TW: Argument essay, Horace "adversity" prompt
HW: Read and annotate chapters 6 & 7 of The Pact
Friday, January 17, 2014
Friday, January 10, 2014
AGENDA 1/10
Grammar: Semicolons 11.1
Three rules of semicolon use:
1) Use a semicolon to join two independent but closely related clauses.
2) Use a semicolon before a conjunctive adverb or transitional phrase (and a comma afterward).
3) Use semicolons to avoid confusion in lists (e.g., when the list items already have commas in them and include additional description).
Education Word Clouds: in groups, review your "secret assignment" and list at least 15 topics/factors pertaining to the education prompt in the envelope. Then, rank and weight each list item--make the most important idea(s) x10, somewhat important x3, etc.
Share introductions w/ partner, then begin to discuss continuum of evidence.
HW: Draft 1 body paragraph that includes a claim connected to a reason you presented in your introduction, and includes specific details from 2 different kinds of evidence (e.g., personal experience, readings, current events, pop culture, films or television). Read "Introduction" and "Dreaming Big" and complete either the "Funnel" or "3-2-1-1" response to prepare for discussion on Monday.
Three rules of semicolon use:
1) Use a semicolon to join two independent but closely related clauses.
2) Use a semicolon before a conjunctive adverb or transitional phrase (and a comma afterward).
3) Use semicolons to avoid confusion in lists (e.g., when the list items already have commas in them and include additional description).
Education Word Clouds: in groups, review your "secret assignment" and list at least 15 topics/factors pertaining to the education prompt in the envelope. Then, rank and weight each list item--make the most important idea(s) x10, somewhat important x3, etc.
Share introductions w/ partner, then begin to discuss continuum of evidence.
HW: Draft 1 body paragraph that includes a claim connected to a reason you presented in your introduction, and includes specific details from 2 different kinds of evidence (e.g., personal experience, readings, current events, pop culture, films or television). Read "Introduction" and "Dreaming Big" and complete either the "Funnel" or "3-2-1-1" response to prepare for discussion on Monday.
Thursday, January 9, 2014
AGENDA 1/9
Textbook room - pick up The Pact
Continue discussion of education texts, focusing especially on paragraph 5 of "From Report of the Massachusetts Board of Education" by Horace Mann
3-Minute Paper to reflect (turn in)
HW: Write argument introduction: Defend, challenge, or qualify the claim Horace Mann makes in paragraph 5 of "From Report of the Massachusetts Board of Education". Write a hook, background, and thesis.
Steps for success:
1) Reread paragraph 5
2) Articulate Mann's claim: Horace Mann argues in paragraph 5 of "From Report " that...
3) Think about your first instinct/gut reaction: do you agree or disagree with Mann's claim? Generate 2 reasons for your position.
4) Craft a thesis. Consider using the While [some people believe differently]... ultimately, [my position is...]...because [reason #1] and [reason #2] structure.
5) Create a brief, engaging hook related to the topic. You might retell a quick story from your life, share a famous or insightful quotation, or recount a scene from a famous book, movie, or TV show.
6) Write a short transition between the hook and the thesis that explains the context or gives necessary background information. Remember that somewhere in your introductory paragraph, you need to give the title of the piece and the name of the author (in this case, Horace Mann), and if it's relevant, the genre and occasion of the text.
Continue discussion of education texts, focusing especially on paragraph 5 of "From Report of the Massachusetts Board of Education" by Horace Mann
3-Minute Paper to reflect (turn in)
HW: Write argument introduction: Defend, challenge, or qualify the claim Horace Mann makes in paragraph 5 of "From Report of the Massachusetts Board of Education". Write a hook, background, and thesis.
Steps for success:
1) Reread paragraph 5
2) Articulate Mann's claim: Horace Mann argues in paragraph 5 of "From Report " that...
3) Think about your first instinct/gut reaction: do you agree or disagree with Mann's claim? Generate 2 reasons for your position.
4) Craft a thesis. Consider using the While [some people believe differently]... ultimately, [my position is...]...because [reason #1] and [reason #2] structure.
5) Create a brief, engaging hook related to the topic. You might retell a quick story from your life, share a famous or insightful quotation, or recount a scene from a famous book, movie, or TV show.
6) Write a short transition between the hook and the thesis that explains the context or gives necessary background information. Remember that somewhere in your introductory paragraph, you need to give the title of the piece and the name of the author (in this case, Horace Mann), and if it's relevant, the genre and occasion of the text.
Wednesday, January 8, 2014
AGENDA 1/8
Share SMART Goals
Discussion using Funnel Activity: "Let Teenagers Try Adulthood" by Leon Botstein and "From Report of the Massachusetts Board of Education" by Horace Mann
HW: Independent reading - 500 pages by 2/12
Tuesday, January 7, 2014
AGENDA 1/7
Happy New Year and Welcome Back!
New Seats
Winter Break News Update activity - write and share out
Setting SMART Goals
Reading "Funnel" Activity - Horace Mann's "From Report of the Massachusetts Board of Education"
Leon Botstein's "Let Teenagers Try Adulthood"
SWBAT (By the end of class, Students Will Be Able To):
Identify important quotations for discussion
Use funnel activity to prep seminar texts
Identify unfamiliar vocabulary words in reading and share them with a partner
Follow newspaper/newscast writing conventions and draft a short paragraph
Create a SMART Goal for second semester
HW: Create at least 1 SMART Goal for second semester that you are comfortable sharing with the class tomorrow. Finish prepping both texts using the "Funnel" activity and be ready to discuss at the beginning of class tomorrow.
New Seats
Winter Break News Update activity - write and share out
Setting SMART Goals
Reading "Funnel" Activity - Horace Mann's "From Report of the Massachusetts Board of Education"
Leon Botstein's "Let Teenagers Try Adulthood"
SWBAT (By the end of class, Students Will Be Able To):
Identify important quotations for discussion
Use funnel activity to prep seminar texts
Identify unfamiliar vocabulary words in reading and share them with a partner
Follow newspaper/newscast writing conventions and draft a short paragraph
Create a SMART Goal for second semester
HW: Create at least 1 SMART Goal for second semester that you are comfortable sharing with the class tomorrow. Finish prepping both texts using the "Funnel" activity and be ready to discuss at the beginning of class tomorrow.
Wednesday, November 20, 2013
AGENDA 11/20
Rhetorical Historical Paper Thesis/Introductions PPT
Handout to assist you as you craft your introduction (this will be given out in class tomorrow)
For tomorrow, please identify the Lasting Rhetoric (handwritten in ink is ok):
LASTING RHETORIC = (aka your thesis--can be multiple sentences)
Description of different discourse communities or genres and their viewpoints
Underlying emotions attached to the event
Lessons learned or what the coverage of the event teaches us
Handout to assist you as you craft your introduction (this will be given out in class tomorrow)
For tomorrow, please identify the Lasting Rhetoric (handwritten in ink is ok):
LASTING RHETORIC = (aka your thesis--can be multiple sentences)
Description of different discourse communities or genres and their viewpoints
Underlying emotions attached to the event
Lessons learned or what the coverage of the event teaches us
Scarlet Letter Socrative Review Activity
HW: Read and prepare to discuss chapters 5-7 by identifying important details and quotations, writing clarifying and discussion questions, and noting your own opinions and reactions to the text. Begin to craft your introduction paragraph (handwritten neatly in ink is fine).
HW: Read and prepare to discuss chapters 5-7 by identifying important details and quotations, writing clarifying and discussion questions, and noting your own opinions and reactions to the text. Begin to craft your introduction paragraph (handwritten neatly in ink is fine).
Tuesday, November 12, 2013
AGENDA 11/12
Introduce first handful of vocabulary words from The Scarlet Letter: powerpoint with images and vocabulary chart
Read-Aloud of The Two Bobbies and model SOAPSTone method for rhetorical note-taking
Introduce rhetorical historical analysis paper and share tips for selecting topics--not too broad, works best if the event is controversial, must be a clear *event* and not a person's life...anything from the beginning of recorded human history to last week is up for grabs (except Hurricane Katrina). Think about topics that you connect to personally or that you are genuinely invested in/passionate about.
HW: Select three historical events that you're intrigued by, and write a one-sentence justification for each. Know that I will only accept one or two papers on each topic, so make sure your justification argues why you would be the BEST student to write that particular paper. We're choosing topics tomorrow!
Read-Aloud of The Two Bobbies and model SOAPSTone method for rhetorical note-taking
Introduce rhetorical historical analysis paper and share tips for selecting topics--not too broad, works best if the event is controversial, must be a clear *event* and not a person's life...anything from the beginning of recorded human history to last week is up for grabs (except Hurricane Katrina). Think about topics that you connect to personally or that you are genuinely invested in/passionate about.
HW: Select three historical events that you're intrigued by, and write a one-sentence justification for each. Know that I will only accept one or two papers on each topic, so make sure your justification argues why you would be the BEST student to write that particular paper. We're choosing topics tomorrow!
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