1. Pronoun Review Formative: Edmodo
2. Discuss Linoit Problem/Solution posts from last week. (Ask about passion)
3. Group work to create activity
Criteria:
A. Involves Whole Class
B. 5 - 10 minutes in length
C. Focuses on a core aspect of your chosen concept
Tuesday, March 8th:
1. Pronoun Review Formative
Vague Pronoun Flipchart
2. Fluent speech about homelessness. Example of Cause/Effect.
Note things done well. http://www.youtube.com/watch?v=7XeDDG4UqUQ
3. Work on group activity.
3. Homework:Annotate resource 1 and 2 for useful info
Wednesday, March 16th:
1. Powerpoint notes on Ethos, Pathos, Logos
2. The following clip illustrates the difference between ethos, pathos, and logos. (Yes, I know it's a little childish, but it helps you to see things. )
3. Using white board, ethos, pathos or logos appeals from ("Example_ethos_pathos_logos")
3. Annotate 3 for useful info.
AND: Create a list of items still needed. At least one is necessary, even if it's intro/conclusion piece (hook and clincher)
Define the Problem
Define the Negative Effects of the Problem
Present multiple solutions and a "best solution"
Thursday, March 17th:
1. Post things you must do / find to Linoit. (formative on relevancy)
2. Discuss hooks:
1. Warmup: Colon Use Stations: See linkhttp://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_42.htm#colonstyleex
2. Describe the context of the issue that you researched without mentioning the topic of your book--Type 2 writing.
--Discuss introductions and conclusions and have students add a short introduction to their essay, which they are drafting today.
Hook, Bridge, Thesis
3. Students drafted their introductions for tomorrow.
YOUTUBE LINK OF ME CREATING INTRODUCTION:http://youtu.be/231QBwMBy8c
Students should also bring materials for their Works Cited page
2. Time to edit and have their peers check their essays--adding necessary details
3. Form groups of 3 or 4
--Select an issue from one that your group believes is an important topic to address within the school/community
--Create a presentation that motivates people to pursue a specific solution to the problem.
Criteria:
A. Minimum of 3 but a maximum of 5 minutes
B. All members must speak
*We will vote for best in show and runner up
Tuesday, March 10th: (computers from Stone and Estes)
Finish Presentations
Edit and Complete Essays
Wednesday, March 11th:
Student give presentations
(Vote)
When finished,
Thursday, March 12th:
Worksheet: colons and semicolons
Friday, March 13th:
1. colons/semicolons stations: "Pick 3": describe rule; explain the emphasis/effect
3. Work on how to word a local or teen problem into the form of a question.
Students were asked to draft their problem in the form of a question.
We reviewed what this might look like as a way to pose a problem.
Ideas/Suggestions: local and not teen-based; something you are passionate about; or teen-based
They will be proposed next week and locked in as your project
3. Background reading to understand and define topic for problem/solution: Issues and Controversies / Google
Monday, March 16th:
1. Post your problem ideas to Socrative: Review the interest and applicability
These were reviewed
Assigned to find a partner (only 1 group of 3, but it'll be much more difficult)
Tuesday, March 17th:
Wednesday, 18th
2. In whole group review how to organize the slides of each section:
Includes transition slide to transition into overall component of essay
We reviewed the designs and collectively agreed upon the organization method components.
3. Then, we viewed some slide shows from prior years that have the organization method.
4. Using "Stuck on the Couch," create one slide to sketch information for one section.
Thursday, 19th
1. Appositives and restrictive/ nonrestrictive elements
Practice Links:
2. Impromptu Speeches
3. Find literary excerpt with dramatic emotional overtones that you can reproduce (for Thursday)
2. Begin researching and post your problem speech topic here for Friday.
3. Practice your dramatic readings in pairs.
2. Share performances in small groups of 3, 4, or 5 (hall / room)
2. Post Linoit issues to see and discuss.
3. Read about volume, pitch, rate, pauses, and vocal variety in handout:
2. Discuss Linoit Problem/Solution posts from last week. (Ask about passion)
3. Group work to create activity
Criteria:
A. Involves Whole Class
B. 5 - 10 minutes in length
C. Focuses on a core aspect of your chosen concept
Vague Pronoun Flipchart
2. Fluent speech about homelessness. Example of Cause/Effect.
Note things done well.
http://www.youtube.com/watch?v=7XeDDG4UqUQ
3. Work on group activity.
http://grammar.ccc.commnet.edu/grammar/quizzes/pron2_quiz.htm
http://grammar.ccc.commnet.edu/grammar/quizzes/cases_quiz1.htm
http://www.grammarbook.com/grammar_quiz/pronouns_1.asp
2. Discuss essential elements of the piece, structurally
3. Students were shown the following slide showhttp://www.slideshare.net/thecroaker/death-by-powerpointView and share through class discussion the most essential elements. Bad Student Example of PowerPoints:http://www.youtube.com/watch?v=eukwtNNBIus
2. Begin research (3 sources to cite; all must be credible)
2. Examine speech
3. Research continues (3 sources)
2. Email 3 citations for tomorrow. One sentence evaluation mentioning 2 positives.
Pronoun Quiz tomorrow : )
2. Pronoun Quiz
2. Examine another speech:
- Speech that builds a definition of art. Topical and chronologically based. Award-winning speech.
- What was the hook?
- What was the clincher?
- What's the point?
3. Homework:Annotate resource 1 and 2 for useful infohttp://www.youtube.com/watch?v=6PkgkaZ34GE
2. The following clip illustrates the difference between ethos, pathos, and logos. (Yes, I know it's a little childish, but it helps you to see things. )
- Explanation of How they work in Advertising:https://www.youtube.com/watch?v=rFcCFEeOEeg
- The next clip below is an example of an appeal to pathos at work. Notice the images.
- http://www.youtube.com/watch?v=9gspElv1yvc
- The clip below is an example of someone building their ethos.
- http://www.youtube.com/watch?v=AcsO6ykzwZI&feature=results_main&playnext=1&list=PL26F69D299B715D40
- Example of it in Literature: Antony's speech
3. Using white board, ethos, pathos or logos appeals from ("Example_ethos_pathos_logos")3. Annotate 3 for useful info.
AND: Create a list of items still needed. At least one is necessary, even if it's intro/conclusion piece (hook and clincher)
2. Discuss hooks:
3. Show example speeches from students:
4. Find and cite needed information by Monday.
Resource: problem/solution essay:
http://www.phschool.com/atschool/ahon09/pdfs/AHON_WW_unit_2.pdf
http://umhs.eduhsd.k12.ca.us/owl/problem-solution.pdf
1: Hook
TRANSITION
2: Context and Definition of Problem/Possible Causes
TRANSITION
4: Negative Effects of Problem
TRANSITION
5: Solution(s) to Problem / Bad to Good
TRANSITION
6. Best solution to Problem
7: Conclusion/w with Clincher
https://docs.google.com/a/hershey.k12.pa.us/presentation/d/1_5WeBKbSk9NoNQ6QWV8Kuatzrmta5StuGs9uu337xx8/edit#slide=id.p
2. Start drafting your note cards after I discuss how to annotate them and re-emphasize what the expectations are.
- Timing per card
- Slides they correspond to
- Annotations for pauses, gestures, loudness, intonation
- Etc.--see rubric.
Web Resources for how to accomplish this if questions are still asked:http://www.wisc-online.com/objects/ViewObject.aspx?ID=SPH3102
http://www.ehow.com/video_7362949_use-index-cards-write-speech.html
http://www.speakwrite.net/tips_for_using_note_cards.htm
http://www.youtube.com/watch?v=oxwSlTFxVbk
2. Work on notecards / script for speech.
Basic Rules from The Owl
1. Antony and Cleopatra Speech analysis
Watch video:
https://search.yahoo.com/yhs/search?p=charleton+heston+as+antony&ei=UTF-8&hspart=mozilla&hsimp=yhs-002
2. Discover appeals: Quote in Linoit + names
3. Review findings.
2. Work on speech
Sign up for speeches next week
2. Work on speech
Speeches begin on Monday
Example of Body Paragraphs:
2. Describe the context of the issue that you researched without mentioning the topic of your book--Type 2 writing.
--Discuss introductions and conclusions and have students add a short introduction to their essay, which they are drafting today.
Hook, Bridge, Thesis
3. Students drafted their introductions for tomorrow.
YOUTUBE LINK OF ME CREATING INTRODUCTION:http://youtu.be/231QBwMBy8c
Students should also bring materials for their Works Cited page
Works Cited Page Format
http://owl.english.purdue.edu/owl/resource/747/12/
Essay is due next Wednesday, the 11th
3. Form groups of 3 or 4
--Select an issue from one that your group believes is an important topic to address within the school/community
--Create a presentation that motivates people to pursue a specific solution to the problem.
Criteria:
A. Minimum of 3 but a maximum of 5 minutes
B. All members must speak
*We will vote for best in show and runner up
Grammar Girl Explanation of Colon vs. Semicolon
--Demonstrate Semicolons with Conjunctive Adverbs:
http://www.englishexercises.org/makeagame/viewgame.asp?id=1565
2. Examine, check and edit your partner's essay
3. Work with groups on your presentation
2. Work with groups on your presentation
Edit and Complete Essays
(Vote)
When finished,
3. Work on how to word a local or teen problem into the form of a question.
- Students were asked to draft their problem in the form of a question.
- We reviewed what this might look like as a way to pose a problem.
- Ideas/Suggestions: local and not teen-based; something you are passionate about; or teen-based
- They will be proposed next week and locked in as your project
3. Background reading to understand and define topic for problem/solution: Issues and Controversies / Google- Includes transition slide to transition into overall component of essay
- We reviewed the designs and collectively agreed upon the organization method components.
3. Then, we viewed some slide shows from prior years that have the organization method.4. Using "Stuck on the Couch," create one slide to sketch information for one section.
Practice Links:
http://www.quia.com/cb/8095.html
3
3. Continue research for Friday.
2. Finish rough draft of speech using story boards / organizer and research
https://www.youtube.com/watch?v=WWljRjRvEG4&feature=youtu.be
- In groups, prepare a mini presentation for the phrase assigned for Friday using a commonly-shared
Google Slide show that all in their group can access- Check for completion of both the 3 Cornell sheets (quotes/paraphrases from research) and the
reading points/quotes/question guide- Students will work on annotated bibliography--if needed (meaning score is below 90% on formative and doesn't
transfer to summative.- Others, who scored above 90%, will read and discuss "The Company Man" in a discussion group and focus
on a Socratic dialogue (439).- "Some Lessons from an Assembly Line" (484) and focus on analyzing for basic appeals.
- What is Braaksma's core argument?
- What appeal does he rely upon, essentially?
- How does Braaksma's essay "speak" to your academic persuits?
- What lessons can you lift from his piece/experience?
- If you disagree with one of his ideas, state why and back up your argument.
Due Monday:- Students will be given 20 minutes to go through the variety of phrase presentations, acting as presenters, in part, and
and receivers of information.- Then, time was given for questions. Model groups were asked to share links to their work on Edmodo so that they can
be posted as study guides.Due on Tuesday--the annotated bibliography summatives--typed, two of them, for those that scored below a 90%.
- Quiz: Grammar--Id parts of speech from a selection of 3 sentences--reviewing the basics
Resource for Adjectives:http://grammar.ccc.commnet.edu/grammar/adjectives.htm
Resource for Adverbs:
http://www.towson.edu/ows/adverbs.htm
Resource for Prepositional Phrases:
http://www.towson.edu/ows/prepositions.htm
YOUTUBE LINK OF MR. WALES'S VIDEO OF THE CONCLUSION AS HE CREATES AN EXAMPLE:
http://youtu.be/hvW2Zt82BbI