Thursday, February 26th | Drafting

What do I need to know in order to write?
How will I represent my thoughts and research in academic writing?
Who am I as a writer?

DO NOW: Organize ALL materials, intentions, and tabs for today.

CHECK IN: Word Wave - What is a verb (or verb phrase) that describes what you need to complete today. (Examples:  manage opinions)

STUDIO: In order to meet a March 13th deadline for the research paper, drafting should begin today, whether it is by starting with an introduction to host your thesis, claim/evidence/explanation paragraph outlines, or conceptualizing your argument. The need for more research to support the emerging purpose of your paper and paragraphs may arise and it should continue. Update your annotated bibliographies as you go.

Write your response to these questions prior to diving in to thinking and writing today:

• What are the details of your intention for today?
• What steps will you take?
• What evidence will you have?
• What habit of learning will be most needed?

TICKET OUT: Reflect on progress and share out evidence.

Wednesday, February 25 | Thesis Statement

What is the purpose of my research paper?
What are the parts and purposes of my research paper?
Who am I as a writer?

In reflecting on yesterday, I hope each person had an opportunity to consider the organization of and relationship between essential terms and concepts for arguments. One clear takeaway should be the ability to arrange paragraphs and identify the purpose for each one. Before getting too far into that process, it is important to have a clear thesis to direct the argument.

GATHERING: Circle Up! Sentence Starts

• The most important thing about my topic is...
• After reading my research paper, I want people to feel/think ... about ...

THESIS WORKSHOP: Respond to each prompt in order to develop a thesis statement for your research paper. This can be done on the hard copies or a google document in your Project Block folder. 

STUDIO: Identify immediate priorities for research and writing. As a group, identify steps taken in the past ten days to get to a working thesis statement. Clarify these steps for all students and work together to make sure each person knows which step is the next they need to take. 

REFLECTION: Pair-Share working thesis statements, having a very brief conversation to identify areas where clarity is still needed. 

Tuesday, February 24th | Research Paper Outline

What are the parts and purposes of my research paper?
Who am I as a writer?

DO NOW: You will need your Annotated Bibliography and Driving Questions Workshop. Read these two documents and use post-it notes to generate the key words/concepts from your research. Write one word/concept on each note. (For example, the search terms from the example research paper we read yesterday include: digital technology, application, operating system, learning styles, teacher reluctance,  21st century skills, special education, and more.) It is wise to keep track of which sources connect with each idea.

EXAMPLE OUTLINE: As a group, get out your notes from yesterday's review of the example research paper. Then, review the example outline for the same paper. How does the outline connect, extend, and challenge your groups' analysis of the writer's purpose for each paragraph?

It is important to notice how the key words/concepts are defined in paragraph 2 and they are interacting for the argument in paragraphs 3, 4, and 5.

• In paragraph 2 "technology" is a system of code and communication device, whereas in paragraph 4 "technology" devices help students communicate in a variety of "learning styles" because of the code.

DO NEXT: Sort and Connect

1. Start by identifying which of your key words/concepts will need to be defined in paragraph 2 of your paper SO THAT you can create an argument about them?
   (NOTE: In the example, "technology" and "personalization")
2. Then, identify which of your key words/concepts are really products or outcomes of your argument. In other words, which ones will likely end up in your conclusion.
   (NOTE: In the example, "personalization" through "technology" in schools will mean more "engagement" and the development of "21st Century Skills.")
3. Begin to draw lines and write sentences that connect your key words. Do not be afraid to overlap, repeat, or mix-up possibilities. 

Try incorporating some of the following phrases to build logic into sentences:

...through...

...because of...

...so that...

...in order to...

...builds on...

...complicates...

BEGIN OUTLINING: Start by organizing the sentences into possible paragraphs in your research paper. Then write purpose statements for each paragraph idea, remembering to focus on what readers NEED from you as a writer. 

TICKET OUT: Share one sentence connecting key words/concepts.