Due: October 2nd (Thursday)

1. Over the day between classes refresh over the Rules of Writing (I've posted a picture on the blog for 5th hour). Also review Step 6 of Writing.
2. For class on Thursday:
                 From the 4 topics that you have already gone through steps 1-5 of writing with (travel, sophomore year, KC sports, dress code), please add STEP 6. How you would like to do this and organize this is up to you. If you want to add another page with just the examples and warrants... this is fine.. if you want to redo the extended paragraph structure.. also fine.. just clearly label each step.

                Also... from your two articles that you have printed off.. gone through and identified and examined the thesis for both.. identified and counted up the supporting points for both...  please go through again and * the examples and W the warrants that you see for each of the supporting points you have already marked.

               Bring your APHORISM project with you to class.

Cole's Rules of Writing

Due: Tuesday, September 30th

1. Go through the 2 articles from the previous class period and number the larger supporting points that are used to support the authors' thesis/claims you have already identified.  Bring these to class with you on Tuesday.
2. You will need to go through Steps 1-5 of Writing with the following topics: KC sports, sophomore year, travel, dress code. Please label each step CLEARLY. This should help you for...
3. Quiz: Steps 1-5 of Writing... Cole's Steps of Writing (except 5th hour).... and some other major skills from the past ;)

Today's class: September 26th

1. You will need to go through the following handout where you will see a writing prompt and a not-so-successful thesis attempt.
     On your own paper, I want you to do the following things.
      A. On the BAD thesis.. tell me why it is bad. Specifically point out its negative feature(s)
      B. Respond to the prompt creating an effective thesis.
      C. Tell me why your thesis is, indeed, effective. (Go through the checklist).

Here is the link to the handout: Thesis Practice

Turn this in to me when you are done.

2. If you have time, and you need to work on your aphorism project, feel free to do so.

Homework for Monday, September 29th...
1. You need to print off two articles from an online news source (CNN, NBC, WSJ, NYT).. I would go to the opinion section (for the obvious reasons) and underline/highlight what you feel to be 3their THESIS/CLAIM..  

Once you have done this...  Please do the following:
1. Identify what you think would be the opposing argument (do your best)
2. Point out the parts of the thesis/claim formula
3. Identify the parts of the thesis/claim checklist and see how it aligns.
Be ready to talk about this on Monday.  HAVE THE COPIES WITH YOU!
If you don't have a printer.. do the work.. then print once you get to school.

Today's class: Thursday, September 25th

1. Take out your Aphorism packet. Review and confirm the value you have picked for representing your aphorism choice.
2. As we move into the next stage, you need to consider the transition from step 3 of writing to step 4 of writing. You have broken down your topic to one core value, yes? Now, a thesis? What is this assignments MAJOR QUESTION? Can you come up with it?? Write the assignment's major implied question before question #7 on the assignment packet.


Knowing the major question that is being asked of you or that you are asking is a primary step before you move forward in researching..

Before you dive into your non-profit research, you need to examine VERY CLOSELY the following instructions. Take your notes out and take very careful notes on the following information. Remember, these are informational texts... remember the purpose for gathering this information

Evaluating Web Sources

Evaluating Web Pages

Now, as you can see.. you are going to be asked to do the following:
To move forward,  you will be assigned to go to Cole’s AS10 website and click on the link that leads you to the “Top 100 non-profit organizations”. Keeping in mind your aphorism, its meaning, and its core value, start examining some of the choices of organizations that you feel would align with your aphorism. Look for evidence such as: mission statements, programs offered, slogans, campaigns, descriptions, etc.

Take your time going through these sites.. use your evaluative tools for examining sites. I want you to examine, at least 5. This is primary practice for later, believe me. Use this time to familiarize yourself with this process. (Think of this as a tutorial).

When you feel comfortable with the perfect non-profit, please complete question #7 in the aphorism packet.

Due: Tuesday, September 23rd

1. Remember SCHOOL PICTURES ARE THURSDAY!!

2. Remember, the ultimate aspect of success in thesis/claim writing comes from the care in which you approach the content. You must start caring and forming opinions about the world around you! Therefore, read the following articles. Please note the opinions of the authors do not necessarily reflect my own.. the purpose of these specific articles are to engage your opinions on timely subjects.

No One Cares About Climate Change

Average Cost of Raising a Child

Emma Watson- WP

Why India's Narendra Modi

For each article, draw a t-chart in your notes and on one side take notes on WHAT YOU LEARNED and on the other side write WHAT YOU THINK.

This is, of course, is a style of higher level annotation where you are not only keeping track of new information... but also starting to form opinions about what you are reading!!  As you are gathering the "what"... you are starting to think of the "why" and "how".

Be thinking about the formula of the thesis/claim and the checklist as you are doing this activity.

Due: Monday, September 22nd

1. Writing scenario handout and practice of Steps 1-3 of Writing done.

Due: Tuesday, September 16th

1. Review notes on STEP #1 of WRITING

2. Write three separate paragraphs to three separate audiences telling of a small car accident... 

  - your parents

  - your best friend

  - your insurance company

Focus on crafting your message to the specific audience member. Remember to address them not the theatrics of the event, unless you feel it is necessary for the audience.

Questions to consider for audience awareness:
1. what do my readers know?
2. what do they NEED to know?
3. what do I need to show to my audience that I know/understand (school environment)
4. how many audiences do I have?
5. what is the best way of organizing information to present to my audience? 

Class Tuesday

I am not here today.. obviously.. Sick babies..

1. Please take out your Cornell notes on the annotation article.. make sure your name is on it and turn it into the sub. Please also write your hour on the homework, please.
2. Quiz postponed until next class period.

3. Collaborative Annotating  of a Text

Definition

Annotating text goes beyond underlining, highlighting, or making symbolic notations or codes on a given text. Annotation includes adding purposeful notes, key words and phrases, definitions, and connections tied to specific sections of text.

Purpose:

Annotating text promotes student interest in reading and gives learners a focused purpose for writing. It supports readers’ ability to clarify and synthesize ideas, pose relevant questions, and capture analytical thinking about text. Annotation also gives students a clear purpose for actively engaging with text and is driven by goals or learning target(s) of the lesson.

Through the use of collaborative annotation (annotations made by multiple individuals on the same text), learners are given the opportunity to “eavesdrop on the insights of other readers” (Wolfe & Neuwirth, 2001). Both peers and instructors can provide feedback in order to call attention to additional key ideas and details. Annotating text causes readers to process information at a deeper level and increases their ability to recall information from the text. It helps learners comprehend difficult material and engage in what Probst (1988) describes as, “dialogue with the text.”

Procedure

1.      Define the purpose for annotation based on learning target(s) and goals.  Some examples include:

a.       Locating evidence in support of a claim

b.      Identifying main idea and supporting details,

c.       Analyzing the validity of an argument or counter-argument

d.      Determining author’s purpose

e.       Giving an opinion, reacting, or reflecting

f.        Identifying character traits/motivations

g.       Summarizing and synthesizing

h.      Defining key vocabulary

i.        Identifying patterns and repetitions

j.        Making connections

k.      Making predictions

2. Partner with a classmate in close proximity to your desk. Push your desks together. Both students need to click open the following article. 

College Article

3. Using the criteria above as your guide, you will collaboratively annotate this article each on your own notebook paper. (This means that you each will be taking notes on your own paper.. two students.. two recorded notes)

4. Once you are done, organize annotations together in Cornell notes. 

5. Hmwk: Be ready for quiz..  

On your own... read the following article NY Times College and annotate and organize notes to turn in on your block day. 

Class on Monday!! Due: Tuesday, September 9th

I have gone home with a sick baby this morning. 

In class today you will be taking your annotations from the article on Friday and putting them into Cornell notes. 

Remember that it is an informational text, so ask yourself what is the most pertinent    information. 

When putting into Cornell notes, remember organization is key. What makes this information accessible to perform and produce? Create headings and sub points that are easy to read. 

1, Full/Complete Cornell notes DONE from your annotations on the annotation article assigned to you during Friday (9/5) class.
2. Review annotation information and other pertinent information that you have been taught in the last 3 weeks...  Performance time!!

If you have questions during class, go ahead and email me.. I'll do my best to get back to you quickly! 

For Monday, September 8th

Fully annotate the handout on annotations! Use the strategies covered in class. They can be found in the following links.

Annotation article

Annotating a text

Informational text

Due: Friday, September 5th

Happy Homecoming! I better see all of you walk through my doors wearing your finest BRONCO gear!!

1. Have your Socratic seminar reflection sheet done and ready to turn in!

Due: Block day (9/3, 9/4)

1. Make sure that you have read and taken Cornell notes on the Socratic handout. Remember, we are looking for OWNING knowledge versus RENTING. Go through the whole note process and you should be feeling confident about the workings of a Socratic seminar.

2. Make sure you have your 5 higher level Bloom's Alchemist questions. You will need to show these for entry into the seminar.

3. Be very familiar with the Socratic seminar scoring guide. This will be for a grade.

4. Bring your text.

Today's class: Tuesday, September 2! Happy Homecoming Week!!

1. After we have thoroughly reviewed the learning objectives of the first couple weeks, and we have been introduced to Cornell notes... 

Here comes the Socratic Seminar!!! 

Please open the "Socratic Seminar" link on the right hand side of the page. Using your new and improved note taking system, please take notes on the Socratic handout. 

With implementation of a new ACTIVE STUDY NOTE FORMAT...  here are some tips for WHAT to write down.. 

Each student should develop his or her own method of taking notes, but most students find the following suggestions helpful:

A. Make your notes brief.

1. Never use a sentence where you can use a phrase.  Never use a phrase where you can use a word.

2. Use abbreviations and symbols, but be consistent.

B. Put most notes in your own words.  However, the following should be noted exactly:

1. Formulas

2. Definitions

3. Specific facts

C. Use outline form and/or a numbering system.  Indention helps you distinguish major from minor points.

D. If you miss a statement, write key words, skip a few spaces, and get the information later.

E. Don't try to use every space on the page.  Leave room for coordinating your notes with the text after the lecture.   (You may want to list key terms in the margin or make a summary of the contents of the page.)

F. Date your notes.  Number the pages. Make a table of contents!! 

(Taken from http://www.dartmouth.edu/~acskills/handouts.html)