Calendar

Themes:
//Welcome!// //The Genre and Conventions of Academic Writing//
 * //What does academic writing look like?//

In class:

 * Introductions and Syllabus at-a-glance
 * Writing Pre-Test: What makes a good teacher?
 * **Everyone has strong opinions these days about what makes a good teacher. Some folks argue that good teaching requires that you know your subject matter well. Others claim that you need certain types and a certain amount of schooling. The government requires teachers to be "highly qualified". Some people say that all it takes to be a good teacher is to be a nice person. What do you think makes a good teacher? Please give examples for your claims and explain your thinking.**
 * Survey Activity: "Write Around"...practicing our communication skills
 * Whole class: Defining academic writing (What does it look like? What does it do? Claims, Evidence, Warrants, and Counter Arguments)

Homework:
Write one paragraph: In the first part of class today, you described what you think makes a good teacher. In the following activity, you heard many of your peers' ideas. What did you learn today? How does this impact what you think makes a good teacher? Come prepared to share your thoughts and writing.

Themes:
//Form = Audience + Purpose//
 * //How do I write in ways that will make me successful academically?//
 * //Defining academic writing (What does it look like? What does it do? Claims, Evidence, Warrants, and Counter Arguments)//

In class:

 * Pass papers back
 * Questions, Announcements, Thoughts, Suggestions?
 * Introduce today's themes:
 * Claims, Evidence, Warrants, and Counter Arguments
 * Form = Audience + Purpose
 * Sharing your Writing in small groups
 * Concept Mapping:
 * List your arguments for "What makes a good teacher?"
 * List the counter arguments you can predict for each of your claims.
 * Group presentations
 * View and Respond to these pop culture (i.e. YOUR) perspectives //IN YOUR OWN ESSAY DRAFTS, in other words, RE-VISE and RE-SEE your first and second drafts!//

Homework:

 * Reading: Gere, “Reading Kids” (Stop at "Reading Classrooms" on article page 51)

Themes:
//How do I incorporate counter arguments and warrants into my own writing?//

In Class:

 * Share 5-paragraph and extended essay analysis
 * Our challenge: To give our drafts academic writing form and organizational structure, incorporate counter arguments, and include warrants for every piece of evidence for our claims.
 * How does Gere do this? Group work. Debrief together.
 * Readings and the Socratic Seminar: Debating with claims, evidence, warrants, and counter arguments.
 * In class writing time.

Homework:

 * Continue with your third draft in preparation for the Socratic Seminar. Identify your best (one or two) sets of claims, evidence, warrant (explanation), and counter argument. Include any questions you have for your peers that might help you strengthen your position. Be prepared to debate and discuss your views in a large group discussion. The purpose of the Socratic Seminar is to help one another become more comfortable debating in public as well as to rely on one another as resources to help your learn how to strengthen your argument and debating skills.

In Class:

 * Look at a body paragraph together. Practice coding for Claims, Evidence, Warrants, Counter Arguments: [[file:Videogames.rtf]] [[file:Capital Punishment.doc]]
 * Respond to each others' paragraphs with coding
 * Draft 4: Any new ideas you want to incorporate/cut from your writing?

Homework:

 * Read Detroit Free Press Article
 * On Friday, you will be writing three body paragraphs in class. You will be arguing for what makes a good teacher again, but this time you will draw your best arguments from your previous writing drafts, in class discussions, and reading assignments. You will also be asked to use the organizational format we've been discussing in class (see Monday's notes). Review what we've been doing in the class for the the past week and a half, and consider which 2-3 claims will build the strongest possible argument. Remember to predict counter arguments, provide evidence for your claims, and explain your evidence with warrants. You will be given 30-40 minutes in class to write this. You are welcome to prepare some notes.

Themes:

 * //Practice speaking and writing// //in academic form.//
 * //Responding to popular perspectives on contemporary issues.//

In Class:
//Prompt:// //Write three body paragraphs, using the form we've outlined together in class. You may use any notes, previous drafts, or readings that are useful to you. Pick your three best claims to support your answer to the question, "What makes a good teacher?". Remember to predict counter arguments, provide evidence for your claims, and explain your evidence with warrants.//
 * Mid Term response to essay prompt (30-40 minutes) - using writing drafts, in class discussions and readings, and essay structure form
 * Socratic Seminar, using claims, evidence, and warrants against counter arguments

Homework:

 * Morrell, 1 chapter per small group (5 small groups)
 * As you read answer these questions. Bring your WRITTEN answers to class on Monday.
 * What is Morrell arguing makes for good teaching?
 * What evidence does he cite for his claims?
 * What warrants does he provide? What is the logic he uses to explain why his evidence is reliable evidence for his claims?
 * Identify the counter arguments he recognizes.

In class:

 * Follow-up on Friday's class
 * Group A: complete writing
 * Simpson's activity: Making evidence-based claims
 * Applying for the defense lawyer's job: Convincing the jury

Homework:

 * With the others in your group, become experts on one Morrell chapter (assigned in class)

In class:

 * Mock Parent Teacher Association Meeting
 * Discuss feedback on your writing
 * Preparing for the debate: Jigsaw activity with the Morrell reading

Day Eight: Friday, July 24
In class:

Akesha

Day Nine: Monday, July 27
=__**Policy Statement Debate Issue #1**__= =Urban schools should teach a standardized curriculum across all of the schools in a district that focuses on the core subjects, math, science, English and social studies, and that centers on the texts that are considered American classics.= = = =__**Policy Statement Debate Issue #2**__= =The requirement for highly qualified teachers (that teachers hold state certification in the subjects they teach) should be suspended for urban districts.= =__**Policy Statement Debate Issue #3**__= =Teachers should be evaluated based on their students? standardized test scores. Those teachers whose students do not score at or above grade level standards should be put on probation and fired if they do not improve within 3 years. Those teachers whose students score above grade level should be paid more than other teachers.= =__**Policy Statement Debate Issue #4**__= =The state should supplement urban districts so that urban districts can pay teachers more than they get paid in the suburbs.= =__**Policy Statement Debate Issue #5**__= =Teachers who teach in urban schools should be required to live in the neighborhood where they teach.=

=__//**Debate Format**//__= =Pro Side (3 Min Introduction)= =Con Side (3 Min Introduction)=

= = =Pro Side (Present 2 questions to opposing team)= =Con Side (Address 2 questions)= =Pro Side (Rebuttal)=

= = =Con Side (Present 2 questions to opposing team)= =Pro Side (Respond to opposing team questions)= =Con Side (Rebuttal)=

= = = = =Pro-Side (Conclusion-Advocating for their position, emphasizing flaws in their opponents claims)= =Con-Side (Conclusion-Advocating for their position, emphasizing flaws in their opponents claims)=

In Class:

 * ==Writing Feedback: Making Evidence-Based Claims...See your papers!!! (//NICE WORK!!!//)==
 * ==How can you incorporate the examples from your essays into your debate statements?==
 * ==Reviewing Debate Protocol - What do you need to be ready...==
 * ==Opening Statement (3 minutes)==
 * ==Introduce statement==
 * ==Make claims==
 * ==Provide evidence==
 * ==Explain how evidence supports your claims==
 * ==Two Questions for Opposing Team==
 * ==Closing Argument (2 minutes)==
 * ==Highlight flaws in opponent's argument==
 * ==Getting it DONE!==
 * ==Dress Rehearsal STARTS 45 minutes BEFORE CLASS ENDS!!!==
 * ==Opening Statement (3 minutes)==
 * ==2 Questions for Opposing Side and WHY these are good questions==
 * ==Closing Statement (restatement of claim, emphasizing FLAWS in opponent's argument)==