English 9 – RACE Method, Example Paragraph & Class Policies

Sample Question & Writing Task

  • Prompt introduced as a 44-point test question: “What one piece of technology do you use the most and why do you love it/why is it important?”
    • Students must narrow to one device so the response stays focused.
    • Purpose: practice the RACE (or RAD) paragraph method that will be required on unit tests, essays, and even useful in social-studies, science, or math classes.

RACE Method Overview (a.k.a. RAD)

  • RACE = Restate, Answer, Cite, Explain.
    • RAD (Restate–Answer–Detail) is a comparable framework; teacher stresses there is no single “right” acronym, but RACE is the adopted standard for English 9.
  • Produces a structured paragraph that earns each rubric point:
    • 11 point simply for the correct Restate/Answer topic sentence.
    • Remaining points for solid evidence (C) and reasoning (E).
  • Workflow advice: write each piece separately (R → A → C → E) and then combine for a cohesive paragraph.

Restate (R)

  • “Restating” means re-writing the question as a statement and embedding your direct answer.
    • Ex: “The one piece of technology that I use and love the most is my smartphone.”
  • Functions as the topic sentence, keeping the paragraph on target.

Answer (A)

  • Immediately follow R by giving the why.
    • Must be specific, not vague: e.g., virtual students need a phone “to keep up with friends” instead of “I like my phone.”
  • Distinguish between mere preference (“I like it”) and a concrete rationale (“because I attend virtual school and don’t see friends daily”).

Cite (C)

  • Traditional essays ask for quotations from a novel or research article; here the prompt is personal, so “citation” means 1–2 real-life examples.
    • Acceptable sources: personal anecdote, brief story, statistic about usage, etc.
  • Examples offered in class:
    • Phone: texting to arrange plans; Instagram to follow friends.
    • Microwave: heats food quickly vs. older, slower methods.
    • Gaming consoles (PS5, Xbox, Nintendo), laptops, etc.
  • Teacher caution: avoid a simple list (“I text, I download apps”); instead embed details that show how each feature matters.

Explain (E)

  • Final sentence(s) connect evidence back to the topic sentence, showing overall significance.
    • Ex: “Overall, I love my smartphone because it gives me direct access to my friends… even though I don’t see them regularly at school.”
  • Ensures paragraph cohesion and clinches the final rubric point.

Complete Example Paragraph (Model Answer)

  • Step-by-step color-coded draft displayed; final version integrates all four parts into a smooth paragraph.
  • Demonstrates:
    • Maintaining single focus (smartphone).
    • Two elaborated pieces of evidence (texting & Instagram).
    • Clincher that mirrors the opening claim.

Scaling RACE to Multi-Paragraph Essays

  • A 33-paragraph assignment can map each element to a paragraph:
    • Paragraph 1 → Restate + Answer.
    • Paragraph 2 → Cite (multiple textual quotes or research facts).
    • Paragraph 3 → Explain (analysis + broader implications).
  • Upcoming portfolio prompt previewed: “Are commercial honeybees making wild bees sick?” Students will later apply the same RACE logic to this research task.
  • Graphic organizers will be provided for every portfolio to guide structure.

Live Lesson Expectations & Participation

  • Must attend at least 11 live lesson per quarter per class and complete the exit ticket to earn participation credit.
    • Dates for each quarter displayed in bold on slide.
  • Chat remains open for peer connection; will be disabled only if off-topic or disrespectful.
  • Microphones generally off to keep lessons within 11 hour; occasional volunteer reading possible.
  • Recordings posted for students who miss live sessions (doctor, practice, work, vacations, etc.).

Make-Up Work & Working Ahead

  • Planned absences: contact teachers before leaving; they can skip/unlock lessons so you can work ahead.
  • Study Hall launches next week: drop-in Zooms for help with any course.
  • Outside study support always available by Webmail, phone, or text.

Academic Integrity & AI Tools

  • Using ChatGPT or any AI text generator for assignments = academic dishonesty.
    • Teachers run submissions through AI-detection software that flags likely machine-generated text.
    • Consequences: meeting with Academic Integrity Manager, possible withdrawal, permanent record notation.
  • Grammarly’s standard grammar-check is allowed, but its new AI writing module is not.
  • Lesson promise: future unit will teach ethical research and limited, guided AI use cases.

Planner & Immediate To-Do List

  • Today’s task: Unit 11, Lesson 11 (Course Overview/Connexus navigation).
  • Tomorrow: begin core English content; Thursday live lesson will cover that material.

Exit Ticket Procedure (for Today’s Session)

  • Link dropped in chat → Google Form.
    • Complete & hit “Submit” = proof of attendance.
  • Teacher will stay after class to field individual questions while students finish the form.

Miscellaneous Q&A Highlights

  • INCA = Indiana Connections Academy (one of many state-specific CAs).
  • Submitting work: upload the actual document (Docs, Word, PDF) in the LMS; no screenshots or pictures unless pre-approved (e.g., tech emergency).
  • Google Workspace available via school account for Docs, Slides, etc.
  • Personal AI use is fine (e.g., curiosity), but never paste AI prose into graded work.

Key Takeaways & Practical Implications

  • Master RACE now; you’ll reuse it in English 10–12 and in other subjects’ essay sections.
  • Stay specific: evidence should be detailed anecdotes or exact textual citations.
  • Keep class etiquette: respectful chat, timely attendance, honest work.
  • Leverage support systems (live lessons, study halls, recordings, teacher contact) to succeed in virtual schooling.