1. Colons Stations / Why use colons?
2.Show and discuss a speech by Emma Watson: gender equality
A. Context?
B. Strategies/Things she does?
C. Appeals?
3. Speech Analysis
Analysis of great speeches
1. Choose a topic and speech from one of the following sites: http://www.artofmanliness.com/2008/08/01/the-35-greatest-speeches-in-history/ http://www.emersonkent.com/famous_speeches_in_history_women.htm http://thespeechsite.com/en/famous.shtml
2. Read the speech with your group 3. Create a short presentation in which you document the following FCAs: A. The context/Place: Who/When/Where/In what situation was the speech was created? (What was going on that necessitated the speech?) /5 pts. B. Purpose: What was the specific goal(s) of the speech? What did the speaker wish to accomplish? /5 pts. C. Appeals: Ethos/Pathos/Logos?? (*2 Examples needed) /5 pts. D. Other Strategies: What do you see/hear ? What is the speaker doing or referencing? Is she telling stories? What types of sentences is she using? How is her tone developed? (*2 Examples needed) /5 pts. Total: ___/20 pts.
Groups: Individual or Partners only
Wednesday, the 13th
Hand in formative reflective essay for speech
Work on Adobe Voice
Thursday, the 14th:
Work on Adobe Voice
Friday, the 15th:
Finish Voice-overs
Monday, the 18th:
See/review voice-overs
Tuesday, the 19th:
1. Semicolons: use/rules
2. Explain argument stations around the room (1 - 6)-"visual arguments"
1. Semicolon, review worksheet practice
2. Begin reading "Condemn the Crime, not the Person"
3. Students complete the essay worksheet for "Condemn the Crime, Not the Person" as an exploration in argument specifics and counterarguments
1. Identify arguments being made in a cartoon--warm up.
2.
5. For homework read "Give Shaming a Try"
Monday, the 25th:
1.Review flipchart: reasoning/evidence/claim
2. Review reading: "Give Shaming a Try"
--Create outline of claim/reason/evidence
--Also include one quote that proves that the alternative side of claim/reason/evidence was acknowledged
3. Begin group process of selecting an argument to debate
Tuesday, the 26th:
1. Colons and semicolons practice ("using colons and semicolons")
2. Select 3 sources a pair (6 total) to share as mutual sources to quote from
Build bibliography and access link or pdf and provide to me and rivals
Wednesday, the 27th:
Construct Bibliography
FCAs:
1. Citations are accurate, including all necessary components
2. Format of Works Cited, including spacing, heading, ordering of citations are accurate
3. Citations are followed up with links and/or pdf copies for opposing side
1. Look at Upfront magazine cartoons and discuss the arguments being made
Assign one of 6 groups an particular cartoon
On a Linoit post, they list the
title of the cartoon
argument
evidence within the argument that would "add up" to the argument being made
an alternative argument that could be made against the argument within the cartoon
2. Peer review and collect the assignment from yesterday.
20 pt. formative
3. Form teams, in pairs. Create a presentation that will narrate your side of a story (Formative grade--40 pts.)
Each group of 4 must select a topic
Each group of 2 must select a side
Each group must research at least 3 sources and share those sources with the other side
Each group must have at least 2 reasons to support their argument
Each group must cite evidence from at least 2 sources in their argument
Each group must admit to an opponent's alternative view of at least 1 piece of evidence and/or reasoning and refute that understanding
Community Day Session Descriptions: http://bit.ly/1RG0A1E
Community Day Session Sign-Ups: http://bit.ly/1NaqFRa
Please highlight components of FCAs
2. After hand-written response, watch video concerning nonverbal language.:http://topdocumentaryfilms.com/secrets-of-body-language/
2.Show and discuss a speech by Emma Watson: gender equality
A. Context?
B. Strategies/Things she does?
C. Appeals?
3. Speech Analysis
Analysis of great speeches
1. Choose a topic and speech from one of the following sites:
http://www.artofmanliness.com/2008/08/01/the-35-greatest-speeches-in-history/
http://www.emersonkent.com/famous_speeches_in_history_women.htm
http://thespeechsite.com/en/famous.shtml
2. Read the speech with your group
3. Create a short presentation in which you document the following
FCAs:
A. The context/Place: Who/When/Where/In what situation was the speech was created? (What was going on that necessitated the speech?)
/5 pts.
B. Purpose: What was the specific goal(s) of the speech? What did the speaker wish to accomplish?
/5 pts.
C. Appeals: Ethos/Pathos/Logos?? (*2 Examples needed)
/5 pts.
D. Other Strategies: What do you see/hear ? What is the speaker doing or referencing? Is she telling stories? What types of sentences is she using? How is her tone developed? (*2 Examples needed)
/5 pts.
Total: ___/20 pts.
Groups: Individual or Partners only
Work on Adobe Voice
2. Explain argument stations around the room (1 - 6)-"visual arguments"
3. Semicolon worksheet practice2. Begin reading "Condemn the Crime, not the Person"
3. Students complete the essay worksheet for "Condemn the Crime, Not the Person" as an exploration in argument specifics and counterarguments
Review worksheet questions for "Condemn..."
2. Students make a citation for the piece
3. Listen to NPR story:
http://www.npr.org/2015/03/31/396413638/publicly-shamed-who-needs-the-pillory-when-weve-got-twitter
4. In groups, discuss the argument:
A. Claim
B. Reason
C. Evidence
D. Alternative Argument
2.
5. For homework read "Give Shaming a Try"
2. Review reading: "Give Shaming a Try"
--Create outline of claim/reason/evidence
--Also include one quote that proves that the alternative side of claim/reason/evidence was acknowledged
3. Begin group process of selecting an argument to debate
2. Select 3 sources a pair (6 total) to share as mutual sources to quote from
Build bibliography and access link or pdf and provide to me and rivals
FCAs:
1. Citations are accurate, including all necessary components
2. Format of Works Cited, including spacing, heading, ordering of citations are accurate
3. Citations are followed up with links and/or pdf copies for opposing side
2. Bibliography due today to me and to opposing side
3. Examine political commercials for use of stats and rhetoric
Trump: http://www.donaldjtrump.com/media/category/ads
Clinton: https://www.youtube.com/channel/UCLRYsOHrkk5qcIhtq033bLQ
Sanders: https://www.youtube.com/channel/UCH1dpzjCEiGAt8CXkryhkZg
Cruz: https://www.youtube.com/user/TedCruzforSenate
2. Work on note cards / script
Sign-up for speech line-up
What is an argument? What different forms can an argument take?
2. Discuss article annotations / Annotate on overheard and discuss strategies
--Claim
--Reasoning
--Evidence
--Alternative Claim Rebuttal
- Assign one of 6 groups an particular cartoon
- On a Linoit post, they list the
- title of the cartoon
- argument
- evidence within the argument that would "add up" to the argument being made
- an alternative argument that could be made against the argument within the cartoon
2. Peer review and collect the assignment from yesterday.20 pt. formative
3. Form teams, in pairs. Create a presentation that will narrate your side of a story (Formative grade--40 pts.)
Each group of 4 must select a topic
Each group of 2 must select a side
Each group must research at least 3 sources and share those sources with the other side
Each group must have at least 2 reasons to support their argument
Each group must cite evidence from at least 2 sources in their argument
Each group must admit to an opponent's alternative view of at least 1 piece of evidence and/or reasoning and refute that understanding
Due on Monday, May 11th