After ten minutes of practicing vocabulary on Membean, students set-up a Turnitin.com account and uploaded their typed summary of their two-paragraph summary of the novel they read for their first quarter book review. (If a student missed this period, upon returning to class, he/she should ask Mr. Stone for the correct ID code and key word for their section.)
Mr. Stone spent time discussing the use of Turnitin.com in his class.
In the last part of the period, students turned their attention to gathering concrete details to support their viewpoint of their chosen subtopics.
Mr. Stone asked students to review their t-chart. Which side had more items listed on it? Which side was easier to write? The answers to these two questions will likely lead a student to identify their viewpoint. Students who had an easier time filling out the "Strengths of the Book/What You Liked" column are likely to want to argue the book is a good book (claim of quality) and that others should read it (claim of policy). Students who had an easier time filling out the "Weaknesses of the Book/What you Disliked" column are likely to want to argue the book is poorly written (claim of quality) and that others should avoid reading it (claim of policy). If your columns filled up rather equitably, a student may choose either side to argue or argue that the book is mediocre (claim of quality) and determine whether they wish to recommend the book or not (claim of policy).
Students were to highlight in purple the "Strengths of the Book/What You Liked" column if they were recommending the book because of its quality or to highlight in purple the "Weaknesses of the Book/What You Disliked" column if they were arguing others should avoid the book.
Once an overall viewpoint has been established, students should review the list of points listed under the column title they highlighted in purple. (Mr. Stone requires that they have at least seven points listed under this column and at least three under the column they are not choosing to argue.) Pick out the four points/subtopics that will be used to support your argument about the quality of the book. Highlight these four points/subtopics on the t-chart in blue. Keep in mind that you will need to find at least three examples/concrete details from the text to support each subtopic you choose.
Students received a Persuasive Body Paragraph Prewriting Chart in class. Mr. Stone directed them to highlight the subtopic line blue and each of the three concreted detail lines in pink.
Homework: Complete the four highlighted portions of the prewriting chart.
Select one of the four points/subtopics highlighted in blue, and write it on the line next to the word "Subtopic" that you highlighted blue.
Find three different examples of the subtopic you chose (e.g. suspenseful passages, descriptive passages, admirable characters, action scenes, etc.). These are three different examples of the same subtopic. In other words, all the examples should be examples of one subtopic. If the paragraph will be about suspense, then all the examples should be of suspenseful passages from the book. If the paragraph will be about excellence in description, then all the examples should be examples of descriptions.
Write the page number (if you have a print version of the book) or the chapter number (if you have e-text) of your first concrete detail or example under the words "Concrete Detail 1" in the cell where you highlighted the words "Concrete Detail 1" pink.
Quote the passage you are using for your example/concrete detail in the cell directly to the write. Try to quote only one to three sentences. Use ellipsis points to indicate you are leaving out words in the middle if the passage is longer.
Do the same thing for your second and third examples/concrete details.
Will discuss writing commentary in the next class.
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