December 17, 2019

Periods 1 and 2:
Please go to Google Classroom and view the two most recent posts.
After finishing your first two position papers (revised and ready for turn-in), for the remainder of the week, you have three options:

Complete a presentation of your letter to authority (use the template posted in Classroom, but spruce it up!)
- Present your presentation via a screen capture of your Slides.
Maximum score: 16/20

Write a protest poem (using the contents and ideas of your letter) in one of the two styles of a poem shared in Google Classroom ("Lost Generation" or "We Are Not Responsible").
- Present your poem via Flipgrid (more information to come).
Maximum score: 20/20

Write a third position paper on the remaining agenda topic for your committee.
Likely score: 24/20
_________________________________________________________________________

Periods 3 and 4:
Affinity mapping: Censorship
Take a look at today's Slides (if you are absent). Although you missed the class collaboration, you will want to understand what we talked about and review the notes on the four types of evidence.
_________________________________________________________________________

Period 6:
Hopefully, you've already written your introduction paragraph, where you've presented your problem and proposed a potential solution. If not, take a look at my intro paragraph about the vandalism at PLHS.

Once you've drafted your introduction, it's time to dive into the body of the essay. 

You might want to aim for 2-3 paragraphs that discuss the solution. 

• Explain your solution in simple terms that anyone could understand. 
• Offer as many details as possible about how this will solve the problem without getting unnecessarily wordy.
• Explain why you think your solution will be effective. 
• Where possible, cite evidence for your solution. 
• Offer examples where similar solutions have worked before. 
• Cite expert opinion, statistics, and studies. Try using a frame like this:
• In the article “______________” by John Doe, he asserts/claims/supports...

Take a look at a sample body paragraph.

You should have one to two body paragraphs drafted by tomorrow. If you do not, you will certainly be behind.

December 13, 2019

Periods 1 and 2:
Today in class, we worked on position paper two. Continue to research and draft. All papers must be turned in on Friday of next week.

Periods 3 and 4:
Please use these Slides to review what we did today.
There are two documents posted on Google Classroom to help you. (The patterns of development and the patterns of development question stems)
You should complete your essay's outline by Monday.

December 12, 2019

Periods 1 and 2:
Today was dedicated to revising your letters to an authority.
resources are posted in Google Classroom.
The letter is due (along with notes, outline, and works cited page) on MONDAY when you walk in.

Periods 3 and 4:
Draw a simple graphic that represents the relationship between the sources you have read.  Write a short explanation of your graphic.

You can use words, images, stick figures, arrows, lines to connect - any visual representation that shows how what you’ve read may (or may not) be connected)

On your own in fluency journal, complete a Writing Sprint: Identify Impact. 

What individuals or groups (perspectives) are impacted most? List possible causes and effects they may face. Include information from 2 or more texts (paraphrase is fine) to support your thinking.

Now, return to the graphic and add yourself, marking your own position in the conversation.

Period 6

Re-read "Let Kids Go Wild Online" in order to write the rhetorical precis (started on Tuesday).

Sentence 1 (What does the author argue?): 

[AUTHOR], in the article, “__________________________” (YEAR) argues that ...

Sentence 2 (What are 3 pieces of evidence the author uses to develop his/her argument?): 

______supports his claim by pointing out __________________, then ___________________, and finally by ______________________________. 

Sentence 3 (Author's purpose):

_____'s purpose is to  _____________in order to make the the point that________________.

Sentence 4 (Tone and intended audience):

Writing in a ________________ tone to ______________________ (audience), the author hopes to help the audience realize / understand……….

December 9, 2019

Periods 1 and 2:
The focus of today's class is to work on explaining the importance of the evidence you choose/chose for your letter to an authority.

Here are the SLIDES that will help you through today.

You should be finished drafting your letter by the time you walk in on Wednesday (for writing response groups).

Periods 3 and 4:
We began the class by watching the TED Talk: "Why Student Journalists Should Be Protected From Censorship." This represents source four on your note chart. You should take notes, reflect, and include a rhetorical precis for this source.

For the remainder of the period (and for tomorrow), you were to select ONE article found in this folder covering the topic of censorship in the international community. Again, the directions are the same: take notes, reflect, and include a rhetorical precis for this source.

Period 6:
For today's class, we learned about rhetorical precis.

Here is the link to the document that you will need to copy/paste into your notebook. This document, if you were absent, was used to notice and note what happened in each of the four parts of a rhetorical precis. When finished with the inquiry, you will write your own precis at the bottom of the document.

December 6, 2019

Periods 1 and 2:
Please check your position papers for feedback. You should be researching your second paper and/or revising your first paper.

Periods 3 and 4:
Use this link to review the presentation on rhetorical precis. In class, you wrote TWO precis, one for each article you independently read this week.

Period 6:
Go to Google Classroom and complete the Form assigned today: "Describing Language".

December 5, 2019

Periods 1 and 2:
Today we reviewed/were introduced to the rhetorical appeals of pathos, ethos, and logos. After, we reviewed the use of the appeals in Coben's "The Undercover Parent."

In reviewing the text, we annotated examples of pathos, ethos, and logos as well as addressed the following two questions:
What seems to be Coben’s most frequently used appeal?
Which appeal could he use to, in your mind, strengthen his writing?

In your Letters to an Authority, consider adding where you will use the three appeals in order to be persuasive in your argument.

Periods 3 and 4:
Continue with text set #2 (posted as a folder in Classroom). By 12/6/2019, you should have read/made notes/reflected on a total of two sources and the TED Talk.


Period 6:
Introduction to pathos, ethos, and logos. If you were absent, watch the video below as an introduction/review.

December 4, 2019

Periods 1 and 2:
Text: "The Undercover Parent"

Learning outcomes: Create a descriptive outline of the text, create a descriptive outline for the letter to an authority

Strategic Marking and Annotation of the Text asks you to reread the text and indicate graphically the main ideas, key arguments, and support the author uses. This also allows you to respond to the text from a personal
point of view

Coben does not use data or studies to support his claims about parental monitoring, but he does offer evidence and supports his viewpoint with concrete details. Complete a rereading of the text in which you identify and mark the examples Coben uses to add evidence to support his argument. Then, identify the supporting details.

First Highlighting: Use a yellow highlighter to mark Coben’s article. Highlight the examples Coben uses to make his argument.


Second Highlighting: Go through the text once more, this time with a pink highlighter. Highlight the details that add support to each piece of evidence highlighted in yellow from the previous highlighting.

Responding to the Text: In the margins of the text, use the following questions as guidelines for writing your reactions to the evidence Coben uses:
1. Have you also heard of the examples he uses?
2. Have you observed or experienced anything similar?
3. Which examples are serious? Which seem exaggerated to you?


Periods 3 and 4:
Source: Rebecca McKinnon, TED Talk: "Let's Take Back the Internet"

Rebecca MacKinnon looks at issues of free expression, governance and democracy (or lack of) in the digital networks, platforms, and services on which we are all more and more dependent.

Use the note chart ASSIGNED in Classroom. It is simply called CENSORSHIP NOTES.

As you watch, note:
What is she claiming about censorship?
What evidence or examples does she provide to support her position?

After watching the TED Talk, go to this folder to select ONE article. Each one explores an angle on censorship. By tomorrow, complete the reading and note-making and reflecting using the note chart provided. (You will have to write in the source name and author on the note chart). 

Period 6:
Text: "The Undercover Parent"
Learning outcomes: Create a descriptive outline of the text
; 
We opened class by discussing the following questions;\

• How accurate were your predictions?
• When you read the whole article, did anything surprise you?
• Are there any parts of the article that you found confusing?
• Return to your initial completion of the SOAPSTone, and complete your answers more fully and specifically. You may make changes to and predictions you made that were wrong or add details for clarification.

Next, we chunked the text.

Paragraphs 1-3: 

Paragraphs 4-5: 

Paragraphs 6-10: 

Paragraphs 11-13: 

Paragraphs 14-15:

Using the list of verbs (what authors do) consider writing a sentence or two for each “chunk” regarding what is Coben (the author) doing?

Here are the results:

Paragraphs 1-3: Introduces the concept of monitoring your children by installing spyware on your home computer to guard children against Internet dangers.

Paragraphs 4-5: Acknowledges the aversion to the word “spyware” but points out it’s the same as being watchful in the home and school environment.

Paragraphs 6-10: Lists the rebuttals or excuses parents will use to argue against spyware and offers his rebuttal for each.

Paragraphs 11-13: Argues that parents should use spyware for listening for “dangerous chatter” and supports his argument with a personal anecdote about the straight-A daughter.

Paragraphs 14-15: Concedes to the opposition that spyware does invade privacy, so perhaps it “might be enough” to talk to your kids about installing it.

Here's why it matters. If you were to “write like this,” how is Coben’s piece a “mentor”?

Paragraphs 1-3: Introduces 

- What would you introduce at the beginning of a text like this?

Paragraphs 4-5: Acknowledges

- What could you acknowledge/note that would be important about your issue/topic?

Paragraphs 6-10: Lists

- What would you list/give examples of?

Paragraphs 11-13: Argues

- What would you argue/claim as a result of what you wrote in earlier paragraphs?

Paragraphs 14-15: Concedes

- How could you acknowledge other perspectives?

After reviewing, you should review these SLIDES. This will guide you through outlining your letters using the descriptive outline process.

December 3, 2019

Back to the blog. 

Periods 1 and 2:
Text: "The Undercover Parent"
Learning outcomes: Create a descriptive outline of the text, create a descriptive outline for the letter to authority
; 
We opened class by discussing the following questions;\

• How accurate were your predictions?
• When you read the whole article, did anything surprise you?
• Are there any parts of the article that you found confusing?
• Return to your initial completion of the SOAPSTone, and complete your answers more fully and specifically. You may make changes to and predictions you made that were wrong or add details for clarification.

Next, we chunked the text.

Paragraphs 1-3: 

Paragraphs 4-5: 

Paragraphs 6-10: 

Paragraphs 11-13: 

Paragraphs 14-15:

Using the list of verbs (what authors do) consider writing a sentence or two for each “chunk” regarding what is Coben (the author) doing?

Here are the results:

Paragraphs 1-3: Introduces the concept of monitoring your children by installing spyware on your home computer to guard children against Internet dangers.

Paragraphs 4-5: Acknowledges the aversion to the word “spyware” but points out it’s the same as being watchful in the home and school environment.

Paragraphs 6-10: Lists the rebuttals or excuses parents will use to argue against spyware and offers his rebuttal for each.

Paragraphs 11-13: Argues that parents should use spyware for listening for “dangerous chatter” and supports his argument with a personal anecdote about the straight-A daughter.

Paragraphs 14-15: Concedes to the opposition that spyware does invade privacy, so perhaps it “might be enough” to talk to your kids about installing it.

Here's why it matters. If you were to “write like this,” how is Coben’s piece a “mentor”?

Paragraphs 1-3: Introduces 

- What would you introduce at the beginning of a text like this?

Paragraphs 4-5: Acknowledges

- What could you acknowledge/note that would be important about your issue/topic?

Paragraphs 6-10: Lists

- What would you list/give examples of?

Paragraphs 11-13: Argues

- What would you argue/claim as a result of what you wrote in earlier paragraphs?

Paragraphs 14-15: Concedes

- How could you acknowledge other perspectives?

After reviewing, you should review these SLIDES. This will guide you through outlining your letters using the descriptive outline process.

_________________________________________________________________________

Periods 3 and 4:

Today you received a text set on censorship.

You established an annotation system to identify information. 

• Look for claims, evidence, reasoning
• What are some key ideas?
• What catches your attention, seems useful, or is new information?
• Are there any trends between the articles?

Practice this annotation system while you read the text set. You will return to their annotated texts in the next lesson to write and refine your claim as well as identify the most significant information that can be used as evidence to support or counter your claim. 

Use this note template to guide you.

After reading, be sure to reflect using the reflection stems (on the note template).
____________________________________________



Period 6:
Today you will be reading the article "The Undercover Parent" using the "Say Something" method. 

BEFORE READING, copy and paste the following three questions in to the TOP of your English Journal. Discuss the questions with your partner before typing your response.

1.     What does the title “The Undercover Parent” reveal about the main idea of Coben’s article?

2.     Read the first paragraph of Coben’s article. Near the end he writes, “At first I was repelled at this invasion of privacy. Now, after doing a fair amount of research, I get it.” What do you predict the author’s position on parental monitoring spyware will be?

3.     Now read the last paragraph of Coben’s article. How do you think
Coben’s position might have changed throughout the article?


NEXT, you will read one paragraph at a time, pausing after each paragraph to "say something" to your partner (taking turns who goes first each time). Below are some sentence stems for things you might say. Use the "comment" feature to make note of what you are discussing in your text.