October 14-17
Standards:
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments
Select appropriate and relevant information (excluding extraneous details) to set context.
Draw a conclusion by synthesizing sources.
Objectives:
1. Students will create an appropriately formatted annotated bibliography which synthesizes sources in order to validate a claim.
2. Students will identify an issue and establish a reasonable solution.
3. Students will research independently and verify the integrity of their sources.
4. Students will utilize online resources in order to finalize annotated bibliographies.
Agenda:
T: Annotated Bibliography (Issue) due by the end of the class period. Utilize EasyBib.com for citations.
W: Propose a reasonable, possible solution to your identified issue. Do not oversimplify and have three valid sources for tomorrow's writing.
Th: One annotation due by the beginning of the class period Thursday. For today, validate sources if needed and begin annotations.
F: Second annotation due by the end of class Friday, final annotation for weekend homework. Did I mention there will be a presentation for these?
Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments
Select appropriate and relevant information (excluding extraneous details) to set context.
Draw a conclusion by synthesizing sources.
Objectives:
1. Students will create an appropriately formatted annotated bibliography which synthesizes sources in order to validate a claim.
2. Students will identify an issue and establish a reasonable solution.
3. Students will research independently and verify the integrity of their sources.
4. Students will utilize online resources in order to finalize annotated bibliographies.
Agenda:
T: Annotated Bibliography (Issue) due by the end of the class period. Utilize EasyBib.com for citations.
W: Propose a reasonable, possible solution to your identified issue. Do not oversimplify and have three valid sources for tomorrow's writing.
Th: One annotation due by the beginning of the class period Thursday. For today, validate sources if needed and begin annotations.
F: Second annotation due by the end of class Friday, final annotation for weekend homework. Did I mention there will be a presentation for these?
Week 6: September 15-19
Standards:
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.
Objectives:
1. Students will create a storyline based on an image of their of own.
2. Students will organize a storyboard for a montage, utilizing a combination of video and images to convey a story or emotion.
3. Students will read an independently chosen novel and find symbolic meaning to analyze.
Agenda:
M: Choose one of your three/ six images and answer the five questions in Part 2 of the assignment sheet (found below).
T: EVACUATION
W: Five questions due. Create a storyboard, due by the end of class Thursday, with the following elements.
Th: Storyboard due by the end of the class period.
F: IRP DAY, DUE OCTOBER 3 DON'T FORGET
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.
Objectives:
1. Students will create a storyline based on an image of their of own.
2. Students will organize a storyboard for a montage, utilizing a combination of video and images to convey a story or emotion.
3. Students will read an independently chosen novel and find symbolic meaning to analyze.
Agenda:
M: Choose one of your three/ six images and answer the five questions in Part 2 of the assignment sheet (found below).
T: EVACUATION
W: Five questions due. Create a storyboard, due by the end of class Thursday, with the following elements.
- Photo or video?
- How long will you show it?
- What is it of?
Th: Storyboard due by the end of the class period.
F: IRP DAY, DUE OCTOBER 3 DON'T FORGET
Week 5: September 8-12
Standards:
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.
Objectives:
1. Students will critically evaluate the rhetorical techniques in a variety of texts centering on potential racism.
2. Students will analyze structure as a form of persuasion.
3. Students will assess arguments to independently determine validity.
4. Students will create an argument utilizing independently found sources.
Agenda:
M: Denotation vs. Connotation, and how to be more subtle and purposeful within an argument.
T: Work day, I'm sorry for my absence. Either IRP or argumentative paper.
W: Welcome to the wonderful world of Easybib.com. Use this to cite all three of your sources, which you should attach to the end of your paper. Due by the end of the hour!
Th: Introduction to elements of montage. Three images by Monday of next week!
F: IRP DAY, DUE OCTOBER 3 DON'T FORGET
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.
Objectives:
1. Students will critically evaluate the rhetorical techniques in a variety of texts centering on potential racism.
2. Students will analyze structure as a form of persuasion.
3. Students will assess arguments to independently determine validity.
4. Students will create an argument utilizing independently found sources.
Agenda:
M: Denotation vs. Connotation, and how to be more subtle and purposeful within an argument.
T: Work day, I'm sorry for my absence. Either IRP or argumentative paper.
W: Welcome to the wonderful world of Easybib.com. Use this to cite all three of your sources, which you should attach to the end of your paper. Due by the end of the hour!
Th: Introduction to elements of montage. Three images by Monday of next week!
F: IRP DAY, DUE OCTOBER 3 DON'T FORGET
Week 4: September 2-5
Standards:
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.
Objectives:
1. Students will critically evaluate the rhetorical techniques in a variety of texts centering on potential racism.
2. Students will analyze structure as a form of persuasion.
3. Students will assess arguments to independently determine validity.
Agenda:
T: Free Write: What is the current state of racism in America?
W: Read and annotate Fred Villeaux's Indians are a People, Not a Mascot. Identify the strengths and weaknesses of his argument as you create a claim based on the issue of the Redskin name.
TH: Chart the strengths and weaknesses of yesterday's article. Do the same for Rick Reilly's article. Link to article:
http://espn.go.com/nfl/story/_/id/9689220/redskins-name-change-not-easy-sounds
F: Find two more articles on the issue, one which supports each side.
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.
Objectives:
1. Students will critically evaluate the rhetorical techniques in a variety of texts centering on potential racism.
2. Students will analyze structure as a form of persuasion.
3. Students will assess arguments to independently determine validity.
Agenda:
T: Free Write: What is the current state of racism in America?
W: Read and annotate Fred Villeaux's Indians are a People, Not a Mascot. Identify the strengths and weaknesses of his argument as you create a claim based on the issue of the Redskin name.
TH: Chart the strengths and weaknesses of yesterday's article. Do the same for Rick Reilly's article. Link to article:
http://espn.go.com/nfl/story/_/id/9689220/redskins-name-change-not-easy-sounds
F: Find two more articles on the issue, one which supports each side.
Week 3: August 25-29
Standards:
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.
Objectives:
1. Students will critically evaluate the film techniques within The Birth Of A Nation.
2. Students will analyze The Birth Of A Nation with the intention of creating a unique claim to support in the form of an essay.
3. Students will revise and polish their work independently.
Agenda:
M: Introduction to the "Birth of a Nation Essay." Requirements
1. 600+ Words. Short introduction and conclusion.
2. You must use one source to help solidify your argument.
3. Analyze, not summarize.
4. Fully demonstrate how Griffith displays his bias.
T: Work in-class to create an introduction and complete roughly half of the entire paper. Entire paper, HANDWRITTEN, due Wednesday.
W: HANDWRITTEN DRAFT DUE. Introduction and conclusion writing how-to! Complete typed and revised draft due by the end of class Thursday.
TH: FINAL DAY OF WORK ON BIAS ESSAY. Due at the end of class.
F: Independent Reading, bring your novel.
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.
Objectives:
1. Students will critically evaluate the film techniques within The Birth Of A Nation.
2. Students will analyze The Birth Of A Nation with the intention of creating a unique claim to support in the form of an essay.
3. Students will revise and polish their work independently.
Agenda:
M: Introduction to the "Birth of a Nation Essay." Requirements
1. 600+ Words. Short introduction and conclusion.
2. You must use one source to help solidify your argument.
3. Analyze, not summarize.
4. Fully demonstrate how Griffith displays his bias.
T: Work in-class to create an introduction and complete roughly half of the entire paper. Entire paper, HANDWRITTEN, due Wednesday.
W: HANDWRITTEN DRAFT DUE. Introduction and conclusion writing how-to! Complete typed and revised draft due by the end of class Thursday.
TH: FINAL DAY OF WORK ON BIAS ESSAY. Due at the end of class.
F: Independent Reading, bring your novel.
Week 2: August 18-22
Standards:
Objectives:
1. Students will critically evaluate the film techniques within The Birth Of A Nation.
2. Students will analyze The Birth Of A Nation with the intention of creating a unique claim to support in the form of an essay.
Agenda:
M: Introductory information for D.W. Griffith's The Birth Of Nation. For homework, define all of the film terminology from the introduction AND create a family tree for the characters from the two families using this material: http://www.sparknotes.com/film/birthofanation/characters.html
T: Begin film, noting all information which can contribute to final essay. The prompt: How does Griffith portray his bias?
W: Continue film, noting all information which can contribute to final essay. The prompt: How does Griffith portray his bias?
TH: Complete film, full directions for final essay, including length and due dates.
F: Claim creation (specific vs. nonspecific).
Objectives:
1. Students will critically evaluate the film techniques within The Birth Of A Nation.
2. Students will analyze The Birth Of A Nation with the intention of creating a unique claim to support in the form of an essay.
Agenda:
M: Introductory information for D.W. Griffith's The Birth Of Nation. For homework, define all of the film terminology from the introduction AND create a family tree for the characters from the two families using this material: http://www.sparknotes.com/film/birthofanation/characters.html
T: Begin film, noting all information which can contribute to final essay. The prompt: How does Griffith portray his bias?
W: Continue film, noting all information which can contribute to final essay. The prompt: How does Griffith portray his bias?
TH: Complete film, full directions for final essay, including length and due dates.
F: Claim creation (specific vs. nonspecific).
Week 1: August 11-15
Go ahead and ignore that it says "2013." I updated everything but the title.
lit_terms_mc_2013-1.odt | |
File Size: | 10 kb |
File Type: | odt |