Agenda

DO NOW EXPLANATION

HAND IN: 1. Test Corrections2. Papers to file

WRITTEN RESPONSE:[half sheet]

[On half-sheet of paper]

1. Answer questions 1 – 5 & 7 (not #6)

2. If you do not have college-preferences please see #7 or answer the following prompt:

“What does college mean to you?”

[this prompt is intentionally vague… answer however you think is appropriate]

Agenda

• Do Now- Life Skills

• Writing Day 2 - Life Skills

• Exit Slip for Writing Day - Life Skills

• ACT Tests - Academic

GamesGAME ONE (YESTERDAY & TODAY)

WIN LOSSARGENTINA SPAIN

WIN LOSSENGLAND BRAZIL

GERMANY BYE 64%

Objectives

Students will master the ACT Writing strategy for “Writing the Essay”

[Produce]

Review of Day 1 & 2: [Pg 1]

• Day 1: SWM “Understanding the Prompt”

• Day 2: SWM “Planning the Essay”

4 P’s Prompt Plan☐ Produce☐ Proof

10 min - Quick Practice Prompt:

Montefiore Middle School is considering whether or not to make its music program mandatory for all students. Some people believe that learning musical skills helps students develop their creative sides while reinforcing good study habits in other disciplines. Others feel that students should spend more time being exposed to math, science, history, and English. Do you feel that the Montefiore Middle School should implement a mandatory music program?

DISCUSSION NORMS

• Snaps for comments you like

• Call on someone else once you are finished responding

NOTES/CLASSWORK NORMS1. Raise your hand if you have questions

(Do not ask a neighbor)

2. Stay on task

3. Be productive & contribute

4. Be polite- 1 indv. reminder - 2 indv. reminders – 5 min after class- 3 indv. reminders – Detention

5. Stay in your seat

PRACTICE___________________[pg 2]PLANNING

[timed: 7min!]

2 Sides? My Stance? 3 Pieces of Evidence?

THESIS

EVIDENCE 1

EVIDENCE 2

EVIDENCE 3

STEP 2: PLANNING THE ESSAY

STEP 1: UNDERSTANDING THE PROMPT

GUIDED NOTESDAY 3: WRITING THE ESSAY

[PRODUCE]

Prompt Plan☐ Produce☐ Proof

“The Introduction” – Packet pg 3KEY POINTS

1. The analogy most commonly used to describe an

introduction is a funnel. It starts with a wide idea

and slowly becomes more and more narrow, finally

arriving at a thesis statement.

“The Introduction” – Packet pg 3KEY POINTS

2. An introduction should capture the attention of

the reader while still making a clear thesis.

“The Introduction” – Packet pg 3KEY POINTS

3. Many times it is helpful to introduce an essay

with a short anecdote or metaphor that will

introduce your thesis statement.

1. The analogy most commonly used to describe an

introduction is a funnel. It starts with a wide idea and slowly

becomes more and more narrow, finally arriving at a thesis

statement.

2. An introduction should capture the attention of the reader

while still making a clear thesis.

3. Many times it is helpful to introduce an essay with a short

anecdote or metaphor that will introduce your thesis

statement.

EXAMPLE INTRODUCTION – Pg 3

When the door handle came off in my and, I knew there were going to be problems. I spent two hours trying to get out of my room before giving up and calling my mother at work. She was able to come home and open the door from the other side. We talked about how to deal with difficult situations, and how important it is not to panic when things don’t go as expected. This clearly relates to the current political climate in Sudan. As the statement above says, it is just as important to keep a cool head, as it is to take action. Rationality, even in adversity, is crucial to dealing with political situations, educational situations, and even social situations.

Directions

1. Underline the thesis statement

2. Circle the 3 pieces of evidence the writer will be using for their essay.

“The Conclusion” – Packet pg 4KEY POINTS

1. When writing a conclusion, you can work

backwards from your introduction. Start with a

sentence that reiterates the thesis statement you

have developed. Then broaden it to a bigger picture

once again.

“The Conclusion” – Packet pg 4KEY POINTS

2. You can think of the conclusion as a reverse

introduction.

“The Conclusion” – Packet pg 4KEY POINTS

3. The STRUCTURE

i. Restate your thesis (put it in other words)

ii. Sum up your essay (restate your evidence)

1. When writing a conclusion, you can work backwards from

your introduction. Start with a sentence that reiterates the

thesis statement you have developed. Then broaden it to a

bigger picture once again.

2. You can think of the conclusion as a reverse introduction.

3. The STRUCTURE

i. Restate your thesis (put it in other words)

ii. Sum up your essay (restate your evidence)

EXAMPLE OF A THESIS CONCLUSION [pg 4]

Thesis: Students at Belmont High School should not be forced to wear uniforms because it limits students’ ability to express

themselves, creates a drab school environment, and puts

unnecessary expenses on the parents.

EXAMPLE OF A THESIS CONCLUSION [pg 4]

Conclusion: As you can see, uniforms at Belmont High

School would be impractical because of their

effect on students’ creativity, their reduction of the

general energy level on campus, and the

added expense on the parents.

PARTNER PRACTICE – pg 4DIRECTIONS: With a partner, please reader the prompts provided and use

the next steps to guide you.

EXAMPLE:

Next step: Read the prompt.Next step: Read the introduction.Next step: 1. Underline the thesis statement

2. Circle or highlight the 3 pointsNext step: Create your own version of a CONCLUDING STATEMENT by rewriting the author’s thesis statement

15min EXIT SLIP

1. Fill in the blanks with a) The name of the stepb) An example using the prompt given

2. Concluding statement should be set up in the format we practice in partners earlier

3. If you finish early, please work on Freakonomics homework

5 min break

ACT TESTS

• Scratch paper – any questions you have, please write them down so that I can address them in a more organized way

COMPONENTS OF A COLLEGE APPLICATION:EX UCLA

• PERSONAL STATEMENT• GPA• TEST SCORES• HIGH SCHOOL CLASSES (RIGOR)• STRENGTH OF HIGH SCHOOL PROGRAM• AP? IB?• EXTRA-CURRICULAR ACTIVITIES

ACT is only ONE COMPONENT

• So why worry?

• Because, yes, it is still a large component

• … but – it is also the easiest to change– Most of the other factors are pieces that take a

LOT of time to change (ex: HS gpa)

Here’s the thing…

Possible bad news - Found out recently that the scantron machine is broken… which means… there is a high likelihood that your test has been scored

incorrectly.

Good news - You’ll ….1. Learn how to find your ACT score2. See first-hand the questions you missed.

FACTORS THAT WERE WORKING AGAINST YOU:

1. Lack of momentum (taken over several days)2. Heat (no a/c)3. Lack of familiarity with test4. Lack of purpose

What if…

Q: … I wasn’t trying?A: Your score will be the class average and will be replaced by your Oct 6th score

Q: … I wasn’t here?A: Your score will be the class average and will be replaced by your Oct 6th score

GROWTHThis class is based on growth

-Setting up meetings-Recording your…

Oct 6th Growth Goal ________________Nov 3rd Growth Goal ________________Dec 8th Growth Goal ________________

April 13th Growth Goal Your score + 3 points

(conservative growth)

1st Step

1. Use the class copy of the ACT key to double check your scantrons

2. As you double check each section… record the questions you got incorrect on the handout

English – (1st scantron: 1 – 75)

Reading – (1st scantron: 76 – 100 & 2nd scantron 1 – 15)

Science – (2nd scantron: 16 – 55)

Math – (2nd scantron: 56 – 100 & 3rd scantron 1 – 15)

WHAT YOU ARE WRITING:

ENGLISH MATH READING SCIENCE

1, 2, 16, 18, 19-25, 30, 45, …

3, 4, 7, 9-18, 20, 24, 26, 30 …

6, 9, 10, 12, 14, 15, 23-30, 35 …

15, 18, 20-25, 30, 35, 40…

ASK YOURSELF

1. Did I get the answer correct?A: YES DON’T DO ANYTHING

B: NO Write the number on the sheet for the section you are

checking

STEP 2

• Use the worksheet to figure out your ACT composite score