1. DLP on coordination: (Matching function to conjunction)
2. Continue reading to page 82 for tomorrow: (Vocab Formative Quiz Tomorrow using Edmodo)
Wednesday, December 2nd:
1. DLP 24--Coordinating Conjunctions
2. Take Edmodo Vocab Quiz for pages up to 82
3. When all assessments were handed in, I modeled for them the creation of an analysis paragraph in writing on Word, using a collected piece of evidence from the stack.
Thesis: "In the concentration camps, one wrestled constantly with one's belief in the goodness of a higher power."
Do I prove causality, existence, definition, effects, proposal, etc?
How would I organize the piece?
What types of evidence would I need to prove the thesis?
Use evidence sheet to gather your evidence for tomorrow.
1. Check homework: quote introductions. (formative; collected)
Main idea, scene frame, signal verb/phrase, quote, citation.
2. Continue Reading to . 3. Begin vocabulary activity/ slideshow on Googleslides (due Tuesday, the 8th)
--Each do one; no doubles
A. The context of the word from the book is given, with highlighted portions of text that allow for the meaning to be guessed from context
B. A visual of the word is given, showing it's application outside the text--a "What it is" example
C. 2 synonyms and 2 antonyms are given
Monday, 7th:
1. DLP: Coordinating Conj. (27)
2. Edmodo Quiz: Vocab from Night (to page 98)
3. Finish Night for Thursday
Tuesday, 8th:
1. Review/quiz on slides for vocabulary: test next Tuesday
2. Watch Return to A.
Wednesday, 9th:
1. DLP Coordinating Conjunctions
2. Continue Return to A.
Thursday, 10th:
1. Study for vocab quiz/review game (15 min.) 2. Listen to the following talk:
1.Warm up: "Influence_Real_Life" flipchart discussion questions.
2. List 1 person that has changed your life and helped you determine something about yourself and 1 person whose life you've altered and helped them determine something about him/herself
-- Allow students time to discuss that in groups.
3. Begin reading "My Favorite Teacher"
6 Homework: complete a short paragraph describing someone influential or someone you influenced. Use 3 short sentences for effect.
FCA 1 : Paragraph focuses on one aspect of the person that you influenced or was influential.
FCA 2 : Paragraph is purely descriptive of that person
FCA 3 : Paragraph uses 3 different types of sentences
Select one of the coordinating conjuctions and write down a "function statement"--the job it does
Share those satements on Socrative
Students then posted one of their pieces of evidence on Linoit for us to examine--a quote from a group sharing (6 groups)
I modeled from the quote that I selected, how to create an effective analysis using the elements of the DEJ entry that should be present with the quote (purpose, reaction, connection).
Students completed a Type 1 formative to list elements that are characteristic of the analysis (3) and elements that are not characteristics of the analysis (2)
Then, I introduced the FCAs for the upcoming essay and explained the process of selecting your own, original thesis:
FCA 1: 2 quotes meaningfully relate to and support the elements presented within the claim of the thesis.
10 pts.
FCA 2: A clear explanation/analysis reveal how the quote elements support the element(s) within the claim of the thesis is presented (minimum of 2 sentences).
15 pts.
FCA 3: Quotes are followed by a proper parenthetical (in-text) citation.
5 pts.
Students were then given time to use their DEJ entries and the novel to construct JUST a thesis statement for tomorrow, one that they will commit (tentatively) themselves to writing an essay about.
Friday, December 14th:
Thesis examples were posted to Socrative to view and give some feedback on for the class.
We discussed with a select few what elements must be represented in the quotes/analysis to fulfill the expectations of the thesis.
Need to hang on to your thesis.
We continued reading: 90 - 98, finish for Monday.
Monday, December 17th:
S
Students were then given time to find quotes and utilize the graphic organizer given
Homework analysis of a quote:
--using the following quote, create an analysis to support a thesis.
"I don't believe that he was finished off by an SS, for nobody had noticed. He must have died, trampled under the feet of the thousands of men who followed us. I soon forgot him. I began to think of myself again" (Weisel 86).
Main idea/Thesis (2 pts.)
Introduction/Context of quote (1 pt.)
Signal Verb (1 pt.)
Quote
Analysis of quote to prove thesis (4 pts.)
We highlighted the elements of the thesis that must be proven by the evidence from a variety of theses: using a flipchart
2. Continue reading to page 82 for tomorrow: (Vocab Formative Quiz Tomorrow using Edmodo)
2. Take Edmodo Vocab Quiz for pages up to 82
3. When all assessments were handed in, I modeled for them the creation of an analysis paragraph in writing on Word, using a collected piece of evidence from the stack.
Conjunctions Practice
http://grammar.ccc.commnet.edu/grammar/quizzes/nova/nova1.htm
2. Read following article and discuss
http://news.yahoo.com/researcher-nazi-gestapo-chief-died-berlin-153523486.html
3. Demonstrate the introduction of a quote: scene frame, signal verb, and the details of citation
Signal Verbs Resource
At-home guide to MLA in-text (parenthetical) citation
Homework: Create introductions for the two quotes related to a DEJ main idea.
Example of Embedded Quote:
Main idea, scene frame, signal verb/phrase, quote, citation.
2. Continue Reading to .
3. Begin vocabulary activity/ slideshow on Googleslides (due Tuesday, the 8th)
--Each do one; no doubles
A. The context of the word from the book is given, with highlighted portions of text that allow for the meaning to be guessed from context
B. A visual of the word is given, showing it's application outside the text--a "What it is" example
C. 2 synonyms and 2 antonyms are given
2. Edmodo Quiz: Vocab from Night (to page 98)
3. Finish Night for Thursday
2. Watch Return to A.
2. Continue Return to A.
2. Listen to the following talk:
http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=371686652&m=371701768
3. Provide prompt and freewrite opinion and include examples from real world, self, literature
2. Model introduction to essay
3. Students begin introduction to essay--Due Monday
2. Review introductory paragraphs
3. Begin 1st Analysis Paragraph within Body
Examine / Explain Two Different Methods: Reasoning and Evidence-bound Paragraphs
Example of Essay Skills:
2. Continue with 2nd body paragraph; due Wednesday
Review Transitions:
3. Review Coordinating Conjunction Quiz
2. Complete Third Body Paragraph and record 2nd
2. Model Conclusion
http://writingcenter.unc.edu/handouts/conclusions/
http://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions
3. Student get compound sentences worksheet.
4. Compound Sentences worksheet and video to review (for homework)
AND select one motivating force within your life.
2. List 1 person that has changed your life and helped you determine something about yourself and 1 person whose life you've altered and helped them determine something about him/herself
-- Allow students time to discuss that in groups.
3. Begin reading "My Favorite Teacher"
6 Homework: complete a short paragraph describing someone influential or someone you influenced. Use 3 short sentences for effect.
FCA 1 : Paragraph focuses on one aspect of the person that you influenced or was influential.
FCA 2 : Paragraph is purely descriptive of that person
FCA 3 : Paragraph uses 3 different types of sentences
http://www.ted.com/playlists/74/our_brains_predictably_irrati
https://www.youtube.com/watch?v=YWyKdKY2HPU
https://www.youtube.com/watch?v=36m1o-tM05g
- Identifying independent clauses; internet activity
*http://www.ushmm.org/learn/introduction-to-the-holocaust/path-to-nazi-genocide
- Due date of the essay: Thursday, the 20th
- Students should have quotes to use for tomorrow.
Example of how to do the work for tomorrow:- Select an image to represent the following categories: cruelty, courage, frailty, conformity, desperation,
- Is cruelty inherent with humans?
- When is courage most demonstrated?
- How does desperation motivate?
- Is frailty mistaken for strength?
- Is conformity good?
1. Using the visuals on the Holocaust timeline, students worked in groups to create debatable thesis questions from the visuals. The questions were posted to Linoit.2. Gallery Walk: Using the QR codes provided
http://www.ushmm.org/wlc/en/media_list.php?MediaType=am
3. Debrief from the Gallery Walk
http://www.youtube.com/watch?v=By_433SGnF8
http://www.youtube.com/watch?v=kk3p_eEHTBU
http://www.youtube.com/watch?v=k1dhM4q2eAg
http://www.youtube.com/watch?v=KUKmfdChx-M
http://www.youtube.com/watch?v=YHGYaO01ds0
http://www.youtube.com/watch?v=pXeXMloFHjo
http://www.youtube.com/watch?v=ZOzz33IjI60
Homework analysis of a quote:
--using the following quote, create an analysis to support a thesis.
"I don't believe that he was finished off by an SS, for nobody had noticed. He must have died, trampled under the feet of the thousands of men who followed us. I soon forgot him. I began to think of myself again" (Weisel 86).
- Main idea/Thesis (2 pts.)
- Introduction/Context of quote (1 pt.)
- Signal Verb (1 pt.)
- Quote
- Analysis of quote to prove thesis (4 pts.)
We highlighted the elements of the thesis that must be proven by the evidence from a variety of theses: using a flipchart- "Conclusive Main Ideas"
3. Video on thesis statement2. Share the analysis with a peer and edit each other's
3. View a video to model how to create the analysis of the quote and link to a thesis
4. Hand in your example--formative (8 pts.--see above)
1. View a short video to review signal verbs
5. View short video on in-text citations and their relationship with a Works Cited page
2. View timeline from the Liberation movement
- view video
- work in pairs to create a summary, using the method provided.
3. Review what the summary should look like--assess your own and correct.