Supporting Paragraph

Use this link to learn how to create a Claim/Thesis statements

H/W: Writing Class
Below is an important mentor text (thanks Maddie) on how to craft your graded supporting paragraph.

This piece of writing (your supporting paragraph) is  due THURSDAY

Bring a small object to class. This can be anything. However, don't spend forever trying to think of something! 

Reading Class

Your analysis of the article is due FRIDAY. I will give you 30minutes of class time tomorrow to work on this.Your finished product will contain:

a) Claim/thesis paragraph

b) Two additional paragraphs with detailed support for your thesis. (Each paragraph should contain multiple paragraph snadwiches)

Don't count the days...Make EVERY DAY count! (Thanks David +1 for contributing)

Learn more here

Structure Your Essays

Use this link to go to: Essay Structure lesson

H/W
Using the evidence collected from today's class, write up the 2nd paragraph of your essay. You do not need to write an introduction or state the claim. Just write the second paragraph. Use either of these questions below to help. You must turn in digitally in Research Based Mini Lesson: file under today's mini lesson title.

1) Your research listed in order of importance
2) The paragraph  that explains the facts. The paragraph will contain:

•          Reference to the claim
•          The Supporting idea
•          Multiple quotes sandwiches
•          Transitional Words
•          Warrants

Due: Thur

Write a  supporting paragraph from either of these two thesis statements.  Remember to begin the paragraph by referencing both your supporting idea and the original claim!

       Despite the fact that an adoption of a  1:1 program in Middle Schools requires an immense capital outlay and more professional development and training for faculty,  these initiatives should be compulsory across all forward thinking schools. Laptop technology in the hands of every child leads to more engaged and motivated students. The empirical data also suggests that students exposed to a 1:1 environment are simpler smarter than those using less contemporary approaches to teaching and learning

Even though teenager students can be more creative using computer software and web 2.0 tools, the use of 1:1 laptop program in middle schools leads to distracted students and the empirical evidence does not prove that students learn more with computers. The extreme financial burden on school to run and maintain computers in the hands of every student solidifies the argument against technology statured classrooms.

Remember: You just need to write '1' supporting paragraph

Validity of Sources

Mentor Text: Why Schools Must Move past 1:1 Computing

Word Study Link: Copy the table into your OWN Word study document: Word Connotation

Word Study Assessment 3 is Wednesday. Make sure you use Quizlet both tonight and Tuesday to practice. This test will include a question that will require you to write '5' sentences that use parallel structure using the words and roots. At least two of the sentences will need to be written in correlative conjunctions.  One question on the assessment will require you to write the root and vocabulary word associated with an image e.g. What root/vocabulary word goes with this image?


For Tomorrow: Writing
Bring your mystery object - Postponed until Thursday
2nd Round of debate - Will your team advance?

H/W - Continue your note taking on analyzing the article. (You may work together  with your partner on this piece): Bring completed notes to class Wed.  - How will you ensure that each team member 'pulls their weight?'

Give a little love...

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



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