Unit 5: Lesson 8 (May 16)

Work on your final assignment. Pay careful attention to the details below, relevant rubric, and feedback on past formative and summative tasks. Final work is to be uploaded to turnitin by the end of Friday's class (20th of May).

Informative	Argument	Presentation
Task expectations: 5 paragraph essay (min); double spaced) Interesting focus Detailed evidence Analysis that links evidence to supporting ideas/focus Images with captions MLA citations (in-text; work cited page).	Task expectations: 5 paragraph essay (min); double spaced) Compelling claim Detailed evidence Counterargument and rebuttal Call to action Thought-provoking conclusion MLA citations (in-text; work cited page).	Task expectations: 5-7mins in length Compelling claim Detailed evidence Counterargument and rebuttal Effective intro, thought-provoking conclusion Confident delivery, use vocalisation and non verbals Use digital media to engage the audience.
Informative Rubric	Argument Rubric	Presentation rubric

Unit 4: Lesson 5 (May 6)

Final Proposal due at the beginning of class today.

Today's goals

• work on Research Portfolio (Final Research Portfolio Rubric)
• continue Student/Teacher conference on ideas for the final, book and preliminary research

H/W: Continue to work on Research Portfolio. It is due at the end class on Thursday,  12th of May. It is worth 25% of your final grade. 

Unit 4: Lesson 4 (May 4th)

Working on Final Proposal

Goals for today: Complete Final Proposal

• Student/Teacher conference on ideas for the final, book and preliminary research
• Rubric standards
• Calendar 
• Start research portfolio for final. Make a copy and put in drop- Final Research Portfolio Rubric 

H/W: Completed Final Proposal due at the START of Friday's class; work on research portfolio. 

Unit 4: Lesson 3 (April 29)

Informative Review

How are Informative and Argument different?

Recognizing Indigenous Culture

The power of language: Stereotypes ignore and lot of hard work AND Mean Tweets


Informative Analysis of Sports narratives 

Informative Analysis: Make a copy and put in your drop.

What themes do you see in the various clips? What is the message of these and how is it communicated in the media?

Watch the following trailers:

Friday Night Lights

Necessary Roughness

The Contender (only need to watch the 1st 3 minutes)

Start working on the Final Proposal (in drop)

H/W: Get a book and start reading.

Unit 4: Lesson 2 (April 26)

Sports and Politics

• What role should sport play in politics? 

How does sport impact society?

Documentary Analysis: VICE Argument Analysis (make a copy and put in your drop) 

Preliminary Research 2

Find 3 articles about how SPORT impacts society.

You will submit:

• 1 Guiding question
• 3 printed articles that you have annotated
• 1 thesis statement/argument paragraph that answer the guiding question

HW: Print and finish your second preliminary research. Due at the beginning of Friday's class.

Unit 4: Lesson 1 (April 25th)

Sports and Society 

For our final unit, we are going to explore the role that sport and society have on each other.

Literature of Character Final

Before you decide which skill you would like to redo, we will review each of the required skills and rubrics: informative, presentation and argument.

Presentation skills: What is a global citizen? 

• What is a global citizen?
• How could sports be used to solve global issues?

Individual task: complete the Presentation Analysis

Preliminary Research

Start some preliminary research about a global issue that interests you. This preliminary research will be submitted next class. 

You will submit:

• 1 Guiding question
• 3 printed articles that you have annotated by hand
• 1 thesis statement/argument paragraph that answer the guiding question

H/W:  Print and finish your preliminary research. Due at the beginning of next class.

Unit 3: Lesson 8 (April 15)

As you work on your outline for your Summative Argument, consider the feedback from the formative task:

• Claim needs to be compelling (work on synthesis of ideas rather then listing arguments)
• Credible detailed evidence (all evidence must have a citation)
• Analysis should explain HOW the evidence supports arguments/thesis
• Transition between paragraphs with ideas rather then transitional words
• Conclusion needs to synthesize arguments into larger 'So what?'. Call to action should provide a solution to the problem. 
• MLA (in-text and works cited page)

By the end of today's class: Completed Research Portfolio AND detailed essay outline in drop. 

Unit 3: Lesson 6 (April 11)

Credibility of Sources

With a partner, look at the articles that you collected for homework and assess their credibility based on the information below. Keep this in mind as you are developing your research portfolio.

Examples of sources that are often the most credible:

●      Official government websites

●      Institutional sites that represent universities, regulatory agencies, governing bodies, and respected organizations with specific expertise (e.g., the Mayo Clinic)

●      Peer-reviewed journals

●      Reputable news sources

Examples of sources that are often considered less credible:

●      Blogs

●      Web forums

●      Individual or business websites

●      Materials published by an entity that may have an ulterior motive

Factors to consider	Least reliable	Possibly reliable	Most reliable
Type of source	Unfamiliar website	Published material	Official websites, institutional sites, academic journals
Author’s background	Uncredited	Educated on topic	Expert in the field
Date published	None	Outdated	Recently revised
Depth of review	Controversial reviews	Good public response; general approval	Peer-reviewed by reliable sources
Sources cited	None	Credible sources	Citations referencing other well-cited works
Objectivity	Clearly biased	Sponsored source	Balanced, neutral

CLASS REVIEW: Research Rubric

Work on Research portfolio. Make sure that you have completed the reflection of skills and developing a research questions sections of the Summative Proposal. This will be discussed at the individual writing conferences this week. 

H/W- Work on research portfolio. Make sure that you are demonstrating questioning and showing your insights and connections. 

Unit 3: Lesson 5 (April 7)

That's debatable.... 

It is now time to start thinking about the summative task. A good argumentative essay is based on a clear thesis and supported by detailed research. Before you can begin writing, you need to identify a topic of interest.

BRAINSTORM: Gender, Identity and Worth in Sport

• Spend 10 mins looking at the flipboard on 'Gender, worth and Identity in Sport'. 
• Generate a list of all potential topics for the summative task. 
• Share with your table group and generate a detailed list. 

Developing a research question

Each table will select a topic of interest

1) Generate a list of possible questions about the topic- be creative, jot-down all ideas- there are NO bad questions at this point.

2) Select 3 of the most promising questions (should be debatable and interesting). Complete the checklist below for each question.

Is the scope of your question appropriate: not too wide, not too narrow?

Is it manageable within the time constraints allowed? (2 research periods; 1 planning period; 2 writing periods)

Will the answer fit word requirements of the assignment? (2-3 pages)

Can you find sufficient and timely information in the library?

Will Internet, Web, and field research produce more source material?

Is your question simple enough to seek just one answer, not several?

Is it specific enough that your audience will understand your objective?

Will the results be interesting? Does it concern a real and debatable issue?

Does your question really interest you? Do you honestly crave the answer?

3) Refine your questions based on your answers above. Be ready to share your research questions with the class.


Summative Argument Proposal

Start working on your summative proposal (in drop). By next class, you need to have a clear research question and two annotated articles in your research portfolio (articles must look at different sides of the question).

H/W: By next class, you need to have a clear research question and two annotated articles in your research portfolio (articles must look at different sides of the question).  

Unit 3: Lesson 4 (April 5)

Work time to finish your formative argument

Develop your original piece on violence in sport into full argument. Take a strong stance and use persuasive techniques to convince your audience of your point of view. Your piece should be about 5-6 paragraphs in length (2 pages; double-spaced). All sources must be cited using MLA format (both in-text citations AND works cited page). Your writing will be graded using the Argumentative Rubric.

Argumentative writing outline (planning document)

Formative tasks must be submitted to drop at the END of class.

Unit 3: Lesson 3 (April 1)

Writing Arguments


Share response to 'Does sport create violent people?' with a critical friend.

Provide feedback using the Argumentative Rubric

WARM: Area of strength

COOL: Area that could be improved

RAISE THE TEMP: What do you need to do to improve?


Persuasive Techniques

We use persuasive language to convince others to agree with our facts, share our values, accept our argument and conclusions, and adopt our way of thinking. There are many different ways to persuade people. Below are some of the more commonly used techniques.

• Appeals to emotion
• Evidence
• Inclusive/exclusive language
• Rhetorical questions
• Analogy 
• Hyperbole
• Generalisations  
• Jargon
• Repetition
• Alliteration and assonance
• Imagery/Figurative language  
• Tone 

Read and annotate 'The fraud of the student athlete claim'

Look for claim, evidence, counter-argument, and examples of persuasive techniques.

Formative Argumentative Writing (Due Tuesday, 5th of April) 

Develop your original piece on violence in sport into full argument. Take a strong stance and use persuasive techniques to convince your audience of your point of view. Your piece should be about 5-6 paragraphs in length (2 pages; double-spaced). All sources must be cited using MLA format (both in-text citations AND works cited page). Your writing will be graded using the Argumentative Rubric.

Argumentative writing outline (planning document)



H/W: Complete your formative argument and submit to dropbox before next class. 

Unit 3: Lesson 2 (March 30)

Do violent sports create violent people? 

Effects of Participation in Sports on Men’s Aggressive and Violent Behaviors

Share findings from the reading with your table. Create a google doc that lists main ideas and supporting evidence.

When developing an argument, we need 

• Thesis/claim (overarching idea)
• Supporting ideas/arguments (to support the thesis)
• Evidence for supporting ideas
• Analysis (how the evidence supports arguments/thesis)

Counter-argument: 

The problem of violent athletes is exaggerated.

SMALL TABLE DISCUSSION: Types of evidence for argumentative writing.


Developing an argument: Do violent sports create violent people? 

Create an argument to answer the prompt above. You will find the planner in your dropbox. You will need to create a thesis, provide supporting arguments with evidence, AND address and counter an opposing argument.


H/W- Complete your argument. Focus on cohesion and transitions. 

Unit 3: Lesson 1 (28th of March)

Unit 3: Identity, Gender and Worth in Sport

During this unit, we will be looking at how sport contributes to our understanding of gender, identity, sexuality and value in society.  You will be required to write an argumentative piece about a controversial issue in sport related to one of these themes. Your writing will be assessed using the Argumentative Rubric.

Constructing Identity through sport

How do sports contribute to society's construction of ‘male’ and ‘female’?

Draw the stereotypical ‘male’ and ‘female’ athlete. 

• Draw physical characteristics of the ‘perfect’ athlete. 
• Label/draw symbols of the personality characteristics of the ‘perfect’ athlete. 
• List the stereotypical sports these athlete's play

How does the media portray gender in sport?

Discuss #TWIRLGATE

Outrage after female tennis star is asked to ‘twirl’ on court

In response...  What if male athletes were asked the same questions as female athletes?

View the videos below and discuss the differences in the way male and female athletes are portrayed by the media. 

Sharapova ‘I feel pretty’ Nike commercial vs Roger Federer Nike Commercial

Possible counter-argument: Do these offer opposing ideas?

Misty Copeland UA vs Michael Phelps

READ: How the media portrays female athletes 

1) What is Lamoureux's thesis? 

2) What evidence is used to support her ideas?

3) How do the images add to her argument?

4) What is her call to action?

H/W: Read Effects of Participation in Sports on Men’s Aggressive and Violent Behaviors.

Make a list of key ideas and evidence (bullet points)

E.g. 1) Key idea

• evidence to support
• evidence to support

Unit 2: Lesson 7 (March 9)

Today is work time for your summative task. Your TED Talk and research portfolio are due on Tuesday, 15th of March.

Unit 2: Lesson 6 (March 7)

Skill building: Counter-arguments 

Reader's Journal is due TODAY

Lit Circle #4: Share your reflection with a critical friend. Provide feedback to each other based on 'claims and development' and 'organization' from presentation rubric.
Feedback method: Warm/Cool/Hints on how to raise the temperature. 


Concussion in Football: Does the NFL need to do more? 

Watch video from CBS. Discuss in your table groups what you know about this topic and your opinions.


Based on the presentation rubric, there are three components to developing your claim.

1) Distinct and compelling perspective (supported with evidence)

2) Explain the opposing perspective (recognize the other side of argument)

3) Counter opposing perspective (refute (prove wrong) the opposing perspective to strengthen your argument/thesis).


TASK: Work with a partner, to develop your claim to answer the question above. Make sure that you address an opposing perspective (in detail) and counter that perspective effectively. You will have 15mins to develop your ideas and then you will present to the class.

Opposing Argument Sentence Starters…	Counter/Refutation Sentence Starters…
ü  Some will say that (my thesis) is not true because… ü  Some people might say that… ü  Some will argue… ü  Those on the other side of the issue may say that. ü  It’s true that… ü  While it is true that… ü  Admittedly…	ü  That is not the case.  As we see (bring up new evidence)… ü  While that may be the case, (my thesis) is still true because… ü  That point is true, but it is unimportant because… ü  Nevertheless, my point still stands because… ü  However, that point is not important because… ü  Transition words: but, yet, however, nevertheless, still

Work on Summative Presentation and Research Portfolio.

H/W- Continue to work on your summative presentation and research portfolio. It is due next Tuesday (15th of March).