TALKING DAY DAY 1 REVIEW OF CRUCIAL INFORMATION

TALKING DAY! DAY 1: REVIEW OF CRUCIAL INFORMATION Grading: Mediator – automatic 5 points if everything is accomplished in a thorough and effective manner **You should be enthusiastic and encouraging to the class to keep them on task! Everyone else – 4 notes points (one point per half page) and 1 point for participating in all activities *Ms. Overton will be serving as the Time Keeper for all tasks.

Skills Review Day: Journal Entry #8 Over the next two classes, we will be concisely reviewing the foundational Capstone Skills necessary for success on the Seminar Performance Tasks. Think of this as a "Talking Day" without the required talking. However, if you do not engage or participate, you will be woefully behind, as the Skills Review is designed as a first step of our mock-Performance Task 1. Pay attention to those who are participating and engaging the tasks. That is the sign of a good group member.

CLEAR CLAIMS • Pass out the “Key Word Observation” sheet • Make clear claims out of each key word • 7 minutes – individually create a claim for each of the key words provided on the paper • 8 minutes – sharing as a group What is the best claim for each key word?

LINE OF REASONING TOOLS OF THE TRADE: TRANSITION WORDS (15 MINUTES) • Transition words improve writing style, readability, flow and cohesion • Brainstorm a list of useful transition words for use in any AP writing (5 minutes) • Report back, and the mediator should record, then ultimately type them so that they can be posted on the class website (5 minutes) Once you have finished then click on the link to view some others and note any similarities to the ones you all brainstormed. (5 minutes) https: //writing. wisc. edu/Handbook/Transitions. html

DO’S AND DON’TS (10 minutes) • As a class, generate a list of do’s and don’ts for AP writing. In other words, what is absolutely necessary for you to be successful as an AP writer--and what must you avoid. What is necessary to construct an LOR? ? (5 minutes) Mediator, record for the class to be able to see and refer back to • • Afterwards, distribute the AP Seminar Writing Tips; briefly discuss comparisons and contrasts with your list of tips (5 minutes)

SOURCE CREDIBILITY: RAVEN! • For 10 minutes, using the RAVEN method, INDIVIDUALLY (without discussion) evaluate the credibility of the following source: • Havidol. com • Discuss your findings for 5 minutes

SOURCE CREDIBILITY: RAVEN! • The mediator should put the class into groups of 4 (as he/she sees fit) and pass out a laminated bookmark to each student which contains a list of places to find online sources. • Introduce yourselves to your group mates. Then, make a list of lenses/perspectives that may relate to the following Compelling Question: What are the greatest influences on a student's probability of success in school up to the 12 th grade? • Each member of the group must find a source of information to answer this question, RAVEN the source, and then as a group create an annotated bibliography (use Perdue Owl to help) which you share in Google Drive. You only have 20 minutes: collaborate, come up with groups roles, divide tasks, etc.

HOMEWORK • Start seeing how your previous course work can translate into earning you points towards showing progression in your AP Seminar Standards. This is for your purposes only and will not be handed in at this time. • If your group did not finish the annotated bibliography then it must be completed prior to the next class. Please have one group member print this to hand in, with all names listed on the assignment. Off in the left margin please note which group member created each entry.

TALKING DAY! DAY 2: EDUCATION AND COGNITION INTRODUCTION Grading: Mediator – automatic 5 points if everything is accomplished in a thorough and effective manner **You should be enthusiastic and encouraging to the class to keep them on task! Everyone else – 4 notes points (one point per half page) and 1 point for participating in all activities *Ms. Overton will be serving as the Time Keeper for all tasks.

INTRODUCTORY VIDEO • View the following video. As you watch, analyze any prevalent lenses or perspectives: https: //www. youtube. com/watch? v=z. DZFc. DGp. L 4 U • Discuss similarities and differences with your responses (5 minutes)

ARTICLE ANALYSIS (15 MINUTES TOTAL) • Read the following article: (10 minutes) http: //www. slate. com/articles/life/education/2014/03/college_isn_t _for_everyone_let_s_stop_pretending_it_is. html • After viewing, the mediator will facilitate a 10 minute discussion: • What is the overall thesis, claims, sub-claims, counter-claims, etc. ? • What is a thematic connection between the video and the article?

Note: Depending on time remaining in class, Ms. SEMINAR TREE (15 MINUTES) Overton may choose to eliminate this task. Mediator • Mediator, put the class into groups of 4. please check in to see!! • In your groups create ONE seminar tree (collectively) related to the article we just read. • This should take no more than 15 minutes. Use wise timemanagement. Only submit one per group. • Feel free to use the construction paper/white paper and any other needed supplies on the bookshelf by the door to complete this.

PT 1 RUBRIC: INTRODUCTION AND ANALYSIS • You will be given a Performance Task 1 (PT 1) rubric (directly from College Board) • Discuss it as a class and what each part requires. • 10 minutes

GROUP FORMATION • Determine your groups for the PT 1 practice • No more than 5 minutes • Each group should have no less than 3 nor more than 5 individuals. • Sit with your group when finished. Take all of your belongings and be sure it is clear to Ms. Overton who is in which group. Do not sit two groups together.

GROUP NORMS (10 MINUTES MAX) • Create a list of normative behaviors for your group. What are the expectations you have for each member. How will you address any issues? How will you hold each other accountable? What concerns do you have before proceeding? • Create a shared Google Doc. Each member of the group should have access, and the Document should be moved to each members' PT 1 folder*. *Note: This is a new folder within the AP Seminar Folder

COMPELLING QUESTIONS • Create some compelling questions regarding education and cognition. • Remember what a good question should encompass. These questions will potentially be used for the duration of PT 1. You will choose the question next class from your populated list. • You have the remainder of class to work on these tasks • Next class you will be working diligently to start the process of accomplishing each task associated with PT 1. You should come to the next class ready to work hard, and fully aware of your questions and major claims for each, in order to be a prepared

HOMEWORK: 1. Complete your group norms. Bring in ONE copy for Ms. Overton to keep. It should have places for each group member to sign as well. (like a contract) 2. As a group, by 3: 00 pm TOMORROW (not the next class) submit your 3 most viable compelling questions, along with a claim that answers each question, which are in the domain of Education and Cognition. This group submission should be on this FORM. If you do not meet this deadline then you will not be prepared to start your project. There should only be one form filled out per group please.