1. 1/18/18
No Start-Up Today

2. Unit Objectives
1- By the end of the unit, students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI

3. Unit Objectives
2- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

4. Unit Objectives
3- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-LITERACY.RI

5. Today’s Objective
By the end of the period, students will be able to use the CRAAP method for determining the credibility of the sources to find credible sources for their research on their assigned topics.
CCSS.ELA-LITERACY.RI

6. Your Job Today At this point, I should have your topic selections.
Now it’s time for you to begin the process of researching, which starts with your search for credible sources.
Today and tomorrow will involve a lot of READING of articles and potential sources.

7. Reminders
Before you can call a source credible, you have to READ THE ENTIRE ARTICLE to make sure it is RELEVANT to your topic.
You are looking for credible, verifiable sources that are ON YOUR SIDE of the issue you chose as your topic and that will SUPPORT your arguments.
ANY SOURCE you plan to use in your writing MUST PASS THE CRAAP TEST and have a COMPLETED CRAAP FORM to prove it!
You must EVALUATE at least 4 sources, but you are only required to USE TWO of those sources.

8. 1/18/18
No Exit Ticket Today

9. 1/19/18
No Start-Up Today

10. Unit Objectives
1- By the end of the unit, students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI

11. Unit Objectives
2- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

12. Unit Objectives
3- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-LITERACY.RI

13. Today’s Objective
By the end of the period, students will be able to use the CRAAP method for determining the credibility of the sources to find credible sources for their research on their assigned topics.
CCSS.ELA-LITERACY.RI

14. Your Job Today At this point, I should have your topic selections.
Now continue the process of researching, which starts with your search for credible sources.
Today will involve a lot of READING of articles and potential sources.

15. Reminders
Before you can call a source credible, you have to READ THE ENTIRE ARTICLE to make sure it is RELEVANT to your topic.
You are looking for credible, verifiable sources that are ON YOUR SIDE of the issue you chose as your topic and that will SUPPORT your arguments.
ANY SOURCE you plan to use in your writing MUST PASS THE CRAAP TEST and have a COMPLETED CRAAP FORM to prove it!
You must EVALUATE at least 4 sources, but you are only required to USE TWO of those sources.

16. 1/19/18
No Exit Ticket Today

17. 1/22/18
No Start-Up Today

18. Unit Objectives
1- By the end of the unit, students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI

19. Unit Objectives
2- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

20. Unit Objectives
3- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-LITERACY.RI

21. Today’s Objective
By the end of the period, students will be able to Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

22. Writing an Introduction
Begin with a hook…
Start with a significant, little known fact that will catch the reader’s attention
Tell a short story that emphasizes or proves your point
i.e.: Maria walks down the hall way, back hunched, shoulders screaming. In her back pack there are 35 pounds of books, one third her body weight. By the end of her four years in high school she will have permanent nerve damage and suffer from curvature of the spine.

23. Writing an Introduction
Give the reader some background…
Explain the issue to the reader.
Give a few details that will help the reader understand why this is an important issue.
i.e. High schools are required by law to give a textbook to every student in a class. Doing so has caused orthopedic problems to skyrocket in high school aged students.

24. Writing an Introduction
Give your thesis statement…
This is your statement of your side of the argument AND should include your reasons why your side is correct.
i.e. Schools should exchange their textbooks for tablets to better the health of their students, help the environment, and save the tax payer money.

25. 1/22/18
No Exit Ticket Today

26. 1/23/18
No Start-Up Today

27. Unit Objectives
1- By the end of the unit, students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI

28. Unit Objectives
2- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

29. Unit Objectives
3- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-LITERACY.RI

30. Today’s Objective
By the end of the period, students will be able to Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

31. Working with Quotes
Remember…You should ONLY use a quote when it is necessary and paraphrasing won’t do!
If you are using a direct quote, using the C.I.T.E. method can help you be sure you are using it correctly.

32. Working with Quotes
Start by writing down the quote. Then follow these steps:
Context – Give the reader any information they need to understand the quote.
Introduction – Tell the reader who said it and where/when they said it.
Text – Paraphrasing the quote is another way to emphasize its points to the reader.
Explain – Tell the reader WHY you chose that quote. How does it add to or reinforce your main argument? What does it show or demonstrate?

33. Working with Quotes
Example: “In an age in which many school districts are overwhelmingly embracing technology—while, at the same time, looking to cut costs wherever they can— why do trailing-edge paper textbooks still dominate in K–12 schools?”
CONTEXT – In this quote, “trailing-edge” refers to paper textbooks as being behind other possible texts from a technological standpoint.
INTRODUCTION – David Rapp, in his article “The End of Textbooks?” states that…
TEXT – Schools that claim to want to save money and be on the cutting edge of technology keep using paper textbooks, and this doesn’t make much sense.
EXPLAIN – Rapp makes a very valid point; digital “e-books” would be much less expensive and would promote the use of technology in schools. Both of these reasons should be enough to make districts think twice about using digital texts.

34. Working with Quotes
David Rapp, in his article “The End of Textbooks?” states that, “In an age in which many school districts are overwhelmingly embracing technology—while, at the same time, looking to cut costs wherever they can—why do trailing-edge paper textbooks still dominate in K–12 schools?” (Rapp para 4). In this quote, “trailing-edge” refers to paper textbooks as being behind other possible texts from a technological standpoint. Schools that claim to want to save money and be on the cutting edge of technology keep using paper textbooks, and this doesn’t make much sense. Rapp makes a very valid point; digital “e-books” would be much less expensive and would promote the use of technology in schools. Both of these reasons should be enough to make districts think twice about using digital texts.

35. 1/23/18
No Exit Ticket Today

36. 1/24/18
No Start-Up Today

37. Unit Objectives
1- By the end of the unit, students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI

38. Unit Objectives
2- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

39. Unit Objectives
3- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-LITERACY.RI

40. Today’s Objective
By the end of the period, students will be able to Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

41. Writing Your Conclusion
Once you have finished the body of your essay, make sure that you END IT WELL.
You want to PUSH your argument in your conclusion WITHOUT adding any new information.

42. Writing Your Conclusion
Your conclusion can be done in 3 easy steps…
First, restate your thesis IN A DIFFERENT WAY! Don’t just repeat what you said in your introduction; find a new way to say the same thing.
Second, restate your reasons for your argument. Again, find new wording/phrasing so you are not just repeating yourself.
Third, present the reader with something they can or should DO. We call this a “call to action.”

43. Writing Your Conclusion
Restating the thesis…
In my thesis statement, I said: Schools should exchange their textbooks for tablets.
In my conclusion, I could reword it like this: E-books and digital texts are better than paper textbooks in many ways, and schools should be taking advantage of them.
Restating my reasons…
Digital textbooks cost less, are better for the environment, and are easier for students to take with them from class to class and from school to home and back.
Call to action…
Students, parents, or anyone concerned with the future of education in our country should contact their districts and encourage them to make this change which will so obviously benefit of all of us.

44. Writing Your Conclusion
E-books and digital texts are better than paper textbooks in many ways, and schools should be taking advantage of them. Digital textbooks cost less, are better for the environment, and are easier for students to take with them from class to class and from school to home and back. Students, parents, or anyone concerned with the future of education in our country should contact their districts and encourage them to make this change which will so obviously benefit all of us.

45. 1/24/18
No Exit Ticket Today

46. 1/25/18
No Start-Up Today

47. Unit Objectives
1- By the end of the unit, students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI

48. Unit Objectives
2- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

49. Unit Objectives
3- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-LITERACY.RI

50. Today’s Objective
By the end of the period, students will be able to Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

51. Good News
Are you ready for some good news??? Your essay/presentation DUE DATE HAS CHANGED… Everything is now DUE MONDAY!

52. Essay - Final Checklist
Once you have finished writing your essay, you should go back through it and double-check to make sure you have met all of the requirements.
Using a checklist is a great way to be sure you have everything covered.

53. Essay - Final Checklist
Introduction –
Does is have a “hook” to get the reader’s attention?
Does it include some background on the issue you are addressing to help the reader understand the importance of the issue?
Does it include a THESIS STATEMENT which:
States your argument?
Gives your reasons for that argument?

54. Essay - Final Checklist
Body Paragraphs –
Are they organized well?
Each body paragraph should focus on ONE reason for your argument.
Does the order in which you placed those arguments make sense?
Did you include any quotes from your sources (Remember, there should be NO MORE THAN ONE quote per body paragraph.)
Did you use the C.I.T.E. method to be certain you have supported the quote?
Did you paraphrase or summarize a source?
Make sure it is a TRUE PARAPHRASE and not PLAGIARISM!

55. Essay - Final Checklist
Conclusion –
Did you restate your thesis WITHOUT repeating yourself?
Did you restate your reasons that support your argument WITHOUT repeating yourself?
Did you end with a “Call to Action?”

56. Essay - Final Checklist
Citations –
Read back through your essay.
Have you given PROPERLY FORMATTED PARENTHETICAL CITATIONS for ANYTHING you wrote that you learned through research (not common knowledge)?
Does the word in your parenthesis lead me DIRECTLY to the first word in one of your Works Cited entries?

57. Essay - Final Checklist
Works Cited Page
Is it on its own SEPARATE PAGE at the bottom of your essay?
Are the entries in ALPHABETICAL ORDER by the first word in the entry?
Did you make sure your entries include ALL NECESSARY INFORMATION (author’s last and first name, title of article, title of container or publication, publisher, publication date, URL.
Are your entries PUNCTUATED PROPERLY?

58. Essay - Final Checklist
GRAMMAR and SPELLING
Do you have CAPITAL LETTERS to start each sentence and when using any proper nouns (names of specific people or places)?
Do you have PUNCTUATION at the ends of your sentences?
Are you sure you have eliminated FRAGMENTS and/or RUN-ON SENTENCES?
Have you double-checked your spelling (especially if spell-check is pointing out words)?

59. Essay - Final Checklist
ADDITIONAL MATERIALS
Do you have your CRAAP Evaluation forms for the FOUR SOURCES you evaluated?
Do you have your VISUAL AID for your presentation?

60. 1/25/18
No Exit Ticket Today

61. No Start-Up or Exit Ticket Today
1/26/18
No Start-Up or Exit Ticket Today

62. Today’s Objective
By the end of the period, students will be able to Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W

63. No Start-Up or Exit Ticket Today
1/29/18
No Start-Up or Exit Ticket Today

64. Today’s Objectives
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA-LITERACY.SL