The ant debates are over and the essays are handed in!

(Can you guess who won the last ant debate of the year?)

I love the ant debates, and I know the students will not forget them.  However, the unit is a lot of work.  Getting the students to research and think deeply this close to the break is a challenge, but it is worth it!

I updated the Ant Debate assignment page.  If you scroll to the bottom, you will see the winners in each class.  I always find it interesting how the students think that the squishers have no chance of winning because it seems obvious that the ant should not be squished.  However, I tell them to think of the debate like being a lawyer.  Your job is to argue for one side whether you agree with the position or not.  As you can see, there were plenty of squishers who won!

I am looking forward to a break.  I am not sure if I will grade the essays before the new year.  I will take them home, but I make no guarantees.  :)


Have a nice holiday and a happy new year!
-MrBoZ

Final draft of the ant essay is due

Today we tied up some loose ends.  I gave grade slips out to sections 3, 6, and HB.

We are watching The Ant Bully and answering some questions:

1. How are humans and ants alike?
2. What details did you see in the movie that are supported by details that we learned from research and the debates.
3. How do you change prejudice?
4. How are ants an example of "Together we can...?"
5. What is foreshadowing?

The debates are mostly over.

The good drafts of the essays are due by Tuesday.

This is what the action looks like from the audience.

These are the winners.  If you click on the picture or download, you can zoom in and read.

The debates are rolling along!

Check out this score!  (Trust me.  It's amazing!
The average score from all my classes is around 23. A 100% grade is earned at 40.)

Rough draft of ant essay due Thursday

Check out the score of this debate!  If a student scores 35 points, I am impressed.  Most students score between 20 and 30 points.  As I said in the beginning of the unit, only the winner receives an A.  However, a student has to earn 30 points for an A-.  This student was off the chart!

(His pointing and laughing is not very Barney-like.)

Rough draft due Thursday instead

We had more debates today.  The winners are going crazy on my board!

We are getting some winners for the ant debates!

The rough draft of the essay is due Wednesday.

Grades are updated on the Home Access Center for 2nd MP interims

Have a nice weekend!
(Laugh at life, not the grades... unless necessary!)

The ant debates start Monday!

Parents, I would suggest you sit down and have your child go through his/her main arguments as a practice presentation.  When he/she finishes, try to ask  a few questions to see if your child is ready for his/her opponent's reasons.  Good luck!

Here is everything you would need to know about the ant debate project.
http://www.mrboz.com/MrBoZ/Ant_Debate_2010_11.html

-MrBoZ

The outline is due tomorrow.

These are some things I discussed with the students today in sections 3, 4, 5, and HB.


……………Handshake………………………………………………………………………
……………………..The boy in the story has a decision to make: should he squish the ant or not? After researching ants and exploring the topic, I am going to prove to you that the boy in the story should squish the ant. He should squish because reason 1, reason 2, reason 3.


Ideas for interesting handshakes:
Dramatic lead
     - Like the name says, they are dramatic. They grab the reader.
Begin at the end
     - Say the result of the moment. Then go back and explain it.
Misleading lead
     - Start off on the wrong direction. Then surprise the reader.
Question
     - Start off with a question that will be answered by the piece.
Intriguing detail
     - Give a small detail that is important to the moment.
Sentence fragments
     - Give description of something in snippets. Establish a feeling

Check out the awesome work that I am submitting for the PTA Reflections Contest!

http://www.mrboz.com/MrBoZ/PTA_Reflections_Pictures_2010-11.html

There are some literature pieces as well. 

Good luck, guys and gals!

-MrBoZ

I continued to discuss the importance of understanding both sides of an argument

In all classes, we looked at examples of persuasive writing.  In sections 3, 6, and HB, we read a simple version of the ant essay they will be writing soon.  In sections HB, 4, and 5, we read a persuasive piece based on the picture book "Earrings" by Judith Viorst.  The writer of the piece not only showed that she understood both positions taken in the book, but she then went on to make a logical recommendation for the parents in the book. 

We discussed how persuasion should be based on logic.  However, in reality, when logic can't win the argument, we resort to artificial means of persuasion.  In the book, the nine year-old girl resorted to begging, yelling, and threatening the parents that she won't stop asking her parents for earrings until she gets what she wants. 

Once the debates start, I am always amazed at how the initial logical arguments soon degenerate into quibbling over minor points just to appear as if they are winning. 

This is the outline that I gave the students today.

Paragraph 1
The boy in the story has a decision to make: should he squish the ant or not? After researching ants and exploring the topic, I am going to prove to you that the boy in the story should squish the ant. He should squish because reason 1, reason 2, reason 3.

Paragraph 2
The results of your research.
1. The first reason he should squish the ant is because ….
      - why is it so bad?
      - how does this relate to our ant?
      -
2. The second reason he should squish the ant is because…..
     - what do you mean?
     - how does this relate to our story?
     - why should ours be squished?
3. The third reason he should squish the ant is because….
    - how?
    - Why does this matter?
    - How does this relate to our story?

Paragraph 3
Explain how you fully understand the other position.
    Reason for not squishing the ant.
         Why do they feel this is the correct thing to do?
    Reason for not squishing the ant.
         Why do they feel this is the correct thing to do?
    Reason for not squishing the ant.
         Why do they feel this is the correct thing to do?

Paragraph 4
Explain how their argument is wrong.
    They said that …, but they are wrong because …
    They said that …, but they are wrong because …
    They said that …, but they are wrong because …

   Add any strong arguments that you feel are needed.
   Maybe you want to end with a bang!

P5: Conclusion
I have proven to you that the boy in the story should (not) squish the ant. He should (not) squish because reason 1, reason 2, reason 3. I have also discussed how… (list some of the points you covered in the part where you refuted the other side.)

Mr. Bosler's E-mail list recipients...

You may not have received some daily e-mails because I did not understand a setting somewhere.  Please see my blog if you want to know what I have posted lately.  Sorry about that.
-MrBoZ

All the research is done. This week, we organize!

Homework:
Students should be organizing their debate strategy.

Today we discussed the beginning of the debate focusing on the first round.  As you can see below, the first found starts with an introduction.  This introduction has a handshake, a thesis, and a direction.  I discussed what each of those terms meant.  I will teach the students how to modify this introduction to make it better.

I also discussed the outline below.  Students need three or four well explained reasons to support their position.  (I checked their notes and bibliography today.  I will post those grades in HAC tomorrow afternoon.)

Paragraph 1

The boy in the story has a decision to make: should he squish the ant or not? After researching ants and exploring the topic, I am going to prove to you that the boy in the story should squish the ant. He should squish because reason 1, reason 2, reason 3.

Paragraph 2
1. The first reason he should squish the ant is because ….
- why is it so bad?
- how does this relate to our ant?
-
2. The second reason he should squish the ant is because…..
- what do mean?
- how does this relate to our story?
- why should ours be squished?

3. The third reason he should squish the ant is because….
- how?
- Why does this matter?
- How does this relate to our story?

Research and Bibliography due Monday!

If you have any questions, e-mail me at my home address: bozmd@comcast.net

On Monday, students should have two documents:

The first document should be an outline or notes:
1. The ant in the story is helpful to the environment!
        - So? Give examples of helpful things
       - What would happen if it died?
2. Some ants sting!
      - So? Which ants sting?
      - Does our ant sting?
      - Why should we worry about this?
      - Are there other examples of killing stinging things?
3. Reason # 3
     - So? Give examples of helpful things
     - What would happen if it died?

4. Reason #4
     - So? Give examples of helpful things
     - What would happen if it died?

5.
6.
7.




The second is a bibliography that looks like this:
Use EasyBib.com

The page should be a list of the web sites used for the research.
       - MLA Format
       - Alphabetical by the first letters of the citation


"ANTS: Facts about Ants." Lingolex Homepage. Web. 03 Dec. 2010. .

"Citronella Ant - Ants - Insect Control - Bug Search - Pest Control Information | Terminix." Pest Control | Exterminator | Termites. Web. 03 Dec. 2010. .

Wikipedia contributors. "Fire ant." Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 30 Nov. 2010. Web. 3 Dec. 2010.

Keep up the research for the ant debates!

We were in the library again today.  The focus of today's work was organizing 5-7 main reasons to support their position.  However, it is not enough to just state that one reason.  The reason MUST be explained and supported.  That's where the points can be earned for the debate!  I explained how the rebuttal round can wipe out their unsupported reasons.  In the rebuttal round, you can earn a point for merely saying, "My opponent say that ants can sting."  The students are expected to take notes while the opponent presents.  Then, in the rebuttal round, they will offer arguments against what their opponent said.  Even if they can't offer a rebuttal, they can still get the point for repeating; however, they look silly when they have nothing to say!

I believe that the boy in the story should squish (or should not squish) the ant in the story for many reasons.

Use…
Notes from what type of ant it is sheet.
Use details from the story.
Use details from the Interesting Ant Facts sheet.
Use details from your web research.


1. The ant in the story is helpful to the environment!
      - So? Give examples of helpful things
      - What would happen if it died?
2. Some ants sting!
      - So? Which ants sting?
      - Does our ant sting?
      - Why should we worry about this?
      - Are there other examples of killing stinging things?
3.
4.
5.
6.
7.



Tomorrow, we will be in the library again.  I want to finish up the research and have them organize their bibliographies.  All their research is due Monday.