Student Survey

Two of my 8th grade students has created the following survey for their argumentative essays. Please take a moment and help a student out! Thanks!!!

student athlete exemptions

text language in writing

Argument Essay, Research Day 3

No late comic books will be accepted after Monday, December 3rd!!!

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will be able to conduct short research projects to answer a question.
5. Students will be able to gather relevant information from multiple print and digital sources.
6. Students will be able to use verbs to demonstrate command of the conventions of English grammar when writing or speaking.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can use several sources to answer a question.
• I can find information from digital sources.
• I can cite sources.
• I can paraphrase information.
• I can identify verbals (gerunds and infinitives) in example sentences.

IPI: Level 4
Bloom's: Level 2

Task List:

1. Students will define the terms: verbal, gerund, and infinitive. Students will also complete example sentences on the board by filling in the blank with an appropriate gerund or infinitive.
2. Students will continue researching their chosen/assigned topics.

Resources:

• Class Calendar
• Source Sheet
• Argument Paper Topics

Rubric:

• Argumentative Essay -Student Version

Argument Essay, Research Day 2

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will be able to conduct short research projects to answer a question.
5. Students will be able to gather relevant information from multiple print and digital sources.
6. Students will be able to use verbs to demonstrate command of the conventions of English grammar when writing or speaking.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can use several sources to answer a question.
• I can find information from digital sources.
• I can cite sources.
• I can paraphrase information.
• I can identify verbals (gerunds and infinitives) in example sentences.

IPI: Level 4
Bloom's: Level 2

Task List:

1. Students will indentify the gerund phrases and infinitive phrases in example sentences on the board.
2. We will examine good/bad thesis statement examples together as a class and discuss the differences.
3. Students will record their topic, position, arguments, and counter-argument in preparation for composing their thesis statements tomorrow. Note: This worksheet will be due at the end of class today.
4. Students will continue researching their chosen/assigned topics.

Resources:

• Class Calendar
• Source Sheet
• Argument Paper Topics
• Thesis Template
• Thesis Examples

Rubric:

• Argumentative Essay -Student Version

ACT Field Testing

Students will be taking a field test version of the ACT. They are to use any extra time to continue researching their essay topic.

Argument Essay, Research Day 1

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will be able to conduct short research projects to answer a question.
5. Students will be able to gather relevant information from multiple print and digital sources.
6. Students will be able to use verbs to demonstrate command of the conventions of English grammar when writing or speaking.

Essential Skill: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can use several sources to answer a question.
• I can find information from digital sources.
• I can cite sources.
• I can paraphrase information.
• I can identify verbals (gerunds and infinitives) in example sentences.

IPI: Level 4
Bloom's: Level 2

Task List:

1. Students will record definitions for the terms verbal, gerund, and infinitive. 
2. Students will indentify the gerunds and infinitives in example sentences on the board.
3. Teacher will review the daily calendar with students and review why the schedule cannot shift. Note: There will not be an opportunity for students to turn this paper in late due to the tight schedule between now and Christmas break!
4. Students will continue researching their chosen/assigned topics.
5. Students will record their topic, position, arguments, and counter-argument in preparation for composing their thesis statements tomorrow. Note: This worksheet will be due at the end of class on Thursday.

Resources:

• Class Calendar
• Source Sheet
• Argument Paper Topics
• Thesis Template

Rubric:

• Argumentative Essay -Student Version

Argument Paper - Topic Selection

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
5. Students will be able to conduct short research projects to answer a question
6. Students will be able to gather relevant information from multiple print and digital sources.

Essential Skill: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can use several sources to answer a question.
• I can find information from digital sources.
• I can cite sources.
• I can paraphrase information.

IPI: Level 4
Bloom's: Level 2

Task List:

1. Students will be given their topic choices. Students will be required to make a select a topic from the list given. Note: Students will only be allowed to repeat the same topic and position as another student in the same class with teacher approval. 
2. Teacher will review the daily calendar with students and review why the schedule cannot shift. Note: There will not be an opportunity for students to turn this paper in late due to the tight schedule between now and Christmas break!
3. Students may begin researching their chosen/assigned topics. Students will receive a handout to record their sources.

Resources:

• Class Calendar
• Source Sheet
• Argument Paper Topics

Rubric:

• Argumentative Essay -Student Version

Thanksgiving Break

November 21-23

No classes!

Five Paragraph Essay Structure

Objectives:

1. Students will be able to record and organize relevant information.
2. Students will be able to recognize the elements of an effective argumentative essay.

Essential Skill: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.

I Can Statements:

• record relevant information.
• write a five paragraph essay.

IPI: Level 4
Bloom's: Level 2

Task List:

1. Students will complete a set of 'hink pinks' for bell-work.
2. Students will be taking notes on five paragraph essay structure.

Resources:

• five paragraph essay structure ppt

Argumentative Essays, Note Day

Objectives:

1. Students will be able to record and organize relevant information.
2. Students will be able to recognize the elements of an effective argumentative essay.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• record relevant information.
• write an argument.

IPI: Level 4
Bloom's: Level 2

Task List:

1. Students will complete a set of 'hink pinks' for bell-work.
2. Students will be taking notes on argumentative essays.

Resources:

• Argumentative Essay ppt
• Writing Good Arguments - ppt
• Argument and Counter-Argument - ppt
• guided notes

Creative Writing Day

Objective:

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Essential Skill: 

1. Students will be able to write narratives to develop imagined events using effective technique, relevant descriptive details, and well-structured event sequences.

I Can Statements:

• I can write a narrative.
• I can use descriptive vocabulary and sensory language.
• I can use transitions to show relationships.
• I can provide a conclusion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Create a narrative using the following opening sentence: "It was less than a second, maybe half a second, but it changed everything."
2. Share narratives with the class.

Debate Day

Mid-quarter grades will be turned in on Friday, November 16th.

Objectives:

1. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Students will be participating in a debate on the new federal regulations for school lunches.

Debate Prep., Day 4

Mid-quarter grades will be turned in on Friday, November 16th.

Objectives:

1. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Students will be planning and organizing their arguments for the class debate tomorrow.

Debate Prep., Day 3

Mid-quarter grades will be turned in on Friday, November 16th.

Objectives:

1. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Students will be conducting research for their debate. Source sheets and notes will be due at the end of the hour.

Debate Prep., Day 2

Mid-quarter grades will be turned in on Friday, November 16th.

Objectives:

1. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Students will be conducting research for their debate. (Debate prep. work will be due at the end of class on Tuesday.)

Debates will be held in class on Thursday.

Websites for Research:

• USDA School Meals Regulations
• Healthy School Lunches
• Comparison of Previous and Current Regulatory Requirements
• ABC News Report
• 'We Are Hungry' FOX News Report
• 'Kids Push Back' USA Today
• Tray Talk: Communities for Healthy School Meals
• No Kid Hungry
• Sustainable School: What's for Lunch?
• State Impact
• Jamie Oliver's Food Revolution
• CDC Obesity Statistics
• Obesity in Children
• CNN report on Childhood Obesity in America
• Food and Research Action Center (FRAC) report on Childhood Obesity

Research Starter Questions: “Food for Thought"

1. How do students and parents feel about the new school lunch regulations? Why?
2. Does it do any good to serve healthier foods if the students won’t eat them?
3. What effect would a choice of foods have on lunch prices and student buy-in for the new regulations?
4. How do schools present the new lunch regulations to students and parents?
5.  Have the new regulations resulted in fewer students eating school lunches?

Debate Prep., Day 1

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Complete a bell work quiz over types of verbs (action, linking, and helping verbs).
2. Debate team selection.
3. Debate topic/position selection.
4. Choose who will prepare the opening and closing statements for each debate team. 

Make-Up Work Day

Due to the large number of students who will attending the honor roll skating trip, we will be having a make-up work day in class today. 

Task List:

1. Working as a table group students will complete three verb shape puzzles.
2. Students will work any missing work for my class and other classes.

Writing Arguments, Part 2

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Introduce claim(s) and organize the reasons and evidence logically.
3. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Acknowledge and distinguish the claim(s) from alternate or opposing claims.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• define counter-argument.
• create a strong claim.
• present claims logically.
• include relevant evidence for and against an argument.

IPI: Level 3
Bloom's: Level 4

Task List:

1. Work as a table group to complete a verb shape puzzle.
2. Notes over counter-argument.
3. As a table group, write five counter-arguments in opposition to  the claim provided by the teacher.

Writing Arguments, Part 1

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Introduce claim(s) and organize the reasons and evidence logically.
3. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• define argument.
• create a strong claim.
• present claims logically.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Complete a worksheet over helping verbs and verb phrases. We will go over it once everyone has finished.
2. Notes over argument.
3. As a table group, write five reasons to support the claim provided by the teacher.

Resources:

• Argument Guided Notes