Standards:
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. BR: _______________________ (fill in the blank) is the best . . . TV show, movie, video game, famous person or . . . . Defend your point of view with logic, reasoning, and/or examples.
2. Due today: Make up work, DOI outline.
- Can continue to turn in this work, but you are in danger of losing increasing points for lateness.
- DOI vocabulary is due next class
3. Get out DOI handout
a. Section 3 discuss, debate, example
b. Assign each student will pick one complaint from section 3, explain what the complaint means in their own words, and relate the complaint to something they know that is like/comparable to the complaint.
c. Assign each student to write a learning log related to what they have experienced so far in the DOI activities.
4. Assign DOI essay next class
5. Assign: Students will find an interesting print ad and have it with them next class for a series of exercises. Due 1/27,28/15.
6. Begin "A Modest Proposal" if time.
Monday, January 26, 2015
Drama: 1/23, 26/15
Standards
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Students are shown the final group lists. Work has been done to change them to theme and class period.
2. Newscasters are chosen for groups
3. Students work on team rehearsals.
4. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.
5. Students will find, identify, costumes for their performance. Some resources and help will be provided.
6. Leadership will begin working on additional needs for the performance.
a. Schedules: which teams which days.
b. Food requirements and menu
c. Sign in sign out policies and availability
d. Runners, hawkers, flyers, and more
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Students are shown the final group lists. Work has been done to change them to theme and class period.
2. Newscasters are chosen for groups
3. Students work on team rehearsals.
4. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.
5. Students will find, identify, costumes for their performance. Some resources and help will be provided.
6. Leadership will begin working on additional needs for the performance.
a. Schedules: which teams which days.
b. Food requirements and menu
c. Sign in sign out policies and availability
d. Runners, hawkers, flyers, and more
Thursday, January 22, 2015
English 4 CP: 1/21, 22/15
Standards:
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Students are given a work day to complete their "Declaration of Independence" assignments:
a. Vocabulary identify and define
b. One to two sentence summary/focus statements for each of the 6 sections.
2. All missing assignments have been called out for students to make up.
a. A complete list of assignments are posted in the classroom by date so the students can look up additional information, as needed, in the agenda book.
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Students are given a work day to complete their "Declaration of Independence" assignments:
a. Vocabulary identify and define
b. One to two sentence summary/focus statements for each of the 6 sections.
2. All missing assignments have been called out for students to make up.
a. A complete list of assignments are posted in the classroom by date so the students can look up additional information, as needed, in the agenda book.
Drama: 1/21, 22/15
Standards
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Students are broken into groups.
2. Newscasters are chosen
3. Students are divided into groups for team rehearsals.
4. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Students are broken into groups.
2. Newscasters are chosen
3. Students are divided into groups for team rehearsals.
4. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.
Tuesday, January 20, 2015
English 4 CP: 1/16,20/15
Standards:
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Bell Ringer: As an American, what right(s) and/or privilege(s) do you appreciate the most? Explain why.
2. Q & A: Make up work and where we are now. Attendance and make up are major issues!!
3. Declaration of Independence mini-project
a. Show video narrated by Morgan Freeman
b. Hand out a copy to each student. They are to have this handout in class every day.
c. Mark, highlight all the vocabulary words. Students are to look up all the words identified on the overhead.
d. Students are to write a one to two sentence interpretation for each of the 6 identified areas of the handout.
e. Students are to have item d above ready next class.
f. The vocabulary can take longer.
4. Students are assigned to find an interesting print advertisement for classroom activities.
a. Students can print ads from the internet if they find an interesting one which can be shared publicly in class.
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Bell Ringer: As an American, what right(s) and/or privilege(s) do you appreciate the most? Explain why.
2. Q & A: Make up work and where we are now. Attendance and make up are major issues!!
3. Declaration of Independence mini-project
a. Show video narrated by Morgan Freeman
b. Hand out a copy to each student. They are to have this handout in class every day.
c. Mark, highlight all the vocabulary words. Students are to look up all the words identified on the overhead.
d. Students are to write a one to two sentence interpretation for each of the 6 identified areas of the handout.
e. Students are to have item d above ready next class.
f. The vocabulary can take longer.
4. Students are assigned to find an interesting print advertisement for classroom activities.
a. Students can print ads from the internet if they find an interesting one which can be shared publicly in class.
Drama: 1/16, 20/15
Standards
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. BR: From the auditions and class rehearsals, list the 5 most important things you must do or be able to do or remember to perform well at Olustee. Explain each item on your list in detail.
2. Group work in preparation for Olustee.
3. Audition newscasters and work on Olustee structure.
4. Clarify lists of who is going and participating and who is not.
5. Videos, historical information about the Civil War for background information
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. BR: From the auditions and class rehearsals, list the 5 most important things you must do or be able to do or remember to perform well at Olustee. Explain each item on your list in detail.
2. Group work in preparation for Olustee.
3. Audition newscasters and work on Olustee structure.
4. Clarify lists of who is going and participating and who is not.
5. Videos, historical information about the Civil War for background information
Thursday, January 15, 2015
English 4 CP: 1/14,15/15
Standards:
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Bell Ringer: The school system has decided to enact a severe dress code, possibly even uniforms. Create your best arguments for or against this decision. Avoid emotion. Use logic, reasoning, and facts.
2. Tie up loose ends from previous classes.
3. Examples from the argument prank
4. Matching fallacies activity: the first six
5. Hand out and go over "Using Evidence and Logic."
- Must have in notebook every class day.
- Must study and prepare for a test on the information
- We will use the handout for other activities in class.
6. Remind students of the 2 part propaganda extra credit assignment
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Bell Ringer: The school system has decided to enact a severe dress code, possibly even uniforms. Create your best arguments for or against this decision. Avoid emotion. Use logic, reasoning, and facts.
2. Tie up loose ends from previous classes.
3. Examples from the argument prank
4. Matching fallacies activity: the first six
5. Hand out and go over "Using Evidence and Logic."
- Must have in notebook every class day.
- Must study and prepare for a test on the information
- We will use the handout for other activities in class.
6. Remind students of the 2 part propaganda extra credit assignment
Drama: 1/14,15/15
Standards
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Put all Confederate re-enactors on stage.
-Quiz them about their characters.
-Add information and details
-Discuss presentation needs
- Work on accents and how to develop a working Southern accent
- Identify which re-enactors should have a high or low accent
- Work on geographic references related to their person
2. Put all Union re-enactors on stage.
-Do as did with Confederate group except with different accent
3. Assign students to assist each other with rehearsing their information and their accents in dialog
4. Students, by now, should be very familiar with their historical information so that they can talk very informatively about their person without notes.
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Put all Confederate re-enactors on stage.
-Quiz them about their characters.
-Add information and details
-Discuss presentation needs
- Work on accents and how to develop a working Southern accent
- Identify which re-enactors should have a high or low accent
- Work on geographic references related to their person
2. Put all Union re-enactors on stage.
-Do as did with Confederate group except with different accent
3. Assign students to assist each other with rehearsing their information and their accents in dialog
4. Students, by now, should be very familiar with their historical information so that they can talk very informatively about their person without notes.
English 4 CP: 1/12,13/15
Standards:
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Students will read "Journal of the Plague Year" pages 582-586
-Students may read or listen to the story being read through the online book. Help will be provided.
- Students will answer all margin and end questions, and turn it in.
-Students will answer the following question: What did this story convince you to believe, understand, or think?
a. Write the answer to the question
b. Create a list of 5 proofs from the story to give as evidence that the answer the student gave is backed up in the story.
c. Be ready to present your ideas in a classroom discussion
2. Extra Credit assignment: 2 parts: Take up whenever it is ready.
- Define propaganda
- Explain how propaganda is different from normal persuasion
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Students will read "Journal of the Plague Year" pages 582-586
-Students may read or listen to the story being read through the online book. Help will be provided.
- Students will answer all margin and end questions, and turn it in.
-Students will answer the following question: What did this story convince you to believe, understand, or think?
a. Write the answer to the question
b. Create a list of 5 proofs from the story to give as evidence that the answer the student gave is backed up in the story.
c. Be ready to present your ideas in a classroom discussion
2. Extra Credit assignment: 2 parts: Take up whenever it is ready.
- Define propaganda
- Explain how propaganda is different from normal persuasion
Drama: 1/12,13/15
Standards
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Turn in exit journal if you haven't
2. The director - a collaboration (Continue when time from Olustee work is available)
- Each student pick a poem out of the literature book
- Each student partners with one other student
- Students trade poems: The student who receives the poem will direct the student who picked the poem in his/her performance, and vice versa.
3. Students will begin performances until all are complete.
4. Students are assigned to find and prepare a Civil War dramatic reading. This can be any published piece, even song lyrics from the time
5. Rehearsals and Olustee work continues.
6. Announce that after school rehearsals begin Wednesday the 14th.
7. As time permits, have students give presentations related to their Olustee performance.
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Turn in exit journal if you haven't
2. The director - a collaboration (Continue when time from Olustee work is available)
- Each student pick a poem out of the literature book
- Each student partners with one other student
- Students trade poems: The student who receives the poem will direct the student who picked the poem in his/her performance, and vice versa.
3. Students will begin performances until all are complete.
4. Students are assigned to find and prepare a Civil War dramatic reading. This can be any published piece, even song lyrics from the time
5. Rehearsals and Olustee work continues.
6. Announce that after school rehearsals begin Wednesday the 14th.
7. As time permits, have students give presentations related to their Olustee performance.
Monday, January 12, 2015
English 4 CP: 1/8,9/15
Standards:
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Bell ringer: Tell me something you believe very strongly about and tell me why you believe it.
2. Students are to work in groups of 3 to 4, one of which is to be a recorder
3. The history challenge jigsaw --
-Each group is to pick one of the following segments (only one group per segment)
a. Reign of Charles II, page 551
b. Royalty and the people, page 552
c. Ideas of the Age, page 553
d. Social Observers, page 555
e. Satirical voice, page 556
f. Age of Johnson, page 557
g. Rise of women writers, page 558
-They are to take notes and create a presentation to convince the class that their segment was the most important for opening the door for more people to have voice and be heard. How the door opens to more people in the persuasion plan.
4. Present the jigsaw pieces.
5. Extra Credit assignment: 2 parts; offer to take up each class.
- Define propaganda
- Explain how propaganda is different from normal persuasion
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Bell ringer: Tell me something you believe very strongly about and tell me why you believe it.
2. Students are to work in groups of 3 to 4, one of which is to be a recorder
3. The history challenge jigsaw --
-Each group is to pick one of the following segments (only one group per segment)
a. Reign of Charles II, page 551
b. Royalty and the people, page 552
c. Ideas of the Age, page 553
d. Social Observers, page 555
e. Satirical voice, page 556
f. Age of Johnson, page 557
g. Rise of women writers, page 558
-They are to take notes and create a presentation to convince the class that their segment was the most important for opening the door for more people to have voice and be heard. How the door opens to more people in the persuasion plan.
4. Present the jigsaw pieces.
5. Extra Credit assignment: 2 parts; offer to take up each class.
- Define propaganda
- Explain how propaganda is different from normal persuasion
Drama: 1/8,9/15
Standards
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Turn in exit journal from last class.
2. The director - a collaboration
- Each student pick a poem out of the literature book
- Each student partners with one other student
- Students trade poems: The student who receives the poem will direct the student who picked the poem in his/her performance, and vice versa.
3. Students will begin performances until all are complete.
4. Students are assigned to find and prepare a Civil War dramatic reading. Can be any published work during the Civil War, including lyrics from songs.
5. Rehearsals and Olustee work continues.
8. As time permits, have students give presentations related to their Olustee performance.
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Turn in exit journal from last class.
2. The director - a collaboration
- Each student pick a poem out of the literature book
- Each student partners with one other student
- Students trade poems: The student who receives the poem will direct the student who picked the poem in his/her performance, and vice versa.
3. Students will begin performances until all are complete.
4. Students are assigned to find and prepare a Civil War dramatic reading. Can be any published work during the Civil War, including lyrics from songs.
5. Rehearsals and Olustee work continues.
8. As time permits, have students give presentations related to their Olustee performance.
Wednesday, January 7, 2015
English 4 CP: 1/6,7/15
Standards:
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Bell ringer: Convince me that your Christmas break was (fill in the blank with an adjective - great, terrible, or the adjective of your choice). Provide proof/evidence for the statement in your essay.
2. Read some bell ringers and have students identify the proofs/ evidence in the writings
3. Class discussion: The 5 W's and an H about persuasion:
- Students are to take notes on the entire discussion, no matter who is doing the talking, and even if the discussion gets side tracted.
- Cover as much as possible regarding all the pressures coming at them from any direction and the pressures they exert on others.
- Use the Zits cartoon as an intro.
4. Students are to write up a summary of the class discussion. They are to turn in their notes and their summary.
5. Extra Credit assignment: 2 parts
- Define propaganda
- Explain how propaganda is different from normal persuasion
-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure
Essential Question
-How do you develop and apply logic and reasoning in the art of persuasion?
Agenda
1. Bell ringer: Convince me that your Christmas break was (fill in the blank with an adjective - great, terrible, or the adjective of your choice). Provide proof/evidence for the statement in your essay.
2. Read some bell ringers and have students identify the proofs/ evidence in the writings
3. Class discussion: The 5 W's and an H about persuasion:
- Students are to take notes on the entire discussion, no matter who is doing the talking, and even if the discussion gets side tracted.
- Cover as much as possible regarding all the pressures coming at them from any direction and the pressures they exert on others.
- Use the Zits cartoon as an intro.
4. Students are to write up a summary of the class discussion. They are to turn in their notes and their summary.
5. Extra Credit assignment: 2 parts
- Define propaganda
- Explain how propaganda is different from normal persuasion
Drama: 1/6,7/15
Standards
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Students will write a clear and descriptive journal about a specific event during the Christmas break.
2. Students will partner with one other person. They will trade papers. Each student will perform the paper they received.
3. Students are given time to read, interpret, and consider a presentation.
4. It will soon become obvious that performing these essays will be impossible.
- Identify all the reasons the task is impossible
- Point out that this exercise should show them the reason I am having trouble with the observation journals they have been turning in - there is nothing to perform in them, and no notations an actor would make for himself during an observation.
- Continue to develop this conversation until students are clear about journal expectations
- Students will not have to perform this particular essay, but can expect this to be done again in the future with a performance.
5. Students are assigned an exit journal, due next class, explaining every they can and understand from today's activity
6. Students are given a general overview of the 9 weeks plan
7. As time permits, have students give presentations related to their Olustee performance.
-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate
Essential Question
-How do you interpret text and reproduce it in a performance?
Agenda:
1. Students will write a clear and descriptive journal about a specific event during the Christmas break.
2. Students will partner with one other person. They will trade papers. Each student will perform the paper they received.
3. Students are given time to read, interpret, and consider a presentation.
4. It will soon become obvious that performing these essays will be impossible.
- Identify all the reasons the task is impossible
- Point out that this exercise should show them the reason I am having trouble with the observation journals they have been turning in - there is nothing to perform in them, and no notations an actor would make for himself during an observation.
- Continue to develop this conversation until students are clear about journal expectations
- Students will not have to perform this particular essay, but can expect this to be done again in the future with a performance.
5. Students are assigned an exit journal, due next class, explaining every they can and understand from today's activity
6. Students are given a general overview of the 9 weeks plan
7. As time permits, have students give presentations related to their Olustee performance.
English 4 CP: 12/12-19/14
Final week before semester end
1. Complete all projects and make up work.
2. Review and take EOC tests
3. Turn in all work that is to be counted in the 1st semester grade.
1. Complete all projects and make up work.
2. Review and take EOC tests
3. Turn in all work that is to be counted in the 1st semester grade.
Drama: 12/12-19/14
Final week before semester end
1. Complete all projects and make up work.
2. Review and take EOC tests
3. Turn in all work that is to be counted in the 1st semester grade.
1. Complete all projects and make up work.
2. Review and take EOC tests
3. Turn in all work that is to be counted in the 1st semester grade.
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