Blog Archives

March 29 - Evaluating an Argument

3/28/2016

Agenda:
1. Review learning goal vocabulary
2. Evaluate an argument: Are French Fries Bad For You?

Learning Goal and Targets: Evaluate Arguments and Purpose
Assess whether the evidence is relevant and sufficient
Assess whether the reasoning is logical
Identify irrelevant evidence
Analyze how an author acknowledge and responds to counterclaims

Video: Are French Fries Bad For You?

Evaluate an Argument: Are French Fries Bad for You

March 28 - Evaluating Arguments

3/28/2016

Agenda:
1. Review the elements of an argument
2. Learning Goal: Evaluating Arguments and Purpose
3. Evaluate an Argument: Why Can't I Live on French Fries?

Learning Goal and Targets: Evaluate Arguments and Purpose
Assess whether the evidence is relevant and sufficient
Assess whether the reasoning is logical
Identify irrelevant evidence
Analyze how an author acknowledge and responds to counterclaims

Review- Elements of an Argument

What are some elements that you should expect to find
in any written argument?

Evaluate an Argument: Why Can't I Live on French Fries?

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March 24 - Vocabulary in Context & Finding Similarities and Differences

3/23/2016

Agenda:
1. Assessment: Grammar (Level 2) and Idioms: Vocabulary in Context (Level 3)
2. Finding Similarities and Differences

Grammar Learning Goal: Demonstrate the command of the conventions of standard English capitalization, punctuation, grammar and usage in context when writing or speaking.
Grammar Learning Target: Write the correct past tense forms of verbs. (Level 2)

Verbs indicate an action (swim, run, eat) or a state of being (is, are, am).
When a verb is written in the past tense, it indicates that the action has already taken place.
Examples:
Today I eat. Yesterday I ate.
When we use a helping verb (have, has, or had) our verb changes again.
Example: In the past I have eaten.

Let's practice some examples as a whole class. (Sample Worksheet)

Vocabulary Learning Goal: Determine the meaning of words and
phrases as they are used in a text, including technical meanings.
Vocabulary Learning Target: Use context clues to determine the
meaning of words or phrases (idioms) as used in a passage.

An idiom is a common expression that is not supposed to be interpreted literally.
Examples:
I don't mean to toot my own horn, but I'm the fastest kid on
my block and the smartest too.

Sasha was a fast learner, so she knew that the history test would
be a piece of cake.

Toby and I fought over a girl in the fourth grade, but that's water
under the bridge now.

Assessment: Vocabulary in Context (level 3) and grammar (level 2)

When you finish your assessment, make sure your name is on your
paper and wait quietly for others to finish. We will correct your paper in class.

When you finish your assessment:
1. Make sure you name is on your paper and put it in the basket.
2. Pick up the article "Finding Similarities and Differences: Leopards
and Cheetahs" and the 1/2 sheet with vocabulary words. Silently read the article and use context clues to define the vocabulary words while you wait for everyone to finish.

Finding Similarities and Differences - Comparing and Contrasting Members of the Cat Family

1. Read the passage aloud as a class. Pay special attention to the underlined vocabulary words.
2. As a whole class we will practice the strategy of using charts and diagrams to compare similarities and contrast differences between leopards and cheetahs.
3. Individual practice.

Writing a Multi-Paragraph Argument: Is Facebook Making Us Lonely?

3/21/2016

Agenda:
1. Review Elements of an Argument/ Student Reflection
2. Review the Argument Graphic Organizer
3. Read the debate articles
4. Write a multi-paragraph argument

Learning Goal: Write a multi-paragraph argument that supports
a claim with clear reasons and relevant evidence.
Today's Learning Target: Write a multi- paragraph argument that supports a claim with clear reasons and relevant evidence and meets the following criteria:

Article - New York Times: Upfront Magazine
"Is Facebook Making Us Lonely"
"Yes" - Shery Turkele, Professor at Massachusetts Institute of Technolgy
"No" - Sree Sreenivasan, Chief Digital Officer for the Metropolitan Museum of Art

Follow along as we read both sides of the article. As we read, highlight or underline important text evidence that the author uses to support his or her side of the issue.

Assessment: (Tiered: Level 1-4)

Write an argumentative essay that is for or against Facebook making us lonely. Include reasons and evidence to persuade your reader to consider your position. Be sure to consider what those who don’t agree with you might say (address counterclaims).

Think about the most effective way to organize your essay. You will want to include a beginning with claim, middle, and end with enough relevant detail. Reference the rubric to make sure you’re including all of the important parts of an argument.

Organize your thoughts with a graphic organizer before you write if this helps you sort out your ideas. Remember that a formal argumentative essay should be written in the 3rd person (not include “I” or “me”).

March 2 - Writing a Level 3 Argument

3/2/2016

Agenda:
1. Elements of a Level 3 Paper
2. Video Tips: Conclusions & Hooks
3. Transcribing your paper from your organizer

Learning Goal: Write a multi-paragraph argument that supports
a claim with clear reasons and relevant evidence.
Today's Learning Target: Write a multi- paragraph argument that supports a claim with clear reasons and relevant evidence and meets the following criteria:

Going above and beyond...with an amazing hook!

Need some help with your conclusion?

Transcribing your paper from your organizer:

How will your paper be graded?

Remember, to score proficient (3) on your paper, you must meet all of the level 2 and 3 criteria.

Your essay will also be counted for a grade in Constructing Writing as well as Grammar and Usage.

When You Finish Your Draft:

Staple the rubric to your paper and complete the following tasks:
1. Sit with a partner who is also finished and read your paper together. Proofread your paper for capitalization, punctuation and grammar mistakes. Correct any unclear sentences. Have your partner sign your rubric in the bottom of the "Level 2" box.

2. Self-Check your paper by checking off the criteria you met on your rubric.

3. On the bottom of your rubric list 1 thing you feel pretty proud of in terms of your argument and 1 thing you still struggle with or are unsure of.

4. Turn your completed paper in.

5. Go to our webpage www.hoytrocks2016.blogspot.com and work on any of the activities under "Student Links."