1/25
Start with silent reading 20 minutes, A Prayer for Owen Meany. R8-R9-Inferences-80% Due 1/31.
39. contentious (adj)
prefix: cont/com: with, together root: tent: to stretch, strain suffix: ous: forms adj, means full of
Model: This year, American Idol has a contentious panel which centers on ongoing acerbic comments between Nicki Minaj and Mariah Carey.
definition: friendly, agreeable
Write your own sentence, using context clues and have a peer review.
R7-Inference Cnotes-past due.
Exit 8-Inferences: (8 pts)
1)Explain what an inference is in your own words. (1)
2)Why would it be incorrect to use "I predict" as the key words before each inference? (2)
3)Why is it necessary to use key words for all inferences? (2)
4)How could it be misleading if a student didn't write the start and end page for each entry? (1)
5)Describe the summary which is at the end of each entry and what students shouldn't do at the beginning of summary. (2)
Ms. Batten reviews each question and what she is expecting for each question for full credit.
Prepare for group Ra Ta Ta
pg 33-34, Kwenessia's group, Tyler's group
35-37 Victoria's group, Xaynah's group
38-39 Terrell's group, Nate's group
40-41 Domonique's group, Brandi's group
4th block: Assembly-Will present next class Ra Ta Ta
5th block: presents Ra Ta Ta
Remember to return Diagnostic Alignment Guide.
1/29
Start with 20 minutes, silent reading, APOM. R8-R9-Inferences-80% Due 1/31
40. convivial-adj
Prefix: con: with, together root: viv: to live suffix: al: forms adj or nouns, means pertaining to
Model: The convivial atmosphere of the yearbook classroom was evident in smiling students helping one another and laughing at each others' jokes.
Write your own sentence using context and have a peer review.
Students given time to work on Exit 8. Ms. Batten reviews each question again, explaining what she expects when answering each question for full credit. Exit 8 Due today for full credit.
4th: Presents Ra Ta Ta
Jigsaw: Edgar Allen Poe and Gothic Fiction. Each group must come up with a plan for how they will split up the information to present the next class.
Setup R10 Poe/Gothic Fiction-C notes
EQ: What are the elements of Gothic Fiction?
Take notes while you are researching your topic. Other notes will be taken when groups present.
From Holt Book
-Gothic Fiction pg 287 characteristics, novel, common setting, short story, transcendentalist
(Kwenessia, Alex, Dominique) (Ian, Ray, Carl, Xaynah)
-Strategies for Understanding Poe p317 (Tanaysha,Rajym, Victoria,Nicole) (Josh, Trey, Harvey, Shawn)
-Poe, Dark Beginnings/Breaking Away p318 (Terrell, Edwin,Denis, Kalise)
(Tyler, Akiya, Brandi, Julian, Nate)
-Poe, Exploring Depths/Triumphs/Tragedy p319 (Morgan, Barry, Kaos)(Andre, Tracy, Roberto, Cody
Persuasive Speech Eval- Students wishing to add more credit to their persuasive speech can evaluate themselves and write 2 paragraphs about what they would do differently if given the opportunity to present again. This can be submitted for extra points, but should refer to logos, pathos and ethos used.
1/30/13
1/23/13
1/23 English III
Remember to turn in M&M words 33-37.
Start new set, with word 38. interject.
Prefix: inter: among, between root: ject: to throw suffix: x
Model: According to most classroom rules, students should not interject during lecture unless they've raised their hand and been called on.
interject: to interrupt, can be rudely or politely
Do own sentence, using context and have a peer review.
Start class with silent reading of A Prayer for Owen Meany-20 minutes.
Class briefly reviews how to do reading entries, before starting.
Inferences-reviewed
Batten walks around and conferences with each student about reading entry, helping students struggling with finding inferences.
After 20 minutes of reading, students should take out R7-Inference Cnotes, and finish their 4 questions on the left side. They need to come up with questions that could potentially be on an exit slip. The questions must be different levels, but there is no specification for how many from each level. The questions can relate to inferences and also reading entry setup, Ra Ta Ta or reading requirements. Before submitting R7 Cnotes, students should answer the EQ in 3 to 4 sentences: How does making inferences help the reader understand purpose and main idea? R7-Inference Cnotes-due today. If turned in after today, they will be late and points will be deducted.
Remember R8-R9 are due 1/31. Students should come in and immediately start reading, during the next class.
Students reminded to submit their Diagnostic alignment guide, test, and answer sheet.
Start new set, with word 38. interject.
Prefix: inter: among, between root: ject: to throw suffix: x
Model: According to most classroom rules, students should not interject during lecture unless they've raised their hand and been called on.
interject: to interrupt, can be rudely or politely
Do own sentence, using context and have a peer review.
Start class with silent reading of A Prayer for Owen Meany-20 minutes.
Class briefly reviews how to do reading entries, before starting.
Inferences-reviewed
- Inference: assume what will happen, what currently is happening, or what already happened (not directly stated by author)
- Do not infer what is directly stated. Example. "Its 40 degrees" I infer its cold (obviously its cold)
- Only 1 sentence summary-main idea-for each entry (10 pages long).
- For each entry-must have 5 inference notes
- Extra column-put clues or tell why you assumed, use as much as you can but do not force use
- in strategy column use key words such as: I infer, I guess, I think, I predict. Perhaps.. Maybe.
Batten walks around and conferences with each student about reading entry, helping students struggling with finding inferences.
After 20 minutes of reading, students should take out R7-Inference Cnotes, and finish their 4 questions on the left side. They need to come up with questions that could potentially be on an exit slip. The questions must be different levels, but there is no specification for how many from each level. The questions can relate to inferences and also reading entry setup, Ra Ta Ta or reading requirements. Before submitting R7 Cnotes, students should answer the EQ in 3 to 4 sentences: How does making inferences help the reader understand purpose and main idea? R7-Inference Cnotes-due today. If turned in after today, they will be late and points will be deducted.
Remember R8-R9 are due 1/31. Students should come in and immediately start reading, during the next class.
Students reminded to submit their Diagnostic alignment guide, test, and answer sheet.
1/17 English III
- 37) Artifice:
- Prefix: Art: field using skill, technique root: facere/fic: to do
- Model: The student's artifice was apparent by his hidden headphones and inability to answer questions reflecting he was listening.
- artifice: false or insincere behavior, deception, trickery
- Come up with your own sentence, using context and have a peer review your sentence. 2) Save presentations now to Batten's computer. Today last day to present.3) Moving Forward. Students need to listen, they can take notes, but don’t have to. All students will be asked questions immediately following;· Student Affect: Your letting your lack of confidence, past experiences determine your success· You are still resisting rigor-I've shown you the statistics, I’ve shown you what professors say, I’ve shown you what college students say, yet you still resist anything challenging and want things to be super easy-step it up please· Versatile-must juggle- Purpose of portfolio to keep you organized- a lot of you that is your problem. You can’t answer Exit 5, because you lost your R4 Cnotes, you can’t do exit 6, because you lost your expectation cnotes, you can’t do the compare contrast essay, because you lost your W1 Cnotes. Learn how to juggle between assignments during one class period, by organizing them in portfolio.· Everything builds in here-Essay for example- We read stories first (some of you didn’t do that), we thoroughly went over Compare/Contrast, comparing two reality shows, I walked you through the essay process in detail, 1 day spent just on thesis, another day on intro, another day on support, another day on conclusion. I gave you a model essay to use, rubric, outline.There was no valid reason for not submitting the essay, yet a lot of you didn't.· You're Habitually absent· Habitually tardy· Not listening-For example, during lecture when I give answers to exit slips· Not taking Cnotes-again, answers to exit slips are revealed during Cnote process· You receive multiple strategies, resources for assignments, projects and don’t take advantage. Waste time given. Presentations, for example, time in class to prepare, were assigned early December, projects moved to January, a week after we got back from break. Walked you through Cnotes for 4 classes, had you do questions immediately afterward, Gave you a persuasive packet, making sure to tell you to use it, read it, and it was 25% of your grade. A lot of you, didn’t do presentations, a lot of you never even looked at the packet, most of you didn’t turn in the cnotes.· You're not using Battensclasess.blogspot.com You ask questions like: What is exit 5, I wasn’t here for the expectation cnotes, what did I miss. Its all on the site.· Tutoring Tues/Thurs, during lunch, only a few of you take advantage of this. Some of you come once, and never come back· You don’t know rules and procedures and you come in every day like its your first. You waste class time because you don’t know things that you should have known since the first week, like how to leave class, what happens if your absent for a presentation/project, How to participate in class, 80% of grade assessments-wasting time on 20% assignments· Extra Credit-Owen Meany book is 25 points, you were allowed to recycle exit slips, redo assignments. From now on exit slips-only 1 question can be fixed· Explain 80% grade-Only 6 assignments were your assessment grade. If you didn't turn in one or more of those assessments, you negatively affected your grade. Some of you didn't turn in any assessments, so the highest grade you could have received was a 20% for participation assignments.4) Batten Ra Ta Ta/ Student Ra Ta Ta R7 Inferences continued. Ms. Batten teaches how to do the reading entry for inferences. Students should add to their R7-Inference notes. On the left side of notes, students are to come up with 4 possible Exit 8 Questions. They must be different levels.· Problems reviewed- students not reading, don’t know character names, in main idea say something that only happened briefly in 10 pages, but isn’t really the main idea, start with: In these 10 pages I read· Ra Ta Ta reviewed, start with summary, set reader up for what you'll read, wait for them to find-but not forever, explain your thinking-don’t just read
1/16/13
1/15 English III
There will be no after school tutoring today. Students who have been to tutoring this term can come Wednesday or Thursday after school in regards to their grade.
Presentations will be on this grading term. Students who didn’t present on their assigned date, which they knew about for 1 month, have only 1 more chance. They can present this Thursday, during class, but they must come to class prepared. Students will not have time in class to prepare. Presentations will be done on a first come, first serve basis.
Today: Prepare group RA TA TA, which will be presented Thursday.
Stay in your same Ra Ta Ta group from the other day. Remember leaders will not be speaking but will be evaluated on how their group performs. If a leader is absent today, someone else step up and be leader. Anyone absent the last class can ask permission to join a group from a group leader.
Assignments: 4th block: Victoria’s group pg 35-37. Kwenessia’s group pg 33-34, Domonique’s group pg 40-41, Terrell’s group pgs 38-39. Must present 5 quotes and sentence summary of pages assigned. Each person but leader must speak during Ra Ta Ta.
5th block: Brandi/Shayla’s group pgs 40-41, Xaynah’s group 35-37, Tyler’s group 33-34, Nate’s group 38-39. Must present 5 quotes and sentence summary of pages assigned. Each person but leader must speak during Ra Ta Ta.
Example Entry:
Inferences: guess something not directly stated by author
Use key words: I predict, I guess, I infer, I think
R8-R9-Inferences pgs 40-60 Due 1/31/80%
Inferences APOM by Irving
Pg/ Quote / Inference /Extra
31 "someone's life over." I predict this game is
where his mom dies
31 "he kept track" I assume Owen has OCD he also keeps his baseball
cards organized
31 "intriguing object of their interest" I predict they are looking Yes, everyone thinks shes
at Johnny's mom attractive
32 "standing..past third base." I think she will get hit Why would someone not
with a baseball. watching stand by 3rd base?
32 "But this day..hit away kid." I predict Owen This day is different for Owen
will accidentally for some significance.
hit Johnny's mom while
at bat.
Read 10 pages, put pg started and stopped, and write a 1 sentence summary.
1/11/13
1/11 English III
Tutoring cancelled today after school. For those of you who have come to tutoring this term, you are permitted to come Tuesday and Thursday next week to pull up your grade this term, if needed.
36. versatile adj
root vers: to turn
suffix: ate: forms adj
suffix: il: forms adj and nouns
infer meaning from the following sentence:
Students must be versatile and should be capable of completing multiple tasks such as reading, writing and high level thinking, on a daily basis.
actual meaning: capable of multi-tasking or doing more than one thing successfully at one time
Do your own sentence and have a peer review
Presentation Evaluations continue. You do not have to do for this class if you weren't here for presenations.
Presenations-students evaluate presenters. Submit today.
Take out R3 Independent Reading Notes.
Student leaders-chosen to tutor the students who don't have notes or don't remember how to take them.
Students without notes are to take out their notes and put for the
EQ: How do I successfully complete a reading entry?
Topic: reading logs
Take notes on the right for how to complete entries (only for non-tutors)
I won't have tutoring today. I have bronchitis and really don't feel well enough to stay. But I plan to update grades over the weekend. If Josh, needs to recover his grade he can come to tutoring next week and can submit work still, since he has been coming to tutoring.
On the left write questions you think I will ask you to make sure you understand how to do this. You will be teaching a Ra Ta Ta the next class. You will be given instructions and time to complete.
1st block Ra Ta Ta performed by Batten. To be finished next class.
36. versatile adj
root vers: to turn
suffix: ate: forms adj
suffix: il: forms adj and nouns
infer meaning from the following sentence:
Students must be versatile and should be capable of completing multiple tasks such as reading, writing and high level thinking, on a daily basis.
actual meaning: capable of multi-tasking or doing more than one thing successfully at one time
Do your own sentence and have a peer review
Presentation Evaluations continue. You do not have to do for this class if you weren't here for presenations.
Presenations-students evaluate presenters. Submit today.
Take out R3 Independent Reading Notes.
Student leaders-chosen to tutor the students who don't have notes or don't remember how to take them.
Students without notes are to take out their notes and put for the
EQ: How do I successfully complete a reading entry?
Topic: reading logs
Take notes on the right for how to complete entries (only for non-tutors)
I won't have tutoring today. I have bronchitis and really don't feel well enough to stay. But I plan to update grades over the weekend. If Josh, needs to recover his grade he can come to tutoring next week and can submit work still, since he has been coming to tutoring.
On the left write questions you think I will ask you to make sure you understand how to do this. You will be teaching a Ra Ta Ta the next class. You will be given instructions and time to complete.
1st block Ra Ta Ta performed by Batten. To be finished next class.
1/9/13
1/9 English III (ER)
M&M 33. deferential- adj
34. credulous- adj
35. conduit-n
Copy chart:
33. prefix: de: out of root: fer: to bear, carry suffix: al: pertaining to
34. prefix x root: cred: to belive suffix: ous: forms adj
35. con: together root: duc: to lead suffix: x
Infer definitions from the following models:
33. He showed his grandma deferential treatment over his brother, out of respect for her age and wisdom.
34. To automatically believe someone's argument as credulous without them providing logos and pathos, would be foolish.
35. He used his straw as a conduit to drink the thick shake.
Definitions for each word reviewed as a class.
deferential: showing or expressing respect, courteous
credulous: gullible, willing to believe without proper evidence
conduit: a natural or artificial tube or channel through which something fluid, liquid travels.
Write your own sentence, using context clues for each of the words. Have a peer review. Ms. Batten comes to verify peers have reviewed the word accurately. Remember a circle around their name means they aren't taking the time to give you proper feedback or they don't know how to use the words. Don't keep using someone whose name is continually circled for reviews.
Presentations (Continue Evaluations-Remember to submit Evaluations at the end of each class day)
Personal Reflection-Each group/presenter will be submitting a personal reflection after presentations. They will receive a list of comments from classmates and their grade from the teacher and will evaluate themselves on logos, pathos, ethos and speak of any changes they would make if presenting in the future.
Data Folders Students add to data folders, diagnostic mastery done in November.Students told to turn in today or next class.
APOM: Students reminded we will start reading A Prayer For Owen Meany again on Friday. They should bring their own copy of the book if they have one or the book they checked out. We will work on inferences, the next class.
Comprehension checks Reviewed. Student reminded that the thumbs up, out, down are universal signs in this class for any question I direct to them, such as: Do you understand: I'm not close-up A little-thumbs out Not at all: down Do you need more time: Yes-Up Almost Done: thumbs out I'm done: Thumbs out
Show me you're listening Thumbs up: Yes Thumbs out: I missed something you just said Nothing: not paying attention
Students reminded that if absent for a presentation or here but not prepared, that 25 points is deducted from the possible grade, meaning the highest grade to receive would be a C. Also student told to make sure they have their presentation ready, so that when I have time in class to fit in late presentations, they are prepared. They should bring their project to me at the beginning of class, and be the first one with their hand up when I ask who wants to present today.
34. credulous- adj
35. conduit-n
Copy chart:
33. prefix: de: out of root: fer: to bear, carry suffix: al: pertaining to
34. prefix x root: cred: to belive suffix: ous: forms adj
35. con: together root: duc: to lead suffix: x
Infer definitions from the following models:
33. He showed his grandma deferential treatment over his brother, out of respect for her age and wisdom.
34. To automatically believe someone's argument as credulous without them providing logos and pathos, would be foolish.
35. He used his straw as a conduit to drink the thick shake.
Definitions for each word reviewed as a class.
deferential: showing or expressing respect, courteous
credulous: gullible, willing to believe without proper evidence
conduit: a natural or artificial tube or channel through which something fluid, liquid travels.
Write your own sentence, using context clues for each of the words. Have a peer review. Ms. Batten comes to verify peers have reviewed the word accurately. Remember a circle around their name means they aren't taking the time to give you proper feedback or they don't know how to use the words. Don't keep using someone whose name is continually circled for reviews.
Presentations (Continue Evaluations-Remember to submit Evaluations at the end of each class day)
Personal Reflection-Each group/presenter will be submitting a personal reflection after presentations. They will receive a list of comments from classmates and their grade from the teacher and will evaluate themselves on logos, pathos, ethos and speak of any changes they would make if presenting in the future.
Data Folders Students add to data folders, diagnostic mastery done in November.Students told to turn in today or next class.
APOM: Students reminded we will start reading A Prayer For Owen Meany again on Friday. They should bring their own copy of the book if they have one or the book they checked out. We will work on inferences, the next class.
Comprehension checks Reviewed. Student reminded that the thumbs up, out, down are universal signs in this class for any question I direct to them, such as: Do you understand: I'm not close-up A little-thumbs out Not at all: down Do you need more time: Yes-Up Almost Done: thumbs out I'm done: Thumbs out
Show me you're listening Thumbs up: Yes Thumbs out: I missed something you just said Nothing: not paying attention
Students reminded that if absent for a presentation or here but not prepared, that 25 points is deducted from the possible grade, meaning the highest grade to receive would be a C. Also student told to make sure they have their presentation ready, so that when I have time in class to fit in late presentations, they are prepared. They should bring their project to me at the beginning of class, and be the first one with their hand up when I ask who wants to present today.
1/7 English III
Group Presentations
Groups/Presenters submit PowerPoint to Ms. Batten at the beginning of class and make sure everything works.
While each group presents, you must evaluate them.
On a piece of paper, put your name and Group Eval/Presentations in the top right corner
For each group that presents, you will write:
Group Names: ____________________________________________________________
Topic (What they are trying to persuade you of.) ___________________________________
Ethos: Commentary (must put 2 separate comments) and Grade (3, 2, 1, 0)
Logos: Commentary (must put 2 separate comments) and Grade (3,2,1, 0)
Pathos: Commentary (must put 2 separate comments) and Grade (3,2,1, 0)
For commentary and grading, use the rubric that has been provided to you. Ms. Batten hands out rubrics to anyone who hasn't brought theirs to class, to use while evaluating.
Students must turn in their Evaluations each day for credit. Absent students do not have to make this up for the presentations they weren't present for.
For the remainder of class students can conference with Ms. Batten and/or work on their projects if presenting another day this week.
Groups/Presenters submit PowerPoint to Ms. Batten at the beginning of class and make sure everything works.
While each group presents, you must evaluate them.
On a piece of paper, put your name and Group Eval/Presentations in the top right corner
For each group that presents, you will write:
Group Names: ____________________________________________________________
Topic (What they are trying to persuade you of.) ___________________________________
Ethos: Commentary (must put 2 separate comments) and Grade (3, 2, 1, 0)
Logos: Commentary (must put 2 separate comments) and Grade (3,2,1, 0)
Pathos: Commentary (must put 2 separate comments) and Grade (3,2,1, 0)
For commentary and grading, use the rubric that has been provided to you. Ms. Batten hands out rubrics to anyone who hasn't brought theirs to class, to use while evaluating.
Students must turn in their Evaluations each day for credit. Absent students do not have to make this up for the presentations they weren't present for.
For the remainder of class students can conference with Ms. Batten and/or work on their projects if presenting another day this week.
1/3 English III
Reminder turn in M&M words 28-32.
Presentations are Monday 1/7, Wednesday 1/9, and Friday 1/11
Do not forget on the day of your presentation to turn in
W3-Persuasive Speech
-W3-Persuasive Contes (25 points)- Remember we took notes on logos, pathos, ethos, completed charts on all 3 and came up with level 1 and 2 questions for each section. You also were supposed to come up with 1 level 3 question for all of your notes. Don't forget to answer the EQ: Essential Question.
-Blank Rubric (can be the ones we've used in class or the one from your packet)
-Visual (Powerpoint, Display Board)
-Persuasive Packet/Outline-Follow directions on packet and half sheet given with research tips. Fill out packet completely before presenting. It walks you through your presentation. Also see the model outline for how to complete if you need help.
Each group practices Ethos with their group partner or another group. While practicing, their peer or fellow group must evaluate them using the following:
Ethos: Evaluation (10 points) Record on own paper
1)Dress: Discuss what each of you plans to wear for your presentation. Evaluator to put a comment only regarding how effective they feel your choice of outfit.
2)Hand gestures, posture, facial expression: Each group/member is to practice using natural gestures, expressions and standing body posture while comparing McDonalds to Burger King. Evaluator is to document their commentary on how effective they feel you are at all 3 and improvements you need to make.
3) Note cards: Each group member is to reveal or discuss their plan for using note cards or memorizing speech. Evaluator is to document their commentary on how effective they feel the plan is and any improvements needed to ensure person is not dependent on power-point or notes.
4)Eye contact: Each group/member is to practice use of eye contact while repeating what they said about the 2 fast food restaurants, which incorporates the entire class and isn't awkward. Evaluator is to document their commentary on how effective they feel eye contact was and any improvements that need to be made.
5)Speaking Voice: Each group/member is to practice using a clear and audible speaking voice, changes in tone when appropriate and at a speed that is understandable. They will do this while repeating what they already said about the two fast food restaurants. Evaluator is to document their commentary on how effective they feel the speaker, their tone, their pace and any improvements they feel need to be made.
6)Sources Cited: Each group/member will discuss the sources they've found so far for their project. Evaluator is to document their commentary on how reliable they feel each source is and any sources which should be changed or eliminated before presenting. Citationmachine.net mentioned again for students to use for citing sources.
7) Everything together: Each group/member will practice hand gestures, standing posture, facial expression, eye contact, speaking voice volume, tone, speed of voice and use of proper English while discussing their opinion on their actual topic.
Evaluator is to document their commentary on how effective they feel speaker is at incorporating all ethos aspects together and provide suggestions for improvement.
- Groups directed to turn in Ethos Evals this class in basket or in the library.
-Ms. Batten review entire rubric and reminds students they will be graded using this rubric on the day of their presentation.
-Ms. Batten reviews persuasive packet with class again and stresses how important it is to complete the packet and use it as a guide for your speech.
Groups given more time in library to research.
To present:
1/7 Monday
4th
Rajym 40 Pro
Edwin/Barry 12 con
Kwenessia/Alex 9 con
Manny/Shaneyvian 33 pro
Tanaysha/Nicole 48 pro
Kaos 16 Pro
Terell/Jordan 18 con
5th
Curtis/Carl 43 Pro
Trey 12 Pro
Xaynah 27 Pro
Tyler 40 con
Shayla cell phones con
Juliano 33 pro
Jordann 4 con
1/9 Wednesday
4th
Eddie 42 con
Morgan 27 Pro
Nate 12 con
Klaus/Denis 17 con
Ru'Deisha 22 pro
5th
Adrian 47 pro
Nate/Brandi 11 con
Tracy/Andre 15 con
Josh/Akiya 38 pro
1/11 Friday
4th
Victoria 23 pro
Domonique 16 con
5th
Harvey 11 pro
Shawn/Tyler(re) 17 pro
Cody/Ray 2 pro
Chrissy 20 con
Roberto/Ian 14 con
Presentations are Monday 1/7, Wednesday 1/9, and Friday 1/11
Do not forget on the day of your presentation to turn in
W3-Persuasive Speech
-W3-Persuasive Contes (25 points)- Remember we took notes on logos, pathos, ethos, completed charts on all 3 and came up with level 1 and 2 questions for each section. You also were supposed to come up with 1 level 3 question for all of your notes. Don't forget to answer the EQ: Essential Question.
-Blank Rubric (can be the ones we've used in class or the one from your packet)
-Visual (Powerpoint, Display Board)
-Persuasive Packet/Outline-Follow directions on packet and half sheet given with research tips. Fill out packet completely before presenting. It walks you through your presentation. Also see the model outline for how to complete if you need help.
Each group practices Ethos with their group partner or another group. While practicing, their peer or fellow group must evaluate them using the following:
Ethos: Evaluation (10 points) Record on own paper
1)Dress: Discuss what each of you plans to wear for your presentation. Evaluator to put a comment only regarding how effective they feel your choice of outfit.
2)Hand gestures, posture, facial expression: Each group/member is to practice using natural gestures, expressions and standing body posture while comparing McDonalds to Burger King. Evaluator is to document their commentary on how effective they feel you are at all 3 and improvements you need to make.
3) Note cards: Each group member is to reveal or discuss their plan for using note cards or memorizing speech. Evaluator is to document their commentary on how effective they feel the plan is and any improvements needed to ensure person is not dependent on power-point or notes.
4)Eye contact: Each group/member is to practice use of eye contact while repeating what they said about the 2 fast food restaurants, which incorporates the entire class and isn't awkward. Evaluator is to document their commentary on how effective they feel eye contact was and any improvements that need to be made.
5)Speaking Voice: Each group/member is to practice using a clear and audible speaking voice, changes in tone when appropriate and at a speed that is understandable. They will do this while repeating what they already said about the two fast food restaurants. Evaluator is to document their commentary on how effective they feel the speaker, their tone, their pace and any improvements they feel need to be made.
6)Sources Cited: Each group/member will discuss the sources they've found so far for their project. Evaluator is to document their commentary on how reliable they feel each source is and any sources which should be changed or eliminated before presenting. Citationmachine.net mentioned again for students to use for citing sources.
7) Everything together: Each group/member will practice hand gestures, standing posture, facial expression, eye contact, speaking voice volume, tone, speed of voice and use of proper English while discussing their opinion on their actual topic.
Evaluator is to document their commentary on how effective they feel speaker is at incorporating all ethos aspects together and provide suggestions for improvement.
- Groups directed to turn in Ethos Evals this class in basket or in the library.
-Ms. Batten review entire rubric and reminds students they will be graded using this rubric on the day of their presentation.
-Ms. Batten reviews persuasive packet with class again and stresses how important it is to complete the packet and use it as a guide for your speech.
Groups given more time in library to research.
To present:
1/7 Monday
4th
Rajym 40 Pro
Edwin/Barry 12 con
Kwenessia/Alex 9 con
Manny/Shaneyvian 33 pro
Tanaysha/Nicole 48 pro
Kaos 16 Pro
Terell/Jordan 18 con
5th
Curtis/Carl 43 Pro
Trey 12 Pro
Xaynah 27 Pro
Tyler 40 con
Shayla cell phones con
Juliano 33 pro
Jordann 4 con
1/9 Wednesday
4th
Eddie 42 con
Morgan 27 Pro
Nate 12 con
Klaus/Denis 17 con
Ru'Deisha 22 pro
5th
Adrian 47 pro
Nate/Brandi 11 con
Tracy/Andre 15 con
Josh/Akiya 38 pro
1/11 Friday
4th
Victoria 23 pro
Domonique 16 con
5th
Harvey 11 pro
Shawn/Tyler(re) 17 pro
Cody/Ray 2 pro
Chrissy 20 con
Roberto/Ian 14 con
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