1. DLP Quiz 1
2. Begin writing short essay, incorporating evidence from 2 sources to support
FCA 1: Original claim that is in your own language
FCA 2: Find 2 pieces of evidence used from at least 1 source to support your claim; evidence has author's last name (and page number if necessary) in parentheses afterwards
FCA 3: Multi-paragraph organization
1. Finish and hand in short essay.
-- Complete the essay and review/peer edit session for the FCAs, highlighting the needed features.
Stations
A. Claim: highlight and see if the claim (topic/opinion) is debatable, original, and in precise language
B. Evidence: highlight each piece a different color; is it cited properly;
C. Paragraph structure: does the paragraph organization make sense?; why did you choose to make the paragraph structured like that and no other way?
D. Spelling and grammar: read the essay aloud and look up any unknown words; make sure it reads well
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2. Students were grouped into one of the following topics to do some background reading on--and they will be given tomorrow to determine how to present their findings
Montgomery Bus Boycott
Freedom Riders
Letter from Birmingham Jail
Brown v. Board of Education
Little Rock Central High School
Civil Rights Act
Monday, October 5th:
1. Students created a presentation using a product/app of their choice.
Each find text to figure one of the following: Definition/Description, Causes, Lasting Effects, Proposal.
At least 1 description slide (What is it?)
At least 1 cause slide (Why did it happen?)
At least 2 effect slides (What were the results?)
At least 6 slides total (which means two will be your choice, but must have a specific purpose)
Each slide has a visual and the essential text
Formative: 8 pts.
FCA 1: The information of each slide is specifically focused on the function of the slide(s)
FCA 2: The information presented represents a knowledge beyond "common knowledge" and extends the conversation about the topic
Tuesday, October 6th
1. Review DLP Quiz
2. Complete slides; Take notes and practice words
Wednesday, October 7th:
1. Complete paragraph sort.
2. Read about coherence in textbook. Pgs. 192-194
And review the following link: http://lrs.ed.uiuc.edu/students/fwalters/cohere.html
--Discuss coherence, and transitional elements/ known-new contract.
Finish Presentations
2. Complete Edmodo formative quiz for "Ways of Meeting Oppression"
3. Discussion Questions: read each of these in your group and take some time to discuss each question. Afterwards, complete the writing task below for tomorrow.
1: Do you agree or disagree with the idea that using force for social change is always the worst option?
2. How does King primarily support his argument--that nonviolent resistance is the best way to protest?
3. What are some other issues within our time that seem to ignite a spirit of protest within our country?
4: Read/Skim the following article as a group and discuss your interpretation of the event. Was force justified in this case?
Writing Task: Write a short paragraph in which you write down your thoughts from your group discussion. Use at least 6
examples of coherence in our grammar studies. Underline all 6 and hand in Friday. (Formative, 6 pts.)
Friday, October 16th:
1. Hand in the paragraph from yesterday.
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2. Begin reading with your table group "Thirty-Eight Who Saw Murder and Did Nothing" on pages 239 to 242 in the red Models for Writers
book.
3. Complete a gallery walk / Stations:
A. What is the overall purpose and main idea (or theme)of this story? Find a visual that reveals the same message that the piece has. Narrate your understanding of how the two are related.
B. What is the function of the material prior to the start of narrative? Narrate your understanding of the function of that part of the piece.
C. What is accomplished by the dialogue within the story? Choose one or two examples to illustrate your claim.
D. A number of short sentences--only a couple or so words long--are used throughout the piece. What is the effect of some of these sentences? Why are they crafted in this way? Find three of them and explain their specific effect.
E. If you had to select only 5 words or phrases to sum up the story's content, what would they be. (Select them from the story itself and create something to illustrate it. Then explain the significance of each word.)
F. Take one passage from the text that you think you can replicate the tone of the author with. Create an audio reading of that passage, replicating the tone.
G. Pretend there is a paragraph missing at the end of the piece. Narrate
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3. In your groups, access one of the following Googledoc Links. There are 5 links here, one for each table group to work on. Please select one
for your table group and answer the questions/tasks. Table Group 1 Table Group 2 Table Group 3 Table Group 4 Table Group 5
1. Summary Due Monday (beginning of class) Expectations: Include author, title (appears in quotes), and author’s purpose in first line.
FCA 1: Summary is in writer’s (not author’s) own words. No direct quotations
are used and does not include writer’s opinion or any evaluative
judgments from the writer. /3 points
FCA 2: Summary contains a recognition of all major functional components of essay and an examples to illustrate. / 4 points
FCA 3: Summary follows the same organizational pattern as the original text. /3 points
Monday, October 26th:
1. Transition DLP
2. Review the summary paragraph and submit; see FCAs
Highlight verbs and noun phrases for each part.
Underline each detail.
3. We watched a short clip about the Standford Prison Experiment
4. 4-Square activity. After Stanford vid., small round table discussion about connections between the video, their response to the prompt, and King’s essay. Students must spend a chip, and answer one of my connecting questions or respond to a classmate's response to a questions
How does Stephen Kings’ feeding the alligators metaphor on pp 12 relate to what we saw in the Stanford video?
What drove the Stanford guards to treat the prisoners the way they did?
Does the Stanford video help us understand bullies in any way? How?
Where do you think the “anti-civilization emotions” like King talks about (pp’s 9-11) come from?
What are some criticisms you have of an experiment like that?
Based on our readings so far, have your thoughts about humanity changed?
A. Each member responds to a different question, initially. B. Each member switches three times to have a dialogue and fill all 4 squares. C. Each time they switch, the person being switched to must read all and write in one square. D. Use transitional phrases to increase the conversation depth: (Yes, but...; True, for example...; Unfortunately, even if what you say is true,. . .) E. At end, return to owner and let him read the conversation and debrief with the rest.
Individually find purpose to various sections assigned per group.
Students take 2 words/phrases and create a skit to show the interactions.
2. Skit to act out from word bank.
3. Introduce and begin reading "A Hanging"
Wednesday, October 28th:
1. Discuss "A Hanging"
--Identify the theme.
2. When finished: students were given a component of the text (an element) to analyze throughout "A Hanging"
Setting
Characterization / Characters
Conflict / Plot Development
Narrator
Mood
Figurative Language
Sentence Styles/Variety
Descriptive Details
A. Describe, in general, the typical functions of your element/device.
B. Describe how your chosen element/device develops or is present within the story.
C. Select notable examples from the text--quotes--to document the element/device's use.
D. Analyze the relationship between those examples and the author's purpose for the story (theme--or what the author might be saying).
E. Propose a way the author could've altered their development of whatever element/device you are looking at and what the effect would be.
4. By tomorrow, students had to come in with:
A.) a thesis sentence that corresponds to having both a topic and an attitude, impression, or opinion on a subject
B.) the thesis must include a cause/effect statement that is arguable
C.) and a piece of research that supports their claim--looked up on internet.
4. Review and discuss Linoit post theses from yesterday.
Is your thesis arguable?
Is your thesis following a cause/effect structure?
Do you have a researched fact to use?
5. Begin drafting your essay using outline, thesis and detail organizer, (see above for outline). Review the use of outside source.
Stations: can work with a partner.
1. Discuss outline on whiteboard, indicate with a "T" where transition elements must go--at the very least. (handout they bring to me to discuss--one by one)
2. Students to write their essays based upon the following FCAs. FORMATIVE--rough draft due tomorrow.
FCA1: Essay has a clear thesis/topic sentence that has both a topic and an impression or debatable claim (with cause or effect statement) that the essay remains focused on proving. 3 pts.. (underline)
FCA2: At least two specific/concrete details are used to support the claim. Both of those details are from research and have an in-text citation: 6 pts. (highlight)
FCA3: Each detail used to support the claim is followed by an explanation that relates/explains how each detail supports the impression/debatable claim of the thesis/topic sentence. 6 pts. (highlight)
FCA4: At least 3 elements of coherence (pronoun, transitions, repetition, etc.) are identified and represented (circling) in the paragraph. (3 pts.)
2. Discussion to talk about some of the ideas and concerns that might be raised by such
an article/issue, after we reviewed tasks, talked about types of questions, and were given instruction in discussion. (Four Square Activity)
Students will be grouped in fours. Each will fold a paper into four quadrants. They will use the reading from the previous day to answer different questions with their own opinion and a small quote from the text.
Is freedom of speech fair?
Should the goverment outlaw hate speech? Why/Why not?
Is it unfair to allow ‘hateful’ protests and demonstratsions?
What are the forms of free speech that you use everyday? How would you feel if that freedom was made illegal “for the good of others”.
Edmodo Assignment for tonight: Find one school-appropriate article that exposes an issue of freedom or inequality/injustice and post on the Edmodo sight.
Provide a short one or two sentence description concerning what the article is about (short summary) as well as a link to the article.
Also provide your opinion on one topic addressed within the article.
2. Afterwards, students were asked to go to and explore the Cool Infographics website and browse around on their own for 5 minutes.
or Dailyinfographic
3. Afterwards, on Socrative, students were asked to list a favorite one and the main idea that seemed to be represented by the infographic
While running, students wrote down a thought to share or a question to pose as a ticket out the door.
Check out this and see if it works on your phone/tablet, for the weekend, or find a way to create a visualization of data that might work on your device. http://infogr.am
Monday, October 20th:
1. Summative: Parallelism and Items in a series--multiple choice and create sentences.
2. Warm up: Type 1 (formative) List 3 items that an infographic should contain and 2 items that an infographic should do (as a function)
4. Walk students through (by modeling) the examination of an Infographic based upon certain questions a skilled reader would ask? (Using toy graphic)
What items (text, graphics, color schemes, etc.) do I see?
What are the connections between the items?
Is there a scheme/method to the layout of the items?
What is the overall purpose of the graphic?
How do I know that the purpose I chose is the main purpose of the infographic?
How can I sum up a main idea (full sentence thought) of the graphic?
What specific details "add up" to the elements of that main idea thought?
Can I identify any details that are left out of that main idea statement that I would have to use in modifying that main idea--or, are those details belonging to another main idea within the infographic?
Is there anything I would change about the infographic to make it clearer or easier to understand?
Students were assigned a group in order to examine an Infographic per group to present their findings to their group tomorrow and put together a video analysis of the info graphic. (6 groups)
Tuesday, October 21st:
1.Apostrophe Worksheet
2.
Students were broken into groups to examine an Infographic per group to present their findings to their group tomorrow and put together a video analysis of the info graphic.
They were given the rest of the class to work together on collecting a response to these questions and exchanging ideas and assigning roles for tomorrow, which were listed on the board.
Someone to read the questions while on film
Someone to present and answer the questions
Someone to work to the camera
Someone to refer and point to it the infographic as it is discussed.
Someone to field questions after your presentation is displayed
Wednesday, October 22nd:
1. Creating Analogies/Skit/Visual Exercise
Thesis, Essay, Topic Sentence, Main Idea, Paragraph, Researched Data
Share with a peer, share with the class (3 from ball throw)
2. Student groups were given time to complete their reports concerning the infographics--answering the questions on video and sticking to roles:
1st collectively agree on your thoughts and review them.
2nd--be assured of roles
Someone to read the questions while on film
Someone to present and answer the questions
Someone to work to the camera
Someone to refer to it the infographic as it is discussed.
Someone to field questions after your presentation is displayed
Due on Monday. (Late work will receive a zero) Link to use for Data: Halloween Statistics: Halloween Stats National Retail Federation Homework is to choose a portion of the data or sift through and select text/details that will be represented in their own Infographic and write out the main idea that will capture the visual representation. Also students have to choose a medium by which to create it.
I'll have paper and colored pencils.
I will also have some computers tomorrow and Monday
It is due at the end of class on Monday
Friday, October 24th:
1. Deconstructing thesis statements to prove items. (flipchart)
2. Students were given time in class to create their infographic (formative) that corresponded to the FCAs listed.
4. If they finished, students were given the option of revisiting and watching (on their device) more of the Infographic analysis on Ted Talks: The Beauty of Data Visualization
Monday, October 27th:
1. Finish formative Infographic
Bring in a textbook of some type Tuesday: biology, history, etc.
Tuesday, October 28th:
1. DLP 17 apostrophes
2. Examine the text features of media: Facebook, video game, app for school, etc.
3. Students were given the following terms to write down an understanding of each of them (specifically), locate them within their textbook, and show/share with a partner close to their seat
You will have to submit a copy of the infographic along with the analysis.
Task Two: Create an infographic by finding a source of statistics relevant to a topic of interest. (Include the source of statistics and follow the provided FCAs)
4. Using a device, students searched for either the needed data for the infographic creation or the infographic to analyze for their assessment. A day to produce the assessment will be given on this Monday.
See all the presentations. Have student get into groups and explain their project to others--in their groups.
Or, have the group present to the whole class.
Work on Infographic analysis/creation
Students were then given time work on their assessments--the infographic analysis essay or the creation of the Infographic, complete with listed main idea and purpose statement.
For whatever type of assessment you choose to do for the infographic summative, you will need to find the information on the internet. For the analysis essay, you will have to find the infographic to analyze and see the FCAs for guidance. For the creation of the infographic, you will have to find a website or text listing statitics about a topic to create the infographic from.
From here down are notes from a prior year, not lessons for this year.
8th:4. After this was complete, students reordered a worksheet from Models for Writers to order (coherence) sentences that
required reordering.
Homework: Finish essay; re-examine their own writing (paragraph) and find areas/spots that could use some transition shifts.
9th
1. Review parallelism worksheet and transition worksheet
Review parallelism worksheet and transition worksheet
4. After this was complete, students reordered a worksheet from Models for Writers to order (coherence) sentences that
required reordering.
Tuesday 28th
4. The ball was tossed around to discuss and get an understanding of the variety and use of each type of section within a textbook. I asked a few questions concerning the use of the various types of sections for various types of books.
2. Begin writing short essay, incorporating evidence from 2 sources to support
FCA 1: Original claim that is in your own language
FCA 2: Find 2 pieces of evidence used from at least 1 source to support your claim; evidence has author's last name (and page number if necessary) in parentheses afterwards
FCA 3: Multi-paragraph organization
-- Complete the essay and review/peer edit session for the FCAs, highlighting the needed features.
Stations
A. Claim: highlight and see if the claim (topic/opinion) is debatable, original, and in precise language
B. Evidence: highlight each piece a different color; is it cited properly;
C. Paragraph structure: does the paragraph organization make sense?; why did you choose to make the paragraph structured like that and no other way?
D. Spelling and grammar: read the essay aloud and look up any unknown words; make sure it reads well
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2. Students were grouped into one of the following topics to do some background reading on--and they will be given tomorrow to determine how to present their findings
Each find text to figure one of the following: Definition/Description, Causes, Lasting Effects, Proposal.
Formative: 8 pts.
FCA 1: The information of each slide is specifically focused on the function of the slide(s)
FCA 2: The information presented represents a knowledge beyond "common knowledge" and extends the conversation about the topic
2. Complete slides; Take notes and practice words
2. Read about coherence in textbook. Pgs. 192-194
And review the following link: http://lrs.ed.uiuc.edu/students/fwalters/cohere.html
--Discuss coherence, and transitional elements/ known-new contract.
Finish Presentations
- 1. Transitions DLP.
- Transition practice on the web: LINK HERE
-Finish Presentations2. Skit to act out transition and how they work
http://www.time4writing.com/_games/swf.html?xml=assets/which_word/write_para_unity_hs.xml
Transition practice on the web: LINK HERE
2. Begin reading "Ways of Meeting Oppression" for Thursday (annotate for purpose of sections, vocab, and be able to summarize)
2. Complete Edmodo formative quiz for "Ways of Meeting Oppression"
3. Discussion Questions: read each of these in your group and take some time to discuss each question. Afterwards, complete the writing
task below for tomorrow.
- 1: Do you agree or disagree with the idea that using force for social change is always the worst option?
- 2. How does King primarily support his argument--that nonviolent resistance is the best way to protest?
- 3. What are some other issues within our time that seem to ignite a spirit of protest within our country?
- 4: Read/Skim the following article as a group and discuss your interpretation of the event. Was force justified in this case?
- http://www.cnn.com/2015/04/28/politics/obama-baltimore-violent-protests/index.html
Writing Task: Write a short paragraph in which you write down your thoughts from your group discussion. Use at least 6examples of coherence in our grammar studies. Underline all 6 and hand in Friday. (Formative, 6 pts.)
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2. Begin reading with your table group "Thirty-Eight Who Saw Murder and Did Nothing" on pages 239 to 242 in the red Models for Writers
book.
3. Complete a gallery walk / Stations:
A. What is the overall purpose and main idea (or theme)of this story? Find a visual that reveals the same message that the piece has. Narrate your understanding of how the two are related.
B. What is the function of the material prior to the start of narrative? Narrate your understanding of the function of that part of the piece.
C. What is accomplished by the dialogue within the story? Choose one or two examples to illustrate your claim.
D. A number of short sentences--only a couple or so words long--are used throughout the piece. What is the effect of some of these sentences? Why are they crafted in this way? Find three of them and explain their specific effect.
E. If you had to select only 5 words or phrases to sum up the story's content, what would they be. (Select them from the story itself and create something to illustrate it. Then explain the significance of each word.)
F. Take one passage from the text that you think you can replicate the tone of the author with. Create an audio reading of that passage, replicating the tone.
G. Pretend there is a paragraph missing at the end of the piece. Narrate
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3. In your groups, access one of the following Googledoc Links. There are 5 links here, one for each table group to work on. Please select one
for your table group and answer the questions/tasks.
Table Group 1
Table Group 2
Table Group 3
Table Group 4
Table Group 5
2. Begin reading "Can Free Speech Go Too Far" for tomorrow (Quiz on identifying main idea and detail)
Finding Main Ideas Additional Video Help
2. Transition Activity as a table group: Watch the directions in the video.
2. Googleform
3. Read "Why We Crave Horror Movies"
2. Review and discuss opinion poll from yesterday.
3. Listen to NPR Story: TED Hour
Expectations: Include author, title (appears in quotes), and author’s purpose in first line.
FCA 1: Summary is in writer’s (not author’s) own words. No direct quotations
are used and does not include writer’s opinion or any evaluative
judgments from the writer. /3 points
FCA 2: Summary contains a recognition of all major functional components of essay and an examples to illustrate. / 4 points
FCA 3: Summary follows the same organizational pattern as the original text. /3 points
2. Review the summary paragraph and submit; see FCAs
Highlight verbs and noun phrases for each part.
Underline each detail.
3. We watched a short clip about the Standford Prison Experiment
4. 4-Square activity. After Stanford vid., small round table discussion about connections between the video, their response to the prompt, and King’s essay. Students must spend a chip, and answer one of my connecting questions or respond to a classmate's response to a questions
- How does Stephen Kings’ feeding the alligators metaphor on pp 12 relate to what we saw in the Stanford video?
- What drove the Stanford guards to treat the prisoners the way they did?
- Does the Stanford video help us understand bullies in any way? How?
- Where do you think the “anti-civilization emotions” like King talks about (pp’s 9-11) come from?
- What are some criticisms you have of an experiment like that?
- Based on our readings so far, have your thoughts about humanity changed?
A. Each member responds to a different question, initially.B. Each member switches three times to have a dialogue and fill all 4 squares.
C. Each time they switch, the person being switched to must read all and write in one square.
D. Use transitional phrases to increase the conversation depth: (Yes, but...; True, for example...; Unfortunately, even if what you say is true,. . .)
E. At end, return to owner and let him read the conversation and debrief with the rest.
- Individually find purpose to various sections assigned per group.
- Students take 2 words/phrases and create a skit to show the interactions.
2. Skit to act out from word bank.3. Introduce and begin reading "A Hanging"
--Identify the theme.
2. When finished: students were given a component of the text (an element) to analyze throughout "A Hanging"
- Setting
- Characterization / Characters
- Conflict / Plot Development
- Narrator
- Mood
- Figurative Language
- Sentence Styles/Variety
- Descriptive Details
A. Describe, in general, the typical functions of your element/device.B. Describe how your chosen element/device develops or is present within the story.
C. Select notable examples from the text--quotes--to document the element/device's use.
D. Analyze the relationship between those examples and the author's purpose for the story (theme--or what the author might be saying).
E. Propose a way the author could've altered their development of whatever element/device you are looking at and what the effect would be.
2. Continue on Project; finish
3. Study Link for Unity/Coherence:
http://www.buowl.boun.edu.tr/students/Paragraph%20Writing%20Exercises.htm
Create paragraph without coherence markers.
The following affixes will be posted around the class :
retro- pro- anti- sub- uni- pre- extra- un-
3.We read 73 in Models for Writers, and I discussed and outlined the basics of the paragraph form, which are given below
4. By tomorrow, students had to come in with:
A.) a thesis sentence that corresponds to having both a topic and an attitude, impression, or opinion on a subject
B.) the thesis must include a cause/effect statement that is arguable
C.) and a piece of research that supports their claim--looked up on internet.
Is your thesis arguable?
Is your thesis following a cause/effect structure?
Do you have a researched fact to use?
5. Begin drafting your essay using outline, thesis and detail organizer, (see above for outline). Review the use of outside source.
1. Discuss outline on whiteboard, indicate with a "T" where transition elements must go--at the very least. (handout they bring to me to discuss--one by one)
2. Students to write their essays based upon the following FCAs. FORMATIVE--rough draft due tomorrow.
3. Continue/revise paragraph for Tuesday--draft is due. (Stations)
http://www.youtube.com/watch?v=eLBMORyce7k&feature=related
an article/issue, after we reviewed tasks, talked about types of questions, and were given instruction in discussion. (Four Square Activity)
Students will be grouped in fours. Each will fold a paper into four quadrants. They will use the reading from the previous day to answer different questions with their own opinion and a small quote from the text.
Mr. P Assessment Survey
Office Kepple Survey
Due tomorrow.
2.
3.
Items in a series to form parallel structures: Exercise Link
2nd half of summative for 1st unit tomorrow.
Office Kepple Survey
or Dailyinfographic
3. Afterwards, on Socrative, students were asked to list a favorite one and the main idea that seemed to be represented by the infographic
- We reviewed a number of these.
- Infographic: Purpose
4. Then, students were given a sample of a Ted Talk on Infographic that we started.- While running, students wrote down a thought to share or a question to pose as a ticket out the door.
Check out this and see if it works on your phone/tablet, for the weekend, or find a way to create a visualization of data that might work on your device.http://infogr.am
2. Warm up: Type 1 (formative) List 3 items that an infographic should contain and 2 items that an infographic should do (as a function)
- Review and collect as a formative out of 5 pts.
3. Visit website and browse around on their own for 5 minutes. Daily Infographics Link- List main ideas on Socrative and review
- Name of infographic and main idea
4. Walk students through (by modeling) the examination of an Infographic based upon certain questions a skilled reader would ask? (Using toy graphic)- What items (text, graphics, color schemes, etc.) do I see?
- What are the connections between the items?
- Is there a scheme/method to the layout of the items?
- What is the overall purpose of the graphic?
- How do I know that the purpose I chose is the main purpose of the infographic?
- How can I sum up a main idea (full sentence thought) of the graphic?
- What specific details "add up" to the elements of that main idea thought?
- Can I identify any details that are left out of that main idea statement that I would have to use in modifying that main idea--or, are those details belonging to another main idea within the infographic?
- Is there anything I would change about the infographic to make it clearer or easier to understand?
Students were assigned a group in order to examine an Infographic per group to present their findings to their group tomorrow and put together a video analysis of the info graphic. (6 groups)2.
- Students were broken into groups to examine an Infographic per group to present their findings to their group tomorrow and put together a video analysis of the info graphic.
They were given the rest of the class to work together on collecting a response to these questions and exchanging ideas and assigning roles for tomorrow, which were listed on the board.- 1. Student groups were given time to share the infographic analyses that were created yesterday
- Films were viewed
- Questions were asked by me and responses given
- 2. Afterwards, students were introduced to their next task, which will be the physical creation of their own info graphic.
- 3. Using statistical data, students created an infographic that would contain:
- 1 main idea statement: written on the back of their visual that expresses the content idea of the visual.
- A graphical depiction of details of that main idea, including all elements listed in their main idea statement
- Accompanying data that is relevant to expressing the main idea
- A visual display (including layout, items involved, colors, etc.) that is logical and made sense.
FCAs:Link to use for Data: Halloween Statistics:
Halloween Stats
National Retail Federation
Homework is to choose a portion of the data or sift through and select text/details that will be represented in their own Infographic and write out the main idea that will capture the visual representation. Also students have to choose a medium by which to create it.
Bring in a textbook of some type Tuesday: biology, history, etc.
- 1. DLP 17 apostrophes
- 2. Examine the text features of media: Facebook, video game, app for school, etc.
- 3. Students were given the following terms to write down an understanding of each of them (specifically), locate them within their textbook, and show/share with a partner close to their seat
- Index
- Glossary
- Table of Content
Group 1 Group 2 Group 3 Group 4 Group 5What information do you see?
What purpose does your artifact have?
What portions of your item direction you to other information? (information that is not displayed right on your artifact)
What is the most prominent visual aspect of your artifact? Why?
- Each group was then assigned a question specific to that group that they had to post an answer to Linoit which we reviewed before leaving.
Textbook Formative will be on Wednesday, the 30thGroup 1 Group 2 Group 3 Group 4 Group 5
- What is the purpose of the infographic?
- What main idea is expressed by the infographic?
- How does the graphic express that idea?
- If you could only pick out one piece of information on your graph, is there one that stands out as the most important? Why?
- Who would benefit most from reading /seeing your graph?
- Task One: Find an interesting infographic, one that speaks to your interests, and write a analysis of it.
infographic_analysis_fcas.docx
- Details
- Download
- 15 KB
- You will have to submit a copy of the infographic along with the analysis.
- Task Two: Create an infographic by finding a source of statistics relevant to a topic of interest. (Include the source of statistics and follow the provided FCAs)
- Honors FCAs
Infographic_FCAs (2).docx
- Details
- Download
- 14 KB
Any late assessments will receive a point deduction (15% per day)Content terms: purpose, main idea, detail, organization, visual, data, summary,
Apostrophe Practice 1 :
Apostrophe Practice 2
Apostrophe Practice 3
See all the presentations. Have student get into groups and explain their project to others--in their groups.
Or, have the group present to the whole class.
Work on Infographic analysis/creation
- Students were then given time work on their assessments--the infographic analysis essay or the creation of the Infographic, complete with listed main idea and purpose statement.
- Infographic Analysis FCAs :
infographic_analysis_fcas.docx
- Details
- Download
- 15 KB
- Honors Creation:
Infographic_FCAs (2).docx
- Details
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For whatever type of assessment you choose to do for the infographic summative, you will need to find the information on the internet. For the analysis essay, you will have to find the infographic to analyze and see the FCAs for guidance. For the creation of the infographic, you will have to find a website or text listing statitics about a topic to create the infographic from.Punctuation Practice
required reordering.
Homework: Finish essay; re-examine their own writing (paragraph) and find areas/spots that could use
some transition shifts.
9th
1. Review parallelism worksheet and transition worksheet
Review parallelism worksheet and transition worksheet
4. After this was complete, students reordered a worksheet from Models for Writers to order (coherence) sentences that
required reordering.
Tuesday 28th