public schools.

HABITS OF PROFICIENT WRITERS

A strong claim:

REVIEW: CLAIM (2-3 min)VOCABULARY (2-3 min)

Introduction: (n.) - a broad paragraph that explains the topic, discusses why it is important and states the writer’s position.

Position Statement: (n.) - the sentence that introduces the audience to the position in the argument.

Claim: (n.) - a statement asserted as a fact that is arguable, which is then supported with reasoning and evidence.

Reasoning: (n.) - reasonable and logical statements made to explain the claim(s).Evidence: (n.) - facts, data, statistics, expertise in the field, emotional appeal to support the claim(s).

Synthesis: (n.) - connecting the evidence to the reasoning.

Counterclaim: (n.) - a statement asserted as a fact which opposes the claim that the arguer must refute with reasoning and evidence.

Refute (Rebuttal): (v) - to prove that (something) is not true.

1. is asserted as a fact.

2. is arguable.

3. needs to be supported with valid reasoning and relevant evidence.

Ex: Public Safety is more important than an individual’s right to choose.

Strong reasoning:

REVIEW: REASONING (2-3 min)VOCABULARY (2-3 min)

Introduction: (n.) - a broad paragraph that explains the topic, discusses why it is important and states the writer’s position.

Position Statement: (n.) - the sentence that introduces the audience to the position in the argument.

Claim: (n.) - a statement asserted as a fact that is arguable, which is then supported with reasoning and evidence.

Reasoning: (n.) - reasonable and logical statements made to explain the claim(s).Evidence: (n.) - facts, data, statistics, expertise in the field, emotional appeal to support the claim(s).

Synthesis: (n.) - connecting the evidence to the reasoning.

Counterclaim: (n.) - a statement asserted as a fact which opposes the claim that the arguer must refute with reasoning and evidence.

Refute (Rebuttal): (v) - to prove that (something) is not true.

1. is valid, reasonable and logical.

2. explains the claim.

Ex: Claim: Public Safety is more important than an individual’s right to choose.

Reasoning: Public safety matters more than an individual’s right to choose because when public safety is at risk, it affects a significant amount of people; whereas one individual who doesn’t get his or her choice would not be as impacting.

Strong Evidence:

REVIEW: EVIDENCE (2-3 min)VOCABULARY (2-3 min)

Introduction: (n.) - a broad paragraph that explains the topic, discusses why it is important and states the writer’s position.

Position Statement: (n.) - the sentence that introduces the audience to the position in the argument.

Claim: (n.) - a statement asserted as a fact that is arguable, which is then supported with reasoning and evidence.

Reasoning: (n.) - reasonable and logical statements made to explain the claim(s).Evidence: (n.) - facts, data, statistics, expertise in the field, emotional appeal to support the claim(s).

Synthesis: (n.) - connecting the evidence to the reasoning.

Counterclaim: (n.) - a statement asserted as a fact which opposes the claim that the arguer must refute with reasoning and evidence.

Refute (Rebuttal): (v) - to prove that (something) is not true.

1. is relevant to not only the claim, but the reasoning as well.

2. factual, expert- based, or has emotional appeal.

3. cited correctly.

Ex:

Claim: When it comes to immunizations, public safety is more important than an individual’s right to choose.

Reasoning: Public safety matters more than an individual’s right to choose when it comes to immunizations because when the public safety is put at risk, the amount of people who could end up ill or dead from infectious diseases increases; whereas one individual who doesn’t get his or her choice would not be as impacting.

Evidence: According the John Revay from the Huffington Post, “individual choice is silenced at the will of the collective whole. If we consented each individuals wishes, dreams, and desires, the world would be complete chaos.”

Aim: Why is it important to review and develop an outline when writing a

research paper?OUTLINE (4- 5 min)

Outlines are important because they:

1. help develop a sense of direction when one is writing a research paper.

2. help in the organization of material for a research paper.

3. keep the writer on task.

Question for thought:

4. What do you notice about this outline?

Aim: Why is it important to review and develop an outline when writing a research paper?

Task1. Carefully read over the sample outline.

2. Using the “Research Paper Outline” example as a guide, along with the department’s “Research Paper Outline”, develop your own outline on loose-leaf. Be sure to fill in the claims you will be using from each article as well as the title of your paper and other relevant information.

Work Period (25 -30 minutes)

Aim: Why is it important to review and develop an outline

when writing a research paper?

Discussion Period (3-5 minutes) Why Is it important to outline what

you are going to write when writing a research paper?

Aim: Why is it important to review and develop an outline when writing a research paper?

In complete sentences, respond to one of the following stem starters on a post it:

a. Today’s lesson helped clarify ...b. One thing I still do not understand….c. One thing I need help with is… d. I can use the information from today’s lesson …

Note: Students will be selected at random to share their responses!

Exit Question (3-5 minutes)