Core 1:
- Vote-on: Which of the following debate topics will be the student selected debate?
- Solved: New Orleans should be relocated.
- Solved: The internet is a bad influence on children.
- Solved: Video games should be considered a sport.
- Solved: Everyone should know how to swim.
- Solved: The government should aggressively fund alternative forms of energy.
- How do you search for good resources?
- Conduct your fourth and final 30-minute-expert blogging session on our chosen topic.
- Create arguments by stating your assertion, reasoning and evidence in one paragraph on your blog (similar to the examples from the handout yesterday).
- Extensions: Finalize your 30-minute-expert session. Start to look back and decide which topic is right for you.
Core 2:
- Blog-on: Is it better to be recognized for doing something good (changing people’s ideas on race/gender) or to go unrecognized? Why?
- Calling attention to your cause:
- ReacTee
- Blogging and Linking
- Other ideas?
- Work on the computers for two purposes:
- Finish your rough draft of your Academy Authentic for Friday (share with others, not me)
- Work on your Social Action Plan
- Extensions:
- Work on your Academy Authentic
Core 3:
- Share-on: Share what lesson, moral, or idea you learned from reading MOV with at least 2 other people.
- Take a look at “Why should students come to class?” and the collaborative discussion going on with our old friends from Wallingford, CT.
- Work on the computers for two purposes:
- Finish your rough draft of your Academy Authentic for Friday (share with others, not me)
- Comment/Build upon the Wallingford-based debate on virtual classes/schools
- Extensions:
- Work on your Academy Authentic
Core 4:
- Blog-on: What is freedom of expression and why is it important to our ever day lives?
- A 30-minute-expert blogging session on global censorship:
- Mr Mayo’s Delicious Account on Free Press
- Resources
- Facts
- Opinions
- Extensions:
- Finish your 30-minute-expert blogging session and post it to your blog in the correct format.
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