Today students were given the word assertion for their vocabulary notebooks. We warmed up with identifying the parts of a claim, counterclaim, rebuttal, evidence and warrant of a piece that we wrote last class together. Students then wrote a claim, counterclaim and rebuttal to debate of which social media platform is better for teens. Next, students read with a partner the article, “Pros and Cons of Teens on Social Media”. After reading the article, the partners completed a discussion web of the negative and positive effects of social media on teens. Then students independently wrote a claim, counterclaim, rebuttal and warrant regarding the prompt.

Finally, students were given back their scripts and some groups had their props and were able to film their propaganda commercials.

HW: Root Tests were returned and corrections are due next class, Friday, March 1^st, same protocol as before to receive credit is expected.

Vocabulary Quiz- open notebook on Tuesday, March 5^th.

Propaganda projects due March 5^th.

Code Talker by Joseph Bruchac -return ASAP

Today students reviewed terminology used in argumentative writing as their warm-up. We created a counterclaim and rebuttal to the statement “Athletes should be paid monies in addition to their college tuition”. We reviewed how to use counterclaim starters.

Students completed Root Test number 5 then read an article “Is it time for public schools to put religion back into schools?” to which they wrote a claim, counterclaim and rebuttal with evidence and warrant.

The final piece of class was given to students to work on their propaganda projects.

HW: Vocabulary quiz on 3/5-open notebook

Students were given the word evidence for their vocabulary notebooks. We reviewed the root homework in preparation for the test on Thursday. Students were given back their propaganda organizers and packet back today. We looked at some propaganda posters to keep the techniques fresh in our mind.

Students created claims and counter claims based on several different topics. We reviewed the claim, counterclaim and rebuttal that students wrote last class which led students into more writing with these elements. Also, Students began reading the article “Should athletes play for free?” and writing a claim. We will pick up with this next class.

Finally, students were given the code to upload commercial videos. Students worked on their scripts for their commercials today until the end of class.

HW: Root Test on Thursday, February 21st

Today students reviewed the new set of roots. Students received their essays back and we reviewed parallel structure that was a major tripping point in their papers. They were given a new vocabulary word-evidence.

Students received their counterclaim-rebuttal formative check with feedback. We reviewed what should be in each and added counterclaim transitions to the next set that we completed together. Students then completed one independently and had a peer grade it with a 2 point rubric. Next, students created their own claim and added all of the elements that were discussed today to be graded as a formative.

Finally, students were given class time to work with their propaganda partner to complete the next step in their project.

HW:

Root WS

Propaganda Project

Students were given new vocabulary words bias, lull, claim, counterclaim and rebuttal. We reviewed the new set of roots. Students read an article on different types of propaganda including two new types- war and political. They were given back their formatives on the techniques and given opportunity to make corrections using the article and organizer as sources.

Students were also assigned a propaganda project due March 1^st and 4^th. The paper is in the file library. Students will be given class time to work on it but may use time outside of class for it.

We reviewed what a “claim” means and students wrote counterclaims and rebuttals for statements given in class.

HW: Root WS

Propaganda Project

Today, students were given set 5 of the roots. In their vocabulary notebook they added two new words: propaganda and inaccurate. Next, students were introduced to the Propaganda Unit today. We looked at eight different techniques that are used on the public. We discussed “how they are used” and the “intended effect “while we completed a graphic organizer on the techniques. Next, students and a partner read 10 different scenarios and identified the type(s) of propaganda being used in each one..

Period 6 did not complete the scenarios due to the #allin session.

HW: Commercial Activity

        Roots Matrix

Today students experience learning stations to cover chapters 16-20 in our book. Students moved through 5 different stations using inferencing skills, pulling evidence, writing claims, and answering  text dependent questions. Students were exposed to propaganda posters and Tokyo Rose’s 1945 broadcast to jump start our new unit on Propaganda and Argument.

Today’s Shout Out is to Mercedes Hernandez who shows the true qualities of motivated learner! And she does it all with a smile on her face!

HW: none

Students are working on completing the Common Informative Writing Assessment for the marking period summative. All Essays are due on January 31st.

Students were given vocabulary words maneuver and honed. Students began their first day of their Common Informative Writing Essay. We went over their schedule for writing and the informative prompt. Students were given information on how to cite text within their essays. Students read the first article in the packet.

HW: Root Test 4 on Tuesday, January 22nd

Vocabulary Notebook Quiz and Comprehensioin Quiz on Thursday, hanuary 24th

Shout Out to Samaj Miller for completing all of his assingments well and on time. Watch out High Schools, he is on his way!

STAR testing today and then we were back in the classroom writing. Vocabulary today was maneuver and chaos (how appropriate). Ha! Students did a quick inference activity then we moved into our informative practice essays. Students did a peer review on the introduction and body of their cause/effect paragraph on “The Effects of Technology in the Classroom”. Next, students began to work on the conclusion of the 3 paragraph essay.

HW: Root WS

Root Test on Tuesday, January 22nd