Weekly Reflection

Use this link to go to your Parallel Structure Assessment

The Great Debaters! -
7th Grade Learning Targets: Know what you are learning. Today in class you were  practising:
Speaking and Listening (S.L. 1&3)

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Coming Next Week

• Grammar  Unit 3: Advanced Superlatives and Comparatives
• Writing: Thesis Statements/Claims Generator / Counterarguments / Transitional Phrases / Anecdote openings / Emotive language
• Reading:  Text Analysis / Validity of Sources (Bias and Authority) / Target Audiences
• Word Study: Unit 3 Test / Unit 4 Roots

Excellent work this week... Shout out to David H. - Scoring an 'A' on the parallel structure assessment

What is missing in 'our' worlds?

Add your ideas as comments, and maybe we will implement your suggestion in class.

Learning Target 7.8

Today we practiced Target 7.8
RL 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims

Kudos to Yasmin - the only student to recognize use of pathos in the images!

Analysis

Writing Classes
Reminders: Make sure you have completed your research using the sources from yesterday's post.
Parallel Structure Assessment is tomorrow. Make sure you have used this site.
Try this exercise: Parallelism (write Correct or 'Incorrect')

Also on the test:

• Can you name/write the x4 types of subjects and predicates?
• How do you spot opening and delayed adjectives/adverbs in sentences?

HomeBase: Student of the Week SAM BODDEN



Tabuelan Typhoon Relief: SAS FACEBOOK page: LINK ATTACHED
Help in any way that you can!

Analyzing Articles

Use this file to take notes: (What is the ISSSSSUE) on the topic: 1:1 Computers in Schools

Options on How to Cite Research

Go to these sources and collect notes on for/against the use of computers in schools.

Oates, John (2005). Computers bad for kids. Retrieved from http://www.theregister.co.uk/2005/03/21/computers_bad_for_schools/

Simon, Dan 2012. Silicon Valley School with no computers. Retrieved from:

http://edition.cnn.com/video/data/2.0/video/tech/2012/03/13/dnt-simon-no-tech-schools.cnn.html

Goodwin, Bryan (2011). One-to-One Laptop Programs Are No Silver Bullet. Retrieved from

http://www.ascd.org/publications/educational_leadership/feb11/vol68/num05/One-to-One_Laptop_Programs_Are_No_Silver_Bullet.aspx

Cherry, Ashton (2013). 1-1 laptop project for every student.  Retrieved from http://vimeo.com/52923729

Owens, Lynette (2013). Stricter filters and rules are not the answer for laptops in schools.  Retrieved from http://www.pbs.org/mediashift/2013/07/one-year-later-lessons-learned-from-11-laptops-in-school/

H/W: You should have visited at least 4 sources (AS A TEAM e.g. x2 each -shared notes) by Friday

Writing

Complete your analysis of the third /fourth source file on the same document you started in class. Drop the document for me to view. (Due: Fri). On Friday, you will debate this topic, this time in small groups. G/H class. You only need to collect research from two sources (one each per team) - We will finish the rest in class.

Optional Further Practice
Parallel Structure: Some extra multiple choice activities - Test is FRIDAY!
Medium Level
Harder Level

Excellent work today on your correlative conjunctions parallel structure sentences

Scary performances today! ENJOY...
FOR NEXT TUESDAY: Bring a mystery object to class. - It needs to be small

Ethos Pathos Logos

Ethos Pathos Logos: Practice Activity

How to Argue Effectively

Logos: Logic--WHAT they say

• facts
• studies
• examples
• expert opinions

Ethos: Ethics (credibility)--WHO says it

• who wrote it
• what is their authority

Pathos:Emotional connection --HOW they say it

• word choice
• emotional appeal
• anecdotes

H/W
Watch this video recap of today's content

Reminder: 'Ethos' is the source - What the author says is normally 'logos'

Writing

Make sure your group turns in ONE printed copy of your correlative parallel structure song activity

Do a little study (use the links from Monday's post) for your parallel structure assessment: Due Fri.

Correlative Conjunctions

Tidying Up for Last Qtr.
Make sure you have your 2nd Reading Ladder completed -Make sure this is ready by Thursday at the latest.

We still have some Character book Club presentations to finish. We will do these Tue. and Thur.

For today's class:

Use this link to practice from Friday's assessment if you didn't make the million in class.  Warm-UP

Use these links to practice for Friday's assessment

Recap

Review for Assessment (THIS IS AN IMPORTANT LINK: Spend 10mins each night this week reading this and looking at the practice exercises.)

Lesson Notes:


Writing Class Today's Material
Adding WARRANTS (rules/status quo) to quote sandwiches
Warrant Vocabulary:
As a rule, Generally, More often than not, In many stances, Since... etc

Warrant Examples from today:
a)
National Federation of State High School Activity Associations indicates that it promotes “participation and sportsmanship” in an effort to “develop good citizens through interscholastic activities which provide equitable opportunities, positive recognition and learning experiences to students while maximizing the achievement of educational goals.” Generally, most people are not aware of the additional benefits young people receive from competitive sport. Not only does competitive sports help give a tough and fun environment for kids, they also help develop a positive future and a safe place for kids to enjoy their free and after school time.

b)
According to Dr. Charles Bush Joseph, at the Chicago university,  “To many kids push themselves too hard and end up injured.” As a rule, most youngsters nowadays remain unaware of their own limitations and push themselves too hard. This shows that when kids get serious about a competitive sport they don't think about safety and what is best for them. Dance and Gymnastics and cheerleading can lead to extreme injuries because kids push themselves too hard. The harder kids push themselves the more likely they will get injured.

H/W
Make sure you have created a quizlet account for tomorrow.
No other H/W. (Use this time to begin studying for Friday's assessment) - Links are above