Copy Exit 14
1)What is your speech topic and date/time presenting? 2)What 8 areas will you be graded on and elaborate how to get a high score in each category
Ra Ta Ta-1st and 2nd block only. 5th block has already done this.
R24-26-Multiple-Due 12/9 A-12/12 B. Class given 30 minutes to read and warned that they wouldn't be getting a lot of class time to work on these entries, so that they could be given speech preparation time instead.
Take notes, both days, on how to prepare for your speech and complete exit 14.
If absent, go to youtube and search for expertvillage or how to give a persuasive speech. Watch videos on the following: 1)Understanding your audience 2)How to write an introduction and introduction example 2)How to write a conclusion and conclusion example 3)Practice and Prepare for speech 3)Body Language 4)Eye Contact and Note Taking 5)Citing Sources/Credibilty 6)Voice
You will be graded on the following 8 categories: Organization/Time, Body Language, Eye Contact/Use of Notes, Credibility/Citing Sources, Voice Inflection, Logos/Logic, Pathos/Emotion, Connecting with Audience
Names drawn for presentation time slots for speeches on 12/13-12/15 A and 12/14-12/16 B.
Finish Research in Library. Guidance coming the next class to speak with you the entire time.
12/7/11
12/2/11
11/29A-12/2 B English III
Ra Ta TA-R24-26 Multiple Due 12/9 A-12/12 B
Research logos/pathos-library/B100-2 class periodsA3-Presentations-Social Conflict-Due 12/13-12/15 A 12/14-12/16 B-100 pts/80%
Remember for logos-look for facts, statistics, convincing evidence
for pathos- look for images, video clips, audio, word choice or present stories or personal experiences meant to trigger your audience's emotions
3 sources min must documented in presentation.
If in a group, must prove equal effort.
A Day- 2nd day Benchmark testing keeps students out of class. Complete research
at home.
Research logos/pathos-library/B100-2 class periodsA3-Presentations-Social Conflict-Due 12/13-12/15 A 12/14-12/16 B-100 pts/80%
Remember for logos-look for facts, statistics, convincing evidence
for pathos- look for images, video clips, audio, word choice or present stories or personal experiences meant to trigger your audience's emotions
3 sources min must documented in presentation.
If in a group, must prove equal effort.
A Day- 2nd day Benchmark testing keeps students out of class. Complete research
at home.
11/21/11
11/21A-11/22 B
Independent Reading-15 minutes-Turn in R20-22 Connections-today 11/21 A-11/22 B-80%
Class survey: Answer the following and turn in to basket. 1)Make the following a 2 sentence response: I go to school because.. 2)Make the following a 2 sentence response: Students who skip school are.. 3)Make the following a 2 sentence response: Students who disrupt class are.. 4) Make the following a 2 sentence response: Students who make good grades are.. 5) Rate how much you think high school will impact your future from 1 to 5 and explain your rating (5 being the most impact). 6)List the advantages of graduating high school versus not graduating. List the advantages of getting a college degree versus not getting a degree. 7) In 10 years from now, what job do you see yourself with and what steps will it take you to get there?
View Persuasive speeches: Why Hip hop is the Devil and Drunk Driving and take notes on the positive and negatives of both speeches. Then with your group, on a paper with all of your names, list both the positive and negative aspects of both speeches. Also as a group list 5 categories you think I will grade you on when evaluating your speech. If absent do this on your own by watching both speeches here. Why hip hop is the Devil and Drunk Driving.
At the end of class, Unit 1-Comparison/Contrast essays returned. Students given a model and encouraged to write or rewrite this paper if they didn't do it or didn't like their score. This essay is 100 points-part of the 80% assessment grade.
Class survey: Answer the following and turn in to basket. 1)Make the following a 2 sentence response: I go to school because.. 2)Make the following a 2 sentence response: Students who skip school are.. 3)Make the following a 2 sentence response: Students who disrupt class are.. 4) Make the following a 2 sentence response: Students who make good grades are.. 5) Rate how much you think high school will impact your future from 1 to 5 and explain your rating (5 being the most impact). 6)List the advantages of graduating high school versus not graduating. List the advantages of getting a college degree versus not getting a degree. 7) In 10 years from now, what job do you see yourself with and what steps will it take you to get there?
View Persuasive speeches: Why Hip hop is the Devil and Drunk Driving and take notes on the positive and negatives of both speeches. Then with your group, on a paper with all of your names, list both the positive and negative aspects of both speeches. Also as a group list 5 categories you think I will grade you on when evaluating your speech. If absent do this on your own by watching both speeches here. Why hip hop is the Devil and Drunk Driving.
At the end of class, Unit 1-Comparison/Contrast essays returned. Students given a model and encouraged to write or rewrite this paper if they didn't do it or didn't like their score. This essay is 100 points-part of the 80% assessment grade.
11/15/11
11/15 A-11/18 B English III
2 day lesson
Independent Reading-20 minutes-R20-22 Connections-80%-Due 11/21 A-11/22 B
Finish R23-Letter to Birmingham-chart-p281-282. Logos/Pathos/Ethos with explanation. Background info for this assignment available on 268, 276 and 280. Turn in this assignment to the basket today.
Class draws numbers to choose thier persuasive topics. They are allowed to work with a partner or by themselves. Once a topic is taken for the class, no one else can sign up for it.
So far the groups are as follows. Name(s) followed by topic #:
1st A day-Darrion-7, Briana/Akiera-9, Kenneth-11, Nick/Jarvis-12, Amy-16, Tyler-18, Solynn/Prentis-24, Tim-25, Randy/Alex-27, Zach-33, Roshawn-39, Rick-42, Jacob-43, Pat-44
2nd/A day- Teyonna/Cheyene-9, Kayla/Yolanda-11, Wilbert/Darren-12, Mayra/Xiomara-16, Briana/Latavia-18, Tristan/Jeremy-24, Fernando/Sau-25, Raven-26, Joel/Chase-27, Devaughnte/Andre-30, Mitsu/Kamal-2, Alyssa/Chrissy-39, Jazmine/Ricardo-42- NEW- Bam (2), Andrew (5),
5th/B day- To be determined.
Review-R19/R23 started. All exit slip questions reviewed in class. Stanton uses more emotion in her speech because she is speaking to women at a women's rights convention. Emotion would appeal to them the most because they are by nature more emotional than they are logical. Also, she wants to get them to feel something about women's rights because they've remained passive for so long. If she can get them to feel angry, neglected, abused, oppressed, then they should want to also stand up and join her cause. King uses more logical argument because his audience is the government or those who can and do make laws. Obviously he uses more logic because they are lawmakers, and should be very rational, logically thinking beings. Emotion wouldn't work as well on this audience, but he still uses it a bit to appeal to their human nature.
2nd part of lesson posted after it is taught-
2nd Part of Lesson
Independent reading-20 minutes-R20-22 Connections due 11/21 A-11/22 B
Students must finish R23-Letter from Birmingham and turn in.
Finish review R19-R23-Class discussion. R19 and R23 returned for this review.
Absent students choose persuasive topics for Performance Task 2-Unit 2-Social Conflict. Assignment, go ask 5 students for their opinion of your topic. If they do not agree with you, get a reason why. Each person or group presents their topic and how many people agree/disagree with them. This is important so you know what type of audience you will be persuading. If more than half of the class disagrees with you, your audience could be hostile, if most of the class agrees with you, you are dealing with a supportive audience. You must keep this in mind as you plan your presentation.
5th-Chooses Topics: Donnel/Fabi (9), Justin/Nate (11), Vance (20), Ron/Destiny (24), Krystal-for (27), Andre/Alante-against (27), Jasmine/Ashley (30), Kayla/Taran (42), Baraka/Maurkeisha(44)
Independent Reading-20 minutes-R20-22 Connections-80%-Due 11/21 A-11/22 B
Finish R23-Letter to Birmingham-chart-p281-282. Logos/Pathos/Ethos with explanation. Background info for this assignment available on 268, 276 and 280. Turn in this assignment to the basket today.
Class draws numbers to choose thier persuasive topics. They are allowed to work with a partner or by themselves. Once a topic is taken for the class, no one else can sign up for it.
So far the groups are as follows. Name(s) followed by topic #:
1st A day-Darrion-7, Briana/Akiera-9, Kenneth-11, Nick/Jarvis-12, Amy-16, Tyler-18, Solynn/Prentis-24, Tim-25, Randy/Alex-27, Zach-33, Roshawn-39, Rick-42, Jacob-43, Pat-44
2nd/A day- Teyonna/Cheyene-9, Kayla/Yolanda-11, Wilbert/Darren-12, Mayra/Xiomara-16, Briana/Latavia-18, Tristan/Jeremy-24, Fernando/Sau-25, Raven-26, Joel/Chase-27, Devaughnte/Andre-30, Mitsu/Kamal-2, Alyssa/Chrissy-39, Jazmine/Ricardo-42- NEW- Bam (2), Andrew (5),
5th/B day- To be determined.
Review-R19/R23 started. All exit slip questions reviewed in class. Stanton uses more emotion in her speech because she is speaking to women at a women's rights convention. Emotion would appeal to them the most because they are by nature more emotional than they are logical. Also, she wants to get them to feel something about women's rights because they've remained passive for so long. If she can get them to feel angry, neglected, abused, oppressed, then they should want to also stand up and join her cause. King uses more logical argument because his audience is the government or those who can and do make laws. Obviously he uses more logic because they are lawmakers, and should be very rational, logically thinking beings. Emotion wouldn't work as well on this audience, but he still uses it a bit to appeal to their human nature.
2nd part of lesson posted after it is taught-
2nd Part of Lesson
Independent reading-20 minutes-R20-22 Connections due 11/21 A-11/22 B
Students must finish R23-Letter from Birmingham and turn in.
Finish review R19-R23-Class discussion. R19 and R23 returned for this review.
Absent students choose persuasive topics for Performance Task 2-Unit 2-Social Conflict. Assignment, go ask 5 students for their opinion of your topic. If they do not agree with you, get a reason why. Each person or group presents their topic and how many people agree/disagree with them. This is important so you know what type of audience you will be persuading. If more than half of the class disagrees with you, your audience could be hostile, if most of the class agrees with you, you are dealing with a supportive audience. You must keep this in mind as you plan your presentation.
5th-Chooses Topics: Donnel/Fabi (9), Justin/Nate (11), Vance (20), Ron/Destiny (24), Krystal-for (27), Andre/Alante-against (27), Jasmine/Ashley (30), Kayla/Taran (42), Baraka/Maurkeisha(44)
11/10 A-11/14 B English III
Copy Exit 13: 1)What was MLK Jr's purpose in writing "Letter from Birmingham.."? (Answer in a complete sentence)2. Contrast "Declaration of Sentiments with "Letter from Birmingham." Which one uses more logic? Which one uses more emotion?? Explain why each author uses more of this type of persuasion in their writing? (consider audience)
Independent Reading-20 minutes-R20-22 Connections Due 11/21 A-11/22 B-80%
Turn in Exit 12 if you haven't already. Exit 12 returned to some students for corrections.
Finish R19-Women's Rights with your group. Turn in by stapling the individual assignments to the group assignment.
Start R23-Letter to Birmingham- First, read pg 286 paradox and Reading Focus: logos, ethos, pathos. Class reviews the types of persuasion together.
Then read p276 MLK Jr. short Biography. Read to learn why he wrote this letter from jail in the first place.
Then read p280 Rhetorical question-Class discussed that when using rhetorical questions the author is most likely appealing to someones logic.
Setup a chart like the last one you did for R19, but this time add Ethos/Ethics.
R23-Letter to Birminham-Document on the chart all persuasive devices used and if these devices are logos/logic, pathos/emotion, or ethos/ethics or more than one. Provide an explanation for each of your choices. Due the next class.
Class given compare/contrast essay model for W4-Performance Task-past due. Student told that they can redo their essay if they do not like their score. If they never turned in an essay, they should use the model to help them, as the essay is 100 points and 80% of their grade. If they don't turn it in, they cannot pass.
Class given persuasive topics to choose from for their Unit 2-Performance Task-Present a persuasive speech on a social conflict-80%-100 points.
Independent Reading-20 minutes-R20-22 Connections Due 11/21 A-11/22 B-80%
Turn in Exit 12 if you haven't already. Exit 12 returned to some students for corrections.
Finish R19-Women's Rights with your group. Turn in by stapling the individual assignments to the group assignment.
Start R23-Letter to Birmingham- First, read pg 286 paradox and Reading Focus: logos, ethos, pathos. Class reviews the types of persuasion together.
Then read p276 MLK Jr. short Biography. Read to learn why he wrote this letter from jail in the first place.
Then read p280 Rhetorical question-Class discussed that when using rhetorical questions the author is most likely appealing to someones logic.
Setup a chart like the last one you did for R19, but this time add Ethos/Ethics.
R23-Letter to Birminham-Document on the chart all persuasive devices used and if these devices are logos/logic, pathos/emotion, or ethos/ethics or more than one. Provide an explanation for each of your choices. Due the next class.
Class given compare/contrast essay model for W4-Performance Task-past due. Student told that they can redo their essay if they do not like their score. If they never turned in an essay, they should use the model to help them, as the essay is 100 points and 80% of their grade. If they don't turn it in, they cannot pass.
Class given persuasive topics to choose from for their Unit 2-Performance Task-Present a persuasive speech on a social conflict-80%-100 points.
11/9/11
11/8 A-11/9 B English III
Ra Ta Ta-Connections
Example done in class.
Independent Reading-20 minutes.
R16-18 Connections-80% due today. R20-22 Connections Due 11/21 A-11/22 B. Students reminded that for each set of reading entries, they were given 13 to 14 days and 5-6 days inside of class to complete. They had a minimum of 100 minutes given to them to use for these entries in class. There is no reason they shouldn't be turning them in.
Finish Group Work-R19-Women's Rights-Remember to turn in the group assignment with your individual assignment.
Start new Holt assignment if finished.
Example done in class.
Independent Reading-20 minutes.
R16-18 Connections-80% due today. R20-22 Connections Due 11/21 A-11/22 B. Students reminded that for each set of reading entries, they were given 13 to 14 days and 5-6 days inside of class to complete. They had a minimum of 100 minutes given to them to use for these entries in class. There is no reason they shouldn't be turning them in.
Finish Group Work-R19-Women's Rights-Remember to turn in the group assignment with your individual assignment.
Start new Holt assignment if finished.
11/4 A-11/7B
Independent Reading-20 minutes. R16-R18 Connections-80%
Due 11/8 A-11/9 B
Turn in Exit 12.
When finished work on independent assignment R19-Women's Rights. Holt pg 159-160. Go through the speech and identify any persuasive technique used by Elizabeth Cady Stanton as Logical or Emotional and explain why. Turn in to basket.
Teacher returns all R19 assignments.Class review R19 pg 159. Ms. Batten displays her chart. For example on pg 159, the author quotes the Declaration of Independence which is logos. It cannot be disputed that this historical document exists or that it was created to establish equal rights. It is also pathos because the author purposely placed the word women in the speech to stir up emotion in the audience.
Ms. Batten stops the review on p160 2nd paragraph. Now with your group finish, going through the speech together. Look at what you did individually, see what you should combine, add or take away from your group chart. From the 3rd paragraph on pg 160 on, your group is to record everything that appeals to logical and/or emotional appeal and explain why. Staple the individual assignment to the group assignment and be prepared for me to ask questions of all group members about why you labelled something as logical or emotional. Turn in.
Last 10 minutes-Review Author's Purpose Post Test with student example. Students told that this is an 80% assessment grade and if they didn't get a passing score, to come in after school or during lunch for tutoring so they can retest.
Due 11/8 A-11/9 B
Turn in Exit 12.
When finished work on independent assignment R19-Women's Rights. Holt pg 159-160. Go through the speech and identify any persuasive technique used by Elizabeth Cady Stanton as Logical or Emotional and explain why. Turn in to basket.
Teacher returns all R19 assignments.Class review R19 pg 159. Ms. Batten displays her chart. For example on pg 159, the author quotes the Declaration of Independence which is logos. It cannot be disputed that this historical document exists or that it was created to establish equal rights. It is also pathos because the author purposely placed the word women in the speech to stir up emotion in the audience.
Ms. Batten stops the review on p160 2nd paragraph. Now with your group finish, going through the speech together. Look at what you did individually, see what you should combine, add or take away from your group chart. From the 3rd paragraph on pg 160 on, your group is to record everything that appeals to logical and/or emotional appeal and explain why. Staple the individual assignment to the group assignment and be prepared for me to ask questions of all group members about why you labelled something as logical or emotional. Turn in.
Last 10 minutes-Review Author's Purpose Post Test with student example. Students told that this is an 80% assessment grade and if they didn't get a passing score, to come in after school or during lunch for tutoring so they can retest.
11/2/11
10/31A-11/3 B English III
Independent Reading-20 minutes-R16-18 Connections- Due 11/8 A-11/9 B-80 percent. 20 minutes.
Turn in W4-Performance Task-Compare/Contrast essay-100 pts/80% if turning in late. Remember 10 points is deducted each day its late.
Finish W5-Vocab 2 foldable and turn in to basket. Turn to p158 and read about emotional and logical argument.
Logical/Logos: facts, statistics, not to be disputed, or appeals to someones reasoning and ability to make sense
Emotional/Pathos: anything chosen on purpose to trigger emotions, such as diction, word choice
PowerPoint/examples shown to students.
Make the chart from p158 with Arguments on the left and the type of argument on the right. On the right, you must put whether the argument is Logical/Emotional or Both and you must you explain.
Read the speech from 159-160 including the background of the author Elizabeth Cady Stanton and complete this chart.
2nd day- Ms. Batten reviews p159 with students and how she would document on the chart. Students continue working. Work on independent reading if you finish before others.
Example: on p159 where Stanton quotes the Declaration of Independence she uses both logos and pathos. Its logos because she is quoting a historical document. It cannot be disputed that this document exists or that is says this. Its also logic because referring to a document which was created with the rights of mankind in mind should appeal to the reasoning of those who say women shouldn't vote. Why have a document establishing equal rights and exclude one group of society? That doesn't seem to make much sense. Its also pathos because she purposely placed the word women into her excerpt from the historical document. This was probably done to make women feel like they aren't being excluded any more.
You really need to understand logos (logic) and pathos (emotion) because for your Unit 2-Performance Task you will have to present on a social conflict using both types of argument.
Turn in W4-Performance Task-Compare/Contrast essay-100 pts/80% if turning in late. Remember 10 points is deducted each day its late.
Finish W5-Vocab 2 foldable and turn in to basket. Turn to p158 and read about emotional and logical argument.
Logical/Logos: facts, statistics, not to be disputed, or appeals to someones reasoning and ability to make sense
Emotional/Pathos: anything chosen on purpose to trigger emotions, such as diction, word choice
PowerPoint/examples shown to students.
Make the chart from p158 with Arguments on the left and the type of argument on the right. On the right, you must put whether the argument is Logical/Emotional or Both and you must you explain.
Read the speech from 159-160 including the background of the author Elizabeth Cady Stanton and complete this chart.
2nd day- Ms. Batten reviews p159 with students and how she would document on the chart. Students continue working. Work on independent reading if you finish before others.
Example: on p159 where Stanton quotes the Declaration of Independence she uses both logos and pathos. Its logos because she is quoting a historical document. It cannot be disputed that this document exists or that is says this. Its also logic because referring to a document which was created with the rights of mankind in mind should appeal to the reasoning of those who say women shouldn't vote. Why have a document establishing equal rights and exclude one group of society? That doesn't seem to make much sense. Its also pathos because she purposely placed the word women into her excerpt from the historical document. This was probably done to make women feel like they aren't being excluded any more.
You really need to understand logos (logic) and pathos (emotion) because for your Unit 2-Performance Task you will have to present on a social conflict using both types of argument.
10/28/11
10/26 A-10/27 B English III
Copy Exit 12:1) How is emotional appeal different than logical appeal? Use comparison /contrast transitions to respond to this question. 2)What is the author’s purpose in writing “Declaration of Sentiments..”? 3) How do you know this is her purpose-give examples from the text and explain.
Turn in Exit 11/Turn in W4-Performance Task if you didn't the last class.-past due
Review Author's Purpose:
1)To inform, explain, show, educate, point out, demonstrate, support, make it clear
2)To persuade, convince, argue, support, influence
3)To entertain, amuse, describe, tell a story, narrate
Students review how to eliminate key words when you know what the purpose is not. Students cautioned to look at the entire answer and to be careful as some key words could go either way. For example, they might say to show the statistics on traffic accidents and that would be informative. Or they might say, to show the opinion that driver's should be held responsible for.... That would be persuasive.
A2-Author's Purpose Test-80%- Mark the text at least two different ways. Do NOT underline everything. It serves no purpose.
Independent Reading-Work on Connections-R16-18 Due 11/8A-11/9B-80%
W5-Vocab. 2 Foldable/Word Wall-Holt p158-finish at home-setup like foldable one with the following new words. Definitions given to class.
Words: covenant (n.), chastisement (n.), remuneration (n.), prerogative (n.),
abject (adj.)
Turn in Exit 11/Turn in W4-Performance Task if you didn't the last class.-past due
Review Author's Purpose:
1)To inform, explain, show, educate, point out, demonstrate, support, make it clear
2)To persuade, convince, argue, support, influence
3)To entertain, amuse, describe, tell a story, narrate
Students review how to eliminate key words when you know what the purpose is not. Students cautioned to look at the entire answer and to be careful as some key words could go either way. For example, they might say to show the statistics on traffic accidents and that would be informative. Or they might say, to show the opinion that driver's should be held responsible for.... That would be persuasive.
A2-Author's Purpose Test-80%- Mark the text at least two different ways. Do NOT underline everything. It serves no purpose.
Independent Reading-Work on Connections-R16-18 Due 11/8A-11/9B-80%
W5-Vocab. 2 Foldable/Word Wall-Holt p158-finish at home-setup like foldable one with the following new words. Definitions given to class.
Words: covenant (n.), chastisement (n.), remuneration (n.), prerogative (n.),
abject (adj.)
10/24A-10/25B
Turn in W4-Performance Task Unit 1-final essay 100 pt/80%. Attach rubric, venn diagram and outline if applicable.
Finish and turn in exit 10 if you haven't already
Copy exit 11Exit 11: What is a connection? What are the 3 types of connections? Explain each-from previous lesson
Ra Ta Ta-Connections reading entry explained in detail. For each entry, you only need to find 2 connections. You should put in extra what type of connection it is you found. Key words you can use to show you are connecting with the book are I remember, I recall, This reminds me of, I can relate, I connect, etc.
Connections are when you can associate to the book because you find similarities to your life, something you've read or in the world around you. The three types of connections reviewed as a class: text-to-self (when you personally relate to whats in the book because something similar happened to you), text-to-text (when you relate the book to another book, movie or tv show), text-to-world (When the book reminds you of something going on in the world around you, such as current events.)
Example of each:
Text-to-self: I can relate because my grandmas also doesn't let people sit on her furniture.
Text-to-text: This reminds me of the National Lampoon movies because of the Griswald's evil cousins who are also hyper and rude.
Text-to-world: I can connect this to the presidential elections going on now, because they also use negative campaigns against each other.
Review Author's Purpose-Test the next class. When taking a test on author's purpose, eliminate the purposes you know the passage is definately not.
If you have an information text, you could eliminate any key words in front of answers which mean to persuade or entertain.
Finish and turn in exit 10 if you haven't already
Copy exit 11Exit 11: What is a connection? What are the 3 types of connections? Explain each-from previous lesson
Ra Ta Ta-Connections reading entry explained in detail. For each entry, you only need to find 2 connections. You should put in extra what type of connection it is you found. Key words you can use to show you are connecting with the book are I remember, I recall, This reminds me of, I can relate, I connect, etc.
Connections are when you can associate to the book because you find similarities to your life, something you've read or in the world around you. The three types of connections reviewed as a class: text-to-self (when you personally relate to whats in the book because something similar happened to you), text-to-text (when you relate the book to another book, movie or tv show), text-to-world (When the book reminds you of something going on in the world around you, such as current events.)
Example of each:
Text-to-self: I can relate because my grandmas also doesn't let people sit on her furniture.
Text-to-text: This reminds me of the National Lampoon movies because of the Griswald's evil cousins who are also hyper and rude.
Text-to-world: I can connect this to the presidential elections going on now, because they also use negative campaigns against each other.
Review Author's Purpose-Test the next class. When taking a test on author's purpose, eliminate the purposes you know the passage is definately not.
If you have an information text, you could eliminate any key words in front of answers which mean to persuade or entertain.
10/20 A-10/21 B
Batten reviews lesson left with student when sub was present. She reads over the lesson in detail and explains to students.
Students work on essays in class with Ms. Batten's feedback and help.
W4-Performance Task-Unit 1-100 pts-Due next class-extension given.
Students work on essays in class with Ms. Batten's feedback and help.
W4-Performance Task-Unit 1-100 pts-Due next class-extension given.
10/17/11
Mass MediaYB 6th block/7th 10/18
MASS MEDIA-6th block only
Create an ad list. Loucite Michel to check before you submit to sub.
Copy upside down triangle from board before lunch.
After lunch, you must list the following:
Renewals: At least 10 businesses who advertised last year and all of their contact info including address and phone numbers.
Friends and Family: At least 10 friends, family members or friends of family members or family member's friends who own a business, have a child graduating or would benefit somehow from taking out an ad. List their names, their relationship to you and why you think they might be interested in an ad.
Places you and your parents spend money:
List 30 businesses in which you or your parents spend your money.
Vendors List at least 10 businesses which the Parker uses for supplies, sports, clubs, etc.
Have Loucite check your list before submitting to see you've followed the above directions. When finished turn your list into Ms. Gore with this handout.
7th block/Advanced Yearbook
Before submitting your 300 word story which is due today, do all of the following:
-Write at the top, if you haven't included this, how many words total are in your story. Do not count the title or any word not in your actual story. If you do not have at least 350 words, I will not accept it. I told you to write the rough draft with too many words. Keep and fix if not at least 350 words.
Circle all planned and effective repetition which sounds poetic to the ear. If you do not have any. Keep, fix and turn in when fixed.
Make sure your beginning/hook and end are circular and connect to each other. If not, Keep, fix and turn in when fixed.
Label each quote from your interviewee with a Q. If you do not have a couple of quotes from your subject which are short and powerful,keep, fix and turn in when fixed.
Underline all descriptive words or phrases. If you do not have enough description, keep, fix and turn in when fixed.
Label where your shift in tense occurs. Like in "After the Sky Fell" it starts in the present, shifts to past, then goes back to present. If you didn't shift the tenses at least once,keep, fix and turn in when fixed.
Put an asterisk * next to all facts and details. If you do not have enough, keep, fix and turn in when fixed.
At the top of your paper, tell me which plot you used when writing this story and what universal feeling/emotion everyone can relate to
Label any occasionally breaks in traditional English rules for poetic sound. Ex: Fragments
Finally, have someone proof your story and make sure you labelled everything correctly. Have them write any suggestions for improvement in the margin. Turn in the essay to Ms. Gore if you followed all of the guidelines.
If you have a lot of mistakes, please pay closer attention when editors are teaching how to do things, use your time more efficiently, refer back to your copy section to the model 300 word stories and remember to fix asap as the deadline for the rough draft was today.
Create an ad list. Loucite Michel to check before you submit to sub.
Copy upside down triangle from board before lunch.
After lunch, you must list the following:
Renewals: At least 10 businesses who advertised last year and all of their contact info including address and phone numbers.
Friends and Family: At least 10 friends, family members or friends of family members or family member's friends who own a business, have a child graduating or would benefit somehow from taking out an ad. List their names, their relationship to you and why you think they might be interested in an ad.
Places you and your parents spend money:
List 30 businesses in which you or your parents spend your money.
Vendors List at least 10 businesses which the Parker uses for supplies, sports, clubs, etc.
Have Loucite check your list before submitting to see you've followed the above directions. When finished turn your list into Ms. Gore with this handout.
7th block/Advanced Yearbook
Before submitting your 300 word story which is due today, do all of the following:
-Write at the top, if you haven't included this, how many words total are in your story. Do not count the title or any word not in your actual story. If you do not have at least 350 words, I will not accept it. I told you to write the rough draft with too many words. Keep and fix if not at least 350 words.
Circle all planned and effective repetition which sounds poetic to the ear. If you do not have any. Keep, fix and turn in when fixed.
Make sure your beginning/hook and end are circular and connect to each other. If not, Keep, fix and turn in when fixed.
Label each quote from your interviewee with a Q. If you do not have a couple of quotes from your subject which are short and powerful,keep, fix and turn in when fixed.
Underline all descriptive words or phrases. If you do not have enough description, keep, fix and turn in when fixed.
Label where your shift in tense occurs. Like in "After the Sky Fell" it starts in the present, shifts to past, then goes back to present. If you didn't shift the tenses at least once,keep, fix and turn in when fixed.
Put an asterisk * next to all facts and details. If you do not have enough, keep, fix and turn in when fixed.
At the top of your paper, tell me which plot you used when writing this story and what universal feeling/emotion everyone can relate to
Label any occasionally breaks in traditional English rules for poetic sound. Ex: Fragments
Finally, have someone proof your story and make sure you labelled everything correctly. Have them write any suggestions for improvement in the margin. Turn in the essay to Ms. Gore if you followed all of the guidelines.
If you have a lot of mistakes, please pay closer attention when editors are teaching how to do things, use your time more efficiently, refer back to your copy section to the model 300 word stories and remember to fix asap as the deadline for the rough draft was today.
ENGLISH III 10/18 A-10/19 B
Independent Reading- 20 minutes-work on R13-15-Inferences-due 10/24 A-10/25 B-80 percent assessment
Remember, today in class, you are to work on your W4-Performance-Task-Unit 1- in which you have to write an essay comparing and contrasting two stories from Unit 1. This essay must be a minimum of 4 elaborate paragraphs (most of you will want to have at least 5) and have at least 3 points of contrast and comparison. This unit performance task will be worth 100 points and is 80 percent of your grade. It is due 10/20 A and 10/21 B. That is the next class I see you. That is the equivalent of over 3 reading entries, so if you do not complete it, you will not pass this next term. Therefore, all of you who hope to pass, will complete this essay. Why not take the time given to you in class and when you are being taught how to do it, to actually do it. In other words, Do Not Waste Your Class Time today. Since it is due the next class, if you do not do what you are supposed to today, you will feel extremely behind when I see you again. You also will not be able to get much help from me before submitting your essay. Late essays will be penalized 10 points off each class.
Today, you will need to finalize your Venn diagram, write your introduction and write at least one supporting paragraph. If you finish this, before class is over, move on to your other supporting paragraphs. The next class, you will finish your essay and submit.
The Venn Diagram
Take out your W4-Performance Task-Unit 1-Venn diagram Most of you, did not put your own notes here. This will not be enough for you to have just copied what I put on the board. You must put your own comparisons and contrasts. If necessary, look back at the stories or the assignments you chose to compare and contrast (story titles and assignments on board). You can add details about any of the following to your diagram: plot, characters, setting, journey for identity. If you do not add your own notes, it will be hard to generate an essay and you will lose points on your diagram which will be turned in with your essay.
WARNING: DO NOT COPY MS. BATTEN'S HOOK OR THESIS. USE HER EXAMPLES AS A MODEL.
The Introduction
All introductions must start with a hook. This means you have to engage the reader somehow. If you cannot think of a way to do this, why not use a quote from either story which relates to your thesis.
My hook:
"Guided by my heritage of a love of beauty and a respect for strength--in search of my mother's garden, I found my own," Alice Walker said.
All introductions must end with a thesis statement. Your thesis must state both works or authors and why the comparison/contrast is worth writing or the so what.
My thesis
My thesis: Both Walker and Cisneros discovered their passion for writing [<- the first part is my so what]through struggles, family influences and cultural restrictions.[the last part is the points I will be writing about-which will develop into my supporting paragraphs.
Now look at my hook and thesis. Together, they do not make sense without something connecting them. Most students do not think about this, but they should. I would need to add a lead-in to my thesis which relates the hook to the purpose of my paper. Example intro with connector:
"Guided by my heritage of a love of beauty and a respect for strength--in search of my mother's garden, I found my own," Alice Walker said in her story,"In Search of Our Mother's Garden." What Walker is really saying is she found her identity or her love for writing by learning from her mother's creativity. Likewise Sandra Cisneros developed a love for writing which she discusses in her story "Straw Into Gold". Both Walker and Cisneros developed their passion for writing through struggles, family influences and cultural restrictions.
Write Your own Introduction paragraph
Support
Use comparison contrast transitions and elaborate each point. This time, pay attention to the writing rules from W3. Any mistakes made present from W3-the 10 tips will result in point deductions for each mistake made. Yes, I'm serious. I don't teach you things for you to ignore them, as some of you did in your first essay.
Make sure you use alternating comparison contrast. This means, you cannot list all the details for one story, then the other. It also means, you can not randomly list the similarities and differences. Instead, you must let your thesis guide your paper. Look back at my thesis. I would have to have a supporting paragraph on struggle, family influences and cultural restrictions. In my paragraph about struggle, I cannot mention anything but how struggles helped both authors develop their identity as a writer,the differences between their struggles and specific story details about their struggles. The reason you want to use alternating style is so that you do not confuse yourself or your reader and you do a good job pointing out how the two stories are similar and different.
When writing your support, you may want to do an outline. This is not necessary, but it could help tremendously. See example on the board for my struggle-supporting paragraph if interested in outlining.
Make sure your supporting topics are mentioned in your thesis, you use appropriate comparison/contrast transitions, you elaborate-using story details and you compare and contrast. You do not need to cite the text. Instead you can use the title of the book or the author's name. For example:
In "Straw Into Gold"......, whereas in "In Search of Our Mother's Garden"
According to Cisneros ........ On the other hand, Walker ......
Now Write your First Supporting Paragraph. The points you can write about in your paper, which should be included in your thesis if you choose them are:
plot, characters, setting, journey for identity, authors, author's style, family influences, culture
You will finish your essay the next class and submit it for a grade. It does not have to be typed. If you were in FCAT testing during this lesson, you were told to refer to this website for details of your assignment to make sure you still turned it in on time.
Remember, today in class, you are to work on your W4-Performance-Task-Unit 1- in which you have to write an essay comparing and contrasting two stories from Unit 1. This essay must be a minimum of 4 elaborate paragraphs (most of you will want to have at least 5) and have at least 3 points of contrast and comparison. This unit performance task will be worth 100 points and is 80 percent of your grade. It is due 10/20 A and 10/21 B. That is the next class I see you. That is the equivalent of over 3 reading entries, so if you do not complete it, you will not pass this next term. Therefore, all of you who hope to pass, will complete this essay. Why not take the time given to you in class and when you are being taught how to do it, to actually do it. In other words, Do Not Waste Your Class Time today. Since it is due the next class, if you do not do what you are supposed to today, you will feel extremely behind when I see you again. You also will not be able to get much help from me before submitting your essay. Late essays will be penalized 10 points off each class.
Today, you will need to finalize your Venn diagram, write your introduction and write at least one supporting paragraph. If you finish this, before class is over, move on to your other supporting paragraphs. The next class, you will finish your essay and submit.
The Venn Diagram
Take out your W4-Performance Task-Unit 1-Venn diagram Most of you, did not put your own notes here. This will not be enough for you to have just copied what I put on the board. You must put your own comparisons and contrasts. If necessary, look back at the stories or the assignments you chose to compare and contrast (story titles and assignments on board). You can add details about any of the following to your diagram: plot, characters, setting, journey for identity. If you do not add your own notes, it will be hard to generate an essay and you will lose points on your diagram which will be turned in with your essay.
WARNING: DO NOT COPY MS. BATTEN'S HOOK OR THESIS. USE HER EXAMPLES AS A MODEL.
The Introduction
All introductions must start with a hook. This means you have to engage the reader somehow. If you cannot think of a way to do this, why not use a quote from either story which relates to your thesis.
My hook:
"Guided by my heritage of a love of beauty and a respect for strength--in search of my mother's garden, I found my own," Alice Walker said.
All introductions must end with a thesis statement. Your thesis must state both works or authors and why the comparison/contrast is worth writing or the so what.
My thesis
My thesis: Both Walker and Cisneros discovered their passion for writing [<- the first part is my so what]through struggles, family influences and cultural restrictions.[the last part is the points I will be writing about-which will develop into my supporting paragraphs.
Now look at my hook and thesis. Together, they do not make sense without something connecting them. Most students do not think about this, but they should. I would need to add a lead-in to my thesis which relates the hook to the purpose of my paper. Example intro with connector:
"Guided by my heritage of a love of beauty and a respect for strength--in search of my mother's garden, I found my own," Alice Walker said in her story,"In Search of Our Mother's Garden." What Walker is really saying is she found her identity or her love for writing by learning from her mother's creativity. Likewise Sandra Cisneros developed a love for writing which she discusses in her story "Straw Into Gold". Both Walker and Cisneros developed their passion for writing through struggles, family influences and cultural restrictions.
Write Your own Introduction paragraph
Support
Use comparison contrast transitions and elaborate each point. This time, pay attention to the writing rules from W3. Any mistakes made present from W3-the 10 tips will result in point deductions for each mistake made. Yes, I'm serious. I don't teach you things for you to ignore them, as some of you did in your first essay.
Make sure you use alternating comparison contrast. This means, you cannot list all the details for one story, then the other. It also means, you can not randomly list the similarities and differences. Instead, you must let your thesis guide your paper. Look back at my thesis. I would have to have a supporting paragraph on struggle, family influences and cultural restrictions. In my paragraph about struggle, I cannot mention anything but how struggles helped both authors develop their identity as a writer,the differences between their struggles and specific story details about their struggles. The reason you want to use alternating style is so that you do not confuse yourself or your reader and you do a good job pointing out how the two stories are similar and different.
When writing your support, you may want to do an outline. This is not necessary, but it could help tremendously. See example on the board for my struggle-supporting paragraph if interested in outlining.
Make sure your supporting topics are mentioned in your thesis, you use appropriate comparison/contrast transitions, you elaborate-using story details and you compare and contrast. You do not need to cite the text. Instead you can use the title of the book or the author's name. For example:
In "Straw Into Gold"......, whereas in "In Search of Our Mother's Garden"
According to Cisneros ........ On the other hand, Walker ......
Now Write your First Supporting Paragraph. The points you can write about in your paper, which should be included in your thesis if you choose them are:
plot, characters, setting, journey for identity, authors, author's style, family influences, culture
You will finish your essay the next class and submit it for a grade. It does not have to be typed. If you were in FCAT testing during this lesson, you were told to refer to this website for details of your assignment to make sure you still turned it in on time.
10/14 A-10/17 B English III
Independent Reading-20 minutes-R13-15-Inferences-Due 10/24 A-10/25 B-80 percent
Groups-Compare and Contrast American Idol with X Factor using a Venn Diagram. Class reviews all differences and similarities between these shows. Check off the items your group had on their diagram and add anything you didn't have. Now write a paragraph using the alternating comparison/contrast style. This means, you must choose one element of both shows, rather than including all of them. For example, your paragraph may be about the rules, the judges or the setup of the show. Use the comparison/contrast transitions and submit to the basket your group diagram and paragraph. Both assignments can be on the same sheet. Make sure all group members' names are on assignment. Transition sheet distributed to students. Teacher explains to keep this handout for the comparison/contrast essay and future essays.
Student reading entry explained to class for inferences. Teacher explains what not to do when infering-do not report what is directly stated and put I predict, I guess, I think, I infer in front of it. Inferences are only when you guess or predict something not directly stated. Use appropriate key words. Only use I predict when actually predicting something will happen in the book.
Student work returned-progress reports issued.
Oct 14-Deadline-All Unit 1 assignments must be submitted by this date.
Groups-Compare and Contrast American Idol with X Factor using a Venn Diagram. Class reviews all differences and similarities between these shows. Check off the items your group had on their diagram and add anything you didn't have. Now write a paragraph using the alternating comparison/contrast style. This means, you must choose one element of both shows, rather than including all of them. For example, your paragraph may be about the rules, the judges or the setup of the show. Use the comparison/contrast transitions and submit to the basket your group diagram and paragraph. Both assignments can be on the same sheet. Make sure all group members' names are on assignment. Transition sheet distributed to students. Teacher explains to keep this handout for the comparison/contrast essay and future essays.
Student reading entry explained to class for inferences. Teacher explains what not to do when infering-do not report what is directly stated and put I predict, I guess, I think, I infer in front of it. Inferences are only when you guess or predict something not directly stated. Use appropriate key words. Only use I predict when actually predicting something will happen in the book.
Student work returned-progress reports issued.
Oct 14-Deadline-All Unit 1 assignments must be submitted by this date.
10/13/11
10/13 B-10/17 A Mass Media/Journalism
3rd/6th block
Use this period to study for your ad test, where you have to sell me an ad. Be prepared for any excuses given for why I cannot purchase and ad, as you have to try to persuade me still. Practice selling to each other and make sure you have all of the proper materials and put them back when finished. James and Mariana will be quizzing all of 6th block on ad sales to make sure you do it properly.
Also study for your class procedures test. Remember I will be coming to ask you 5 random questions from the handout. Each of you will get different questions. James and Mariana should quiz you on this as well-6th block.
Both tests will be on this grading term so study. Do not waste your time.
When finished, complete any missing work from this term. It must be submitted by Friday, Oct. 14.
Use this period to study for your ad test, where you have to sell me an ad. Be prepared for any excuses given for why I cannot purchase and ad, as you have to try to persuade me still. Practice selling to each other and make sure you have all of the proper materials and put them back when finished. James and Mariana will be quizzing all of 6th block on ad sales to make sure you do it properly.
Also study for your class procedures test. Remember I will be coming to ask you 5 random questions from the handout. Each of you will get different questions. James and Mariana should quiz you on this as well-6th block.
Both tests will be on this grading term so study. Do not waste your time.
When finished, complete any missing work from this term. It must be submitted by Friday, Oct. 14.
10/12 A-10/13 B English III
Copy Exit 10 1)Which organization system will you use for your performance task and why? 2)What example was used in class today to teach students how to write comparison/contrast essays? 3)Write 4 sentences comparing and contrasting 2 objects (ex pen and pencil). Use transitions, obviously.
Do not turn in this exit slip today. You will turn it in the next class.
Work on R13-15 Inferences-Independently read for 20 minutes. (Group in charge of reading books, don't forget to organize bookshelf after reading.)
Take out Holt books. Label a piece of paper W4-Performance Task-Unit 1-Venn Diagram
With your groups, look at all 3 stories read for Unit 1 (p10 R1-Coming Into the Country, p1294 R5 Our Mother's Garden, 1310 R9 Straw Into Gold). Decide which two stories you think are the most alike, then complete a venn diagram. Think of at least 4 similarities and 4 differences for the two stories you choose. Remember the similarities go on the inside of the diagram, where the circles join. Each of you should have a copy of this diagram. Turn diagram into the basket when finished, but make sure you have 4 similarities and differences. (see board for one example-which you can include on your diagram).
Remember you will be writing a comparison/contrast essay for your performance task for unit 1. This assignment will be worth 100 points and is an 80% assessment grade. Use your time effectively. The essay is due on 10/20 A-10/21 B
If you finish before others, discuss with your group the similarities and differences between the shows American Idol and X Factor. You will have to complete an assignment comparing these two shows, the next clsas.
Do not turn in this exit slip today. You will turn it in the next class.
Work on R13-15 Inferences-Independently read for 20 minutes. (Group in charge of reading books, don't forget to organize bookshelf after reading.)
Take out Holt books. Label a piece of paper W4-Performance Task-Unit 1-Venn Diagram
With your groups, look at all 3 stories read for Unit 1 (p10 R1-Coming Into the Country, p1294 R5 Our Mother's Garden, 1310 R9 Straw Into Gold). Decide which two stories you think are the most alike, then complete a venn diagram. Think of at least 4 similarities and 4 differences for the two stories you choose. Remember the similarities go on the inside of the diagram, where the circles join. Each of you should have a copy of this diagram. Turn diagram into the basket when finished, but make sure you have 4 similarities and differences. (see board for one example-which you can include on your diagram).
Remember you will be writing a comparison/contrast essay for your performance task for unit 1. This assignment will be worth 100 points and is an 80% assessment grade. Use your time effectively. The essay is due on 10/20 A-10/21 B
If you finish before others, discuss with your group the similarities and differences between the shows American Idol and X Factor. You will have to complete an assignment comparing these two shows, the next clsas.
10/12/11
Exit 9-1)Why do I use proofreading marks in this class? 2)Do I take the FCAT reading retake? If yes, when do I take it and where? 3)What is the Unit 1 Performance Task (80%) and when is it due? 4)When are all assignments due for partial credit this term?
Copy Exit 9 and Turn in Exit 8 after group duty is given.
RA TA TA-2-Inferences/Independent reading 20 minutes. R13-15-Inferences Due 10/24 A-10/25 B
Proofreading Marks distributed. Quiz coming-Group Corrections Due-Myself essay
W4-Performance Task Unit 1-Assigned. Compare and Contrast two stories from Unit 1 in essay form. Due 10/20 A-10/21 B.
Holt
p10 R1 "Coming Into the Country"
P1294 R5"Our Mother's Garden"
p1310 R9 Straw Into Gold"
Review Exit slip answers
Turn in R10-12 Inferences today for 80% grade.
Copy Exit 9 and Turn in Exit 8 after group duty is given.
RA TA TA-2-Inferences/Independent reading 20 minutes. R13-15-Inferences Due 10/24 A-10/25 B
Proofreading Marks distributed. Quiz coming-Group Corrections Due-Myself essay
W4-Performance Task Unit 1-Assigned. Compare and Contrast two stories from Unit 1 in essay form. Due 10/20 A-10/21 B.
Holt
p10 R1 "Coming Into the Country"
P1294 R5"Our Mother's Garden"
p1310 R9 Straw Into Gold"
Review Exit slip answers
Turn in R10-12 Inferences today for 80% grade.
10/11/11
10/3 B-10/7 B
CAST testing-Pre-test
Exit 8-Copy
1) What are the names of my group members? 2) Why are we in a group together? 3)What is our group duty and how will we make sure its completed weekly? 4) Why are there groups and procedures for all groups (give at least 3 reasons)?
Time given to meet with group. Group Procedures and Rules distributed. Students expected to read over with group to answer some of questions. Quiz coming on handout.
Review all Holt stories-Unit 1. Coming Into the Country p 10-13. Questions 1-2. Our Mother’s Garden. 1294-1298 Student chart. Straw Into Gold 1310-1314. Discuss what all 3 have in common. Review post-test failure procedures with class. If you fail a post-test, you can make it up. You have to come to tutoring on Tuesdays or Thursdays or during lunch in order to make it up. Explanations given for how to complete charts accurately and completely and how to answer questions using a sentence addressing the prompt, 2 examples from the text, transtions leading into support and elaboration, elaboration and a concluding sentence.
Groups to turn in 3 ideas for what they will do around the class for their group duty. Assignments returned, new progress reports and scholarship warnings issued to students.
FCAT Reading and Math Locations distributed to students. Students told to write down this information
Exit 8-Copy
1) What are the names of my group members? 2) Why are we in a group together? 3)What is our group duty and how will we make sure its completed weekly? 4) Why are there groups and procedures for all groups (give at least 3 reasons)?
Time given to meet with group. Group Procedures and Rules distributed. Students expected to read over with group to answer some of questions. Quiz coming on handout.
Review all Holt stories-Unit 1. Coming Into the Country p 10-13. Questions 1-2. Our Mother’s Garden. 1294-1298 Student chart. Straw Into Gold 1310-1314. Discuss what all 3 have in common. Review post-test failure procedures with class. If you fail a post-test, you can make it up. You have to come to tutoring on Tuesdays or Thursdays or during lunch in order to make it up. Explanations given for how to complete charts accurately and completely and how to answer questions using a sentence addressing the prompt, 2 examples from the text, transtions leading into support and elaboration, elaboration and a concluding sentence.
Groups to turn in 3 ideas for what they will do around the class for their group duty. Assignments returned, new progress reports and scholarship warnings issued to students.
FCAT Reading and Math Locations distributed to students. Students told to write down this information
9/29/11
9/28 A-9/29 B English III
Review Inferences-Teacher reviews how to complete the reading entries, what inferences are and the key words to use when infering. Reminder given that R10-12 Inferences is due 10/10A-10/11 B-80%
Teacher explains in detail the mistakes made with R9 "Straw Into Gold" and how to fix/complete the assignment. She even does the first part of assignment with students/reviews. Turn in R9-Straw Into Gold
FCAT Conferences about Exit 6 finished. Class Procedures Test for class finished.
Students to read independently if they finish R9.
Class goes over the 3 purposes of writing and the author's purpose in "Straw Into Gold"
Teacher explains in detail the mistakes made with R9 "Straw Into Gold" and how to fix/complete the assignment. She even does the first part of assignment with students/reviews. Turn in R9-Straw Into Gold
FCAT Conferences about Exit 6 finished. Class Procedures Test for class finished.
Students to read independently if they finish R9.
Class goes over the 3 purposes of writing and the author's purpose in "Straw Into Gold"
9/27/11
9/26 A-9/27 B English III
Copy Exit 7:
1)What is an inference? 2)What are the keywords I can use to show I'm making inferences? 3)What are the different purposes for writing? 4)What is the author's purpose for writing "Straw Into Gold"?
Turn in Exit 6-Only if you conferenced with Ms. Batten about your FCAT scores.
FCAT conferences continued. Class Procedures Tests given to students individually-continued.
Setup R9-"Straw Into Gold" Chart. On left put Family Background. On Right put Acheivements in Writing. As you read p1310-1314, record the author's family background and expectations on the left and her achievements as a writer on the right. Then do Questions 1,2,6. Answer in complete sentences using the question stem.
(5th block Only) RA TA TA-Inferences- R10-12 Due 10/10 A-10/11 B/-80%-Teacher teaches how to do reading entries for inferences. Inferences are predictions, guesses or assumptions in which the reader must use clues from the author to figure out something not directly stated. See model for how to do this set of reading entries.
Turn in R6-8-Visualizing-80%-Due Today
1)What is an inference? 2)What are the keywords I can use to show I'm making inferences? 3)What are the different purposes for writing? 4)What is the author's purpose for writing "Straw Into Gold"?
Turn in Exit 6-Only if you conferenced with Ms. Batten about your FCAT scores.
FCAT conferences continued. Class Procedures Tests given to students individually-continued.
Setup R9-"Straw Into Gold" Chart. On left put Family Background. On Right put Acheivements in Writing. As you read p1310-1314, record the author's family background and expectations on the left and her achievements as a writer on the right. Then do Questions 1,2,6. Answer in complete sentences using the question stem.
(5th block Only) RA TA TA-Inferences- R10-12 Due 10/10 A-10/11 B/-80%-Teacher teaches how to do reading entries for inferences. Inferences are predictions, guesses or assumptions in which the reader must use clues from the author to figure out something not directly stated. See model for how to do this set of reading entries.
Turn in R6-8-Visualizing-80%-Due Today
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