Class

1. Benjamin Harrison (my relative) had
the first ____________ in the White
House in 1889?
A. poker game
B. dog
C. bowling alley
D. Christmas tree
E. television

2. Reading
Log
Attach your
blue “Own
Your Learning”
card to your
reading log

3.  Understand
Drive chapter 4
and connect
autonomy with
your education
 Create PIQEAT
paragraphs
A. I could teach this
objective to the class!
B. I have a pretty good
grasp of this one.
C. I’m not completely
comfortable with this
one.
D. I don’t really
understand this one.
E. I don’t understand
this one at all.

4. Please, absolutely no talking!

5. Prompt:
How can
schools/teachers put
more autonomy in the
classroom?
5:004:304:003:303:002:302:001:301:00:30:00

6. Link

7.  Get into groups
 With this group, you are master designers of
this class
 How can you turn the dial toward autonomy?
 Brainstorm specific items you would
implement to create autonomy in this class
 Draw your plan on a poster
Control Autonomy

9. Prompt:
 Have you ever been so engaged in
something that you lost track of the
outside world?
 If not, have you ever worked on
something just to better yourself?
Describe that experience.
 If you have not had either experience,
why not? What do you do with your
time?
5:004:304:003:303:002:302:001:301:00:30:00

12. Body paragraphs
Know your thesis
Have a (loose…vague,
even) plan

13. Your first sentence of the
paragraph should be a statement
from you and it should back
your essay’s thesis statement.
This point should be
argumentative (some reasonable
people will disagree with it).
This sentence is sometimes called
a topic or main idea sentence.

14. I used to believe that if a particular subject
was difficult for me that I was just not
gifted with intelligence in that area; now
that I am moving toward a growth mindset,
I understand that my knowledge in
anything is dependent on the amount of
effort I put into learning.

15. Your second sentence should integrate a
quotation from the source with which you are
having a conversation. Because every essay is
part of a larger conversation, you want to
represent accurately the other voices in the
discussion. The first time you refer to a source,
you want to use the author’s full name (first and
last) and the title of the text (in quotation marks if
it is an essay, short story, article, chapter, or poem
and in italics if it is a book, play, or epic poem).
For the rest of your essay, you should only refer
to the author by his or her last name.

16. According to Carol
Dweck in the article
“Brainology,”

17. The second sentence should integrate a quotation,
so after the introductory phrase, weave a
quotation into your sentence. Quoting text takes
practice and your ultimate goal is to have the
quoted portion read seamlessly in your sentence.
To do this, try to use as little of the original text as
possible and build your sentence around those
short snippets that are essential. Make sure you
put quotation marks around anything you are
quoting and that you include an MLA in-text
citation (for example—(Slater 19).). You may also
include a paraphrase or summary to enhance
your quotation or to stand alone as your evidence.

18. After the sentence that contains the quotation,
you should have a space, parentheses, the
author’s last name, the page number,
parentheses, and a period.
Unfortunately, those who are already
shy may compound their problem
further as “[t]elevision and
computing make us more
passive…and passivity feeds into
shyness” (Stoll 395).

19. If you used the author’s name to introduce the
quotation, you should only put the page
number in the citation.
Stoll points out that those who are
already shy may compound their
problem further as “[t]elevision and
computing make us more
passive…and passivity feeds into
shyness” (395).

20. According to Carol Dweck in the article “Brainology,”
some people “believe that intelligence is fixed, that each
person has a certain amount and that’s that” whereas
others “believe that intelligence is something that can be
cultivated through effort and education” (1-2). In other
words, students with a fixed mindset believe that
people are naturally smart in certain subjects, but those
with a growth mindset understand that they are capable
of understanding anything with the right amount of
determination.

21. According to Carol Dweck in the article “Brainology,”
some people “believe that intelligence is fixed, that each
person has a certain amount and that’s that” whereas
others “believe that intelligence is something that can be
cultivated through effort and education” (1-2). In other
words, students with a fixed mindset believe that
people are naturally smart in certain subjects, but those
with a growth mindset understand that they are capable
of understanding anything with the right amount of
determination.

22. This section is the meat of your paragraph. You
get to develop your argument here. How does
your point connect to your thesis? How does
your point connect to the quotation you used?
What experiences/observations can you give to
back up your point? Why should the reader agree
with your point? This part of the paragraph
should consist of your thoughts, opinions, and
theories and it should make up the majority of
your paragraph—whereas the other sections are
one sentence (or less), the analysis should be
developed over multiple sentences.

23. I tell people that I am bad at math, but I am working on changing that
attitude to a more realistic self-view. I earned average grades in my
high school math classes, but the concepts did not come easily to me.
In my college algebra class, I watched as other students breezed
through tests and quizzes and I felt like I was struggling to pass.
Instead of realizing that I needed to put more work into the class, I
put the responsibility on others. I decided the teacher was boring. I
imagined that the other students just understood the material right
away. I began to miss class and skip assignments. Of course, my
actions resulted in a failing grade. At the time, I was quick to shift the
blame to other people and circumstances, but the truth was that I was
making excuses rather than trying because I did not want to try and
fail. Doing so would affirm my biggest fear: I was dumb. I have
come to realize that I truly earned the F, not because of my lack of
natural math skills, but because of my own lack of effort.

24. The last sentence of your paragraph should lead
to your next point. You may not be able to add
this sentence until you are working on a second
draft of your essay (after all, how can you
transition to the next paragraph if you don’t know
what you are going to say in the next
paragraph?!). Coming back after the first draft
and adding in transitions is a perfectly acceptable
way to write your essay.

25. This realization has impacted my mindset not just
in school, but in other areas of my life as well.

26. (Thesis: I want to develop a growth mindset.)
I used to believe that if a particular subject was difficult for me that I was just
not gifted with intelligence in that area; now that I am moving toward a
growth mindset, I understand that my knowledge in anything is dependent
on the amount of effort I put into learning. According to Carol Dweck in the
article “Brainology,” some people “believe that intelligence is fixed, that each
person has a certain amount and that’s that” whereas others “believe that
intelligence is something that can be cultivated through effort and education”
(1-2). In other words, students with a fixed mindset believe that people are
naturally smart in certain subjects, but those with a growth mindset
understand that they are capable of understanding anything with the right
amount of determination. I tell people that I am bad at math, but I am
working on changing that attitude to a more realistic self-view. I earned
average grades in my high school math classes, but the concepts did not come
easily to me. In my college algebra class, I watched as other students breezed
through tests and quizzes and I felt like I was struggling to pass. Instead of
realizing that I needed to put more work into the class, I put the responsibility
on others. I decided the teacher was boring. I imagined that the other
students just understood the material right away. I began to miss class and
skip assignments. Of course, my actions resulted in a failing grade. At the
time, I was quick to shift the blame to other people and circumstances, but the
truth was that I was making excuses rather than trying because I did not want
to try and fail. Doing so would affirm my biggest fear: I was dumb. I have
come to realize that I truly earned the F, not because of my lack of natural
math skills, but because of my own lack of effort. This realization has
impacted my mindset not just in school, but in other areas of my life as well.

28.  Understand Drive
chapter 4 and
connect
autonomy with
your education
 Create PIQEAT
paragraphs
A. Yes,
completely
B. Mostly
C. Sort of
D. Not really
E. Not at all
(I’m lost!)

29. Due Thursday, February 18, in class:
 Read Drive chapter 5 “Mastery” and complete the
reading log
 Read They Say/I Say chapter 4 “Yes/No/Okay, But”
Due Thursday, February 18, at 11:55 p.m.:
 Post to the weekly discussion on Moodle
Due Sunday, February 21, at 11:55 p.m.:
 Weekly Response Assignment to Turnitin
 Respond to at least two students in the weekly
discussion on Moodle

30.  Angelique
 Christian
 Jessica
 Michael
 Nick

31.  Leslie
 Marina
 Roberto
 Emmanuel
 Mariah

32.  By yourself, write an essay (multi-paragraph)
describing your plans (as they are represented in
your poster or ideas you steal from other groups’
posters)
 Your thesis should be
 We should have more autonomy in the class.
OR
 We should have less autonomy in the class.
 You should not have an introduction—just your
thesis at the top
 Integrate at least two quotations from Drive in two
different PIQEAT paragraphs using templates
from “As He Himself Puts It” from They Say/I Say
 Underline the template you use
 Don’t worry about a conclusion
 When you are finished, please bring your paper up
to me and then you are free to go!