The Week of March 23-26th | Creating

[Tech Update: This blog should now work on all browsers, including Chrome on Chromebooks. We are still working to re-curate the resources needed for the rest of the semester. Everything needed for envisioning a process for creating project should be listed and linked in this post. If something is missing, please email kjohnson@etudegroup.org]

It's time to move forward with disciplinary group planning and personal project planning for the rest of the semester. There will no longer be uber-plans for the school, but weekly posts (like this one) and reminder posts with updates and some requests. 

INDIVIDUAL PROJECTS

Self-Check and manage the following:

• Language Arts evidence in your shared folder
  Research Paper  &   Thematic Statement
• Project Calendar hard copy
  Each person will have a hard copy calendar (provided by advisor) to plan and track project progress each day. Start by mapping out a plan, using the Project Block and IDEAS School calendars as a starting place. Each calendar square will have two parts 1) An intention 2) Actual progress/activity for that day.
• Exhibition of Learning vision
  On April 9th, Molly will be requesting your Exhibition of Learning vision - Including your project 1) Title 2) Driving Question 3) Short Description 4) Exhibition Format/Venue

DISCIPLINARY GROUPS

Establish and use daily routines for the following:

• Sharing out intentions and clarifying steps
  (Example: Any period of studio time will begin with the group physically circled up, and intentions will be documented on students' personal planning tools as well as a public whiteboard.)
• Documenting and reflecting on progress
  (Example: Engineers use physical notebooks - every engineer has an engineering notebook, where there is a page per-day that is dated, signed off, and documenting progress.)
• Identifying needs, supports, experiences
  (Example: Any period of studio time will conclude with the group physically circled up, and progress will be shared aloud and documented on the public whiteboard. There will be one area of the board marked "parking lot" where students will identify needs, like "looking for an example of how different artists draw eyes" or "looking for a 20 minute conference with someone who has created a production schedule before.")

Establish and use weekly routines for the following:

• Analyzing professional models
  (Example: Every Monday we will spend 30 minutes looking at a professional model and analyzing the choreographer, dancer, and/or audience perspective. Sometimes Molly will choose the model and facilitate, but students might also take this role - especially when the model is one they've studied as an extension of their project.)
• Facilitating workshops on disciplinary skill or process
  (Example: Each Wednesday we will have a 15 minute exploratory do now where in we will try something new in our or a related discipline.)
• Preparing for and facilitating feedback
  (Example: Each Tuesday we will have small group feedback, using the ladder of feedback to structure and document feedback. Each Friday we will have whole-group feedback, using a plan created by the project creator or group and facilitated with the assistance of an Advisor. There will be a schedule.)
• Additional disciplinary needs
  (Example: Schedules for using computers in editing room or dance studio.)

We will share out Disciplinary Group ritualized weeks as a staff on Wednesday. The goal is to collect and publish these, to help support students who are seeking insight from multiple disciplines. Evidence plans will be a focus when we return from break in April.

Friday, March 20th | Thematic Statement (and...)

Who are we as a community of thinkers, innovators?
What's the theme of my project?

Please use today to create thematic statements and to continue developing a ritualized week in disciplinary groups. In addition to feedback (from Thursday), consider the who, what, when, where, why, and how of workshops, professional models, exploration and play, and other weekly needs of the group.  Groups will be sharing out the details of their ritualized week next Wednesday.

DO NOW: What is the generative topic within your project? Share out to the group.
(Note - This is the beginning of a thematic statement)

THEMATIC STATEMENTS: Each student should will create a Thematic Statement and include it in their Google Drive folder for Project Block and Language Arts. These statements are good fuel for the creation phase and titling your projects. Moreover, they provide a greater context for what makes your work meaningful beyond the project and for your audience.

Fill out Materials Request Form for Stuart!

As a group, determine the best use of remaining time. Do students need more time to create a library of professional models? Should there be more conversation about the expectations and commitments to feedback? It is a good time to outline that ritualized week? What will be part of that week, based on what we need for our discipline and our projects?

Advisors should plan to look at a professional model of choice on Monday.

Thursday, March 19th | Generating Norms and Routines

Who are we as a community of thinkers, innovators?

The purpose of today's conversation is to establish norms and routines for seeking and providing feedback in disciplinary groups. In the spirit of feedback, Addie and Advisors are working on feedback for research papers. Remember that revision is an option for those seeking a better understanding of how to represent their ideas in academic writing. 

DO NOW: Write down a list of ten words, concepts, ideas related to feedback. Then, circle up. Each person should share one unique word, concept, idea with a short explanation.
(Each person should contribute something unique. They should build on or extend from others, not repeat what has already been said. This is a simple gathering to focus thinking around feedback and begin thinking about how varied the notion of feedback can be.) 

EXPLORE: Look at what Grant Wiggins identifies as 7 Essentials to Effective Feedback, then connect, extend, envision what feedback should look like for your group.

1. Divide into 7 groups.
2. Assign each group 1 of the 7 Feedback Essentials
3. Each group should read their section and prepare a Connect. Extend. Envision. (below)
   
   CONNECT - How does this connect with the brief discussion in the Do Now or other experiences you've had with feedback?
   EXTEND - How does this extend your thinking about feedback? What would you add to what is written, based on your unique project or specific discipline?
   ENVISION - What will you propose to your disciplinary group? What should feedback look, sound, feel like in your group?
   
   (Example: I propose that each person keeps a file/folder of all the feedback from their peers and advisors throughout the semester. This will show who and what affected revisions.)
   
4. Each group should share out their Connect. Extend. Envision. 
5. Discuss, clarify, and vote on the proposals for what feedback will look like for your group.
   (Advisors should make sure that the proposals will fit the discipline and format of P-Block.)
6. Finally, generate a list of commitments, resources, procedures, and roles that will be necessary for the group to follow through on these proposals.

...

THINKING AHEAD

The next step will be to develop a weekly routine as a disciplinary group. To begin thinking about what this might look like, consider this MTW example for creative writing:

MONDAY: Each Monday we will spend time looking at a professional model or mentor text. The advisor might choose the texts to start the semester and analysis may take up to 30 minutes. We will keep track of the writer's moves that we love and want to steal and, sometimes, we will do some writing based on the model even if it is unrelated to our individual projects. The remaining time will be studio time, but the end of studio time on Mondays MUST result in a clear, detailed plan for the week.

TUESDAY: Studio day. We'll start with sharing our detailed plans for the week with a peer who will hold us accountable. Students can also sign up for individual conferences about their writing. These conferences are about 10-15 minutes long. Students end studio time with a reflection on their progress, in their studio journal

WEDNESDAY: Whole-group feedback. Students can plan ahead and sign up for this, or the Advisor will randomly call upon them to share their progress and get feedback. For whole-group feedback, we will use the ladder of feedback. The writer will facilitate, but someone else will take notes for them and give them the notes after. If the writer would like to use a different thinking routine, to get a different kind of feedback, they are welcome to plan ahead to do that. 

THURSDAY...

FRIDAY...

Wednesday, March 18th | Weather Report

Who are we as a professional community?
Why interpret ideas through art forms?

GATHERING: Weather Report + Forecast
Today is the absolute deadline for research papers. Through reflection on research and looking at professional models, most students have had an opportunity to envision their project within a discipline. Please take time at the beginning of today to share out a Weather Report + Forecast. Use these responses as an opportunity to reflect on Habits of Learning. Reference notes or dot-vote from earlier in the semester.

• Weather Report
  (How are you feeling about your progress so far this week? Deadlines? Quality of research paper?)
  AND
• Forecast
  (Based on how you are currently envisioning your project, what will the creation phase be like? How will it end up?) 

STUDIO:  Professional Models

Advisors may determine whether the group needs to look at a professional model of their choice together, or if the group has diverse needs and outcomes for studio time as in other days this week. 

A goal is to get everyone to a point where they are collecting professional models related to the vision they have for their own project. Models in their discipline. Advisors may need to provide some direction on where to look in some cases.

The advanced version of this is students preparing a professional model they found to share with the group using a thinking routine. Please ask if there is a student willing to work toward this today, and at end of the hour today have one student share the model using a thinking routine.

REMINDER: Fill out Materials Request Form for Stuart!

TOMORROW: Norms, Routines, Calendars, Oh My!

Tuesday, March 17th | Professional Models

Why interpret ideas through art forms?
Who are the experts I am standing next to as a maker, artist, thinker?

Today we will continue our transition into the creation phase by looking at and collecting professional models. Studio time, again, should be designed to support the needs of the group.

DO NOW: Continue the Generate. Sort. Connect. Elaborate. from yesterday's reflection.

• Generate responses to the question "Why do we interpret ideas through art forms?"
• Sort into categories. Name the categories.
• Discuss connections between the categories and your discipline.
• Elaborate "Why do we interpret ideas through _________ ?"(Dance, Film, Visual Art, Engineering, Writing, Science, etc)
• Keep this thinking visible.

DO NEXT: To set up the creation phase, each person and group will create a library of model projects to draw inspiration and guidance from. We will begin this process by looking at a professional model together and discussing it using a Think. Puzzle. Explore thinking routine:

What do you think the artist values? What makes you say that?

What puzzles do you have about this project? What questions would you ask of the artist?

What do you want to explore further about this project or because of this project? 

[Learn More: FRICKBits, Kickstarter, TEDx]

Reconnect to Do Now: Discuss "Why interpret personal data into visual art?"

STUDIO: Choose your necessary adventure!
(Advisors, revisit the studio menu from yesterday. Then have each person declare their intentions for studio time. Make arrangements to support the needs of each use of studio time. Students on track with their projects should be spending time collecting professional models.)

Fill out Materials Request Form for Stuart!

REFLECTION: Share out progress from today's studio time. Those collecting professional models should briefly share one of them.

Monday, March 16th | Interpretation of Habits

Who am I as a professional?
Why interpret ideas through art forms?

Today is designed to kick off the creation phase but also give people one last gulp of get-to-it-ness. We'll begin with a group interpretation of habits, then define the needs of the group, and finally generate "Why do we interpret ideas through art forms?" 

DO NOW/GATHERING: Paper Sculptures (15-20min)

1. Each person in the room gets one piece of paper. It is best if all of the paper is exactly the same color, texture, and size. This is their only tool for this reflection.
2. Think Time: How are my Habits of Work in Project Block? Strengths? Obstacles? Evidence?
3. Each person should take at least three deliberate actions (tear, fold, wrinkle, etc) to the paper to represent their reflection on Habits of Work. They can only use their hands and the paper to do this. No pencils. No scissors. No glue. Just minds! 
4. Advanced groups should create a rapid artist statement on a post-it note, explaining the What? How? Why?
5. Circle up! Share out one move and the reasoning behind it. Take opportunities to discuss opportunities and strategies for success. Identify next steps.
   (If the interpretations are grim, take additional time to develop ways the group can hold each other accountable. Capture and display these with the sculptures.)
6. Display the paper sculptures in your work environment.

(Example: I might poke holes in the page, then tear fringes on one edge, and finally roll up the paper like a scroll. This would represent that there are still some aspects of the Habit of Work that I'm missing, that my evidence is incomplete or rough around the edges, and the rolling could signify that even though it's not perfect, it can still come together. My project is on track. I'm ready to start creating, but I need to be more diligent if I want to have a quality project.)

STUDIO: Choose your necessary adventure!
(Advisors, have each person declare their intentions for studio time. Then please make physical arrangements so that those working in similar modes are in proximity. Position yourself in a place where you can work with those who are behind and need the most direction.)

• I REQUESTED A BRIDGE PAPER DEADLINE EXTENSION, so I am using this last day of studio time during Project Block to follow through on my request and the plan that I shared with my advisor. I have already met with Addie. I just need time. I've got this.
• I AM BEHIND ON MY RESEARCH, so I am using this time to advocate for myself. I need to meet with my project advisor, so they can help me identify next steps with my writing and schedule a writing conference with Addie. At the very least, I will leave today with a detailed plan for what I need to do and when I plan to do it.
• I'M STARTING THE CREATION PHASE. I just finished my research paper, and I'm looking forward to feedback so I might revise. But...today...I'm ready to start thinking about creating by doing one or some of the following:

I'm still exploring, so I will be creating a LIBRARY OF PROFESSIONAL MODELS that inspire, interest, and challenge me. I'll be finding experts and collecting their work and what they have to say about using a google doc, Pinterest, or another web tool. 

(Having like ten of these would be rad, five are required.)

Writing down the DETAILED VISION I currently have for my project, including the materials, timelines, collaborators, and exhibition style. Later this week, I'll share this with my advisor and others who are involved in my project and get their feedback.

• I HAVE A YEAR-LONG PROJECT, so I'm basically on a roll. I'm going to do a self-check to make sure I am on track with materials, timelines, and feedback sessions. Then I'm going to make sure that, without a doubt, my Advisor and I have a clear and useful way of communicating with each other about my progress. Then...more creating...

REFLECTION: Why do we interpret ideas through an art form anyway? (5min)

In the format of a generate, sort, connect, elaborate, each person should take five minutes at the end of the period to generate as many responses to this question as they can. One post-it for each idea. Before leaving, post-its should be collected in a common space...to be sorted tomorrow.

EXTENSION: Read What Is the Use of Art Anyway?


NOTE (from Addie): Please check your email for a shared document from me today. This document is the language arts rubric that will be used to grade your research paper. Please make a copy of this document, rename it by your first name Spring 2015 Research Rubric (example: Addie Spring 2015 Research Rubric) and save in your LA folder along with your research paper. Thanks!

The Week of March 16-20th | Transition to Creation Phase

Researching and designing an argument for your topic through the Research Paper should prepare you with the intellectual fuel for the creation phase of your project. Of course, it is not as simple as this. Some researching, revising, and envisioning is still needed. Some is ongoing. With the hope that individuals and groups will interpret plans for their needs and continue a discussion on Habits of Learning, this week is designed to give everyone the contemplation and accountability needed for this transition. 

Objectives:

• Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original argument, thesis, and claims.
• Students will reflect on their Habits of Learning and Work.
• Students will observe and analyze professional models in related disciplines.
• Students will create and share connections between their research and art from.
• Students will envision a process for their creation phase, including accountability in the form of feedback, deadlines, and publishing.

MONDAY>>

The status of the group will drive the week. Determine and share out the status of each project. Develop plan to make multi-faceted work environment work. Writing and revising is a must for the majority of people. Utilize the writing center, and not just during Project Block.

Foci: Reasoning to synthesize research; Reflecting on habits; Envisioning a process

TUESDAY>>

Today is about approaches for collecting and interacting with professional models, as a one step toward the creation phase. Time for soul-searching, for those who are still envisioning their own art forms.

Foci: Observing and analyzing professional models; Connecting research and art form; Envisioning a process

WEDNESDAY>>

This is the absolute deadline for bridge papers. As disciplinary groups, we will use questioning to realize some new and challenge existing connections between research and art forms.

Foci: Observing and analyzing professional models; Connecting research and art form; Envisioning a process

THURSDAY>>

Here's that conversation about feedback. Disciplinary groups will generate formats, conditions, and timelines for feedback. These will be shared out to other groups. The planning, timelines, and making will begin to take shape.

Foci: Connecting research and art form; Envisioning a process

FRIDAY>>

Thematic statement workshop. Given all of the thinking, planning, envisioning...what is the essence of the project? These statements will be a driving force for the creation phase.

Foci: Solidifying the connections between research and art forms

REMINDERS

Research Paper was due on March, 13th
Writing Center is open. Schedule appointments.

Give your project a meaningful title.

Molly will collect EoL details soon! 

EoLs are May 26th and 28th! 

 

 

 

 

 

 

 

Friday, March 13th | Deadline

Who am I as a writer?

DO NOW: Read your email >> Subject : Research Paper Deadline | March 13th

DISCUSSION & CLARIFICATION:

• What are the characteristics of a paper in MLA format?
• Where should the final draft of my research paper 'live'?
• Which Habits of Learning will I reflect on in my email to my IDEAS Block advisor?
• What am I most excited about in the upcoming creation phase?

STUDIO TIME: Make it happen!

REFLECTION: Share one claim from your paper that you feel is...thought-provoking, insightful, informative, and somewhat controversial. 

Thursday, March 12 | Envisioning a Complete Draft

Who am I as a writer?
What do readers need to engage in a written argument?

It's clear that many students do not have complete drafts, which is concerning. Today is another attempt to clarify expectations of the research paper and to apply habits toward meeting a deadline.

DO NOW: Review the Research Paper Page on the IDEAS Language Arts Website. Make connections to your group Compass Points. Does this help clarify expectations? Does this introduce new questions?

STUDIO WRITING TIME and WRITING CONFERENCES
Writing center appointments can be set up with Addie, but you can also have writing conferences with peers and advisors. Sharing writing and discussing writing will always help clarify an argument. If you are sharing writing with a peer, a structure to support that conversation could be a See. Think. Wonder.

• SEE: What do you see in the paper or writing that you expect to see? 
• THINK: What do you think the writer is trying to communicate to the readers? Why do you think this matters?
• WONDER: What questions do you have that will encourage the writer to clarify, extend, or develop their argument?

TICKET OUT: So What?

On a small piece of paper, write a response to this question: So what should the reader do, care about, say, or think as a result of your argument? (Note: This should not be something that they could find in any other place.) 

Example: Readers should realize that despite the complexity of what it takes to effectively implement technology in the elementary school classroom, the opportunities for economic independence later are undeniable. 

REMINDERS

Students who have missed days should review
the previous posts on the blog. 

Wednesday, March 11th | Envisioning a Complete Draft

What do I need to know in order to write?
Who am I as a writer?
What do readers need in order to engage in a written argument?

Today we will revisit our Compass Points from yesterday, to determine the our needs as a group of writers. Then we will share resources and suggestions.  We will look at "So what?" questions for feedback on arguments tomorrow. 

DO NOW: Review your Compass Points. Summarize the Excitements. Try to share suggestions for each worry. Review resources to address the Need to Knows.

DO NEXT: As individuals, consider your Habits of Professionalism regarding your research paper. If you feel you are developing and strengthening your Habit of Work AND you feel you are in need of a revised deadline for your paper, please complete the form at the bottom of the post. Share a detailed accountability plan and request a deadline no later than Wednesday, March 18th.

STUDIO WRITING TIME

REFLECTION: What did you accomplish today? If you will be here for Guided Work Time, what do you hope to accomplish during that time and what specific steps will you take to do so?

....

Tuesday, March 10th | Reconnecting

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?

Our research paper deadline is this Friday, March 13th. Today's focus is reconnecting with what we have researched and written in recent weeks. Finally, it is essential to identify needs as a group and address them as soon as possible.

DO NOW: Silently, read your research paper draft AND your entire annotated bibliography. Then, share out a Connect. Extend. Challenge:

• CONNECTIONS [made]: Identify the strongest connections between your annotations and your argument.
• CONNECTIONS [needed]: Which source/annotation most needs to be connected to the argument by being included in the paper, but might not be included yet or is included ineffectively? Why is it important?
• EXTEND: How will the source/annotation extend the existing argument? 
• CHALLENGE: What challenges does this particular source/annotation present to you as a writer or to the argument? 

REVISE: Write a claim, use the source/annotation as evidence, and explain how the claim and source/annotation connect to the thesis and other claims in the research paper.
(Note: If you already have a 'complete' draft of your paper, choose one paragraph to dissect in order to ensure that it effectively represents the research/annotation, follows in-text citation, and has a meaningful explanation. Share your example.)

STUDIO WRITING TIME

COMPASS POINTS: Students should use post-it notes to build a Compass Points. They should generate as much as they'd like as a "ticket out." Staff will review these needs and groups will revisit at the beginning of the period on Wednesday.

SCHEDULE A WRITING CONFERENCE!

The Week of March 10-13 | Drafting, Revising, Arguing

This week we reach our Research Paper deadline of March 13th! This is an exciting point in the writing process, where the relationships between research and ideas come together in compelling ways through writing. This does not come easily or without strong Habits of Learning. All are encouraged to see the opportunities and constraints of academic writing as just one way that we come to know the nuances of our project and experience the freedom of being able to communicate with the world outside our minds. 

Objectives:

• Disciplinary groups will collaboratively interpret the language of and expectations for academic writing within the context of projects
• Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original argument, thesis, and claims.
• Students will reflect and act on their Habits of Learning, advocating for themselves as learners by scheduling writing conferences and seeking feedback.

MONDAY>>

Home learning and thinking. No Project Block due to Presentations of Learning.

TUESDAY>>

Today is about reconnecting and shaping a plan for the remaining pieces of the argument that is emerging in each paper. We will dive into research using a connect, extend, challenge. It is also important to share an awareness of compass points.

Foci: Engaging in the writing process; Reasoning to study and create research-based arguments 

WEDNESDAY>>

So what? Before anyone is finished with a paper of any kind, it is essential to anticipate and address "So what?" questions that may leave a reader disengaged, confused, or (worse) indifferent about your topic. This is a form of feedback.

Foci: Engaging in the writing process; Reflecting on the relationship between the argument and the reader; Revising to build context through explanation in an argument.

THURSDAY>>

Reverse outlining is a practice that exposes the parts and purposes of an argument, showing how claims, evidence, and explanations relate to the thesis and to each other. This will be the writer's justification to publish. don't forget a works cited page.

Foci: Identifying the parts and purposes of an argument; Revising to strengthen an argument

FRIDAY>>

 Deadline. Make it happen. Students will write a one paragraph "entry slip" to reflect on their Habits of Learning related to writing before turning in a publishable final draft.

Foci: Interpret expectations for academic writing; Reflect on Habits of Learning in writing; Submit publishable work on time

REMINDERS

Evidence for Language Arts

Driving Question Workshop
Annotated Bibliography

Thesis Workshop

Research Paper

Schedule a Writing Conference 

Thursday, March 5th | Writing & Citation

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?

We are a week away from our research paper deadline of March 13th. Today, it is important to revisit the expectations for the research paper and develop understandings of each part and purpose. Juniors who have been out testing will benefit from seeing how arguments have been developing this week. 

DO NOW: Prepare materials, intentions, and tabs for writing today. Turn and Talk to share your intention for today with the person(s) next to you. Let them know how they can hold you accountable throughout your studio time.

Include the following in your preparation today:

• Research Paper : overview page
• IDEAS Academy Formatting and Style Guide : in-text citations and works cited

Everyone should take time to examine how their research is cited in their paper. Share out examples of research cited in-text under a document camera, by projecting on the screen, or rewriting on paper. Allow the group to make suggestions based on the guidelines above. 

It must be clear which ideas belong to you and which ideas come from research.

STUDIO WRITING

REFLECTION: Revisit your pair share from the beginning of class in order to share your progress today. Then, as a group collect suggestions for how to best use the four days of writing and revision that you will have next week. 

Wednesday, March 4th | Writing Day

What do I need to know in order to write?
Who am I as a writer?

DO NOW: Individually, prepare all materials, intentions, and tabs for the day. Share out intentions. As a group, briefly re-trace the last few days in project block. Start to identify what your group needs to support writing.

STUDIO WRITING
Try to keep the purpose of each paragraph in mind as you write. 

REFLECTION: In what ways were you successful today? Share out successes regarding writing. Identify additional areas of your writing where you support...keep track of these as a group.

Tuesday, March 3rd | Drafting & Mini-Workshop

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 writing.

• By 11:00am, each person should have one body paragraph drafted.
• Share out specific intentions for which paragraph and its purpose at the beginning of the period.
• Revisit yesterday's accountability and reminders if necessary.

STUDIO WRITING: Draft your paper. 

11:00am - MINI WORKSHOP: Each person should identify one body paragraph to share with the group. This paragraph should be copied into a new document in the folder and titled "Research Paper Body Paragraph Mini-Workshop." 

• At the top of the page write a purpose statement for the paragraph. (See outline for examples.)
• Paste the paragraph below the purpose statement in the same document.
• Close all other tabs, so that this is the only thing open on each Chromebook.
• Each person should view two other paragraphs, leaving a Think>Puzzle>Explore as feedback on a piece of paper or post it notes.

THINK: What do you think is valuable in this paragraph? What do you think serves as evidence? How well do you think the evidence and explanation support the purpose of the paragraph?

PUZZLE: What questions does the paragraph raise about the topic? What questions do you have about the paragraph its self? What parts or phrases are unclear?

EXPLORE: What suggestions do you have for this writer as they explore further into their topic in later paragraphs? What revisions would you suggest for this paragraph?

Monday, March 2nd | Accountability & 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?

We are going to start today with a look at how we are holding ourselves accountable to our argument and intentions for writing. This involves how we document and share our thinking in the writing process. Then, we will spend the majority of today's time writing. 

DO NOW: Organize all materials, intentions, and tabs for writing. Today, this also includes Jupiter and Google Drive folders for LA and Project Block.

After five minutes, or once everyone is organized, please share out the following:

• Considering your research and writing, how do you keep yourself organized?
  (This can be done as pairs first and then shared with the whole group.)
• What do you need to have done by the end of Project Block today? What steps will you take?
  (This can be done as pairs first and then shared with the whole group.)

As a group, summarize the effective organizational strategies used and the intentions of each person for the day. 

REMINDERS:

• Annotated Bibliographies are OVER due. Even if you have gotten feedback and it is recorded in Jupiter. All new reading and research should be added to your Annotated Bibliography throughout your project.
• Research Papers are DUE on March, 13th. Please schedule writing center appointments with Addie. You will need your Thesis Statement Planning Sheet and a draft/outline to facilitate these writing conferences.

STUDIO WRITING TIME

REFLECTION: Share out your progress on your intention for today. Create a plan for tomorrow. 

If there are questions about expectations, resources, or other aspects of the research paper, please communicate those through project Advisors. 

The Week of March 2-5 | Drafting

This week we continue the work of synthesizing our research and thinking as an argument, then representing it in academic writing. It is important to remember and revisit habits of learning, as individuals and groups engage in drafting research papers. 

Objectives:

• Disciplinary groups will collaboratively interpret the language and expectations of academic writing in the context of projects.
• Students will maintain academic research practices in order to revise and build on to an Annotated Bibliography.
• Students will engage with models throughout the writing process, advocating for themselves by using the Writing Center and advisors.
• Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original thesis and supporting claims.
• Students will reflect on their Habits of Learning in the context of writing.

MONDAY>>

Accountability is an important place to begin a week of writing. We will take time today to make sure that documents are present, complete, labeled, and shared in a way that creates clear communication between students, advisors, and writing supports. Thesis completion and revision are primary. 

Foci:  Reasoning to study and create research-based arguments; Maintaining academic research practices; Writing

TUESDAY>>

A writing day. Students will briefly workshop one body paragraph of their research paper. (Juniors are taking the ACT. Mike will have a sub. Beckah, Kim, and Addie will not be available.)

Foci: Interpreting the language and expectations of academic writing; Engaging with models; Maintaining academic research practices; Writing   

WEDNESDAY>>

A writing day. (Juniors are taking the WorkKeys. Beckah, Kim, and Addie will not be available.)

Foci: Reasoning to study and create research-based arguments; Maintaining academic research practices; Writing

THURSDAY>>

A writing day. Works cited workshop.

Foci:  Reasoning to study and create research-based arguments; Maintaining academic research practices; Writing

 REMINDERS

Evidence for Language Arts 

(These should be documents shared with Addie, as they 

are evidence of the writing process and valuable in 

writing conference.)

Driving Questions Workshop

Annotated Bibliography

Thesis Workshop

Research Paper Deadline - March 13th