1. Start-Up - Discussion
8/16/17
In your TRIAD, discuss the following:
Which do you prefer: writing on paper or writing on a computer/chromebook?
Why is that your preference?
What do you like better/worse about each option?

2. Chromebook Assignment
We will use chromebooks in this class on a daily basis.
Your chromebook number will be the same as your number on my class roster. Any new additions to the class will be assigned numbers as they come in.
Let’s get chromebooks distributed…

3. Chromebook Rules
YOU are responsible for your chromebook and its condition.
If a chromebook is damaged, it will be easy to find out who damaged it. CHECK your chromebook for damage DAILY at check-out and report anything that may be wrong with it to me immediately.
YOU are responsible for making sure that your chromebook is PLUGGED IN when you put it away each day.

4. Forgot Your Password
If you forgot your password or can not login, be sure to add your name and ID to the list at the front of the room BEFORE YOU LEAVE TODAY.
I will try to get your passwords reset by tomorrow.
For today, you will need to do your Start-up and Exit Ticket writing on paper and then transfer it to your document later.

5. Google Classroom
MOST of the assignments in this class will come to you by way of Google Classroom.
The log-in codes are on the board by period. Go to Google Classroom now and log in to your class.
Let’s look at what’s already there…

6. Start-Ups and Exit Tickets on GC
In Google Classroom, open the document titled “Start- ups and Exit Tickets – Week 1”
You will have one of these for every week.
YOU MUST PUT THE DATE WHERE INDICATED!
Notice it is separated into FIVE rows and TWO columns.
Each ROW is a day; Monday through Friday.
The COLUMNS indicate whether you are writing a start- up (left column) or an exit ticket (right column).
Unless otherwise specified, ALL ENTRIES MUST BE COMPLETE PARAGRAPHS OF NO LESS THAN FOUR (4) SENTENCES

7. Start-Up - Writing
8/16/17
Now write about the following:
Which do you prefer: writing on paper or writing on a computer/chromebook?
Why is that your preference?
What do you like better/worse about each option?

8. My Website Go to: mrmcelroysclass.weebly.com
Click on the class you are enrolled in
English 10, Transitions, or ALD
Bookmark it for easy access!
Take a minute or two to look around.

9. BRING YOUR TEXTBOOKS THURSDAY AND FRIDAY!!!
Homework
Syllabus signatures and 20 Questions
DUE FRIDAY
60 Second Speeches
Begin taking some notes for your speech
PRACTICE in front of a mirror or with a friend/family member.
TIME YOURSELF!
BRING YOUR TEXTBOOKS THURSDAY AND FRIDAY!!!

10. Exit Ticket
8/16/17
On your Start-ups/Exit Tickets document write about the following: Think about the rules that ended up on our Classroom Contract. Which one(s) do you think are the most important? Why? What makes it the most important? Is there anything you feel that we forgot? What?

11. Start-Up - Discussion What do you think the word “claim” means?
8/17/17
In your TRIAD, discuss the following:
What do you think the word “claim” means?
What does it mean to claim something?
How do you think this word could relate to English class?

12. Start-Up - Writing What do you think the word “claim” means?
8/17/17
Now write about the following:
What do you think the word “claim” means?
What does it mean to claim something?
How does this word relate to English class?
(Should be 4-5 sentences minimum)

13. CCS Standards
RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

14. By the end of this lesson, students should be able to:
Objectives
By the end of this lesson, students should be able to:
Define the term “claim” as it applies to English 10 and identify the different types of claims.
Identify the central idea (CLAIM) of a text and analyze the ways in which the writer develops that claim.
Give an objective summary of a text.
Cite evidence from the text that supports their statement of the author’s claim.
Make claims of their own in written statements that are clear, well organized, and appropriate.

15. Claims Today we will begin a discussion of claims.
While we go over the basics of the topic, I will ask you to take notes using the “Claims Notes” page.
This will be turned in at the end of the period and it is worth points. It will be returned to you tomorrow.

16. Claim - Definition A claim is the point an arguer is trying to make.
The claim is the conclusion, proposition, or assertion an arguer wants another to accept.
The claim answers the question, "So what is your point?”
example: “You should send a birthday card to Mimi, because she sent you one on your birthday.”
example: “I drove last time, so this time it’s your turn to drive.”
example: “Because the groundhog saw his shadow, there will be six more weeks of winter.”

17. WE WILL FOCUS ON THE FIRST 3 TYPES.
Types of Claims
There are four basic types of claims:
fact: claims which focus on empirically verifiable phenomena
judgment/value: claims involving opinions, attitudes, and subjective evaluations of things
policy: claims advocating courses of action that should be undertaken
definition or classification: claims about categorization and classification
WE WILL FOCUS ON THE FIRST 3 TYPES.

18. Factual Claims
Empirically verifiable—ultimately there is a correct answer somewhere
The arguers may not be able to prove the correct answer
example: “More than 300 innocent people have been executed in the United States.”
An arguer is making a factual claim even if the arguer has the facts wrong
example: “Dr. Gass is 6’4” tall.
Facts may involve the past, present, or future
example: “California’s Hispanic population will more than double over the next 10 years.”

19. Judgment/Value Claims
Involve matters of taste, opinion, attitudes
example: “Torture is wrong.”
Always carry an evaluative dimension:
positive vs. negative
good versus bad
right vs. wrong
Not all opinions are equally good
example: “Norbit was the best movie of ”

20. Policy Advocates what should be done example: “there oughta be a law…”
example: “You should change your motor oil every 4,000 miles.”
Requires someone to take a specific course of action
an individual
a legislature
a court
Should ≠ would

21. Triad Practice Activity
Working with your TRIAD, create THREE (3) claims of fact, judgment, and policy.
REMEMBER:
Claims of Fact can be MEASURED and DEFINITE ANSWERS FOUND
Claims of Judgment involve OPINIONS, ATTITUDES and are SUBJECTIVE.
Claims of Policy advocate a COURSE OF ACTION should be taken.
Explain your reasoning (your WHY) for each claim.
DISCUSSION

22. Reading In your textbooks, turn to page 22. Let’s read “Double Daddy.”
Discuss in your triads:
What would you say is the author’s main CLAIM?
What type of claim is it (fact, judgment, or policy)?
Class Discussion

23. BRING YOUR TEXTBOOKS TOMORROW!!!
Homework
Syllabus signatures and 20 Questions
DUE TOMORROW!!!
60 Second Speeches
Begin taking some notes for your speech
PRACTICE in front of a mirror or with a friend/family member.
TIME YOURSELF!
BRING YOUR TEXTBOOKS TOMORROW!!!

24. Exit Ticket
8/17/17
On your Start-ups/Exit Tickets document… Write one (1) claim of judgment on any subject. Give me your reasons for your claim.

25. Start-Up - Discussion
8/18/17
In your TRIAD, discuss the following:
What is one (1) claim of POLICY you think would be important for either our school or our government?
(Remember: SHOULD)
Give the reasons for your claim.

26. Start-Up - Writing
8/18/17
Now write about the following:
What is one (1) claim of POLICY you think would be important for either our school or our government?
(Remember: SHOULD)
Give the reasons for your claim.
(Should be 4-5 sentences minimum)

27. CCS Standards
RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

28. By the end of this lesson, students should be able to:
Objectives
By the end of this lesson, students should be able to:
Define the term “claim” as it applies to English 10 and identify the different types of claims.
Identify the central idea (CLAIM) of a text and analyze the ways in which the writer develops that claim.
Give an objective summary of a text.
Cite evidence from the text that supports their statement of the author’s claim.
Make claims of their own in written statements that are clear, well organized, and appropriate.

29. “Mounting Evidence” Article
Let’s read the article together.
As we read, focus on these three things:
Claim: What is the author’s main claim?
Reasons: What reasons does the author give for making their claim?
Evidence: What evidence does the author give to support their claim?

30. Claim/Reason/Evidence
Claim: A claim is the point an arguer is trying to make.
EX: Bob should be elected class president.
Reasons: Reasons are statements of logic that support your statement or belief (i.e. your claim).
EX: He is a natural leader.
Evidence: Evidence = PROOF
EX: When we needed to raise money for the dance last year, Bob took charge and planned the car wash.

31. “Mounting Evidence” Article
Now read back through the article silently.
As you read, underline/highlight/circle the claims, reasons, and evidence.
Mark the MAIN claim with a C.
Mark the reasons with an R.
Mark the evidence with an E.
Now complete the C/R/E chart in Google Classroom.

32. Homework C/R/E Charts DUE MONDAY!
60 Second Speeches
Begin taking some notes for your speech
PRACTICE in front of a mirror or with a friend/family member.
TIME YOURSELF!
C/R/E Charts DUE MONDAY!
Start-ups and Exit Tickets DUE by 7:00 A.M. Monday!!

33. Exit Ticket (Should be 4 - 5 sentences)
8/18/17
On your Start-ups/Exit Tickets document…
Write a short summary of “Mounting Evidence.”
(Should be sentences)