1. Bell Ringer: Monday, February 9, 2015
Objective(s): Write cohesive sentences; collaborate with your peers
In our last class, we discussed stereotypes.
For today’s bell ringer, think of and name one group of people who have a well known stereotype.
Name the negative stereotype, and then list a positive fact about them as well.

2. Bell Ringer: Tuesday, February 10, 2015
Objective(s): Use appropriate prepositions; write an argument
Directions: Fill in the blanks with the appropriate prepositions.
The sweet potato pie ___ the table is ____ tonight’s book club meeting.
2. ___ the summer, some of us like to lie ___ at the beach.

3. Today: You will be writing your rough Draft
Read through any comments that myself or Ms. Griswold made before you start.
Use separate notebook paper.
For your introduction:
-Write 3-4 sentences summarizing what the book is about (in your own words!); and then:
-Lead into your claim sentence (copy it from your brainstorm).
Make sure you list the book’s title and author’s name somewhere in your introduction!

4. Claims, Counterclaims, & Refutations
What’s a Counterclaim? It is when you recognize the other side of the debate in order to strengthen your own argument. In other words, it’s the thesis making the OPPOSITE (aka: counter) point. What’s a Refutation? Refute means to prove wrong. Refutation is saying why the counter argument is wrong (or not as right as your thesis).

5. Some of you already do this!
Supporting Arguments from your peers:
“The book displays offensive language and is sexually explicit, but it is something children today are surrounded with.”
Counterclaim:
Refutes it with:
“Disturbing things happen in The Bluest Eye, but the situations are realistic.”

6. Use the following phrases to help you get started writing counter arguments and refutations…
Counter Argument Sentence Starters…
Refutation Sentence Starters…
Some will say that (my thesis) is not true because…
Some people might say that…
Some will argue…
Those on the other side of the issue may say that.
It’s true that…
While it is true that…
Admittedly…
That is not the case. As we see (bring up new evidence)…
While that may be the case, (my thesis) is still true because…
That point is true, but it is unimportant because…
Nevertheless, my point still stands because…
However, that point is not important because…
Transition words: but, yet, however, nevertheless, still

7. Bell Ringer: Wednesday, February 12, 2015
Objective(s): Write complete sentences; revise with peers
Take out your rough draft and have it on your desk when Ms. Griswold walk around!
Directions: A relative has come to visit from another city or state. He or she has never been to Chicago before. In 2-3 complete sentences, please write directions for one day’s sightseeing.

8. WRITING WORKSHOP
Ms. Griswold will call you out in groups of three or four, based on how far you have gotten in your packet.
All students that are not in a writing group will continue to write their rough drafts.
You will be giving one another feedback on your writing!
Come prepared to:
Read your writing out loud to the group.
Offer one positive comment to each person.
Offer specific suggestions, or ask a question to each person.
In terms of class organization: we can try and reserve the back of the room as a quiet space for students who just want to write, who have a claim and are going strong by themselves. The front of the room can be for brainstorming – both choosing a side and finding evidence to support it. When they are pulled out, each group will spend about ten minutes going over their writing.

9. Bell Ringer: Thursday, February 12, 2015
Objective(s): Select prepositions; revise & rewrite essays
Take out your rough draft and have it on your desk when Ms. Griswold walks around!
You should have four to five paragraphs at this point!
Directions: Copy each sentences and circle the correct expression.
Most people need time to adjust to a new environment that (differs with, differs from) what is familiar.
The difficulty of the adjustment period (depends on, depends with) the individual.

10. Today:
Think about our next unit – what is a book you have heard is good or what to read?
Write titles down on scratch paper with your name and hand it to Ms. Robin.
You should have complete rough drafts today!
If you have already conferenced, you should start working on your final draft.
If you are waiting to conference and finished with your rough draft, you can use your book to answer the end of book critical thinking questions.
In terms of class organization: we can try and reserve the back of the room as a quiet space for students who just want to write, who have a claim and are going strong by themselves. The front of the room can be for brainstorming – both choosing a side and finding evidence to support it. When they are pulled out, each group will spend about ten minutes going over their writing.

11. Bell Ringer: Friday, February 13, 2015
Objective(s): Properly cite quotations; revise & rewrite essays
Take out your rough draft and have it on your desk!
Directions: Copy each sentence and add quotations and commas where you think they should go.
In the text it states Pauline felt uncomfortable with the few black women she met (118).
2. Claudia the narrator remembers They beat us differently in the spring (97).

12. Practice ACT Passage #6 D 10. H G 11. C D 12. J G 13. A A 14. H
G B A J C

13. Common Mistakes

14. “How do I use quotations in my essay?”
Make sure to first introduce the quote.
For example, in the text it states…
Next, include your direction quotation from the book. Include quotation marks before the first word of the quote, and after the final word that ends the sentence.
For example, in the text it states, “She enchanted the entire school. When teachers called on her, they smiled encouragingly.”
Finally, cite the page number where you found your quote (in parentheses).
For example, in the text it states, “She enchanted the entire school. When teachers called on her, they smiled encouragingly” (62).

15. Claims vs. Supporting Arguments
My claim is a broader, more general statement about why/why not students should be able to read The Bluest Eye.
The Bluest Eye should not be banned in schools because it helps students learn about and prepare for issues that they face in their everyday lives.
My supporting arguments are specific, evidence-based reasons that prove your claim is true. Each body paragraph focuses on one supporting argument.
The Bluest Eye should not be banned in schools because it helps students learn about and prepare for issues that they face in their everyday lives. These issues include being bullied in schools, experiencing racism, and experiencing colorism.

16. Academic writing is not about you and me!
Make sure that you don’t use pronouns in your writing (I, you, we) or start sentences with phrases like, “In my opinion…” or “I believe…”
For example:
I believe that The Bluest Eye is inappropriate for high school students.
CHANGE TO
The Bluest Eye is inappropriate for high school students.

17. Today: You should continue working on your final draft.
Use your book to answer the end of book critical thinking questions.
Let Ms. Robin know if you still need a peer conference.
In terms of class organization: we can try and reserve the back of the room as a quiet space for students who just want to write, who have a claim and are going strong by themselves. The front of the room can be for brainstorming – both choosing a side and finding evidence to support it. When they are pulled out, each group will spend about ten minutes going over their writing.