Learning is Change

Core 1:

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.

• Create arguments by stating your assertion, reasoning and evidence in one paragraph on your blog (similar to the examples from the handout yesterday).

Core 2:

1. Blog-on: Is it better to be recognized for doing something good (changing people’s ideas on race/gender) or to go unrecognized? Why?
2. Calling attention to your cause:

• ReacTee
• Blogging and Linking
• Other ideas?

• Finish your rough draft of your Academy Authentic for Friday (share with others, not me)
• Work on your Social Action Plan

• Work on your Academy Authentic

Core 3:

1. Share-on: Share what lesson, moral, or idea you learned from reading MOV with at least 2 other people.
2. Take a look at “Why should students come to class?” and the collaborative discussion going on with our old friends from Wallingford, CT.
3. 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

• Work on your Academy Authentic

Core 4:

1. Blog-on: What is freedom of expression and why is it important to our ever day lives?
2. A 30-minute-expert blogging session on global censorship:
1. Mr Mayo’s Delicious Account on Free Press
   • Resources
   • Facts
   • Opinions
3. Extensions:

• Finish your 30-minute-expert blogging session and post it to your blog in the correct format.

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Core 1:

1. Write-on: If I told you that there were three elements of any good argument, what would they be called? Create a workable acronym for them as well.
2. Use the resources at MiddleSchoolDebate.com to practice making Arguments.

• Are the opinions you have been voicing in your 30-minute-expert sessions arguments?
• Would the facts in your 30-minute-expert sessions fit into this type of structure?

• Read the discussion (from Wallingford, Conn.) going on at Discourse about Discourse: Should Students Come To Class? From your own 30-minute-expert session, write up your own opinion.

Core 2:

1. Write-on: If you were trying to change the world, how would you know if you were successful or not?
2. Introduce the Social Action Plan.
3. Discuss-On: Who should decide what gets taught in schools?
4. Read and Discuss Chapter 8:
   • What is the worst type of coercion displayed so far?
   • Why does T.J. “turn” on the Logans?
5. Extension:

• Finish chapter 8 for Wednesday.

Core 3:

1. Write-on: Is “happily ever after” a fictional creation or a representation of reality? Why?
2. Who gets a “happily ever after” in Act V of The Merchant of Venice?

• Construct a “Shrek-like” organizer.

• “Study” for MOV quiz on Friday.

Core 4:

1. Reflect-on: How was the “debate” you held while I was gone different from the debate that you designed (with diagram)?
2. Share out your diagrams on the document camera.
3. Test the most popular form out with “Solved: They mayor should have paid the Piper.”
4. What can we do differently/better next time?
5. Extensions:
   • Write out what kind of debate you believe are worth having.

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Core 1:

Solved: Online schools provide a more authentic learning environment than traditional ones.

1. Your 30-Minute-Expert Resources link is here.
   
2. You can also take a look at my blog post about the issue.

My sub plans are here.