Learning Target:
- Create an ePortfolio (electronic portfolio) to store and share your class work
Work Collected:
Work Assigned/Handed Out:
Summary of Class:
- Directions for ePortfolios
- See today's e-mail from Mrs. Boyden for directions
- Make sure to put this information on the 8th grade page of your site (not the home page)
Learning Target:
- Learn how to browse and check out ebooks
Work Collected:
- Debate sheets (notes sheet, feedback forms, evaluation sheet)
Work Assigned/Handed Out:
Summary of Class:
- Mrs. Kragenbrink demonstrated how to browse and check out ebooks
Learning Target:
- Participate effectively in a formal debate
Work Collected:
- Debate worksheets (notes sheet, feedback forms, evaluation forms)
Work Assigned/Handed Out:
Summary of Class:
Learning Target:
- Participate effectively in a formal debate
Work Collected:
- Debate worksheets (feedback forms or judge forms)
Work Assigned/Handed Out:
- If you are debating tomorrow: practice and prepare
Summary of Class:
- Directions and expectations for debates
- Debates #1 and #2
Learning Target:
- Use note cards to organize information and to prepare for a debate
Work Collected:
- Final draft of argument checked in class
Work Assigned/Handed Out:
- Finish note cards and practice for debate (record and watch/listen to yourself)
- Handout: debate notes
Summary of Class:
- Debate preparation
- Directions for note cards
- Keep them brief
- Make sure you have a closing statement written down
- Work on transferring final draft to note cards (do NOT write in full sentences)
- Directions for recording yourself with QuickTime
- Note timing
- Watch eye contact and body language
- Listen to voice
- Directions for taking notes during tomorrow's debates
Learning Target:
- Understand the components of a debate
- Use a T-chart to organize reasons and evidence for an argument
Work Collected:
- Rough draft of your argument checked in class
Work Assigned/Handed Out:
- Finish final draft of argument (your portion of the debate) for tomorrow
Summary of Class:
- Sample videos for debate
- Work time in groups:
- Complete T-charts to plan out who will say what (consider what information belongs in the opening, rebuttal, and closing parts of your group's argument)
- Share information--you may use your teammate's sources (just make sure to get the citation from them)
- Final draft due tomorrow
Learning Target:
- Use an annotated bibliography to show evidence of your research
Work Collected:
- Annotated bibliography (graded in class on purple rubric sheet)
Work Assigned/Handed Out:
- Write a rough draft of your argument (your portion of the debate) for Monday, including in-text citations
Summary of Class:
- Review sample arguments: see examples of debate portions here
- Turn in annotated bibliographies (graded in class on purple rubric)
- Work time (see directions in picture)
Learning Target:
- Understand how to include in-text citations in your argument
Work Collected:
Work Assigned/Handed Out:
- Annotated bibliography due tomorrow
- Rough draft of argument (your portion of the debate) due Mon. and final draft due Tues.
- Handout: rubric for annotated bibliography and debate
Summary of Class:
- Handout: rubric for annotated bibliography and debate
- Resources on LA website > Units/Materials > Debate
- Work time
Learning Target:
- Format an annotated bibliography
- Find and cite quality sources
Work Collected:
Work Assigned/Handed Out:
- Continue reading and annotating sources
Summary of Class:
- Database sources
- Pull out articles (research) from yesterday
- Debate packet: p. 3
- Finish deciding who will read which articles (each student must have different articles, and each student needs 2-3 total from databases such as SIRS and EBSCO)
- E-mail and print off any new sources you find
- Annotated bibliography
- Directions on p. 6 of packet
- Example on p. 7
- New Google Doc: Annotated Bibliography First Last Name Period
- Format correctly with 4 line heading, 2 line title, and correct indentations (see packet for directions)
- Hanging indents in Google Docs: see video here
- Finding quality sources
- You must find at least 1 source outside of SIRS and EBSCO
- Tips for sources and using Google on p. 4 of packet
- Use easybib.com to cite this (but be careful about correct capitalization and spelling--you are responsible for making sure the citation is correct)
Learning Target:
- Find quality sources in SIRS and EBSCO databases to support your argument
Work Collected:
- Debate packet: p. 1-2 checked in class
Work Assigned/Handed Out:
- After printing off a source you want to use, read and annotate the article (see p. 5 in your packet)
Summary of Class:
- Find out debate teams; meet and discuss ideas so far
- Database information from Mrs. Kragenbrink
- Work time: find quality sources (different than your team members)
- Print sources in library (e-mail citation and URL to yourself)
- HW: Read and annotate at least one article to use
Learning Target:
- Understand the context behind an issue for debate
Work Collected:
- Weekly reading check-in (orange form) for week 7
Work Assigned/Handed Out:
- Debate packet: p. 1-2
- Library books due Friday
- Handout: debate packets
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet (last check-in for the year)
- Complete a weekly reading check-in (orange form) for week 7 (last reflection for the year)
- Handout: debate packets
- p. 8: Format for debates
- p. 1-2 Introduction to your topic
- Topics assigned by Mrs. Boyden (based on last week's survey)
- Write down your assigned question (p. 1 box #1)
- Write down your opinion about the issue (p. 1 box #2)
- Read background information on the issue
- Find sources in SIRS or EBSCO (mvlibrary.mountvernon.k12.ia.us > Online Resources)
- Get category to click on from Mrs. Boyden
- Read and summarize the overall issue, the "yes" side, and the "no" side
- p. 2 #3-7
- This is homework if you are not done in class
Learning Target:
- Demonstrate amazing skills on the MAP assessment
Work Collected:
- Debate topics survey (Google form in email)
- MAP scores (if finished)
Work Assigned/Handed Out:
- Read for at least 90 mins. (weekly reading goal due Mon.)
Summary of Class:
- Survey: Debate topics (see e-mail from Mrs. Boyden)
- MAP test
- Read
