January 22, 2009

February 16/17, 2016Benjamin Harrison (my relative) had the first ____________ in the White House in 1889?

poker game dog bowling alley Christmas tree television

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Turn InReading Log

Attach your blue Own Your Learning card to your reading log

Learning Objectives:Understand Drive chapter 4 and connect autonomy with your educationCreate PIQEAT paragraphsI could teach this objective to the class!I have a pretty good grasp of this one.Im not completely comfortable with this one.I dont really understand this one.I dont understand this one at all.

Reading QuizPlease, absolutely no talking!

AutonomyPrompt:How can schools/teachers put more autonomy in the classroom?5:004:304:003:303:002:302:001:301:00:30:00

Daniel Pink on AutonomyLink

Fostering AutonomyGet into groupsWith this group, you are master designers of this classHow can you turn the dial toward autonomy?Brainstorm specific items you would implement to create autonomy in this classDraw your plan on a poster

ControlAutonomy

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FlowPrompt:Have you ever been so engaged in something that you lost track of the outside world?If not, have you ever worked on something just to better yourself? Describe that experience.If you have not had either experience, why not? What do you do with your time?5:004:304:003:303:002:302:001:301:00:30:00

Essay #2 Prompt and Rubric

PIQEAT Paragraphs

They Say/I Say in Paragraph form

A Few NotesBody paragraphsKnow your thesisHave a (loosevague, even) plan

PointYour first sentence of the paragraph should be a statement from you and it should back your essays thesis statement. This point should be argumentative (some reasonable people will disagree with it). This sentence is sometimes called a topic or main idea sentence.

PointI used to believe that if a particular subject was difficult for me that I was just not gifted with intelligence in that area; now that I am moving toward a growth mindset, I understand that my knowledge in anything is dependent on the amount of effort I put into learning.

IntroductionYour second sentence should integrate a quotation from the source with which you are having a conversation. Because every essay is part of a larger conversation, you want to represent accurately the other voices in the discussion. The first time you refer to a source, you want to use the authors full name (first and last) and the title of the text (in quotation marks if it is an essay, short story, article, chapter, or poem and in italics if it is a book, play, or epic poem). For the rest of your essay, you should only refer to the author by his or her last name.

IntroductionAccording to Carol Dweck in the article Brainology,

Quotation/EvidenceThe second sentence should integrate a quotation, so after the introductory phrase, weave a quotation into your sentence. Quoting text takes practice and your ultimate goal is to have the quoted portion read seamlessly in your sentence. To do this, try to use as little of the original text as possible and build your sentence around those short snippets that are essential. Make sure you put quotation marks around anything you are quoting and that you include an MLA in-text citation (for example(Slater 19).). You may also include a paraphrase or summary to enhance your quotation or to stand alone as your evidence.

MLA CitationsAfter the sentence that contains the quotation, you should have a space, parentheses, the authors last name, the page number, parentheses, and a period. Unfortunately, those who are already shy may compound their problem further as [t]elevision and computing make us more passiveand passivity feeds into shyness

(Stoll395).

CitationsIf you used the authors name to introduce the quotation, you should only put the page number in the citation. Stoll points out that those who are already shy may compound their problem further as [t]elevision and computing make us more passiveand passivity feeds into shyness (395).

Quotation/EvidenceAccording to Carol Dweck in the article Brainology,some people believe that intelligence is fixed, that each person has a certain amount and thats that whereas others believe that intelligence is something that can be cultivated through effort and education (1-2). In other words, students with a fixed mindset believe that people are naturally smart in certain subjects, but those with a growth mindset understand that they are capable of understanding anything with the right amount of determination.

Quotation/EvidenceAccording to Carol Dweck in the article Brainology,some people believe that intelligence is fixed, that each person has a certain amount and thats that whereas others believe that intelligence is something that can be cultivated through effort and education (1-2). In other words, students with a fixed mindset believe that people are naturally smart in certain subjects, but those with a growth mindset understand that they are capable of understanding anything with the right amount of determination.

AnalysisThis section is the meat of your paragraph. You get to develop your argument here. How does your point connect to your thesis? How does your point connect to the quotation you used? What experiences/observations can you give to back up your point? Why should the reader agree with your point? This part of the paragraph should consist of your thoughts, opinions, and theories and it should make up the majority of your paragraphwhereas the other sections are one sentence (or less), the analysis should be developed over multiple sentences.

AnalysisI tell people that I am bad at math, but I am working on changing that attitude to a more realistic self-view. I earned average grades in my high school math classes, but the concepts did not come easily to me. In my college algebra class, I watched as other students breezed through tests and quizzes and I felt like I was struggling to pass. Instead of realizing that I needed to put more work into the class, I put the responsibility on others. I decided the teacher was boring. I imagined that the other students just understood the material right away. I began to miss class and skip assignments. Of course, my actions resulted in a failing grade. At the time, I was quick to shift the blame to other people and circumstances, but the truth was that I was making excuses rather than trying because I did not want to try and fail. Doing so would affirm my biggest fear: I was dumb. I have come to realize that I truly earned the F, not because of my lack of natural math skills, but because of my own lack of effort.

TransitionThe last sentence of your paragraph should lead to your next point. You may not be able to add this sentence until you are working on a second draft of your essay (after all, how can you transition to the next paragraph if you dont know what you are going to say in the next paragraph?!). Coming back after the first draft and adding in transitions is a perfectly acceptable way to write your essay.

TransitionThis realization has impacted my mindset not just in school, but in other areas of my life as well.

PIQEAT Paragraph(Thesis: I want to develop a growth mindset.)I used to believe that if a particular subject was difficult for me that I was just not gifted with intelligence in that area; now that I am moving toward a growth mindset, I understand that my knowledge in anything is dependent on the amount of effort I put into learning. According to Carol Dweck in the article Brainology, some people believe that intelligence is fixed, that each person has a certain amount and thats that whereas others believe that intelligence is something that can be cultivated through effort and education (1-2). In other words, students with a fixed mindset believe that people are naturally smart in certain subjects, but those with a growth mindset understand that they are capable of understanding anything with the right amount of determination. I tell people that I am bad at math, but I am working on changing that attitude to a more realistic self-view. I earned average grades in my high school math classes, but the concepts did not come easily to me. In my college algebra class, I watched as other students breezed through tests and quizzes and I felt like I was struggling to pass. Instead of realizing that I needed to put more work into the class, I put the responsibility on others. I decided the teacher was boring. I imagined that the other students just understood the material right away. I began to miss class and skip assignments. Of course, my actions resulted in a failing grade. At the time, I was quick to shift the blame to other people and circumstances, but the truth was that I was making excuses rather than trying because I did not want to try and fail. Doing so would affirm my biggest fear: I was dumb. I have come to realize that I truly earned the F, not because of my lack of natural math skills, but because of my own lack of effort. This realization has impacted my mindset not just in school, but in other areas of my life as well.

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Learning Objectives:Understand Drive chapter 4 and connect autonomy with your educationCreate PIQEAT paragraphsYes, completelyMostlySort ofNot reallyNot at all (Im lost!)

HomeworkDue Thursday, February 18, in class:Read Drive chapter 5 Mastery and complete the reading logRead They Say/I Say chapter 4 Yes/No/Okay, ButDue Thursday, February 18, at 11:55 p.m.:Post to the weekly discussion on MoodleDue Sunday, February 21, at 11:55 p.m.:Weekly Response Assignment to TurnitinRespond to at least two students in the weekly discussion on Moodle

Chit-Chat Time (MW)AngeliqueChristianJessicaMichaelNick

Chit-Chat Time (TR)LeslieMarinaRobertoEmmanuelMariah

Essay about Autonomy in This ClassBy yourself, write an essay (multi-paragraph) describing your plans (as they are represented in your poster or ideas you steal from other groups posters)Your thesis should beWe should have more autonomy in the class.ORWe should have less autonomy in the class.You should not have an introductionjust your thesis at the topIntegrate at least two quotations from Drive in two different PIQEAT paragraphs using templates from As He Himself Puts It from They Say/I SayUnderline the template you use Dont worry about a conclusionWhen you are finished, please bring your paper up to me and then you are free to go!