Weekly Objectives:
1. Begin reading Fast Food Nation with focus on the oversight of what "we" eat
2. Chapter by chapter analysis of author intent, specifically regarding American Dietary Culture
Standards:
1. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
2. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
3. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Agenda:
Tuesday (03/25): After reading pages 83-88, answer the following questions:
1. Why put these two sections next to each other? Short paragraph response.
2. Is being a fast food employee dangerous or is Schlosser sensationalizing? Complete paragraph response.
Wednesday (03/26): Read pages 149-157, analyze whether Schlosser's depiction of Greeley is fair. Try to leave your own bias behind.
Thursday (03/27): Rewrite Schlosser's introduction to Greeley, slanting the same details to portray it positively.
Friday (03/28):
1. Begin reading Fast Food Nation with focus on the oversight of what "we" eat
2. Chapter by chapter analysis of author intent, specifically regarding American Dietary Culture
Standards:
1. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
2. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
3. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Agenda:
Tuesday (03/25): After reading pages 83-88, answer the following questions:
1. Why put these two sections next to each other? Short paragraph response.
2. Is being a fast food employee dangerous or is Schlosser sensationalizing? Complete paragraph response.
Wednesday (03/26): Read pages 149-157, analyze whether Schlosser's depiction of Greeley is fair. Try to leave your own bias behind.
Thursday (03/27): Rewrite Schlosser's introduction to Greeley, slanting the same details to portray it positively.
Friday (03/28):
February 25-28
Weekly Objectives:
1. Begin reading Fast Food Nation with focus on the oversight of what "we" eat
2. Chapter by chapter analysis of author intent, specifically regarding American Dietary Culture
Standards:
1. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
2. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
3. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Agenda:
Tuesday (02/25): Racial argument paper revisions, paper due by the end of class.
Wednesday (02/26): Introduction to Fast Food Nation. After discussing what our society will be remembered for and judged by, complete the introductory chapter while annotating for how the author presents his bias.
Thursday (02/27): Begin reading chapter one in class, annotating for how fast food has corrupted American culture. For homework, in roughly 200 words, describe how Schlosser presents this corruption.
Friday (02/28): Discussion: has fast food ACTUALLY corrupted American culture. Begin chapter 2.
1. Begin reading Fast Food Nation with focus on the oversight of what "we" eat
2. Chapter by chapter analysis of author intent, specifically regarding American Dietary Culture
Standards:
1. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
2. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
3. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Agenda:
Tuesday (02/25): Racial argument paper revisions, paper due by the end of class.
Wednesday (02/26): Introduction to Fast Food Nation. After discussing what our society will be remembered for and judged by, complete the introductory chapter while annotating for how the author presents his bias.
Thursday (02/27): Begin reading chapter one in class, annotating for how fast food has corrupted American culture. For homework, in roughly 200 words, describe how Schlosser presents this corruption.
Friday (02/28): Discussion: has fast food ACTUALLY corrupted American culture. Begin chapter 2.
February 4-7
montage.odt | |
File Size: | 16 kb |
File Type: | odt |
Weekly Objectives:
1. Independent Reading
2. Montage creation/ analysis of montage samples.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Agenda:
Tuesday (02/04): Independent reading with montage story board extension, due WEDNESDAY
Wednesday (02/05): Discuss montage analysis samples, question and answer regarding montage creation.
Thursday (02/06): Montage work day. Come prepared with materials!
Friday (02/07): TBD
1. Independent Reading
2. Montage creation/ analysis of montage samples.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Agenda:
Tuesday (02/04): Independent reading with montage story board extension, due WEDNESDAY
Wednesday (02/05): Discuss montage analysis samples, question and answer regarding montage creation.
Thursday (02/06): Montage work day. Come prepared with materials!
Friday (02/07): TBD
Semester 2, Week 2: January 14-17
Weekly Objectives:
1. Complete viewing of The Birth of a Nation
2. Analyze and organize film techniques and their function within the film.
3. Revisit claim/ introduction/ paper structure.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Tuesday (01/14): Complete part one of The Birth of a Nation; for Wednesday, complete the following prompt in a paragraph:
How do the techniques in filming display Griffith's bias?
Wednesday (01/15): Analysis of film techniques as well as their purpose. Assign paper introductory paragraph, with claim, for Thursday
Thursday (01/16): Begin body paragraphs, discuss written expectations.
Friday (01/17): FINAL DRAFT IN CLASS WORK, FINAL DUE TUESDAY
1. Complete viewing of The Birth of a Nation
2. Analyze and organize film techniques and their function within the film.
3. Revisit claim/ introduction/ paper structure.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Tuesday (01/14): Complete part one of The Birth of a Nation; for Wednesday, complete the following prompt in a paragraph:
How do the techniques in filming display Griffith's bias?
Wednesday (01/15): Analysis of film techniques as well as their purpose. Assign paper introductory paragraph, with claim, for Thursday
Thursday (01/16): Begin body paragraphs, discuss written expectations.
Friday (01/17): FINAL DRAFT IN CLASS WORK, FINAL DUE TUESDAY
Semester 2, Week 1: January 7-10
Weekly Objectives:
1. Review syllabus to clarify expectations.
2. Establish baseline literary terminology.
3. Define baseline literary terminology.
4. Recognize and create examples of baseline literary terminology.
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Agenda:
Tuesday (01/07): Syllabus (see attachment below) discussion, seating chart, Introduction to literary terminology (see attachment below)
Wednesday (01/08): Continue lit. term work, clarify group questions, film writing.
Thursday (01/09): Birth of a Nation introduction, what to look for. Viewing homework assigned (potentially).
Friday (01/10): Birth of a Nation film techniques analysis.
1. Review syllabus to clarify expectations.
2. Establish baseline literary terminology.
3. Define baseline literary terminology.
4. Recognize and create examples of baseline literary terminology.
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Agenda:
Tuesday (01/07): Syllabus (see attachment below) discussion, seating chart, Introduction to literary terminology (see attachment below)
Wednesday (01/08): Continue lit. term work, clarify group questions, film writing.
Thursday (01/09): Birth of a Nation introduction, what to look for. Viewing homework assigned (potentially).
Friday (01/10): Birth of a Nation film techniques analysis.
lit_terms_mc_2013.odt | |
File Size: | 10 kb |
File Type: | odt |
Week 13: November 5-8
Weekly Objectives:
1. Begin reading Fast Food Nation with focus on the oversight of what "we" eat
2. Chapter by chapter analysis of author intent, specifically regarding American Dietary Culture
Standards:
1. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
2. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
3. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Agenda:
Tuesday (11/05): Introduction to Fast Food Nation. After discussing what our society will be remembered for and judged by, complete the introductory chapter while annotating for how the author presents his bias.
Wednesday (11/06): Analyze one way in which the author presents his bias regarding fast food. Chapter one for homework, as well as bringing the printed lyrics to a song which tells a story to class for Thursday.
For Homework: Read chapter one, annotate for ways in which fast food has "corrupted" America.
Thursday (11/07):
Friday (11/08):
1. Begin reading Fast Food Nation with focus on the oversight of what "we" eat
2. Chapter by chapter analysis of author intent, specifically regarding American Dietary Culture
Standards:
1. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
2. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
3. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Agenda:
Tuesday (11/05): Introduction to Fast Food Nation. After discussing what our society will be remembered for and judged by, complete the introductory chapter while annotating for how the author presents his bias.
Wednesday (11/06): Analyze one way in which the author presents his bias regarding fast food. Chapter one for homework, as well as bringing the printed lyrics to a song which tells a story to class for Thursday.
For Homework: Read chapter one, annotate for ways in which fast food has "corrupted" America.
Thursday (11/07):
Friday (11/08):
Week 12: October 29-November 1
Weekly Objectives:
1. Complete a thorough analysis regarding how purpose is achieved within speech.
Standards:
1. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
2. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Agenda:
Tuesday (10/29): Introduction workshop (effective vs. ineffective introductory paragraphs)
Wednesday (10/30): Peer revision of all body paragraphs (look for clarity of reasoning and support of topic sentences towards proving claim).
Thursday (10/31): Conclusion workshop (effective vs. ineffective conclusion paragraphs). FINAL PAPER TYPED AND COMPLETED BY THE END OF THE CLASS PERIOD
(11/01): Independent novel project #2
1. Complete a thorough analysis regarding how purpose is achieved within speech.
Standards:
1. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
2. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Agenda:
Tuesday (10/29): Introduction workshop (effective vs. ineffective introductory paragraphs)
Wednesday (10/30): Peer revision of all body paragraphs (look for clarity of reasoning and support of topic sentences towards proving claim).
Thursday (10/31): Conclusion workshop (effective vs. ineffective conclusion paragraphs). FINAL PAPER TYPED AND COMPLETED BY THE END OF THE CLASS PERIOD
(11/01): Independent novel project #2
Week 10: October 15-18
Weekly Objectives:
1. Complete a thorough analysis of an independently determined topic.
2. Complete a realistic, multi-element solution to an self-determined issue with education.
3. Use a visual aid in order to appropriately and persuasively present said issue and solution.
Standards:
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-12.4)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.11- 12.5)
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11- 12.6)
Identify a central idea or thesis, organize ideas, and develop a speech for an intended purpose and audience
Agenda:
Tuesday (10/15): Final day to workshop presentation and solution paper.
Wednesday (10/16), Thursday (10/17), Friday (10/18): Presentations of issues and solutions complete with visual.
1. Complete a thorough analysis of an independently determined topic.
2. Complete a realistic, multi-element solution to an self-determined issue with education.
3. Use a visual aid in order to appropriately and persuasively present said issue and solution.
Standards:
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-12.4)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.11- 12.5)
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11- 12.6)
Identify a central idea or thesis, organize ideas, and develop a speech for an intended purpose and audience
Agenda:
Tuesday (10/15): Final day to workshop presentation and solution paper.
Wednesday (10/16), Thursday (10/17), Friday (10/18): Presentations of issues and solutions complete with visual.
Week 9: October 8-11
Weekly Objectives:
1. Determine the value of education.
2. Create a thorough analysis of an independently determined topic.
3. Create a realistic, multi-element solution to an self-determined issue with education.
4. Review standards for public presentations
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Agenda:
Tuesday (10/01): Answer as many of the following questions as possible in a written response in a half hour:
1. What is the value of education?
2. What are we (teachers) doing incorrectly?
3. What are you (students) doing incorrectly?
Wednesday (10/02): Determine one specific problem which you feel is essential to increasing/ meeting what you've determined to be the value of education. From there, determine a course of action to solve this issue using research to support your stance.
Thursday (10/03): Establish claim regarding an educational issue and find valid research regarding said claim. Three sources due tomorrow.
Friday (10/04): Review valid/ credible research vs. invalid research. Begin writing process for part one (the issue) portion of the essay.
1. Determine the value of education.
2. Create a thorough analysis of an independently determined topic.
3. Create a realistic, multi-element solution to an self-determined issue with education.
4. Review standards for public presentations
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Agenda:
Tuesday (10/01): Answer as many of the following questions as possible in a written response in a half hour:
1. What is the value of education?
2. What are we (teachers) doing incorrectly?
3. What are you (students) doing incorrectly?
Wednesday (10/02): Determine one specific problem which you feel is essential to increasing/ meeting what you've determined to be the value of education. From there, determine a course of action to solve this issue using research to support your stance.
Thursday (10/03): Establish claim regarding an educational issue and find valid research regarding said claim. Three sources due tomorrow.
Friday (10/04): Review valid/ credible research vs. invalid research. Begin writing process for part one (the issue) portion of the essay.
Week 8: October 1-4
Weekly Objectives:
1. Determine the value of education.
2. Define "idealism" vs. "reality" and apply said definitions to the topic of education.
3. Create a realistic, multi-element solution to an self-determined issue with education.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Agenda:
Tuesday (10/01): Answer as many of the following questions as possible in a written response in a half hour:
1. What is the value of education?
2. What are we (teachers) doing incorrectly?
3. What are you (students) doing incorrectly?
Wednesday (10/02): Determine one specific problem which you feel is essential to increasing/ meeting what you've determined to be the value of education. From there, determine a course of action to solve this issue using research to support your stance.
Thursday (10/03): Establish claim regarding an educational issue and find valid research regarding said claim. Three sources due tomorrow.
Friday (10/04): Review valid/ credible research vs. invalid research. Begin writing process for part one (the issue) portion of the essay.
1. Determine the value of education.
2. Define "idealism" vs. "reality" and apply said definitions to the topic of education.
3. Create a realistic, multi-element solution to an self-determined issue with education.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Agenda:
Tuesday (10/01): Answer as many of the following questions as possible in a written response in a half hour:
1. What is the value of education?
2. What are we (teachers) doing incorrectly?
3. What are you (students) doing incorrectly?
Wednesday (10/02): Determine one specific problem which you feel is essential to increasing/ meeting what you've determined to be the value of education. From there, determine a course of action to solve this issue using research to support your stance.
Thursday (10/03): Establish claim regarding an educational issue and find valid research regarding said claim. Three sources due tomorrow.
Friday (10/04): Review valid/ credible research vs. invalid research. Begin writing process for part one (the issue) portion of the essay.
Week 7: September 23-27
Weekly Objectives:
1. Discuss and assess the merits of arguments based on Rhetorical Triangle.
2. Complete and present montages.
3. Review quality of work expectation and conference regarding grades.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Monday (09/23): Complete two of three Rhetorical Triangle argumentative paragraphs.
Tuesday (09/24): Montages due! Presentations!
Wednesday (09/25): All three Rhetorical Triangle argumentative paragraphs due. Revise and complete.
Thursday (09/26): Discussion of cultural sensitivity issues. Choose a side and argue soundly in a thoroughly written response.
Friday (09/27): Make up work, short period.
1. Discuss and assess the merits of arguments based on Rhetorical Triangle.
2. Complete and present montages.
3. Review quality of work expectation and conference regarding grades.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Monday (09/23): Complete two of three Rhetorical Triangle argumentative paragraphs.
Tuesday (09/24): Montages due! Presentations!
Wednesday (09/25): All three Rhetorical Triangle argumentative paragraphs due. Revise and complete.
Thursday (09/26): Discussion of cultural sensitivity issues. Choose a side and argue soundly in a thoroughly written response.
Friday (09/27): Make up work, short period.
Week 6: September 18-20
Weekly Objectives:
1. Compare "Indians are a People, Not Mascots" to "Redskins Name Change."
2. Separate personal opinion from argument strength.
3. Discuss and assess the merits of arguments based on Rhetorical Triangle.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Monday (09/16): No School
Tuesday (09/17): No School Again!
Wednesday (09/18): Final class day for group montage work. Answer questions and workshop both the final essay and the montage itself.
Thursday (09/19): Introduction of logos, ethos and pathos, and assess these elements as utilized in "Indians are a People, Not a Mascot." Complete reading and annotation as homework.
Friday (09/20): Read "Redskins Name Change" as a class, and assign written work.
You will be writing three separate comparisons between our two cultural arguments. Each comparison will be centered on the three elements of the rhetorical triangle, where you take a stance on the quality of how each element was used. Create an outline which should be completed Monday, where you will be asked to begin writing your analyses.
1. Compare "Indians are a People, Not Mascots" to "Redskins Name Change."
2. Separate personal opinion from argument strength.
3. Discuss and assess the merits of arguments based on Rhetorical Triangle.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Monday (09/16): No School
Tuesday (09/17): No School Again!
Wednesday (09/18): Final class day for group montage work. Answer questions and workshop both the final essay and the montage itself.
Thursday (09/19): Introduction of logos, ethos and pathos, and assess these elements as utilized in "Indians are a People, Not a Mascot." Complete reading and annotation as homework.
Friday (09/20): Read "Redskins Name Change" as a class, and assign written work.
You will be writing three separate comparisons between our two cultural arguments. Each comparison will be centered on the three elements of the rhetorical triangle, where you take a stance on the quality of how each element was used. Create an outline which should be completed Monday, where you will be asked to begin writing your analyses.
Week 5: September 9-13, 2013
Weekly Objectives:
1. Compose a storyboard in order to begin filming a montage.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Monday (09/09): Find an independent reading novel in the library and introduce IRP (Independent Reading Project)
Tuesday (09/10): Read IR Novel in class. Shortened class,
Wednesday (09/11): Introduce written accompaniment for montage project:
In at least 250 words, write a justification of the decisions you made in creating your montage. Why did you choose the images/ videos you included? What specific decisions in organization/ editing did you make? This paper will be turned in Monday and will be modified to become an introduction to your speech.
Thursday (09/12): Begin diversity unit with Indians are a People, not a Mascot.
Friday (09/13):
1. Compose a storyboard in order to begin filming a montage.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Monday (09/09): Find an independent reading novel in the library and introduce IRP (Independent Reading Project)
Tuesday (09/10): Read IR Novel in class. Shortened class,
Wednesday (09/11): Introduce written accompaniment for montage project:
In at least 250 words, write a justification of the decisions you made in creating your montage. Why did you choose the images/ videos you included? What specific decisions in organization/ editing did you make? This paper will be turned in Monday and will be modified to become an introduction to your speech.
Thursday (09/12): Begin diversity unit with Indians are a People, not a Mascot.
Friday (09/13):
Montage Lesson Plan
Week 4: September 3-6, 2013
Weekly Objectives:
1. Compose a storyboard in order to begin filming a montage.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Tuesday (09/03): Select one of the three pictures you chose from your photography assignment and answer the three questions on page two of the montage assignment sheet. Turn these answers into two complete paragraphs.
Wednesday (09/04): Select the mood/emotion your montage is trying to convey. Based on this, begin a storyboard which includes the following information for every frame:
1. State whether the frame is a photo or a video.
2. State the duration of the frame (how long it will last).
3. Explain or draw what will be in that frame.
Important to note:
No video may be longer than four seconds.
No photo may appear longer than one second.
Your montage MUST follow your story board.
Thursday (09/05): Continue storyboard work. I will attempt to show examples today, but I am at the whim of the wi fi gods.
Friday (09/06): Final storyboard completed.
1. Compose a storyboard in order to begin filming a montage.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Tuesday (09/03): Select one of the three pictures you chose from your photography assignment and answer the three questions on page two of the montage assignment sheet. Turn these answers into two complete paragraphs.
Wednesday (09/04): Select the mood/emotion your montage is trying to convey. Based on this, begin a storyboard which includes the following information for every frame:
1. State whether the frame is a photo or a video.
2. State the duration of the frame (how long it will last).
3. Explain or draw what will be in that frame.
Important to note:
No video may be longer than four seconds.
No photo may appear longer than one second.
Your montage MUST follow your story board.
Thursday (09/05): Continue storyboard work. I will attempt to show examples today, but I am at the whim of the wi fi gods.
Friday (09/06): Final storyboard completed.
Week 3: August 26-30, 2013
Weekly Objectives:
1. Complete the writing process based on an original claim.
2. Revise an essay with a focus on being concise.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Monday (08/26): Birth of a Nation body paragraph writing workshop. All body paragraphs, TYPED, totaling at least 550 words, due tomorrow.
Tuesday (08/27): Birth of a Nation introduction and conclusion writing workshop. Final paper typed, printed, due tomorrow.
Wednesday (08/28): TOP SECRET WORD COUNT DAY
Thursday (08/29): Introduction to montage assignment. Three photos are due on Tuesday. One close range, one mid range, one long shot. If you are working with a partner, unless you are in the photograph together, each group member will have their own set of pictures.
Friday (08/30): Six Word Personal Memoirs. Picture sets due TUESDAY
1. Complete the writing process based on an original claim.
2. Revise an essay with a focus on being concise.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Monday (08/26): Birth of a Nation body paragraph writing workshop. All body paragraphs, TYPED, totaling at least 550 words, due tomorrow.
Tuesday (08/27): Birth of a Nation introduction and conclusion writing workshop. Final paper typed, printed, due tomorrow.
Wednesday (08/28): TOP SECRET WORD COUNT DAY
Thursday (08/29): Introduction to montage assignment. Three photos are due on Tuesday. One close range, one mid range, one long shot. If you are working with a partner, unless you are in the photograph together, each group member will have their own set of pictures.
Friday (08/30): Six Word Personal Memoirs. Picture sets due TUESDAY
Week 2: August 19-23, 2013
Weekly Objectives:
1. View the first half of Birth of a Nation from an analaytical standpoint, paying particular attention to caption use, editing and film composition techniques and creator bias.
2. Compose an analytical essay proving an original thesis based on one of the aforementioned focuses.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Monday (08/19): Birth of a Nation (See Thursday for note-taking prompts/ topics)
Tuesday (08/20): Birth of a Nation (See Thursday for note-taking prompts/ topics)
Wednesday (08/21): Birth of a Nation (See Thursday for note-taking prompts/ topics)
Thursday (08/22): Create an original thesis based on one of the following topics from your viewing of part one of Birth of a Nation. (Note: it may not be a bad idea to watch the rest of the film in order to create an analysis which is more in depth):
1. How does the filmmaker display his bias?
2. Create a thesis which explores the various purposes and motivations of a particular editing or film composition technique.
3. Create a thesis revolving around the language and/or timing and/or connotations of the film's captions.
Friday (08/23): Birth of a Nation analysis workshop.
1. View the first half of Birth of a Nation from an analaytical standpoint, paying particular attention to caption use, editing and film composition techniques and creator bias.
2. Compose an analytical essay proving an original thesis based on one of the aforementioned focuses.
Standards:
Draw a conclusion by synthesizing information.
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments.
Agenda:
Monday (08/19): Birth of a Nation (See Thursday for note-taking prompts/ topics)
Tuesday (08/20): Birth of a Nation (See Thursday for note-taking prompts/ topics)
Wednesday (08/21): Birth of a Nation (See Thursday for note-taking prompts/ topics)
Thursday (08/22): Create an original thesis based on one of the following topics from your viewing of part one of Birth of a Nation. (Note: it may not be a bad idea to watch the rest of the film in order to create an analysis which is more in depth):
1. How does the filmmaker display his bias?
2. Create a thesis which explores the various purposes and motivations of a particular editing or film composition technique.
3. Create a thesis revolving around the language and/or timing and/or connotations of the film's captions.
Friday (08/23): Birth of a Nation analysis workshop.
Week 1: August 12-16, 2013
Weekly Objectives:
1. Review syllabus to clarify expectations.
2. Establish baseline literary terminology.
3. Define baseline literary terminology.
4. Recognize and create examples of baseline literary terminology.
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Agenda:
Note: Agenda is subject to change depending on availability of laptops/ frequency of schedule changes.
Monday (08/12): "Welcome to class, I barely know you," let's figure out what this class is.
Tuesday (08/13): Syllabus (see attachment below) discussion, seating chart, Introduction to literary terminology (see attachment below, which says AP but should say MC, oops)
Wednesday (08/14): Continue lit. term work, clarify group questions, film writing.
Thursday (08/15): Birth of a Nation introduction
Friday (08/16): Birth of a Nation TBD
1. Review syllabus to clarify expectations.
2. Establish baseline literary terminology.
3. Define baseline literary terminology.
4. Recognize and create examples of baseline literary terminology.
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Agenda:
Note: Agenda is subject to change depending on availability of laptops/ frequency of schedule changes.
Monday (08/12): "Welcome to class, I barely know you," let's figure out what this class is.
Tuesday (08/13): Syllabus (see attachment below) discussion, seating chart, Introduction to literary terminology (see attachment below, which says AP but should say MC, oops)
Wednesday (08/14): Continue lit. term work, clarify group questions, film writing.
Thursday (08/15): Birth of a Nation introduction
Friday (08/16): Birth of a Nation TBD
lit_terms_ap_2013.odt | |
File Size: | 10 kb |
File Type: | odt |
gen_syllabus.odt | |
File Size: | 12 kb |
File Type: | odt |