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.