Week of April 15th

Monday / Tuesday:

Introduction to Part 2 / Argument piece

January 2019 exam:  Should cash currency be eliminated?

1. Read and annotate the directions
2. Treat the "Topic" as you would a research question as you read through the documents
3. Annotate the articles as you did for the research poster project
4.  Craft a claim and counterclaim based on those annotations


Wednesday / Thursday

1.  Review the rubric
2.  Review your claim and counterclaim
3. Begin reviewing the exemplars...

Information about /for the ELA Regents exam

The test is broken down into three sections and each will require different tasks to measure a student's college and career readiness:

Test Part	Suggested Time	Texts to be Read	Student Task
Reading Comprehension	60 minutes	3 texts; approx. 2,600 words total; 1 literature text, 1 poem, and 1 informational text	After reading the texts, student will respond to 24 multiple choice questions.
Writing from Sources: Argument	90 minutes	4 texts; approx. 2,600 words total; 4 informational texts	After reading the texts, students will write a source-based argument using the texts as their sources.
Text Analysis: Exposition	30 minutes	1 text; approx. 1,000 words; either a literature text or an informational text	After reading the text, students will write a two- to three- paragraph expository essay that identifies the central idea of the text read, and explains the author's use of one writing strategy in developing this central idea.

Link to the State site:  http://www.nysedregents.org/hsela/

Tips for the Multiple Choice section

https://www.youtube.com/watch?v=rJofCz0Fcgw

https://www.youtube.com/watch?v=QkDwggqpV5Q

Tips for the Argument essay

https://www.youtube.com/watch?v=_DQmwegKjzM

Tips for the Literary Response essay

https://www.youtube.com/watch?v=FBEqD854cFE

How to make a RESEARCH POSTER

From NYU

From Tufts

Video #1

Video #2:  from Syracuse

The Dinner Party assignment

First, construct a dinner party scene on a blank piece of paper.  Place yourself at the head of the table and label your "guests" authors A, B, and C. 

Then, place your topic in the center of the table.

After that, jot down each author's central idea or claim.

Finally, put the authors in "conversation" with each other.  Would the agree with each other?  Disagree? Agree with some points but not others?  How do YOU weigh in on the conversation?

Multi-perspective Note Catcher for Critical Analysis and Evaluation

Directions:  use this template for EACH source you review.  Keep all of your note catchers TOGETHER in one folder (electronic or print).  You may need to refer to them often.

Who is the author? What is their perspective? What is the source?  What can you find about the source? How credible do you find the author and/or the source?	What is the source’s MAIN ARGUMENT? List the most relevant evidence.	What argument(s) does this source make where one could argue the other side?	Does this source present any evidence the one could argue isn’t true all the time?	Does this source present any claims or evidence that should be questioned, or defined for the reader?  List here:

Possible sources for your research project

For EVERYONE

TED talks about education

TED talks about re-imagining school



Why do high schoolers have to take certain classes?

Diploma requirements

Basic high school classes

"Why all high school classes should be electives" (Washington Post)

Pew Research Institute


Is homework necessary?

"Is homework a necessary evil? (APA)

"Is homework necessary?"  (debate.org)

Pew Research


What percent of students are engaged in schools?  How do we get disengaged students interested in school? (How do we motivate kids?)

Disengaged students

Pew Research


Should / can we start school earlier?

"Why are parents afraid of later start times?"  (The Atlantic)

Pew Research

Later start time and athletics

Athletics (PDF)


Should teachers explain how what we are learning in class applies to the real world?

"Real world skills in the classroom" (The New York Times)

"Are Public School Students Prepared for the Real World?"


What makes a great teacher?

http://teaching.org/resources/top-10-qualities-of-a-great-teacher


Hands on learning

Hands on learning in Social Studies

Definition

Research schedule for March

Week of March 4th:  

• construct your research question / add it to the list
• locate at least 7 sources that may help answer your question
• read the sources your found and narrow the list to your top 3
• add the MLA information into NoodleTools

Week of March 11th:

• TED talk on confirmation bias
• continue with NoodleTools 
• double check your information-- have you fallen victim to confirmation bias?

Week of March 18th:

• put the sources/ authors around a "dinner table"-- how would they react to each other?
• answer your research question (lesson); add research (?)
• construct a claim statement

Week of March 25:

• review the requirements of a research poster
• choose a logical sequence for your poster (cause and effect / compare and contrast / problem-solution)
• craft sub claims and transitions
• construct poster and talking points

April:  Present posters; begin the Argument essay

May / June:  reading comprehension and the Literary Response prompt