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See my example on the far right side ---->>>>>

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See my example on the far right side ---->>>>>

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*Publish final essays.
*Possible test on TWGTB and CRWP elements.
*Work on Humanitarian Project Proposal.

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**Share a reflection of yesterday's work.
*Recall elements of a summary by completing the attachment for a daily grade on a sheet of notebook paper.

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Bell Work:
What do you view as your strengths and weaknesses in your writing process?
*Reread your essay and make any last-minute corrections.
*Group peer-review/edit each other's essays giving 2 positives and one constructive feedback item. Truly work to assist your peers in writing the best possible essay.

THINK ABOUT- word choice, sentence structure, spelling, punctuation, DID THEY ANSWER THE PROMPT?????, quality ...

Round 1: Two POSITIVES
Round 2: ONE POSITIVE and one constructive feedback (issue AND solution)
Round 3: Suggestions and a praise! :)

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Student Sign-in Password: Pmsnaders1

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Bell Work:
What is the purpose of education? Discuss.
* Compose an essay in response to the prompt on pg. 9; this should be a minimum of 3 paragraphs with a strong intro, body paragraph with multiple pieces of correctly cited information, and strong conclusion.
*We will revise these as a group tomorrow.
*Read TWGTB, if time permits.

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Bell Work:
How can facing challenges and injustices build character? Discuss.
*Next, complete the attachment on a sheet of notebook paper, independently, using yesterday's story. This requires you to use multiple sources; tomorrow you will write an essay in response to a prompt and use these notes.
*Read Ch. 8/9

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Bell Work:
How can education lead to freedom? Discuss responses.

In SCOPE Feb. 2015 magazine, read the story about Booker T. Washington and the poem that follows (pgs. 4-9). In small group, complete the attachment in your notebook. You may complete this with a partner or independently.

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PowerPoint for revision.

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Writing into the Day:
What resource has helped you the most with your writing and why? (They say, I say template, Line of Reasoning charts, student essay models, teacher modeling, etc.)
*Write the remainder of your essay and then read TWGTB.

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For Tuesday

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Writing into the Day:
Read the following student essay about their position on Driverless Cars. What "moves" do you notice the student used, and what were the students strengths and weaknesses in your eyes? Discuss in whole group.
*Read the next annotated student essay. Discuss the same questions above.
*To continue writing your essay, use the template you've been given to make sure you have a clear line of evidence.

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Writing into the Day:
What is your personal claim on the issue: Should women be required to register for the draft? We will work to revise and enhance this claim two more times.
*Look at the "THIRD READING: Annotate OpEd Moves" to become familiar with significant elements in Op-Eds. (file:///Users/brooke.mcwilliams/Downloads/Op-EP%20mini%20unit%20third%20reading.pdf)
* Using the op-ed articles, complete the attached graph in your writer's notebook. Then, begin composing your introduction. Remember: Catchy opening quote, statement, fact, etc., then introduce the controversy, who it affects, who are the major "players" in this debate, and your claim and why.
*Read TWGTB, if time permits.

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http://www.usnews.com/opinion/articles/2016-06-22/its-time-for-women-to-register-for-the-draft

http://dailysignal.com/2016/02/19/no-women-should-not-be-included-in-the-draft/

http://www.washingtontimes.com/news/2016/jun/16/should-women-be-compelled-register-draft/

http://www.cnn.com/2016/02/10/opinions/women-should-register-for-draft-ben-ghiat/