Today we had the first day of our final. Our work today took most people longer than planned so we will be allowing for an extra half hour on part 01 in the second part of the final on Wednesday.
I will modify part 02 of the final so that it can be completed in the remaining hour of final time on Wednesday. For this part of the final, it will be helpful for people to review the appeals and rhetorical devices we studied in the first part of the year (see below).
Monday, June 8, 2015
Wednesday, June 3, 2015
06.03 - Program Investigation and Evaluation (work day)
Everyone had the period today to work on their program investigation and evaluation. At this point, each person should have identified the group/organization's program they want to investigate and be using that group/organization's site and/or related news article about their program to gather information. Resources for this work are located below:
Program Investigation and Evaluation Activity
(directions and worksheet)
Program Investigation Brainstorm
Groups/Organizations that seek to address the problems people have been researching in class.
Everyone should choose one group/organization associated with their problem.
For those unsure which group/organization to choose, I have identified a default/top pick that would be well suited for this investigation
For homework, people should check out the provided list of groups/organizations to investigate (along with any other groups with which they may be familiar) and then select a group/organization whose work interests them and that they would be able to fully investigate.
People may also begin identifying important information about the group/organization and creating notecards. Everyone will have the period tomorrow and Thursday to work on this assignment.
Homework:
Program Investigation and Evaluation Activity
(directions and worksheet)
Program Investigation Brainstorm
Groups/Organizations that seek to address the problems people have been researching in class.
Everyone should choose one group/organization associated with their problem.
For those unsure which group/organization to choose, I have identified a default/top pick that would be well suited for this investigation
For homework, people should check out the provided list of groups/organizations to investigate (along with any other groups with which they may be familiar) and then select a group/organization whose work interests them and that they would be able to fully investigate.
People may also begin identifying important information about the group/organization and creating notecards. Everyone will have the period tomorrow and Thursday to work on this assignment.
Resources:
- Program Investigation and Evaluation Activity
(directions and worksheet) - Program Investigation Brainstorm (list of possible programs to investigate)
Groups/Organizations that seek to address the problems people have been researching in class.
- Searches
- Marvel Student Research Database (available inside the school)
- Sources and Notecards
Submitted Today:
- - -
- Continue research into the program you are investigating, creating notecards, and completing the Program Investigation and Evaluation Activity
- Revisions
- Problem research essay
- Debate observation sheet (from the debate in Ms. Gervais' class)
Tuesday, June 2, 2015
06.02 - Program Investigation
Today we began work on our program investigation where everyone will research a group or organization that seeks to help solve the same problem that people in class were researching. In class, we reviewed what this work will require (see Program Investigation activity below) and brainstormed groups/organizations that people could investigate.
Program Investigation and Evaluation Activity
(directions and worksheet)
Program Investigation Brainstorm
Groups/Organizations that seek to address the problems people have been researching in class.
Everyone should choose one group/organization associated with their problem.
For those unsure which group/organization to choose, I have identified a default/top pick that would be well suited for this investigation
For homework, people should check out the provided list of groups/organizations to investigate (along with any other groups with which they may be familiar) and then select a group/organization whose work interests them and that they would be able to fully investigate.
People may also begin identifying important information about the group/organization and creating notecards. Everyone will have the period tomorrow and Thursday to work on this assignment.
Homework:
Program Investigation and Evaluation Activity
(directions and worksheet)
Program Investigation Brainstorm
Groups/Organizations that seek to address the problems people have been researching in class.
Everyone should choose one group/organization associated with their problem.
For those unsure which group/organization to choose, I have identified a default/top pick that would be well suited for this investigation
For homework, people should check out the provided list of groups/organizations to investigate (along with any other groups with which they may be familiar) and then select a group/organization whose work interests them and that they would be able to fully investigate.
People may also begin identifying important information about the group/organization and creating notecards. Everyone will have the period tomorrow and Thursday to work on this assignment.
Resources:
- Searches
- Marvel Student Research Database (available inside the school)
- Sources and Notecards
- Outlines
- Civic Action Project: Outline
- Bare Bones of an Essay (to use in converting your outline into an essay)
Submitted Today:
- - -
- Identify the group/organization you wish to research (whose work is related to the problem you have been researching).
- Start looking at the group/organization's website and identifying important information for notecards.
- Revisions
- Problem research essay
- Debate observation sheet (from the debate in Ms. Gervais' class)
Monday, June 1, 2015
06.01 - Grade Reports and Revisions
At the beginning of class today, I handed out update grade report sheets and returned the debate observation work that people completed last week for the debate in Ms. Gervais' class on women in military combat roles.
Everyone had the rest of the period to work on revising these debate sheets and revising or completing their essay on a problem that affects our community (resources below). I was on hand to meet individually with people and respond to questions or provide guidance on these assignments.
Submitted Today:
Homework:
Everyone had the rest of the period to work on revising these debate sheets and revising or completing their essay on a problem that affects our community (resources below). I was on hand to meet individually with people and respond to questions or provide guidance on these assignments.
Resources:
- Searches
- Marvel Student Research Database (available inside the school)
- Sources and Notecards
- Outlines
- Civic Action Project: Outline
- Bare Bones of an Essay (to use in converting your outline into an essay)
Submitted Today:
- - -
- Revisions
- Problem research essay
- Debate observation sheet (from the debate in Ms. Gervais' class)
Friday, May 29, 2015
5.29 - Essay Writing
Everyone had the period today to work on writing their essay response explaining the problem their civic action problem seeks to solve (see "Bare Bones of an Essay" handout in the outline resources below).
During this time, I was available to meet individually with people to respond to questions about the outline and essay writing process.
The rubric that I will be using to evaluate responses is available here.
Submitted Today:
Homework:
During this time, I was available to meet individually with people to respond to questions about the outline and essay writing process.
The rubric that I will be using to evaluate responses is available here.
Resources:
- Searches
- Marvel Student Research Database (available inside the school)
- Sources and Notecards
- Outlines
- Civic Action Project: Outline
- Bare Bones of an Essay (to use in converting your outline into an essay)
Submitted Today:
Completed draft of your essay exploring the problem that your civic action project seeks to solve.
- Use your outline to begin converting your thesis, claims, and evidence into an essay (due today)
Thursday, May 28, 2015
05.28 - Debate Debrief, Outline > Essay
At the beginning of class today, we debriefed the debate that we observed in Ms. Gervais' class yesterday by discussing the responses to the after-the-debate questions that people were answering for homework.
Everyone then had the rest of the period to work on writing their essay response explaining the problem their civic action problem seeks to solve (see "Bare Bones of an Essay" handout in the outline resources below).
During this time, I met individually with people to respond to questions about the outline and essay writing process.
At the end of class, we reviewed questions to prepare us for a debate we will be observing in Ms. Gervais' AP English class. For homework, everyone should respond to the "before the discussion" questions that were provided in class.
Submitted Today:
Homework:
Everyone then had the rest of the period to work on writing their essay response explaining the problem their civic action problem seeks to solve (see "Bare Bones of an Essay" handout in the outline resources below).
During this time, I met individually with people to respond to questions about the outline and essay writing process.
At the end of class, we reviewed questions to prepare us for a debate we will be observing in Ms. Gervais' AP English class. For homework, everyone should respond to the "before the discussion" questions that were provided in class.
Resources:
- Searches
- Marvel Student Research Database (available inside the school)
- Sources and Notecards
- Outlines
- Civic Action Project: Outline
- Bare Bones of an Essay (to use in converting your outline into an essay)
Submitted Today:
---
- Use your outline to begin converting your thesis, claims, and evidence into an essay (due Friday)
Wednesday, May 27, 2015
05.27 - Debate Observation
Today, we listened to a debate with Ms. Gervais' English class on whether or not women should serve in combat roles in the military. At the beginning of class, we discussed student responses to the pre-debate questions. We then watched the debate in Ms. Gervais' class with everyone taking notes on the arguments and rebuttal that were presented.
For homework, everyone should respond to the post-debate questions. For a 100 on this work, people may elect to identify an unsuccessful or missing argument in the debate and make that argument effectively using at least one appeal and one rhetorical device. The author should then explain why this argument is more effective.
People should continue to turn their essay outline into a fully developed essay using the "Bare Bones of an Essay" guidelines. We will continue work with this tomorrow in class with essay drafts due on Friday.
Submitted Today:
Homework:
For homework, everyone should respond to the post-debate questions. For a 100 on this work, people may elect to identify an unsuccessful or missing argument in the debate and make that argument effectively using at least one appeal and one rhetorical device. The author should then explain why this argument is more effective.
People should continue to turn their essay outline into a fully developed essay using the "Bare Bones of an Essay" guidelines. We will continue work with this tomorrow in class with essay drafts due on Friday.
Resources:
- Searches
- Marvel Student Research Database (available inside the school)
- Sources and Notecards
- Outlines
- Civic Action Project: Outline
- Bare Bones of an Essay (to use in converting your outline into an essay)
Submitted Today:
---
- Respond to the "after the discussion" questions for today's debate in Ms. Gervais class on women serving in the military.
- Use your outline to begin converting your thesis, claims, and evidence into an essay.
Tuesday, May 26, 2015
05.26 - Outline > Essay
Everyone had the period today to work on writing their essay response explaining the problem their civic action problem seeks to solve (see "Bare Bones of an Essay" handout in the outline resources below).
During this time, I met individually with people to respond to questions about the outline and essay writing process.
At the end of class, we reviewed questions to prepare us for a debate we will be observing in Ms. Gervais' AP English class. For homework, everyone should respond to the "before the discussion" questions that were provided in class.
Submitted Today:
Homework:
During this time, I met individually with people to respond to questions about the outline and essay writing process.
At the end of class, we reviewed questions to prepare us for a debate we will be observing in Ms. Gervais' AP English class. For homework, everyone should respond to the "before the discussion" questions that were provided in class.
Resources:
- Searches
- Marvel Student Research Database (available inside the school)
- Sources and Notecards
- Outlines
- Civic Action Project: Outline
- Bare Bones of an Essay (to use in converting your outline into an essay)
Submitted Today:
---
- Respond to the "before the discussion" questions that were provided in class related to tomorrow's debate in Ms. Gervais class on women serving in the military.
- Use your outline to begin converting your thesis, claims, and evidence into an essay.
Thursday, May 21, 2015
05.21 - Outlines > Essays
We started today's class by wrapping up some of our discussion points from yesterday.
Following this, we reviewed the basic structure of an essay as a means of discussing how individuals' outlines will be converted to a feature-length essay (see "Bare Bones of an Essay" handout in the outline resources below).
Everyone then had the rest of the period to complete their outline and begin working on their essay. Outlines should be complete for our return to class on Tuesday.
Submitted Today:
Homework:
Following this, we reviewed the basic structure of an essay as a means of discussing how individuals' outlines will be converted to a feature-length essay (see "Bare Bones of an Essay" handout in the outline resources below).
Everyone then had the rest of the period to complete their outline and begin working on their essay. Outlines should be complete for our return to class on Tuesday.
Resources:
- Searches
- Marvel Student Research Database (available inside the school)
- Sources and Notecards
- Outlines
- Civic Action Project: Outline
- Bare Bones of an Essay (to use in converting your outline into an essay)
Submitted Today:
---
- Use the evidence you selected in your notecards to complete your outline. Use the outline format explained on 05.14.
- If pasting in notecard evidence beneath the sub-claims reveals that you do not have evidence for some sub-claims, return to research and find sources that give you information on those sub-claims.
Wednesday, May 20, 2015
05.20 - Solutions and Outlines
In the first half of class today, we discussed people's perspectives on the solutions they are proposing to address a community problem. Everyone had the first few minutes to respond to the prompt below and then we spent time discussing the responses that people generated and others' reactions to those ideas.
Next, we returned to the work yesterday that was focused on creating an outline and using research notecards to fill in evidence for subclaims on the outlines that we started last week. If people found they were lacking sufficient evidence for a subclaim, they should do some research to find information related to this subclaim and then create notecards around the subclaim to use on their outline.
While everyone was working on this work, I checked in individually with people to assess progress and answer any questions on the following assignments:
- Project focus declaration
- Thesis and claim creation
- Problem sources
- Problem notecards
- Outline
We will continue with this work tomorrow.
Submitted Today:
Homework:
 |
| (Click Image to Enlarge) |
While everyone was working on this work, I checked in individually with people to assess progress and answer any questions on the following assignments:
- Project focus declaration
- Thesis and claim creation
- Problem sources
- Problem notecards
- Outline
We will continue with this work tomorrow.
Resources:
- Searches
- Marvel Student Research Database (available inside the school)
- Sources and Notecards
- Outlines
Submitted Today:
---
- Use the thesis, claims, and sub-claims created in class to begin creating your outline. Use the outline format explained above and paste in relevant evidence beneath sub-claims from your notecards
- If pasting in notecard evidence beneath the sub-claims reveals that you do not have evidence for some sub-claims, return to research and find sources that give you information on those sub-claims.
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