Students, here is a list of all the voabulary terms needed for the test on monday!!
Organize- arrange into a structured whole; order. Estimate- roughly calculate or judge the value, number, quantity, or extent of. Edit- prepare (written material) for publication by correcting, condensing, or otherwise modifying it. Evidence- the available body of facts or information indicating whether a belief or proposition is true or valid. Explain- make (an idea, situation, or problem) clear to someone by describing it in more detail or revealing relevant facts or ideas. Format- the way in which something is arranged or set out. Fact- a thing that is indisputably the case. Demonstrate- clearly show the existence or truth of (something) by giving proof or evidence. Predict- say or estimate that (a specified thing) will happen in the future or will be a consequence of something. Paraphrase- express the meaning of (the writer or speaker or something written or spoken) using different words, especially to achieve greater clarity. Hypothesis- a supposition or proposed explanation made on the basis of limited evidence as a starting point for further investigation. Focus- the center of interest or activity. Reflect- think deeply or carefully about. Reaction- an action performed or a feeling experienced in response to a situation or event. Evaluate- form an idea of the amount, number, or value of; assess. Specific- clearly defined or identified. Develop- grow or cause to grow and become more mature, advanced, or elaborate. Apply- make a formal application or request. Defend- to speak or write in support of (someone or something that is being challenged or criticized) Cite- quote (a passage, book, or author) as evidence for or justification of an argument or statement, especially in a scholarly work. Point of view- a particular attitude or way of considering a matter. Compare/Contrast- pertaining to a written exercise about the similarities and differences between two or more people, places, or things Summarize- give a brief statement of the main points of (something). Plagiarism- the practice of taking someone else's work or ideas and passing them off as one's own. Outline- a general description or plan giving the essential features of something but not the detail. Objective:
Students will be able to write three questions the book and today’s reading properly demonstrating how to write appropriate questions and finalize their dialog journals in class. Bell Ringer: Dialog journal swap Those students that completed their questions from the previous readings (121-144) are to swap with those that completed it as well. These quizzes are to be taken and handed back to the student. Activity: Vocab Review: In teams by rows, students will be given one marker and one dry erase board per team. A definition will be read to the class, the first person to write the correct term first will receive a point that will improve their grade. One point for each correct term written. The boards and markers get passed back to their teammate after each round. Play so that each person has at least two tries. Read/Write: Today is a day to finish everything up. Dialog journals are to be completely done with questions completed through the entire book. Next class period, we will swap for the last time to allow the last sections questions to be answered. Make sure to have vocabulary filled out as well. (3 terms per section) We have had 12 sections of reading in class. This means you should have 36 terms from the book, in the back of your dialog journals. Dialog journals will be turned in as soon as you get to class on Thursday. Activity: Today will be the last section of the book as well. You are to read pages 145-173 (end of book) Review: Ticket out the door are the partner evaluation forms. Make sure to fill them out completely and honestly. Homework!!!!!!!! Next time we will be havingh an exam in class What to study? -Plot of F451 -Fallacies -Modes of persuasion -Amusing ourselves to death -1st amendment Objective:
Students will be able to analyze how the author uses claims to develop the point of the essay. Bell Ringer: I collected the rough drafts that students have done for this paper for extra credit as this is a post exam. Activity: Students were allowed to use their CDW charts and the essay provided (Amusing ourselves to death). They were to write a 5 paragraph essay on the prompt below: "How does the author try to persuade us that the mediums of communication influence how we think, how we communicate, and thus, influence our culture?" This activity took the entirety of the hour. Objective:
Students will be able to analyze how the author uses claims to develop the point of the essay. Bell Ringer: Show the class wikispace. Tell the students that I have sent a message to each of their emails to invite them to the site. You will need to copy and paste the link to their site on this page. Read directions on the website. Site is due on Friday the 18th. (I said 17th last time, but the AB schedule is shifting.) Comments are due by the 24th. The same day that we will be having an exam in here. The exam will cover many parts of the book to check reading comprehension. It will cover the essay done in class, and discussions we have had in class so I hope you were paying attention. Dialog journals are to be completed and turned in for a final grade on the 24th. Activity: Students are to open their dialog journals and read silently pages 109-120. Read/Write: CDW continued Students are to finish their CDW charts entirely in class. When completed, they may move on to their rough drafts. Activity: Rough Draft Students are to begin writing their draft of the paper on a separate sheet. This draft, the final and the CDW will need to be stapled together when everything in completed. Because the final draft is due at the end of class on Friday, the more of your rough draft you get done, the more time I will have to grade it if you like. If you want to leave the draft with me after class to grade it tonight, I can. If you need to continue working on it at home, have me look at it in class. Review: Final draft is due at the end of class on Friday. You will have most of class to work on it, but I suggest reading pages 121-144 at home to give you more time in class to work on the paper. Objective:
Students will be able to create data and warrants to support claims outlined within the extended text. Announcements: Many are having issues understanding what to do for the wiki space project. I will be creating a class wikispace. Each partnership should have a shared wikispace in which both can edit. Follow the directions spelled out in the outline and rubric. Everything is in there that I will be grading. When completed, post the link to your wikispace on my "class wikispace." That will allow me to go on and look at each partner site and it will allow others to be able to comment on them. There are no more presentations for this project. Just work on the site and make sure to comment on each others. Bellringer: Dialog journals were to be filled out during this time. Activity: Read pages 97-108 Turn in dialog journals Read/Write: Students were to begin a new CDW chart. The prompt was provided and the students were to gather their data from the Amusing ourselves to death essay. Here is the prompt: How does the author persuade us that the mediums of communication influence how we think, how we communicate, and thus, influence our culture? If you notice, this is the thesis for this new paper and it also includes the three claims I want you to use. (half of your CDW is completed now) Students are to record the data that will support the three claims provided in the thesis and warrant them. Students were graded upon how much they were able to complete in class. Activity: Discussion on warranting. Warranting is where you get to explain the data you presented. Here are some tips to help you in your warrants: 1. Paraphrase or summarize the data/evidence in your own words. 2. What were the reasons for selecting this evidence for this claim? -So what? 3. What is the "if...then" relationship between the claim you make in your argument and the particular statistics, authoritative sources, anecdotes, etc. that you are using as evidence? 4.Is your "if...then" warrant one that would appeal to your readers? Homework: Continue on the CDW charts, catch up on the reading, continue on wikispace projects, update dialog journals. Objective:
Students will be able to understand and connect fallacies with real life examples. Announcements: Make sure to be co-editing the wikispace project with your partner. Both of you should be making one website. Bellringer: Make sure to have better quality questions in the dialog journals. A quality question may begin with the word, "why" or "explain how." Many of you are simply writing one word answers to poor questions. You also need to put headings on each section to make it easier for me to grade. Use your reading calendar to label past page sections. Students were given 5 minutes in class to now work on updating their dialog journals. Activity: On page 74, Montag mentions the fact that, "maybe books can get us half way out of the cave." THe cave he refers to is from Plato's allegory of the cave. We watched this video to explain the allegory, www.youtube.com/watch?v=69F7GhASOdM The world within the story is much like the people in the allegory that are chained. Montag represents the man released and experiences a different wolrd. He is trying to explain to Mildred how the world could bo, but she simply does not understand. Are there any other examples from books or movies where you have seen this allegory represented? Students mentioned how in Hunger Games, the people in the capitol that were blinded about what was happening in the real world, were like the people chained up in the cave. Do you see the transformation happening within Montag? Students were to read in partners 85-96. Read/Write: We went over the fallacies again as there was still some confusion between the different types of fallacies. We also corrected the worksheet for students to use for their propaganda project. This took us to the end of class. Objective: Students will be able to properly define and connect fallacies as they relate to real life situations. Bell Ringer: Dialog journal swap Activity: The project rubric was presented to the class as well as partner assignments. The rubric will be below. Camerino-Cesar Olivia-Jessica Colton-Brooklyn Logan-Hunter Chloe-Paul Ethan-Ethan Mario-Jenny James-Alex Adriana-Tyler Marina-Lizbeth Read/Write: Group read in our novel, pages 73-84. Here is a link to the book on youtube: Part 1: http://www.youtube.com/watch?v=1MSMIcC4EoY Part 2: http://www.youtube.com/watch?v=NPdWg9GdgFc Part 3: http://www.youtube.com/watch?v=sHsQcJxAem4 Activity: Students were to fill out a fallacies worksheet before moving on to the powerpoint provided. (powerpoint is too big a file, if you need it, come see me.) Students were to be taking notes on the powerpoint that will help them on their projects. Review: Exit ticket The exit ticket is at the end of the powerpoint for today. Homework: Many of you did not turn in your dialog journals!!!!!! I need them ASAP! If you did not finish the reading up to page 84, do it tonight.
Objective: Students will be able to properly demonstrate their understanding of the effects of propaganda and the influences of ethos, pathos, and logos within an argument. Bell Ringer: Dialog journal swap Students were to swap their completed dialog journals with others in class and answer their questions about the text. Activity: Propaganda PowerPoint discussion A PowerPoint was shown to the students and questions were asked to develop understanding about the effects of propaganda, audiences, and persuasion. Students made a list on the board of different types of propaganda. Websites, movies, word of mouth, commercials, ads, magazines, books, flags, slogans, jingles, campaigns, buttons, posters, songs... Read/Write: Students were presented an ethos, pathos, logos PowerPoint and needed to take notes on the differences and examples of each form of persuasion. Activity: Students formed into groups of 4 where they had to decide on a type of propaganda, a mode of persuasion and an item to propagate. When completed, students were to present their pieces of propaganda and the class was to vote on the mode of persuasion. Review: Exit ticket Students were given a ticket out the door where they had o connect three picture images that represented forms of propaganda and connect them to the word ethos, pathos, or logos. Homework: Reading pages 61-72 in the book. Make sure to have read up to this point within your novels!!!!!!! Dialog journals are due next period!!!!!!!!!!!
Objective:
Students will be able to analyze and determine the purpose of the text Essential Question: Does censorship have a huge impact upon your life? Bell Ringer: Dialog journal swap The questions students wrote in their D.J.s are traded to be answered by other students regarding F451. Activity: Amusing ourselves to death quiz. With the essay and the foldables created in class, students were administered a quiz with questions regarding the essay. Students were able to use their essays and were given ample amount of time for it. Questions on the quiz incorporated the tier 2 academic vocabulary. Read/Write: Students had a teacher led discussion on the reasons why books are censored and issues that people run into regarding the censoring. Activity: Students were read to and read on their own, pages 49-60 in class. Homework: If you are not up to this point in the book, make sure to get there. Update dialog journals and stay on top of doing the three questions and three vocab per section. Sections are divided on the reading calendar (each day is a section). |
AuthorMy name is Ryan Drake From Detroit MI. I graduated from BYU-Idaho in English Education. I have been married for a year and a half to the most beautiful woman ever. She teaches at Sherman elementary and we do not have any kids yet. I like to hunt, collect guns, go to the movies and read books. Archives
May 2014
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