Get workbooks down, find new groups, take out exit 17.
Review Exit slip and expectations
Masque of the Red Death finished. Marking the text key, symbolism and diction reviewed.
Students continue to mark the text through the end of the story. In depth discussion to come the next class. The following discussion points came up in class:
1)Why should Prince Prospero have stood out to you as a possible symbol?
2)Why did they lock themselves in permanently-without a chance for "ingress or egress"?
3)What is the significance of the rooms? Why do they go from east to west?
4)What are two things that stop when the clock chimes? Why do you think they stop? What might that reveal about the clock
5)Why are they wearing masks? Think about this in a figurative way.
R31-33-80% Multiple Due-Independent Reading-20 min-Due 1/31 A-2/1 B
1/27/12
1/23A-1/25A
Get workbooks, label with name.
Copy Exit 17:MORD (Masque of the Red Death)-17 points 1)What was Poe's purpose for writing M.O.R.D? 2)Name 3 Gothic elements present in this story.(Be specific) 3)Name two symbols and what they might represent (4 pts). 4)Explain the significance of the 7 rooms. Be sure to mention each room in your response. (7 points)
Is safety an illusion?-p50 wkbk Groups discuss and share with class.
On page 53 of workbook, record the marking the text key:
Put a box around symbols, circle character names, underline important details/plot details, *unknown/unsure vocab words, put a squiggly line under diction.
Symbolism defined and explained to the class. Symbol is something that represents something larger than itself. Symbols can be revealed in stories through repetition, unusual placement or naming, words that don't look like they belong together, patterns in diction, long, drawn out or wordy descriptions of anything or anyone
Diction defined and explained to the class. Diction: author's choice of words used for an intended meaning,effect or atmosphere. These are words used on purpose. Students told to focus on words that the author uses which not just anyone would use here. For example in the first two lines, it says the pestilence was fatal and hideous. If fatal were substituted for harmful and hideous for unattractive, the sentence would lose meaning and change the atmosphere at the beginning of the story.
Another example,not in the story is: Shack and cabin are the same thing, if looked up in a dictionary. But shack would be the better choice to use in a scary story, whereas cabin would be wiser to use if telling about a family vacation.
Pg 53-Ms. Batten models how to mark and reviews with class.
Pg 54-Ms. Batten goes back and asks students what they marked on this page, after audio.
Exit slip not due until the end of the story. Story to be finished the next class.
W6-vocab 2 foldable due. Finish and turn in by today.
Copy Exit 17:MORD (Masque of the Red Death)-17 points 1)What was Poe's purpose for writing M.O.R.D? 2)Name 3 Gothic elements present in this story.(Be specific) 3)Name two symbols and what they might represent (4 pts). 4)Explain the significance of the 7 rooms. Be sure to mention each room in your response. (7 points)
Is safety an illusion?-p50 wkbk Groups discuss and share with class.
On page 53 of workbook, record the marking the text key:
Put a box around symbols, circle character names, underline important details/plot details, *unknown/unsure vocab words, put a squiggly line under diction.
Symbolism defined and explained to the class. Symbol is something that represents something larger than itself. Symbols can be revealed in stories through repetition, unusual placement or naming, words that don't look like they belong together, patterns in diction, long, drawn out or wordy descriptions of anything or anyone
Diction defined and explained to the class. Diction: author's choice of words used for an intended meaning,effect or atmosphere. These are words used on purpose. Students told to focus on words that the author uses which not just anyone would use here. For example in the first two lines, it says the pestilence was fatal and hideous. If fatal were substituted for harmful and hideous for unattractive, the sentence would lose meaning and change the atmosphere at the beginning of the story.
Another example,not in the story is: Shack and cabin are the same thing, if looked up in a dictionary. But shack would be the better choice to use in a scary story, whereas cabin would be wiser to use if telling about a family vacation.
Pg 53-Ms. Batten models how to mark and reviews with class.
Pg 54-Ms. Batten goes back and asks students what they marked on this page, after audio.
Exit slip not due until the end of the story. Story to be finished the next class.
W6-vocab 2 foldable due. Finish and turn in by today.
1/18A-1/19 B
Exit 16:multiple reading entries(13 pts)
1)Explain how the multiple reading entries differ from previous entries?(2pts) 2)Why is it vital to turn in reading entries on time?(1pt) 3)Explain in vivid detail how to complete a set of multiple reading entries (10pts)
Ra Ta Ta-Multiple Reading entries done with A Prayer for Owen Meany pgs 100-110. A set of reading entries explained in detail, such as:
-Title and Author are always on the first entry of the set
-You must read 10 pages per entry, or 30 per set
-You find five strategies per entry, 15 per set
-There are always four columns, pg/quote/multiple-strategy used/extra
-Use extra in a complex way and more often for these multiple reading entries. For inferences you can tell me whether you were right, wrong, or why you made this inference. For visualization you can identify if it is also a metaphor, simile etc and why it is. For connections to can elaborate the connection or explain in more detail. For Asking Questions, you can put the answer, your speculation about what the answer might be
-Always use key words to indicate which strategy you are using.
-Always end each entry with a sentence main idea in one sentence. Three per set.
-Must use all strategies during reading and do not overuse one. Possible strategies to use: Asking Questions, Connections, Visualizing, Inferences
Class members asked questions about how to do the reading entries, to make sure everyone is listening and understands
Independent Reading R27A-29B Multiple-80% due today.30 minutes.
Turn in exit slip 16
1)Explain how the multiple reading entries differ from previous entries?(2pts) 2)Why is it vital to turn in reading entries on time?(1pt) 3)Explain in vivid detail how to complete a set of multiple reading entries (10pts)
Ra Ta Ta-Multiple Reading entries done with A Prayer for Owen Meany pgs 100-110. A set of reading entries explained in detail, such as:
-Title and Author are always on the first entry of the set
-You must read 10 pages per entry, or 30 per set
-You find five strategies per entry, 15 per set
-There are always four columns, pg/quote/multiple-strategy used/extra
-Use extra in a complex way and more often for these multiple reading entries. For inferences you can tell me whether you were right, wrong, or why you made this inference. For visualization you can identify if it is also a metaphor, simile etc and why it is. For connections to can elaborate the connection or explain in more detail. For Asking Questions, you can put the answer, your speculation about what the answer might be
-Always use key words to indicate which strategy you are using.
-Always end each entry with a sentence main idea in one sentence. Three per set.
-Must use all strategies during reading and do not overuse one. Possible strategies to use: Asking Questions, Connections, Visualizing, Inferences
Class members asked questions about how to do the reading entries, to make sure everyone is listening and understands
Independent Reading R27A-29B Multiple-80% due today.30 minutes.
Turn in exit slip 16
1/13 A-1/17 B
1/13-final deadline for turning in any grading term 2 work late.
A4-Mid-term Exam-Poe
Before midterm, Exit 15 and R30-Poe notes reviews with class. Teacher explains what some student left out of their notes or were confused about.
R27-29 Multiple-Independent Reading-80%/W6-Vocab 3 foldable-time given to complete.
W6-vocab 3 foldable: 1)dissolution (n.), 2)eccentric(adj.) 3.contagion(n.) 4.emanate(v.) 5.reverie(n.) 6.disapprobation(n.)
A4-Mid-term Exam-Poe
Before midterm, Exit 15 and R30-Poe notes reviews with class. Teacher explains what some student left out of their notes or were confused about.
R27-29 Multiple-Independent Reading-80%/W6-Vocab 3 foldable-time given to complete.
W6-vocab 3 foldable: 1)dissolution (n.), 2)eccentric(adj.) 3.contagion(n.) 4.emanate(v.) 5.reverie(n.) 6.disapprobation(n.)
1/11/12
1/11-1/12 English III
Take out R30-Poe Notes-Review with your group in detail p287, 317-319
1-Gothic Lit/short story-high 2-Strategies for understanding, 3-Dark Beginnings, 4-Breaking Away,5-Exploring the Depth 6-Triumphs and Tragedy
Batten asks questions of everyone in class about notes and these pages. Review.
Turn back in R30-Poe Notes to basket
Turn in Exit 15
Grade chats with some of class-to continue next class.
1-Gothic Lit/short story-high 2-Strategies for understanding, 3-Dark Beginnings, 4-Breaking Away,5-Exploring the Depth 6-Triumphs and Tragedy
Batten asks questions of everyone in class about notes and these pages. Review.
Turn back in R30-Poe Notes to basket
Turn in Exit 15
Grade chats with some of class-to continue next class.
1/5A-1/10B English III-2 classes
Copy Exit 15: 1)What are 3 characteristics of Gothic Literature? 2)Name at least one influence that may have made Poe a dark writer. Explain how this influence may have effected his writing.
Jigsaw Holt book (online at my.hrw.com login: tparker806 pw: braves
With group study the section I assigned and present it to the class without reading it from a book. You are allowed to look up extra information to present to the class using the internet. If absent read Holt p287, 317-319
R30-Poe Notes During the presentations take notes on the following. If absent, while reading take notes on the following.
1)Gothic Lit/Short Story
2)Strategies for Understanding Poe
3)Dark Beginnings
4)Breaking Away
5)Exploring the Depth
6)Triumphs and Tragedy
Ms. Batten teaches how to do multiple reading entries again with the Ra Ta Ta.
R27-29-Multiple-Due 1/17 A-1/18 B (see student model if you do not know how to do this yet)
Turn in Exit 15 and R30 Notes
Jigsaw Holt book (online at my.hrw.com login: tparker806 pw: braves
With group study the section I assigned and present it to the class without reading it from a book. You are allowed to look up extra information to present to the class using the internet. If absent read Holt p287, 317-319
R30-Poe Notes During the presentations take notes on the following. If absent, while reading take notes on the following.
1)Gothic Lit/Short Story
2)Strategies for Understanding Poe
3)Dark Beginnings
4)Breaking Away
5)Exploring the Depth
6)Triumphs and Tragedy
Ms. Batten teaches how to do multiple reading entries again with the Ra Ta Ta.
R27-29-Multiple-Due 1/17 A-1/18 B (see student model if you do not know how to do this yet)
Turn in Exit 15 and R30 Notes
1/3-1/4 English III Makeup
Time given to makeup all assignments for grading term 2. Deadline January 13 for all grading term 2 assignments to be in basket.
1/6/12
12/13-12/16 English III
A3-Persuasive Presentations delivered in class-100 points/80%
Turn in your rubric and presentation on usb drive to Ms. Batten
While groups are presenting take notes on the following 1)what your opinion was about this topic at the beginning of the presentation 2) anything you learn 3) Your opinion now and why it stayed the same or changed. Evaluate whether the group was persuasive and explain using words from the rubric.
All late work due Jan. 13.
Progress Reports Issued/FCAT Scores given
Turn in your rubric and presentation on usb drive to Ms. Batten
While groups are presenting take notes on the following 1)what your opinion was about this topic at the beginning of the presentation 2) anything you learn 3) Your opinion now and why it stayed the same or changed. Evaluate whether the group was persuasive and explain using words from the rubric.
All late work due Jan. 13.
Progress Reports Issued/FCAT Scores given
12/7/11
12/5-12/8 English III
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.
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.
12/2/11
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.
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