Week 2 Writing Notebook

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Each week you will have an opportunity to practice different aspects of the writing process in this writing notebook. It consists of a template you will fill out and submit in Canvas. In addition to introducing and practicing targeted components of the writing process, these notebooks are meant to help you to determine your own strengths and identify opportunities for growth.

This week, the writing notebook focuses on essay structure.

Before you begin this week’s writing notebook, please read the Body Paragraphs (Links to an external site.) and Essay Structure (Links to an external site.) webpages from the Writing Center.

In the Week 2 Writing Notebook you will

  • Develop topic sentences that serve as a roadmap for essay creation

Follow the steps outlined below to complete this week’s writing notebook:

  • Download the Week 2 Writing Notebook Template below, which has been provided for you in both a Word document and a PDF file.
    • Week 2 Writing Notebook Template download(PDF)
    • Week 2 Writing Notebook Template download(Word)
    • Please note that you can choose to print out the template and mark it up as long as you can scan it back into your computer for submission in Canvas by Day 7.
  • Complete all steps of the Essay Structure Activity in the Week 2 Writing Notebook, including the reflection step2

     

    Week 2 Writing Notebook

    Essay Structure Activity

     

           

     

     

    Each week you will have an opportunity to practice different aspects of the writing process in a writing notebook. It consists of a template you will fill out and submit in Canvas. In addition to introducing and practicing targeted components of the writing process, these notebooks are meant to help you to determine your own strengths and to identify opportunities for growth.

    This week, the writing notebook focuses on essay structure.

    STEP ONE: College Writing Tips

     

    Essays are built out of paragraphs, and as writers we are able to make decisions about how we develop those.

     

    1. What is one step mentioned in the Body Paragraphs webpage that you think would help you most? Additionally, is there a tip not mentioned, but which you have already discovered that has helped you?

     

    Click or tap here to enter text.

     

     

    STEP TWO: Your Working Thesis

    Look back to your work in the Week 1 Writing Notebook or consider any steps you may have taken toward your Week 2 Written Assignment.

     

    1. Share a sample thesis statement.

     

    Click or tap here to enter text.

     

     

    Remember, this could be the thesis statement you developed in your first Writing Notebook, or it could be the one you are considering for your Week 2 Written Assignment. If you’re stuck, use the Thesis Generator from the Writing Center.

     

     

     

    STEP THREE: Traditional Structure Activity

    Let’s combine the work you have done so far to create a plan for essay structure.

     

    Activity 1: Review the Essay Structure resource. Using your thesis as a guide, develop three topic sentences that would develop your ideas and serve as the roadmap for essay creation.

     

    Example:

    Thesis Sentence (assertion): The 21st century workforce requires a unique set of skills.

    Topic Sentence (reason) #1: Workers need to learn how to deal with change.

    Topic Sentence (reason) #2: Because of dealing with such a rapidly changing work environment, 21st century workers need to learn how to learn.

    Topic Sentence (reason) #3: Most of all, in order to negotiate rapid change and learning, workers in the 21st century need good communication skills.

     

     

    Click or tap here to enter text.

     

     

    STEP FOUR: Review and Reflect

    Review your work in this Writing Notebook and consider what challenges you faced. Which aspects of essay structure were new to you, or which aspects might you have already been familiar with? In no more than 150 words, please reflect on your work in this activity.

     

    Click or tap here to enter text.

     

    ENG121 Week 1 Writing Notebook

Collaboration And Communication Action Plan

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As a special education teacher, you will be expected to provide support and guidance to administration, teachers, and staff regarding issues that may arise concerning how to meet the needs of individuals with disabilities outlined in IEPs. Serving as a collaborative resource to colleagues promotes the well-being of individuals with disabilities, the main goal of a special education teacher. Additionally, it is vital to provide support and guidance for students in the inclusion setting who will be working and collaborating with non-exceptional peers and general education teachers.

Read the case study to inform the assignment that follows.

John is currently a ninth-grade student who has been identified as having an emotional/behavioral disorder, specifically in the area of obsessive-compulsive disorder (OCD). During his annual IEP meeting, John’s IEP team reviewed recent test scores and determined he qualified for the gifted program in the area of English language arts (ELA). John will continue to participate in the inclusion classroom for the remainder of his courses, and be placed in the gifted classroom for ELA in the second semester of the school year.

As John continues to be successful in all of his inclusion classes, he is having difficulty in his new ELA class. The gifted teacher, Ms. Griedl, was not able to be present during the IEP meeting, and John is the first student with an IEP she has had in her class. John has stated that being the only Hispanic student in Ms. Griedl’s gifted class has made him feel uncomfortable at times. He says Ms. Griedl does not include him in the classroom conversations and when she speaks to him, it is abruptly. John says she does not treat the other students in the same manner.

After one month of John being in the gifted class, Ms. Griedl has requested that a paraprofessional be present to support John. The IEP team determined that this was not necessary and that John should be able to be successful in the gifted classroom without a paraprofessional. The principal, Mr. Fleming, did a walk through observation of Ms. Griedl’s gifted classroom and he did notice that John was isolated in a corner, and the teacher and other students in the class did not interact with him. In addition, Mr. Fleming received a phone call from John’s parents who reported that Ms. Griedl had told John she felt he did not belong in the gifted class. John no longer wants to be in the class because he does not feel welcome.

Use the “Collaboration and Communication Action Plan Template” to complete this assignment.

*****Please use this template-SPD-521_T5-Action Plan Template.docx  ***opposite click on link to open up template.

Part 1: Action Plan

Mr. Fleming has come to you, the special education teacher, for assistance with the situation. To assist the principal, create a 750-1,000 word action plan. The action plan should include one long-term goal and a minimum of four short-term goals to help reach the long-term goal.

For each short-term goal, identify the following information related to implementation:

  • At least 1-2 implementation activities/strategies
  • Resources needed
  • Timeline: To include measuring progress and implementing strategies
  • Persons Responsible: To include measuring progress and implementing strategies
  • Evidence of Success: How is this measured, or the desired outcomes to demonstrate success

Keep in mind the following when you outline your goals and implementation steps:

  • John’s abilities and interests, the learning environments, and cultural and linguistic factors.
  • How you will incorporate collaboration to help the action plan be successful.
  • Your role as a coach and resource for John and Ms. Griedl.

Part 2: Rationale

Support your action plan with a 500-750 word rationale that incorporates researched best practices on collaboration and communication when working with colleagues, administration, and families.

Your rationale should address the following considerations:

  • Theories or elements of effective collaboration you utilized in your action plan.
  • How diversity is a part of families, cultures, and schools, and how complex human issues can interact with the delivery of special education services.
  • The importance of supporting individuals with disabilities in all settings to help them reach their optimal potential and allow them to flourish academically and behaviorally.

Support your findings with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide

Understanding Logical Fallacies

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Understanding Logical Fallacies Dire c t e d L e arning Ac t iv it y —C rit ic al Thinking 05

Essential Question What is a logical fallacy and how do I spot fallacies in a visual?

Purpose This activity is designed to strengthen your knowledge of five common logical fallacies and how to

recognize them in literary works.

This DLA should take approximately 30 to 45 minutes to complete.

Directions Read the information below taken directly from “Fallacies” by The Writing Center, University of North

Carolina at Chapel Hill, and Beyond Feelings: A Guide to Critical Thinking by Vincent Ryan Ruggiero, then

do the activity on the next page. You only need to print the activity page.

Hasty Generalization Definition: Making assumptions about a whole group or range of cases based on a sample that is

inadequate (usually because it is atypical or too small). Stereotypes about people (“librarians are shy

and smart,” “wealthy people are snobs,” etc.) are a common example of the principle underlying hasty

generalization.

Example: “My roommate said her philosophy class was hard, and the one I’m in is hard, too. All

philosophy classes must be hard!” Two people’s experiences are, in this case, not enough on which to

base a conclusion.

Slippery Slope Definition: The arguer claims that a sort of chain reaction, usually ending in some dire consequence, will

take place, but there’s really not enough evidence for that assumption. The arguer asserts that if we

take even one step onto the “slippery slope,” we will end up sliding all the way to the bottom; he or she

assumes we can’t stop partway down the hill.

Example: “Animal experimentation reduces our respect for life. If we don’t respect life, we are likely to

be more and more tolerant of violent acts like war and murder. Soon our society will become a

battlefield in which everyone constantly fears for their lives. It will be the end of civilization. To prevent

this terrible consequence, we should make animal experimentation illegal right now.”

False Analogy Definition: Many arguments rely on an analogy between two or more objects, ideas, or situations. If the

two things that are being compared aren’t really alike in the relevant respects, the analogy is a weak

one, and the argument that relies on it commits the fallacy of weak analogy.

Example: “Guns are like hammers—they’re both tools with metal parts that could be used to kill

someone. And yet it would be ridiculous to restrict the purchase of hammers—so restrictions on

purchasing guns are equally ridiculous.”

 

 

Either/Or (False Dichotomy) Definition: In false dichotomy, the arguer sets up the situation so it looks like there are only two choices.

The arguer then eliminates one of the choices, so it seems that we are left with only one option: the one

the arguer wanted us to pick in the first place. But often there are really many different options, not just

two—and if we thought about them all, we might not be so quick to pick the one the arguer

recommends.

Example: “Caldwell Hall is in bad shape. Either we tear it down and put up a new building, or we

continue to risk students’ safety. Obviously we shouldn’t risk anyone’s safety, so we must tear the

building down.”

Irrational Appeal to Tradition Definition: An irrational appeal urges maintaining the tradition merely because we’ve always done so.

Example: For many years, doctors refused to accept indisputable evidence that washing their hands

between patients curtailed the spread of disease simply because washing hands between patients was

not part of the medical tradition (Ruggiero 131).

Exercise Now that you have read about five common logical fallacies, read the excerpts below, indicate which

fallacy is at play (if any), and then explain why.

1) “That’s all there is,” my father said. “War and peace with nothing in between. It’s always one or

another.” (Taken from “Because My Father Always Said. . .” by Sherman Alexie)

2) Scout says, “Until I feared I would lose it, I never loved to read. One does not love breathing.”

(Taken from To Kill a Mockingbird by Harper Lee)

3) “Damn pack of crazy fools,” says Old Man Warner after being told that some people want to

give up the lottery. “Next thing you know, they’ll be wanting to go back to living in caves,

nobody work any more. Live that way for awhile.” (Taken from “The Lottery” by Shirley Jackson)

4) “There’s always been a lottery,” asserts Old Man Warner in defense of keeping the lottery.

(Taken from “The Lottery” by Shirley Jackson)

5) As my white friends revived me and prepared to take me to the emergency room where doctors

would later diagnose my diabetes, the Chicano teacher ran up to us. “Hey,” he said. “What’s

that boy been drinking? I know all about these Indian kids. They start drinking real young.”

(Taken from “Indian Education” by Sherman Alexie)

Review your answers with an instructor or tutor in the Virtual Writing & Reading Center. Be sure you can

answer the essential question above.

 

  • Essential Question
    • Purpose
    • Directions
      • Hasty Generalization
      • Slippery Slope
      • False Analogy
      • Either/Or (False Dichotomy)
      • Irrational Appeal to Tradition
    • Exercise

Math And Literacy Integration Plan

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In planning and instructing math content, it is important to be able to create a cohesive unit that encompasses multiple areas in math, as well as other content areas, including literacy.

Part 1: Unit Plan

For this benchmark, you will choose one of the three lesson plans you created in this course to build a week-long unit plan. Use the “Math Unit Plan” to prepare your week-long math unit plan. Utilize any feedback from your instructor modify and adjust instruction to meet the diverse needs of students.

For the unit plan, include the following components: lesson title, math standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments.

As you are creating your unit plan, focus on integrating the following elements:

  • Major math concepts including number and operations, algebra, geometry, measurement, data analysis, problem solving, reason, communication, connections, and representation.
  • A variety of teaching strategies, media, resources, and technology that encourage development in critical thinking and problem solving across content areas, with a focus on literacy.
  • Effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction.
  • Differentiate instruction based on the diverse needs of students in the “Class Profile.”

Part 2: Rationale

In 250-500 words, provide a rationale that explains your reasoning behind your chosen instructional strategies. How do the formative assessments provide opportunities to modify instruction that promotes continuous intellectual, social, emotional, and physical development? Explain the value of utilizing knowledge from professionals in other content areas to enhance instruction and learning experiences for students.

Support your findings with a minimum of three scholarly resources.

Class Profile

 

Student Name English Language Learner Socioeconomic

Status

 Ethnicity Gender IEP/504 Other Age Reading

Performance Level

 Math Performance

Level

 Parental

Involvement

 Internet Available

at Home
Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/

Pacific Islander

 Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes

 

 

 

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