Counterclaim Paragraph

The basic formula for a counter claim paragraph is as follows:

• Counterclaim Paragraph Transition
• Opposing Point of View
• Evidence for Opposing Point of View
• Refuting Transition
• Refute Opposing Point of View
• Evidence
• Proving Justifier
• Restate your Point of View and Opposing 

  

Example:

        On the contrary, (insert opposing point of view). As stated in the text, " (insert evidence to support opposing claim) ". However, (insert what disproves opposing point of view and supports your view). The article also states that (evidence to support your view). Obviously, (conclude the paragraph by asserting your view and disproving the opposing). 

The Rush for Riches-Article

The Rush for Riches

The Rush to Riches

The article The Rush to Riches on Teen Biz 3000 is about the 1849 California Gold Rush. We will be doing what is called a Socratic Seminar on Monday, November 23, during class. A Socratic Seminar is a class discussion on the topic that presents opinions and a information to support those opinions. To make sure that you are prepared, you will be researching the 1849 California Gold Rush and evidence to support the whether the gold rush had a positive or negative effect. Find evidence for both sides of the discussion, as you will not know which side you are arguing for until Monday. Mrs. Samuel will pose the question at the start of the Seminar and the rest will be up to you and your classmates. Here is a link to help you get started with your research. http://www.history.com/topics/gold-rush-of-1849
Good Luck!!

Thesis Statement and Body Paragraph Assignment

This week, we have been working diligently on composing an informative thesis and body paragraphs based on our planning sheets for the article Welcome to Great Falls Park. The requirements for a body paragraph are as follows:

• Transition
• Topic Sentence
• Evidence 1
• Elaboration on evidence 1
• Evidence 2 
• Elaboration on evidence 2
• Evidence 3
• Elaboration on evidence 3
• Justifier with closing sentence

The basic template for what is expected is below:

      Transition, + restate the topic + because/results in/result of + reason #1. Based on information presented in (Article Name) , (evidence). The evidence provided shows (elaboration). In paragraph number (#) it states, (evidence). This proves (elaboration). The author also states (evidence). This information (elaboration). Justifier, + restate the topic + because/results in/result of + reason #1.

When restating the topic, make sure that you state it differently than you did previously. Elaboration should explain the relation between the evidence, topic, and reason.

Assignment

Utilize the thesis statement that you composed to create two body paragraphs. For assistance with transitions and citing evidence, please refer to your reference sheets "Transitional Words & Phrases" and "Examples of Citing Evidence". If further assistance is necessary, please feel free to email me at samuelela8@gmail.com.

Conjuctions

Today, students made a new entry into their SWAG Books on Conjunctions. Please follow the directions and copy the information from the slide below on page G1 in your SWAG Books.

New Grammar Section in SWAG Book

Today, students created a new section in their SWAG books for grammar lessons. To create this section, number the last ten pages of your SWAG book G1 - G20. The first entry in the SWAG book Grammar Section is as follows:

• Across the top of page G1 write Parts of Speech.
• On the first line, write Pronouns.
• Following this write the definition: Words that take the place of a noun.
• Copy the chat below:

• Once you have copied this chart, place a RED X over 1st and 2nd person pronouns. This will serve as a reminder that going forward, 1st and 2nd person pronouns will not be used in your writing unless otherwise stated. 

Argumentative - Claim

On Monday, students begin learning the concept of composing a claim. To compose a claim, students need to follow this formula:

Claim Formula: Claim stem + because + reason #1, + reason #2, + and + reason #3.

Write the above formula in your SWAG Book on page 24, after titling the page "Writing A Claim".

Following the claim formula, copy your class's example.

Period 2
American students should learn another language besides English because it gives better job opportunities, stimulates the brain, and develops cross-cultural communication.

Period 3
American students should be required to learn a second language besides English because it brings people together, improves job security, and enhances English grammar skills.

Period 5
American students should learn another language besides English because it gives better job opportunities, improves cognitive development, and provides better social interaction.

Period 6
American students should learn a second language besides English because it improves English language skills, enhances cognitive development, and increases job opportunities.

Then, color code the class example based on the formula. After this step, use your reasons from the Argumentative Evidence assignment and compose a claim as practice in your SWAG book utilizing the claim formula.

Argumentative - Citing Evidence

October 2, 2015

Students began practice on finding evidence in an article to support a topic. Students first read the article, then based on the information provided in the text, presented evidence to refute the counterclaim mentioned in the Close Read question.

After completing the Close Read question, students are to finish reading the article, and proceed to article 2 and read it as well. After reading both articles, students are to decide whether or not students should be required to learn a second language besides English. Write a claim, using the claim stem and list 3 reasons that support your claim, along with 3 pieces of evidence from the text.

If you need additional assistance, please ask and I will assist you one on one. 

Understanding a Prompt - Analysis

October 1, 2015

Students completed an analysis of the following prompts by answering the key questions provided in their SWAG books.

  

Understanding the Prompt

September 30, 2015

Yesterday, students concluded taking notes on how to breakdown a writing prompt. A writing prompt presents students with a topic and instructions necessary to complete the writing assessment with they take the Florida Standards Assessment (FSA) in March. Below are the required notations of the prompt to be done in their SWAG Books. The additional notes, students will need gather from a classmate.

After completing the notes, students were required to complete a Venn Diagram in their SWAG Books, comparing and contrasting both prompts. Students will receive a homework grad for the Venn Diagram tomorrow (Oct. 1). As always, if there are any questions or concerns, please feel free to email me or ask in class.

Introduction to Informative Writing

September 24, 2015

Today, students completed notes on the Introduction to Informative Writing. To retrieve notes, students need to visit my.hrw.com. The username is the student's Student Identification Number and the password is the student's birthday (MMDDYYY). Once logged in complete the following steps:

1. Click the drop down arrow to the left and select Florida Collections - Grade 8. 
2. Click "Interactive Writing Lessons"
3. Click "Writing Informational Texts"
4. Click "Introduction"

Using the corresponding worksheet provided, take notes while completing the interactive lesson.


Tomorrow there will be a test on the Writing Process, Introduction to Argumentative Writing, Introduction to Informative Writing, and vocabulary. Please study and come prepared to do your very best.

Parents: Interim reports were issued today. Please be sure to view and sign your child's interim report. If you would like to make a conference please call the school at 754-322-4400.

The Ransom of Red Chief - Cornell Notes

September 17-18, 2015

Students completed Cornell Notes (two column notes) on irony with the use of the text "The Ransom of Red Chief" by O. Henry (click the title to be redirected to the text). While reading, students identified irony and participated in class discussion on how clever the Henry executes the use of irony, making for an entertaining and hilarious story. The notes are as follows. Please read the text and record the notes provided. After reading the text and taking notes, write a summary demonstrating your understanding of the notes.

What is irony?

•   Events that contrast with what is typically expected

What is a prediction?

• An educated guess as to what will happen next

Elements of irony

•   “There was a town down there, as flat as a flannel-cake, and called Summit, of course.”
• Instead of running away from the kidnappers, the boy fights back.
• The citizens on Summit are expected to be “undeleterious”, however the boy is not.
• The boy is asked if he would like to return home, he declines stating “I never has such fun in all my life.”
•  Bill is admittedly afraid of the boy.
•  From the mountain, Sam observed no one searching for the boy in town, which he did not expect.
• Sam threatens the send the boy home due to his treatment of Bill and the boy pleads with Sam to allow him to stay.
•  After being sent home by Bill, the boy finds his way back to the kidnapper’s hideout.
• The boy’s father writes a reply to the ransom letter requesting that the men pay him $250 to take the boy off their hands. He also advises them to bring him at night because the neighbors believe he is lost and the neighbors may bring them harm for bringing him back.
• The kidnapper’s pay the father $250 to take his son back. 

The Ransom of Red Chief - Cornell Notes

September 15, 2015

Today, students began reading the short story "The Ransom of Red Chief" by O. Henry (click the title to view the text online). While reading the text, students were to take Cornell Notes in reference to elements of irony in the text. Tomorrow, students will conclude reading and analysis of the text.

Homework: 
Students are to research O. Henry and write a summary. The summary must be written in the form of a paragraph and include his date of birth, city of birth, information about his family, his accomplishments, and date of death. The assignment must be emailed to samuelela8@gmail.com by 11:59pm on Thursday, September 17. In the subject of your email, please include your last name, first name, and period number, them type your summary in the body of the email. If you have any questions you can email me as well.

Week of September 8th

Everyday this week, students will be completing their Monthly Progress Monitoring Assessment, which began yesterday September 8, 2015. This is a computer-based assessment is to be completed in class only. If you are absent, please inform Mrs. Samuel and she will be given the allotted time to complete the assessment during class. If there are any questions or concerns please feel free to ask. Remember, I can be reached via email at samuelela8@gmail.com.

Argumentative Writing - Introduction - Essay Analysis

September 4th, 2015

Good evening parents and students. Last night we had a great Open House and I was so excited to meet all of the wonderful parents and to hear that this blog is beneficial for both the students and the parents. Today in class, we completed the analysis of the argumentative essay below in our SWAG Books. If you were absent, please be sure to complete the following text notations below on the text in your SWAG Book. This essay will be a point of reference once we begin writing argumentative essays. Once you have completed the annotations, complete the second part of the assignment "A Strong Argument", which follows the essay. Have a great 3-day weekend!!

A Strong Argument

Does the writer make a convincing argument that schools should ban animal dissection? Check the items where you agree. 

This argument... 

___ shows a strong understanding of the issue

___ includes a precise claim that states the writer’s position

___ supports the claim with logical reasons

___ supports reasons with sufficient and relevant evidence

___ organizes reasons and evidence logically

___ fairly and respectfully argues against opposing points of view

___ clearly shows the relationships between ideas

___ has a formal style and a confident tone

___ concludes with a restatement of the claim

End Animal Dissection in Schools Essay - Vocabulary

September 3, 2015 (Assignment Date)

Yesterday in class began analysis of the following essay. Students received assistance with unfamiliar terms, prior to beginning their guided analysis (see Sept 4th Entry for analysis notes). The following terms were the most unfamiliar. These terms and definitions must be copied in your SWAG Book under Vocabulary.

Vocabulary 

1. dissection (v.): to cut apart and examine.
2. mandatory (adj.): not optional; must be done
3. curriculum (n.): skills required to be completed in a course or school
4. plucked (v.): to pull or move by force
5. amphibians (n.): cold blooded animals
6. advocate (n.): a major supporter of a particular cause
7. desensitize (v.): to be less sensitive; removing sympathy or real emotion
8. ethical (adj.) knowing the difference between right and wrong

End Animal Dissection In Schools

by Andrew Nauman

            How would you like to see a pet or an animal from the wild end up on the lab table in biology class? For decades, middle and high school students have been dissecting animals in biology classes as part of a mandatory curriculum. However, the practice is cruel, unnecessary, and damaging to the very students who are supposed to be learning from these activities. Therefore, animal dissections in schools should be banned.

            The first problem with dissection is that it is cruel to animals. Investigations show that millions of animals per year are plucked from the wild and killed for the purpose of educational dissection. Amphibians, reptiles, and particularly frog species are disappearing from the wild at an alarming rate. Advocate groups say many animals die from suffocation, rough handling, or neglect while being transported or awaiting “processing.”

            Another important reason to ban this practice is that it can have a negative effect on the students who dissect the animals. Studies have shown that having students dissect animals can desensitize them to the value of animal life. In addition, many students are not comfortable with performing dissections. Thea Pittman, president of the Humane and Ethical Treatment of Animal Group, said, “Forcing students to do something that is offensive to their values is in itself offensive. It is also absolutely unnecessary, since the same biology lessons can be taught and learned using dissection software.”

            On the contrary, some believe dissection on actual animal carcasses is an important way for students to study biology, particularly medical students. Medical students can benefit from learning dissection.  However, these students are more mature than middle and high school students. More importantly, they have chosen to study anatomy and are interested in human or veterinary medicine. They should be able to choose to dissect animals.

            Middle and high school students should be able to choose not to dissect animals. Last year, six eighth-grade students at Johnson Middle School in Stanford refused to dissect their frogs, saying that it went against their principles. All six students received a failing grade for the term even though they acted respectfully and were otherwise A students. What message does this send to young people: Stand up for what you believe, but don’t expect anyone to respect your opinion?

            Dissecting animals is cruel, desensitizing, and unnecessary. Students should not be forced to choose between their principles and their education. We must eliminate animal dissections from the school curriculum today!

Taken from Florida Collections: Interactive Writing 

Argumentative Writing - Introduction

Today, students received an overview of Argumentative Writing. The overview included notes on the topic and tomorrow, students will complete a guided analysis of an argumentative writing sample. However, students did complete what I call a "dry read", which is reading the text with no assistance and circling any unknown words or words that the student cannot determine through the use of context clues. The notes were taken on a sheet provided. These sheet was inserted into their SWAG books. The necessary notes are as follows:

What is an argument?

• a position on a substantive topic and then supports that position with reasons

What is the purpose?

• to make the reader believe something and, in many cases, take some type of action

What makes a strong argument?

• shows an understanding of the issue
• includes a precise claim that states the writer’s position
• provides logical reasons to support the writer’s claim
• supports reasons with sufficient and relevant evidence
• organizes reasons and evidence logically
• fairly and respectfully argues against opposing points of view
• clearly shows the relationships between ideas
• has a formal style and a confident tone
• concludes with a restatement of the claim

When the person…	Very likely	Somewhat likely	Not ever
clearly states his or her opinion
mocks your point of view
provides a number of specific examples
presents ideas in a way that is easy to follow and understand
mispronounces or misspells key words
acknowledges that some people may not agree with him or her
is in a higher grade than you are

End Animal Dissection In Schools

by Andrew Nauman

            How would you like to see a pet or an animal from the wild end up on the lab table in biology class? For decades, middle and high school students have been dissecting animals in biology classes as part of a mandatory curriculum. However, the practice is cruel, unnecessary, and damaging to the very students who are supposed to be learning from these activities. Therefore, animal dissections in schools should be banned.

            The first problem with dissection is that it is cruel to animals. Investigations show that millions of animals per year are plucked from the wild and killed for the purpose of educational dissection. Amphibians, reptiles, and particularly frog species are disappearing from the wild at an alarming rate. Advocate groups say many animals die from suffocation, rough handling, or neglect while being transported or awaiting “processing.”

            Another important reason to ban this practice is that it can have a negative effect on the students who dissect the animals. Studies have shown that having students dissect animals can desensitize them to the value of animal life. In addition, many students are not comfortable with performing dissections. Thea Pittman, president of the Humane and Ethical Treatment of Animal Group, said, “Forcing students to do something that is offensive to their values is in itself offensive. It is also absolutely unnecessary, since the same biology lessons can be taught and learned using dissection software.”

            On the contrary, some believe dissection on actual animal carcasses is an important way for students to study biology, particularly medical students. Medical students can benefit from learning dissection.  However, these students are more mature than middle and high school students. More importantly, they have chosen to study anatomy and are interested in human or veterinary medicine. They should be able to choose to dissect animals.

            Middle and high school students should be able to choose not to dissect animals. Last year, six eighth-grade students at Johnson Middle School in Stanford refused to dissect their frogs, saying that it went against their principles. All six students received a failing grade for the term even though they acted respectfully and were otherwise A students. What message does this send to young people: Stand up for what you believe, but don’t expect anyone to respect your opinion?

            Dissecting animals is cruel, desensitizing, and unnecessary. Students should not be forced to choose between their principles and their education. We must eliminate animal dissections from the school curriculum today!

Taken from Florida Collections: Interactive Writing 

S.W.A.G. Interactive Notebook

Yesterday, September 1st, the class reviewed the Writing Process based on the notes taken (see August 31st post) and organized their S.W.A.G. (Successfully Writing and Achieving Goals) Interactive Notebooks. If you were absent, please consult one of your classmates to properly organize your notebook.

The Writing Process

Monday, August 31, 2015

Today we began creating our interactive notebooks. The first entry in the interactive notebook is the steps of the writing process. The steps and notes on the Writing Process provided are as follows: 

Planning

•Brainstorming or generating ideas

•Researching and reading about the topic

•Taking notes, writing down key points that support the topic

•Organizing ideas on a planning sheet or graphic organizer

•30 minute process

Drafting

•Writing an essay based on your planning sheet.

•Getting your thought on paper.

•Compose the Introduction, body, and conclusion.

•60 minute process

Revising 

•Reread your essay and make sure that:

   oThere is a clear central idea.

   oSupport is clear and aligns with central idea

   oAdd definitions and evidence if necessary

   oEverything flows logically and relates to the central idea.

   oVoice and tone are consistent with writing style

   oReview word choice

   oVarying sentence structures and lengths.

   o15 minute process

Editing

•Check for and fix

   oSpelling errors

   oGrammatical errors

   oProper punctuation

   oClarify statements that can be misinterpreted

   oMisused words (ex. From vs. form)

   oSources are properly cited

   o15 minute process

Taking a New Approach

•If your essay is not working, ask yourself these questions:

   oDoes the form of my essay achieve my purpose?

   oAre the tone and language appropriate for the topic and audience?

   oIs the information organized effectively, or will it confuse the reader?

   oIs there a different approach I could take?

If something is not working, go back to an earlier step in the writing process and make improvements

Publishing

•Be sure that what ever you submit is your best.

•If you are not happy with it, make it better before submitting.