StartUp Discussion 31618 In your triads discuss the

Start-Up - Discussion 3/16/18 In your triads, discuss the following: Did you get the grade you wanted on the first research paper we did in class? If so, what did you do that you think helped you achieve that grade? If not, what kept you from getting the grade you wanted? What did you struggle with?

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goal By the end of the period, students should be able to: Gain an understanding of the requirements for their assigned research paper, begin the process of selecting an appropriate topic for research, and write a thesis statement that will guide their research and writing.

Quarter 4 Research Paper • Over the next few weeks, you will be working on another research paper for this class. • The DUE DATE for the final draft, submitted through Google Classroom, will be Friday April 13 th • This is the end of the first week AFTER Spring Break • There will be some major differences between this paper and the one you wrote in quarter 3, including the process we will be using for writing the paper.

Quarter 4 Research Paper • There will be several REQUIRED pre-writing assignments which MUST be completed prior to the submission of your final draft. • Included in the pre-writing assignments will be: • • • 1 4 3 3 1 Topic Worksheet CRAAP Evaluation Sheets Precis forms CITE Forms Work Cited Mock up • Your grade will be based on BOTH the pre-writing AND your final draft • Pre-writing = 90 points • Final Draft = 100 points • TOTAL = 190 points AS AN ASSESSMENT

Quarter 4 Research Paper • The Research Paper Checklist • This checklist denotes all of the required pre-writing assignments as well as specific elements that need to be present in your final draft. • It also includes details relating to topics, sources, format, page length, and grading • A “NOTE FOR STUDENTS AND PARENTS” has been included and MUST be read and acknowledged by a parent/guardian AND yourself. • The signature portion at the bottom of the page MUST be signed by a parent/guardian and yourself, cut off, and is DUE BACK TO ME NO LATER THAN MONDAY 3/19

Quarter 4 Research Paper TOPIC SELECTION • For this paper, you will be allowed to CHOOSE/CREATE your own topic for research and decide which side of your issue you research and argue. • There a few topics which are OFF LIMITS: • • • Abortion Drugs - including legalization The Death Penalty Guns – including gun violence, gun laws, school shootings National Anthem protests

Quarter 4 Research Paper TOPIC SELECTION • Topic Worksheet – This worksheet is designed to help you decide on a topic and ensure that you will be able find the necessary sources of information to research it thoroughly. • It includes SEVEN questions you MUST answer prior to choosing your topic. • You MUST answer all SEVEN questions for THREE potential topics prior to deciding on one. This way, in case the one you choose is not approved, you will have backups ready to go. • Finally, it includes a place for you to create your THESIS STATEMENT for your chosen topic.

Quarter 4 Research Paper TOPIC SELECTION EXAMPLE Topic: NFL football and concussion protocols Q 1: Should the NFL change the helmet style and structure to better protect their athletes from possible long-term brain injuries? ” Q 2: 681, 000 Q 3: ESPN. com, CNN. com, Sports. Illustrated. com Q 4: “The NFL’s Concussion-Research Controversy, Explained – NY Magazine Q 5: League of Denial: The NFL's Concussion Crisis FRONTLINE – PBS Q 6: None available Thesis: The NFL should change the style and structure of the helmets worn by players to better protect them from possible longterm brain injuries.

Your Job Now… • Begin to brainstorm possible topics. If you are unsure about a potential topic, ask me! • You may NOT do the same topic as anyone in your current group. • *Note: If I see too many similar/same topics in the room, they will be approved on a first-come-first-served basis, so BE PREPARED with backup topics! • Your Topic Worksheets are DUE COMPLETED by the end of the period on MONDAY.

HOMEWORK Signature portion of the Research Checklist DUE MONDAY Topic Worksheets DUE by the end of the period on MONDAY

3/16/18 NO EXIT TICKET TODAY!

Start-Up - Discussion 3/19/18 In your triads, discuss the following: Have you chosen a topic as your first choice for your research? If so, what is it? If not, how many potential topics have you identified at this point?

Start-Up - Writing 3/19/18 Now write about what one of your PARTNERS had to say: Have THEY chosen a potential topic as their first choice for their research? If so, what is it? If not, how many potential topics have THEY identified at this point? What do you think about your partner’s topic? Does it sound interesting to you? Would you read their paper if it was available to you right now?

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goal By the end of the period, students should be able to: Have selected an appropriate topic for research, and write a thesis statement that will guide their research and writing. They will also review requirements for a source to be considered credible.

Let’s do a Quick Review C is for CURRENCY When was the information PUBLISHED, EDITED, and/or REVISED? R is for RELEVANCE Does it provide a SUPERFICIAL treatment or a detailed ANALYSIS? Is the information RELATED and relevant to your topic? Is the READERSHIP level appropriate?

A is for AUTHORITY Who are the AUTHORS and/or __EDITORS_ and what are their CREDENTIALS? A is for ACCURACY Does the source match your UNDERSTANDING of the topic? Can you VERIFY the claims in other sources? NEVER rely on just one source! Is there a BIBLIOGRAPHY or list of works cited?

P is for PURPOSE Is the PURPOSE stated? Is the subject approached from an OBJECTIVE standpoint? If not, what is the author’s BIAS and how might it INFLUENCE the information presented?

C. R. A. A. P. FORM Questions CURRENCY When was the information published, edited, or revised? RELEVANCE How is it related to your topic? Does it give enough detail? Is the reading level appropriate? What is unique about the site? Does it offer something others do not? Would you get better information in a book? An encyclopedia? AUTHORITY Who is/are the author(s) or editor(s)? What are their credentials? ACCURACY Can you verify claims made by the source? Does it provide citations, references or a bibliography/work cited? What are the authors documented sources? PURPOSE Is the purpose of the article/source stated? Is the subject approached objectively? If not, what is the author’s bias? How do you know? Answers/Notes Usable Source Y or N

Your Job Now… • Continue to brainstorm possible topics. If you are unsure about a potential topic, ask me! • Remember: You may NOT do the same topic as anyone in your current group. • *Note: If I see too many similar/same topics in the room, they will be approved on a first-come-first-served basis, so BE PREPARED with backup topics! • Your Topic Worksheets are DUE COMPLETED by the end of the period TODAY. • IF YOU FINISH: You can show me your topic choice today and begin looking for sources IF YOUR TOPIC IS APPROVED. CRAAP Forms are available on the front table.

HOMEWORK NO HOMEWORK TODAY Tomorrow, you will get your Topic Sheets back and begin searching for sources. If you did not yet turn in your TOPIC FORM or the signature portion of your Checklist, THEY ARE LATE! Your essay will not be accepted for grading if you are missing any of these pre-writing assignments.

EXIT TICKET 3/19/18 What topic have you chosen as your first choice for your research? Why did you choose that topic? Is it related to something about which you have some interest? What is it about it that interests you?

Start-Up - Discussion 3/20/18 In your triads, discuss the following: What are the five areas we look at to determine credibility (CRAAP)? Why is it important to be sure your sources are credible?

Start-Up - Writing 3/20/18 Now write about the following: What are the five areas we look at to determine credibility (CRAAP)? Why is it important to be sure your sources are credible?

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goal By the end of the period, students should be able to: Find potential sources for their research and assess the credibility of those sources; as well as the usefulness of each source in answering their research question.

Before You Start Working… • There has been a change in the point totals for the essay. • The pre-writing will be valued as follows: • • • Topic Worksheet (1) – 5 points CRAAP Forms (4) – 5 points each Precis Forms (3) – 10 points each CITE Forms (3) – 10 points each Works Cited Page (1) – 5 points • TOTAL FOR PRE-WRITING = 90 POINTS • The FINAL DRAFT of your essay will be worth 100 POINTS • This makes the TOTAL VALUE of this UNIT of work 190 POINTS!!!!

Your Job Today • At this point, I should have your topic selections. • If I don’t, I will be meeting with you individually today! • Now it’s time for you to begin the process of researching, which starts with your search for credible sources. • Today and tomorrow will involve a lot of READING of articles and potential sources.

Reminders • Before you can call a source credible, you have to READ THE ENTIRE ARTICLE to make sure it is RELEVANT to your topic. • You are looking for credible, verifiable sources that are ON YOUR SIDE of the issue you chose as your topic and that will SUPPORT your arguments, BUT you should also be looking at opposing points of view to include in your paragraph on counter-arguments. • ANY SOURCE you plan to use in your writing MUST PASS THE CRAAP TEST and have a COMPLETED CRAAP FORM to prove it! • You must EVALUATE at least 4 sources, but you are only required to USE THREE of those sources.

HOMEWORK CRAAP Evaluation forms are DUE on FRIDAY! If you did not yet turn in your TOPIC FORM or the signature portion of your Checklist, THEY ARE LATE ! Your essay will not be accepted for grading if you are missing any of these pre-writing assignments.

EXIT TICKET 3/20/18 Why would it be dangerous to use a source that is out of date? What effect could that have on the information reported? What would YOU say is a reasonable time period for an article to be considered current?

Start-Up - Discussion NO START-UP TODAY 3/21/18

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goal By the end of the period, students should be able to: Find potential sources for their research and assess the credibility of those sources; as well as the usefulness of each source in answering their research question.

Your Job Today • Continue the process of researching, which starts with your search for credible sources. • Today will involve a lot of READING of articles and potential sources.

Works Cited Mock-up • We will be reviewing the format for your Works Cited page next week, BUT… • I have already given you, in Google Classroom, the document you need to start creating your entries. • It includes instructions for different types of sources. • Your Works Cited Mock-Ups will be DUE MONDAY APRIL 9 TH.

Reminders • Before you can call a source credible, you have to READ THE ENTIRE ARTICLE to make sure it is RELEVANT to your topic. • You are looking for credible, verifiable sources that are ON YOUR SIDE of the issue you chose as your topic and that will SUPPORT your arguments. • ANY SOURCE you plan to use in your writing MUST PASS THE CRAAP TEST and have a COMPLETED CRAAP FORM to prove it! • You must EVALUATE at least 4 sources, but you are only required to USE THREE of those sources.

HOMEWORK CRAAP Evaluation forms are DUE on FRIDAY! If you did not yet turn in your TOPIC FORM or the signature portion of your Checklist, THEY ARE VERY LATE ! Your essay will not be accepted for grading if you are missing any of these pre-writing assignments.

3/21/18 NO EXIT TICKET TODAY

Start-Up - Discussion 3/22/18 In your triads, discuss the following: How many sources have you found for your research? Have you found any that did not pass the CRAAP evaluation? If so, what kept them from passing? What is something you have learned from a source that was interesting or surprising?

Start-Up - Writing 3/22/18 Now write about the following: How many sources have you found for your research? Have you found any that did not pass the CRAAP evaluation? If so, what kept them from passing? What is something you have learned from a source that was interesting or surprising?

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goals By the end of the period, students should be able to: Define what a précis is, become familiar with the specific requirements for writing one, and prepare to write their own precis for the sources they have found. Find potential sources for their research and assess the credibility of those sources; as well as the usefulness of each source in answering their research question.

Writing a Précis • Definition: A précis is a concise summary of essential points, statements, or facts. • It is a COLLEGE LEVEL SUMMARY PARAGRAPH with a very specific focus. • The purpose of a précis is to summarize the main point, evidence, and audience of a source article. It also serves as proof that you have read and understood the article. • For this research paper, your precis will be written in FOUR sentences; each with its own purpose or focus.

Writing a Précis • Sentence 1 = Name of author, genre, and title of work, date (YEAR) in parentheses, a rhetorical accurate verb (such as “claims, ” “argues, ” “asserts, ” “suggests, ”): and THAT clause containing the major assertion of thesis statement in the work. • Example: In her article in Sports Illustrated, “The Quest for a Better Football Helmet” (2017), Jenny Vrentas describes the attempts by the NFL to discover an answer to the growing problem of concussions and long-term brain injuries caused by repeated hits to the head and asserts her belief that a change to the current structure of the helmets worn could help to alleviate that problem.

Writing a Précis • Sentence 2 = An explanation of how the author develops and supports thesis, usually in logical or chronological order. • Example: Vrentas supports this assertion with facts and statistics which compare the current concussion rates with testing done on new helmet styles developed by VICIS Corporation and others, and she challenges the common assumption that the only way to lessen this type of injury is with more and stricter rules.

Writing a Précis • Sentence 3 = A statement of the author’s apparent purpose, followed by an “in order to” phrase. • Example: Her purpose is to profile this new, potentially game changing technology in order to inform the reader and advocate for a change in equipment for the betterment of the sport. • Sentence 4 = A description of the intended audience and/or the relationship the author establishes with the audience. • She seems to be writing for an audience that is already familiar with the current equipment in use because she spends more time discussing the new innovations than on the helmets and rules currently in place.

Writing a Précis A few notes about writing a précis • BEFORE YOU WRITE YOUR PRECIS: • Read annotate the article or other text. • Reflect on the author's purpose. • Consider the kinds of evidence the author uses. • WHEN YOU WRITE YOUR PRECIS: • Restate the author's thesis in your own words. • Do not use quotes from the article; restate or paraphrase. • Avoid BORING VERBS like “says” or “writes” • Use ACTIVE VERBS like the ones listed on your précis form: • Argues, elaborates, presents, illustrates, etc. • Be as concise as possible, but still include all important points. • Use your own words, but do not include your opinion.

Your Job Today • Continue the process of researching, which starts with your search for credible sources. IF YOU FINISH… • Turn in your CRAAP Forms! • Start working on your THREE précis paragraphs; one for each source you plan to use in your writing.

HOMEWORK CRAAP Evaluation forms are DUE TOMORROW! Your Precis Forms (3) are DUE WEDNESDAY 3/28! Your essay will not be accepted for grading if you are missing any of these pre-writing assignments.

EXIT TICKET 3/22/18 In your own words, define a précis. Why do you think writing these précis for your sources has been included as part of the process of writing this research paper?

Start-Up - Discussion 3/23/18 In your triads, discuss the following: Of the sources you have found, which one do you think you will use the most? Why? What is it about that source that makes it the most valuable to your research?

Start-Up - Writing 3/23/18 Now write about the following: Of the sources you have found, which one do you think you will use the most? Why? What is it about that source that makes it the most valuable to your research?

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goals By the end of the period, students should be able to: Find potential sources for their research and assess the credibility of those sources; as well as the usefulness of each source in answering their research question. Use the instructions and template provided to begin writing their précis paragraphs.

Your Job Today • Continue the process of researching, which starts with your search for credible sources. IF YOU FINISH… • Turn in your CRAAP Forms! They are DUE TODAY! • Start working on your THREE précis paragraphs; one for each source you plan to use in your writing.

HOMEWORK CRAAP Evaluation forms are DUE TODAY! Your Precis Forms (3) are DUE WEDNESDAY 3/28! Your essay will not be accepted for grading if you are missing any of these pre-writing assignments.

3/23/18 EXIT TICKET At this point in the research/writing process, would you say you are behind, on-track, or ahead? What do you need to do this weekend in order to get yourself at least to the point of being on-track? What are you willing to do if it could mean the difference between passing or failing this class?

Start-Up - Discussion 3/26/18 In your triads, discuss the following: What is the difference between quoting a source and paraphrasing a source? How do you decide when you should quote a source and when you should paraphrase?

Start-Up - Writing 3/26/18 Now write about the following: What is the difference between quoting a source and paraphrasing a source? How do you decide when you should quote a source and when you should paraphrase?

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goals By the end of the period, students should be able to: Understand apply the steps in the C. I. T. E. method for incorporating quotes into their writing. Use the instructions and template provided to continue writing their précis paragraphs.

Working with Quotes • Remember…You should use a quote when it is necessary and paraphrasing won’t do! • Your goal should be ONE quote per body paragraph. • If you are using a direct quote, use the C. I. T. E. method to be sure you are correctly incorporating the quote into your writing.

Working with Quotes • Start by writing down the quote. Then follow these steps: • Context – Give the reader any information they need to understand the quote. • Introduction – Tell the reader who said it and where/when they said it. • Text – Paraphrasing the quote is another way to emphasize its points to the reader. • Explain – Tell the reader WHY you chose that quote. How does it add to or reinforce your main argument? What does it show or demonstrate?

Working with Quotes • Example: “In an age in which many school districts are overwhelmingly embracing technology—while, at the same time, looking to cut costs wherever they can— why do trailing-edge paper textbooks still dominate in K– 12 schools? ” • CONTEXT – In this quote, “trailing-edge” refers to paper textbooks as being behind other possible texts from a technological standpoint. • INTRODUCTION – David Rapp, in his article “The End of Textbooks? ” states that… • TEXT – Schools that claim to want to save money and be on the cutting edge of technology keep using paper textbooks, and this doesn’t make much sense. • EXPLAIN – Rapp makes a very valid point; digital “e-books” would be much less expensive and would promote the use of technology in schools. Both of these reasons should be enough to make districts think twice about using digital texts.

Working with Quotes David Rapp, in his article “The End of Textbooks? ” states that, “In an age in which many school districts are overwhelmingly embracing technology—while, at the same time, looking to cut costs wherever they can—why do trailing-edge paper textbooks still dominate in K– 12 schools? ” (Rapp para 4). In this quote, “trailing-edge” refers to paper textbooks as being behind other possible texts from a technological standpoint. Schools that claim to want to save money and be on the cutting edge of technology keep using paper textbooks, and this doesn’t make much sense. Rapp makes a very valid point; digital “e-books” would be much less expensive and would promote the use of technology in schools. Both of these reasons should be enough to make districts think twice about using digital texts.

Plagiarism ANY PLAGIARISM, WHETHER ACCIDENTAL OR INTENTIONAL, IS CONSIDERED CHEATING AND MAY RESULT IN: • A point deduction equal to ONE FULL LETTER GRADE (for Accidental Plagiarism). • A ZERO on the assignment with no opportunity to reclaim that grade (for Intentional Plagiarism). • A possible disciplinary referral (for intentional plagiarism).

Your Job Today • Continue the process of working on your THREE précis paragraphs; one for each source you plan to use in your writing. • THEY ARE DUE WEDNESDAY! IF YOU FINISH… • Start looking for important quotes in your source materials and applying the C. I. T. E. method to incorporate them into your writing.

HOMEWORK Your Precis Forms (3) are DUE WEDNESDAY 3/28! Your C. I. T. E. Forms (3) are DUE MONDAY 4/9! Your essay will not be accepted for grading if you are missing any of these pre-writing assignments.

EXIT TICKET 3/26/18 Why do you think it is important to include your explanation when using a quote from a source? How does that final step in the C. I. T. E. method help you to strengthen your argument?

Start-Up - Discussion 3/27/18 In your triads, discuss the following: In your own words, tell me what you think is the purpose of a Works Cited page in a research paper? How should the citations you put in your paragraphs connect to the Work Cited?

Start-Up - Writing 3/27/18 Now write about the following: In your own words, tell me what you think is the purpose of a Works Cited page in a research paper? How should the citations you put in your paragraphs connect to the Work Cited?

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goals By the end of the period, students should be able to: Recall the necessary information and steps in the process of creating a Works Cited page for their research papers. Use the instructions and template provided to continue writing their précis paragraphs.

Works Cited Instructions • ALL ENTRIES on your page should be in ALPHABETICAL ORDER by the FIRST WORD in the entry. • Indent the second and subsequent lines of citations by 0. 5 inches (5 spaces) to create a hanging indent. • If you're citing an article or a publication that was originally issued in print form but that you retrieved from an online database, you should type the online database name in italics.

Works Cited Instructions • Standard format for a book citation includes: • Last Name, First Name. Title of Book. Publisher, Publication Date. EXAMPLE CITATION FOR A BOOK Wordsworth, William. Lyrical Ballads. Oxford University Press, 1967.

Works Cited Instructions • Standard format for an article from a webpage includes: • Editor or author name (if available). “Title of Article” Name of Site. Publisher, Publication date. URL. EXAMPLE CITATION FOR A WEBSITE ARTICLE "William Wordsworth" Poets. org. Academy of American Poets, 2016. www. poets. org/poetsorg/poet/williamwordsworth.

Works Cited Instructions • Standard format for a movie/documentary citation includes: • Title of the film. Last Name, First Name (of the director), the film studio or distributor, and the release year. EXAMPLE CITATION FOR A DOCUMENTARY League of Denial: The NFL’s Concussion Crisis. Kirk, Michael. PBS Frontline, 2013.

Works Cited Instructions • Standard format for an interview with a primary source includes: • Last Name, First Name (of the interviewee), the descriptor “Personal Interview, ” and the date of the interview. EXAMPLE CITATION FOR AN INTERVIEW Smith, William. Personal Interview. 20 March 2018.

Works Cited Instructions IMPORTANT NOTES • If you are copying/pasting a citation from Easybib or a database: • MAKE SURE TO CHECK THE FONT STYLE AND SIZE • REMOVE ANY HIGHLIGHTS from your text. • FILL IN MISSING INFORMATION (no “ND” or “NP”) • DON’T FORGET YOUR HANGING INDENTS! • ALPHABETIZE BY THE FIRST WORD IN EACH ENTRY. • DO NOT SKIP LINES BETWEEN ENTRIES!

Plagiarism ANY PLAGIARISM, WHETHER ACCIDENTAL OR INTENTIONAL, IS CONSIDERED CHEATING AND MAY RESULT IN: • A point deduction equal to ONE FULL LETTER GRADE (for Accidental Plagiarism). • A ZERO on the assignment with no opportunity to reclaim that grade (for Intentional Plagiarism). • A possible disciplinary referral (for intentional plagiarism).

Your Job Today • Continue the process of working on your THREE précis paragraphs; one for each source you plan to use in your writing. • THEY ARE DUE TOMORROW! IF YOU FINISH… • Start looking for important quotes in your source materials and applying the C. I. T. E. method to incorporate them into your writing. AND/OR • Work on your Works Cited entries for the sources you are using in your writing.

HOMEWORK Your Precis Forms (3) are DUE TOMORROW! Your C. I. T. E. Forms (3) AND your Works Cited Mock-Ups are DUE MONDAY 4/9! Your essay will not be accepted for grading if you are missing any of these pre-writing assignments.

EXIT TICKET 3/27/18 In your own words, define PLAGIARISM. How does the inclusion of citations and a Works Cited page help you to avoid/eliminate plagiarism.

Start-Up - Discussion 3/28/18 In your triads, discuss the following: In your own words, tell me what you think the term “counter argument” means? Why would it be important to include counter argument in your essay? How does it strengthen your argument?

Start-Up - Writing 3/28/18 Now write about the following: In your own words, tell me what you think the term “counter argument” means? Why would it be important to include counter argument in your essay? How does it strengthen your argument?

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goals By the end of the period, students should be able to: Understand the meaning of the term “counter argument” and the necessary information and steps in the process of creating a paragraph of counter argument in their research papers. Apply the steps in the C. I. T. E. method for incorporating quotes into their writing.

Counter Argument • What is a counter-argument? • A counter-argument is an argument opposed to your thesis or part of your thesis. It expresses the view of a person who disagrees with your position. • While writing, it may seem strange to include an argument that goes against your claim. However, including a counter-argument helps strengthen your claim because it give you the chance to respond to a reader’s possible objections before they have finished reading. • It also shows that you are a reasonable person because you have considered both sides of the argument.

Counter Argument • Where do I put a counter-argument? • A counter-argument can appear anywhere in your essay, but it most commonly appears: • As a section or paragraph just after your introduction, in which you lay out the expected reaction or standard position before turning away to develop your own. • As a quick move within a paragraph, where you imagine a counter-argument not to your main idea, but to the subidea that the paragraph is arguing or is about to argue. • As a section or paragraph just before the conclusion of your essay, in which you imagine what someone might object to what you have argued.

Counter Argument • How do I introduce a counter-argument? • Counter-argument in an essay has two stages. In this first stage, you turn against your argument to challenge it. • The following is a listing of ways to approach introducing counter-arguments and templates for structuring them: • Imagine a skeptical reader • • Yet some readers may challenge the view that. . . After all, many believe. . . Indeed, my own argument that… seems to ignore… and. . . Of course, many will probably disagree with this assertion that. . .

Counter Argument • Cite an actual source, critic or group of critics, who might resist your argument • Here many feminists would probably object that. . . • But social Darwinists would certainly take issue with the argument that. . . • Nevertheless, both followers and critics of Malcolm X will probably argue that. . . • Look at your arguments themselves for possible: • problems with your conclusion Others, however, may conclude. . . • disadvantages to what you propose This proposed solution does have some disadvantages. . . • alternative explanations that makes more sense. Alternatively, this issue could be viewed. . .

Counter Argument • How Do I Rebut a Counter Argument? • In the second stage, you turn back to re-affirm your argument. You may consider the following rebuttal tactics and models for structuring them: • Quote acknowledged experts that support your position • While many may see this argument as flawed, John Smith, an expert in his field, also finds. . . • Redefine the criteria of “known” concepts • Although I grant that… , couldn’t it also be possible that. . . • Find agreement and show your new idea supports a shared idea I agree with X that. . . Furthermore, this idea actually supports my point because. . . • Pointing out faulty assumptions in your critic’s arguments where the facts are wrong • Proponents of X are right to argue that. . . But they exaggerate when they claim that. . . The analysis is incorrect • While it is true that… , it does not necessarily follow that. . . The values it is based on are not acceptable. • It is dangerous to believe… because. . .

Counter Argument ARGUMENT COUNTERARGUMENT REBUTTAL The primary focus in medical end-of-life decisions should be on patient consent, rather than doctor intention, because it is not a breach against a patient's rights if s/he consents to the termination of their life. Terminally ill patients are likely to be depressed, and, therefore, unable to consent to their hastened death in a balanced or acceptable way. Depression can be managed. The relevance of depression must be made on a case-bycase basis. Depression does not warrant a general rule prohibiting patients from consenting to a hastened death.

Plagiarism ANY PLAGIARISM, WHETHER ACCIDENTAL OR INTENTIONAL, IS CONSIDERED CHEATING AND MAY RESULT IN: • A point deduction equal to ONE FULL LETTER GRADE (for Accidental Plagiarism). • A ZERO on the assignment with no opportunity to reclaim that grade (for Intentional Plagiarism). • A possible disciplinary referral (for intentional plagiarism).

Your Job Today • Complete the process of working on your THREE précis paragraphs; one for each source you plan to use in your writing. • THEY ARE DUE BY THE END OF THIS PERIOD! • IF YOU FINISH… • Continue looking for important quotes in your source materials and applying the C. I. T. E. method to incorporate them into your writing. AND/OR • Start building your counter argument.

HOMEWORK Your C. I. T. E. FORMS (3) and Your WORKS CITED MOCK-UP are DUE MONDAY 4/9! Your essay will not be accepted for grading if you are missing any of these pre-writing assignments.

EXIT TICKET 3/28/18 What is one common counter argument against the position you have taken in your paper? How do you plan to answer it?

NO START-UP TODAY 3/29/18

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goals By the end of the period, students should be able to: Apply the steps in the C. I. T. E. method for incorporating quotes into their writing. Follow the necessary steps in the process of creating a paragraph of counter argument in their research papers.

Plagiarism ANY PLAGIARISM, WHETHER ACCIDENTAL OR INTENTIONAL, IS CONSIDERED CHEATING AND MAY RESULT IN: • A point deduction equal to ONE FULL LETTER GRADE (for Accidental Plagiarism). • A ZERO on the assignment with no opportunity to reclaim that grade (for Intentional Plagiarism). • A possible disciplinary referral (for intentional plagiarism).

Your Job Today • Continue looking for important quotes in your source materials and applying the C. I. T. E. method to incorporate them into your writing. OR • Work on your Works Cited entries for the sources you are using in your writing. OR • Work on your counter arguments and rebuttals.

HOMEWORK Your C. I. T. E. Forms (3) AND your Works Cited Mock-Ups are DUE MONDAY 4/9! Your essay will not be accepted for grading if you are missing any of these pre-writing assignments.

3/29/18 NO EXIT TICKET TODAY

Start-Up - Discussion 4/9/18 In your triads, discuss the following: Think of one interesting or surprising fact about your topic and share it with your group. How could you use this as a “hook” at the beginning of your paper? Why would this fact be interesting to someone reading your paper?

Start-Up - Writing 4/9/18 Now write about the following: Give me one interesting or surprising fact about your topic. How could you use this as a “hook” at the beginning of your paper? Why would this fact be interesting to someone reading your paper?

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goals By the end of the period, students should be able to: Apply the steps in the C. I. T. E. method for incorporating quotes into their writing. Understand the elements necessary in writing an introduction paragraph for their essays.

Writing an Introduction • Begin with a hook… • Start with a significant, little known fact that will catch the reader’s attention • Tell a short story that emphasizes or proves your point • i. e. : Maria walks down the hall way, back hunched, shoulders screaming. In her back pack there are 35 pounds of books, one third her body weight. By the end of her four years in high school she will have permanent nerve damage and suffer from curvature of the spine.

Writing an Introduction • Give the reader some background… • Explain the issue to the reader. • Give a few details that will help the reader understand why this is an important issue. • i. e. High schools are required by law to give a textbook to every student in a class. Doing so has caused orthopedic problems to skyrocket in high school aged students.

Writing an Introduction • Give your thesis statement… • This is your statement of your side of the argument AND should include your reasons why your side is correct. • i. e. Schools should exchange their textbooks for tablets to better the health of their students, help the environment, and save the tax payer money.

Your Job Today • FINISH your C. I. T. E. paragraphs and your WORKS CITED MOCK-UP. THEY ARE DUE BY THE END OF THIS PERIOD! • IF YOU FINISH… WRITE!!!

HOMEWORK Your C. I. T. E. FORMS (3) and Your WORKS CITED MOCK-UP are DUE TODAY! REMINDER: Before you submit your final draft, you MUST run it through paperrater. com and PRINT OUT your grade sheet, which must be turned in, on paper, on the due date. Your essay will not be accepted for grading if you are missing any of these pre-writing assignments.

EXIT TICKET 4/9/18 Are you ready to start writing the individual paragraphs in your essay? If so, what do you think is the best place to start? If not, what do you still need to do to get ready?

NO START-UP TODAY 4/10/18

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goals By the end of the period, students should be able to: Follow the necessary steps in the process of creating a paragraph of counter argument in their research papers. Understand apply the steps in writing an effective conclusion; including restatement of thesis, restatement of reasons, and a call to action.

Plagiarism ANY PLAGIARISM, WHETHER ACCIDENTAL OR INTENTIONAL, IS CONSIDERED CHEATING AND MAY RESULT IN: • A point deduction equal to ONE FULL LETTER GRADE (for Accidental Plagiarism). • A ZERO on the assignment with no opportunity to reclaim that grade (for Intentional Plagiarism). • A possible disciplinary referral (for intentional plagiarism).

Writing Your Conclusion • Once you have finished the body of your essay, make sure that you END IT WELL. • You want to PUSH your argument in your conclusion WITHOUT adding any new information.

Writing Your Conclusion • Your conclusion can be done in 3 easy steps… • First, restate your thesis IN A DIFFERENT WAY! Don’t just repeat what you said in your introduction; find a new way to say the same thing. • Second, restate your reasons for your argument. Again, find new wording/phrasing so you are not just repeating yourself. • Third, present the reader with something they can or should DO. We call this a “call to action. ”

Writing Your Conclusion • Restating thesis… • In my thesis statement, I said: Schools should exchange their textbooks for tablets. • In my conclusion, I could reword it like this: E-books and digital texts are better than paper textbooks in many ways, and schools should be taking advantage of them. • Restating my reasons… • Digital textbooks cost less, are better for the environment, and are easier for students to take with them from class to class and from school to home and back. • Call to action… • Students, parents, or anyone concerned with the future of education in our country should contact their districts and encourage them to make this change which will so obviously benefit of all of us.

Writing Your Conclusion E-books and digital texts are better than paper textbooks in many ways, and schools should be taking advantage of them. Digital textbooks cost less, are better for the environment, and are easier for students to take with them from class to class and from school to home and back. Students, parents, or anyone concerned with the future of education in our country should contact their districts and encourage them to make this change which will so obviously benefit all of us.

Your Job Today WRITE!

HOMEWORK Your FINAL DRAFTS are DUE FRIDAY! After tomorrow, we will NOT be spending any more time in class working on this essay! Whatever you have left to do must be done on YOUR OWN TIME! REMINDER: Before you submit your final draft, you MUST run it through paperrater. com and PRINT OUT your grade sheet, which must be turned in, on paper, on the due date. Your essay will not be accepted for grading if you are missing any of the prewriting assignments.

4/10/18 NO EXIT TICKET TODAY

NO START-UP TODAY 4/11/18

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS. ELA-LITERACY. W. 9 -10. 8

MAIN UNIT OBJECTIVES By the end of the unit, students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS. ELA-LITERACY. RL. 9 -10. 1 By the end of the unit, students should be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS. ELA-LITERACY. W. 9 -10. 1

ADDITIONAL UNIT OBJECTIVES By the end of the unit, students should be able to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS. ELA-LITERACY. W. 9 -10. 4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS. ELA-LITERACY. W. 9 -10. 5 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS. ELA-LITERACY. W. 9 -10. 6

Today’s Learning Goals By the end of the period, students should be able to: Follow the necessary steps in the process of creating a paragraph of counter argument in their research papers. Apply the steps in writing an effective introduction and conclusion.

Plagiarism ANY PLAGIARISM, WHETHER ACCIDENTAL OR INTENTIONAL, IS CONSIDERED CHEATING AND MAY RESULT IN: • A point deduction equal to ONE FULL LETTER GRADE (for Accidental Plagiarism). • A ZERO on the assignment with no opportunity to reclaim that grade (for Intentional Plagiarism). • A possible disciplinary referral (for intentional plagiarism).

Your Job Today WRITE!

HOMEWORK Your FINAL DRAFTS are DUE FRIDAY! We will NOT be spending any more time in class working on this essay! Whatever you have left to do must be done on YOUR OWN TIME! REMINDER: Before you submit your final draft, you MUST run it through paperrater. com and PRINT OUT your grade sheet, which must be turned in, on paper, on the due date. Your essay will not be accepted for grading if you are missing any of the prewriting assignments.

4/11/18 NO EXIT TICKET TODAY