1. Evidence, Inferences, Theses and “The Game of School” AOSR: English 10 Josefino Rivera, Jr. September 28/29, 2010

2. Homework  Metaphor Essay Brainstorm Handout Step 1 Step 2 Step 3

3. Today’s Objectives  To evaluate your participation  To understand your grade  To summarize the reading from last night  To showcase reading comprehension  To compare scholars and gamers  To develop specificity in evidence and make inferences  To create a level 3 thesis statement

4. Participation Rubric

5. Reading Log  Pair Share  Card Call  Turn in

6. Card Quiz “Bringing the Game to College ” 1. Justin Fried was surprised when he went to college when he discovered that his classmates were more interested in …t han discussing … 2. A professor from Colby College described teaching in the ‘60s as “exciting. ” Today he would describe it as … “Students Who Refuse to Play ” 3. According to Fried, learning will remain unproductive (or useless) unless… “A Game We All Have to Learn to Play ” 4. Fried concludes that we must play the game of school because… 5. Yet he also argues that we can also “free ourselves from its crippling aspects ” by…

7. Daily Journal  Pair Share  Card Call  Turn in

8. Scholars vs. Gamers ScholarsSimilaritiesGamers Goals in Life Motivation Stress & Happiness Level Skills Used Most Frequently Who Are Their Friends How They Respond to a Failing Grade

9. The Essay  Introduction + Thesis  Claim 1, Evidence, Commentary  Claim 2, Evidence, Commentary  Claim 3, Evidence, Commentary  Conclusion

10. The Writing Process  Prompt  Evidence  Inferences  Recognize patterns among inferences  Create thesis statement  Draft paper: thesis, claims, evidence, commentary  Include introduction and conclusion  Revise, revise, revise  Add a title

11. Claims vs. Evidence  Claims/Arguments “School too often insists…” “Ira Glass, host of the radio program…” “A group of elementary teachers…” “A child may learn…”  Evidence “How do I get…” “Everyone always… “ “That’s when they start…” “I was an avid reader…” “Basically, the game of school…”

12. Claim vs. Evidence  A claim is your opinion about the prompt.  Evidence are facts that support your claims.  They can come in two main forms: Quotes from the text. Personal anecdotes.

13. Evidence  What makes strong evidence? Specific who Specific what Specific when Specific where

14. Strong Evidence  Claim: A child may learn many useful and interesting things. But he also learn to undervalue his own learning in favor of “doing the work, ” pleasing his teachers, getting good marks on his report cards so his parents will be happy.  Evidence: I was an avid reader through fourth grade. I read every Babysitter’s Club book ever made. When I went to fifth grade, I was faced with grades! My teacher had the reputation of being extremely strict. I was no longer allowed to read any Babysitter’s Club-type books. Every semester if we wanted an A in reading, we had to read 1,000 pages. Now, I loved reading, yes; but I wasn’t a fast reader. Yet I wanted that A. I started complaining of my “eyes hurting ” when I read, and I stopped reading. I lied about the books I read, and I faked all the book reports. I didn’t read a book from fifth grade until my junior year in high school. ~Kate O’Regan, former student

15. What’s missing?  Claim: A child may learn many useful and interesting things. But he also learn to undervalue his own learning in favor of “doing the work, ” pleasing his teachers, getting good marks on his report cards so his parents will be happy.  Example 1: Once when I was in fourth grade, I used to collect things because I wanted to know more about them. But when I started going to science class, he killed my love for it.  Example 2: This one time my parents didn’t let me go to my best friend’s birthday party because I got bad grades.  Example 3: In elementary school, my teachers would put stickers only on my completed assignments.

16. From Weak to Strong Evidence  On a piece of paper, rewrite the following pieces of evidence with more specificity.  Claim: A child may learn many useful and interesting things. But he also learns to undervalue his own learning in favor of “doing the work,” pleasing his teachers, getting good marks on his report cards so his parents will be happy.  Evidence 1: Once when I was in fourth grade, I used to collect things because I wanted to know more about them. But when I started going to science class, he killed my love for it.  Evidence 2: This one time my parents didn’t let me go to my best friend’s birthday party because I got bad grades.  Evidence 3: In elementary school, my teachers would put stickers only on my completed assignments.

17. From Evidence to Inferences “One of my students, Kate O’Regan, put it this way: I was an avid reader through fourth grade. I read every ‘Babysitter’s Club’ book ever made. When I went to fifth grade, I was faced with grades! My teacher had the reputation of being extremely strict. I was no longer allowed to read any Babysitter’s Club-type books. Every semester if we wanted an A in reading, we had to read 1,000 pages. Now, I loved reading, yes; but I wasn’t a fast reader. Yet I wanted that A. I started complaining of my “eyes hurting” when I read, and I stopped reading. I lied about the books I read, and I faked all the book reports. I didn’t read a book from fifth grade until junior year in high school.”  What inferences (or conclusions based on evidence) can you make from this piece of evidence?  Inference: School can turn students off from learning.  Thinking: Given that Kate used to love to read and then all of a sudden stopped reading something must have happened. The only thing that changed between fourth grade and fifth grade was the introduction to grades and the strict teacher who focused on quantity over quality. So I can infer (or make the conclusion) that school was the culprit of the reason she started to hate learning.

18. From Evidence to Inferences  Read the following evidence.  Make an inference based on the evidence and document them on the small white board.  Be prepared to read your inference and explain your thinking (like I did in the last slide) to the whole class.

19. From Evidence to Inference  #1 “Scorned because they would rather stick their noses in a book or hack into a computer than “hang out” and try to be popular, many temporary losers grow up in a world outside of school that values thoughtfulness, depth of inquiry, creativity, and hard work” (26).  #2 “Lauraliz, born in Puerto Rico, moved to the Bronx; she describes herself thus: ‘I am one of the student that’s in the crowd the teachers don’t notice. I’m not liked or disliked. It feels safer. I don’t want to have people think I’m needy and I don’t want to talk unless I’m sure I have the right answer’” (28).  What can we infer about these students’ learning spirit?  #1 Inference: While temporary losers are unfairly picked on, they usually recover their learning spirit after school is over.  #2 Inference: Even though it can be easier to be unrecognized, students can also lose their learning spirit from it.

20. Thesis Statements: Take Cornell Notes  Topic: Levels of Thesis Statements

21. Levels of Thesis Statements Levels of Thesis  Level 1: Input  Level 2: Process  Level 3: Output Descriptions  L1: Restates the prompt  L2: Restates the prompt and adds a “Because” clause; lists major claims, explain how  L3: Uses new, original language, goes outside the prompt, synthesizes all major claims

22. How would you classify the following thesis statements?  Prompt: What controlling metaphor best describes American culture? 1) A salad bowl best captures both the disparate yet unified elements of American society. 2) America is a salad bowl. 3) America is a salad bowl because it has many different and separate ingredients, it’s mixed together, but it’s still presented as a whole.

23. Level 1: Input Restates the prompt Example: America is a salad bowl.

24. Level 2 = Process  Restates the prompt  Adds a “Because” clause  Lists the major claims for the 5-paragraph essay (sophisticated writing goes beyond this structure!) Example: America is a salad bowl because it has many different and separate ingredients, it’s mixed together, but it’s still presented as a whole.

25. Level 3 = Output  Responds to the prompt using original language (jumps outside of it)  Reflects the complexity of argument through a succinct synthesis of the ideas or major claims  Can articulate the overarching theme under which all the claims fall

26. How to write a L3 statement  L1  L2  Now look at your major claims: how can you write an umbrella statement that combines all the ideas you want to explore but doesn’t list them? That’s the challenge.

27. L3: Salad Bowl Thesis Major Claims it has many different and separate ingredients, it’s mixed together, but it’s still presented as a whole.

28. Level 3 Example (think umbrella)  A salad bowl best captures both the disparate yet unified elements of American society.

29. Level 3 Thesis Statement All the major claims fall beneath the umbrella statement because it summarizes and synthesizes the main ideas of your argument without repeating them. This makes your writing more sophisticated and original!

30. More Practice: Classify What controlling metaphor best captures your journey as a gamer and scholar? 1) Water best captures my journey as a scholar and gamer because it has the power to destroy, power to give life, and ability to adapt to different containers. 2) Water best captures my journey as a scholar and gamer. Its enormous range of force and physical states of matter mirrors the varied influence the educational system has had on my development as a learner. 3) Water best captures my journey as a scholar and gamer.

31. More Practice: Write a L3. What controlling metaphor best describes an effective parent? L1 = Water best describes and effective parent. L2 = Water best describes an effective parent because it establishes boundaries, it adapts to its containers, and it nurtures. With your partner, write a L3 thesis.

32. L3 Example Water best describes an effective parent. Its seemingly paradoxical ability to both conform to structures as well as provide them gives the guidance children need to thrive.

33. L3: Apply  Go back to your essay.  What are you major claims? They should describe your controlling metaphor.  What’s your L2 thesis? How can you unify those ideas and create an umbrella, L3 thesis? Write your L3 thesis and raise your hand when you are done so I can check it.

34. Feedback to Mr. Rivera  Our first two weeks in the course was devoted to pre-assessment, community building, skill building, and introductions to the course and resources on campus.  Last week was your first week of instruction.  Write a short paragraph that tells me what is working for you and what is not working for you in terms of my teaching style.