4.22.14

Objective:
I can brainstorm possible topics for the SHRRP, and begin researching.
I can identify my topic for my SHRRP.
I can deepen my understanding of education as a basic human right, by perusing and responding to an expository article.  I can support my assertions with textual evidence.

1.  Launch
    1a.  When you are finished, review the vocabulary (below) for your quiz on Friday.
2.  Education as a Basic Human Right:  continuing the conversation
    2a.  An Urban Myth That Should Be True
    2b.  Response log
3.  Choosing your topic
    3a.  SHRRP Choice Board
    3b.  Dialectical Research Log
4.  Exit ticket -- Topic Submission form


SHRRP Research Compendium
i.  Week 1:
    a.  UNICEF
    b.  NESRI
    c.  Learning Outcomes Assessment
    d.  HREA Study Guide

Start studying your vocabulary; quiz on Friday!

Homework:  Read the U.N. Declaration of Human Rights.  Choose one article that you feel is infringed upon, by your research topic, and explain why.

Extra Credit:  Read Malala's speech to the United Nations, and write an additional response.

4.21.14

Objective:
I can preview the SHRRP.
I can demonstrate understanding of expectations.
I can brainstorm possible topics, and begin researching.

Interested in these 6 word essays?  Enter your own at The Race Card Project

1.  Launch
    1a.  When you are finished, read the letter on your desk
2.  Intro to the SHRRP
    2a.  Letter from Ms. G
    2b.  Scavenger Hunt expectations
    2c.  Questions/concerns
3.  Intro to week's topic:  Education as a basic human right
    3a.  UNICEF
    3b.  NESRI
    3c.  Learning Outcomes Assessment
    3d.  HREA Study Guide
4.  Exit ticket
 

Homework:  Read Malala's speech about the right to education for all, and pick a quote that resonates with you.  Write a response to it, using the language of academic argument (defend/challenge/qualify).

Start studying your vocabulary; quiz on Friday!

Extra Credit:  Read her speech to the United Nations, and write an additional response.

4.17.14

Objectives:

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis.

1.  Launch
2.  Continue on The Arrival -- Group Essay!
     2a.  Self-differentiated work time
     2b.  Check-ins with Ms. G
3.  Sample thesis statement:
"By applying ____________, ______________, and ______________ criticisms to Shaun Tan's graphic novel The Arrival, we can better understand the theme of _____________ (theme).  _______________ criticism allows us to understand ___________ (1st sub claim), whereas __________________ criticism elucidates/shows ____________ (2nd sub claim).  Finally, __________________ criticism helps us uncover ________________ (3rd sub claim)." 
4.  Utilize this document template
5.  Exit ticket

Resource Bank:

• Remember to revise your claim statements
• Writing Standards
• Transition Words
• MLA Citations
• Language for Academic Argument
• Commentary Moves Overview

4.16.14

Objectives:

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis.

1.  Launch
2.  Continue on The Arrival -- Group Essay!
     2a.  Self-differentiated work time
     2b.  Check-ins with Ms. G
3.  Sample thesis statement:
"By applying ____________, ______________, and ______________ criticisms to Shaun Tan's graphic novel The Arrival, we can better understand the theme of _____________ (theme).  _______________ criticism allows us to understand ___________ (1st sub claim), whereas __________________ criticism elucidates/shows ____________ (2nd sub claim).  Finally, __________________ criticism helps us uncover ________________ (3rd sub claim)." 
3.  Exit ticket

Resource Bank:

• Remember to revise your claim statements
• Writing Standards
• Transition Words
• MLA Citations
• Language for Academic Argument
• Commentary Moves Overview

4.15.14

Objectives:

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis.

1.  Launch
     1a.  Consult with your group members if you need assistance
2.  Piggybacking on privilege:  "Imagine a world where..."
     2a.  Trigger warning
3.  Continue on The Arrival -- Group Essay!
     3a.  Self-differentiated work time
     3b.  Check-ins with Ms. G
4.  Exit ticket

4.14.14

Objectives:

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis.

1.  Launch:  How Privileged Are You?
     1a.  Consider various kinds of identity markers
2.  The Arrival Video
    2a.  Brief pulse check
3.  Get started on The Arrival -- Group Essay!
     3a.  Compose thesis statement
     3b.  Anyone who has not yet finished, read Part V of The Arrival
4.  Exit ticket

4.11.14

Objectives:
I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.
I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1.  Launch:  Quickwrite
2.  Finish Applying Criticisms
3.  Finish reading The Arrival (Part IV and V)
     3a.  If you finish before the end of the period, you can get started on your homework
4.  Exit ticket -- Submission Form