9/26/13
In Class:
Journal-- Identify one thing that you wish didn’t exist. Explain—with detail—why you feel this way, and what your reasoning could be for abolishing it.
As a class, we read two articles: one in favor of laws requiring the use of seat belts, and one opposed to such laws. Using the information from the articles and the ideas of the class, we created a T-chart of pros and cons for this argument.
Independently, each student worked on the following assignment:
* Choose one issue/argument from the list of the Top 100 Debate Items.
* Write your argument as a statement.
* Make a T-chart of pros and cons for your statement.
* Print and read at least one resource in favor and at least one resource opposed to your statement—debate.org, procon.org, and idebate.org are good places to start.
* Use your online resources to help flesh out your T-chart with specific evidence and details.
* Write one page which:
a. Presents an issue.
b. Presents the arguments on both sides of the issue
c. Arrives at an ultimate conclusion based on evidence in the writing.
Homework:
Finish the in-class persuasive writing assignment.
Monday, September 30, 2013
Wednesday, September 25, 2013
September 24th, 2013
9/24/13
In Class:
Journal-- Describe a time that someone misjudged you (stereotyped, made an assumption, held expectations that were too high or low, etc.). Why do you think that person made an incorrect judgment? How would you correct them if you could now?
GMX-- Parts of Speech
Categorize the following words, selected randomly from the dictionary, as nouns, pronouns, proper nouns, action verbs, linking verbs, or adjectives:
invent Spam were smells maroon spank Edison light we God good she her cannibal carnival spank catch
*Note: some words can qualify as more than one part of speech.
Lecture on Persuasive Style:
Persuasive writing seeks to explain a certain way of thinking and convince the reader to think similarly.
1. Present an issue/topic.
2. Present the arguments on both sides of the issue.
3. Arrive at an ultimate conclusion based on evidence/arguments in the writing.
Pathos: an argument that appeals to the reader's sympathy, e.g., baby goats & cigarette butts.
Logos: an argument that appeals to the reader's sense of reason, e.g., studies that prove the toxicity of cigarette smoking.
Ethos: an argument that appeals to higher-order ethical standards (i.e., "the common good" for a community, religious/moral standpoints, etc.)
Using a list of 100 common debate topics, each student identified a topic or argument that he or she would like to research further and write about. Then, each student phrased the topic as a statement (e.g., "Seat belts should be required by law.") and began creating a T-chart of pro and con arguments.
Exit ticket: What is your argument for the above assignment?
Homework:
Complete your T-chart of pros and cons.
In Class:
Journal-- Describe a time that someone misjudged you (stereotyped, made an assumption, held expectations that were too high or low, etc.). Why do you think that person made an incorrect judgment? How would you correct them if you could now?
GMX-- Parts of Speech
Categorize the following words, selected randomly from the dictionary, as nouns, pronouns, proper nouns, action verbs, linking verbs, or adjectives:
invent Spam were smells maroon spank Edison light we God good she her cannibal carnival spank catch
*Note: some words can qualify as more than one part of speech.
Lecture on Persuasive Style:
Persuasive writing seeks to explain a certain way of thinking and convince the reader to think similarly.
1. Present an issue/topic.
2. Present the arguments on both sides of the issue.
3. Arrive at an ultimate conclusion based on evidence/arguments in the writing.
Pathos: an argument that appeals to the reader's sympathy, e.g., baby goats & cigarette butts.
Logos: an argument that appeals to the reader's sense of reason, e.g., studies that prove the toxicity of cigarette smoking.
Ethos: an argument that appeals to higher-order ethical standards (i.e., "the common good" for a community, religious/moral standpoints, etc.)
Using a list of 100 common debate topics, each student identified a topic or argument that he or she would like to research further and write about. Then, each student phrased the topic as a statement (e.g., "Seat belts should be required by law.") and began creating a T-chart of pro and con arguments.
Exit ticket: What is your argument for the above assignment?
Homework:
Complete your T-chart of pros and cons.
Thursday, September 19, 2013
September 19th, 2013
9/19/13
In Class:
Journal-- Free-write, incorporating at least three of the following words:
- senator - drought - versatile - overjoyed - scuba - seldom
Five-minute review of notes and study guide.
1) Midterm exam.
2) Collect and turn in all 8 journals (8/20, 8/22, 8/27, 8/29, 9/3, 9/5, 9/10, 9/19).
3) Missing work?
4) Read your independent reading book.
Exit ticket: Why are you here?
Homework:
Catch up on missing work.
In Class:
Journal-- Free-write, incorporating at least three of the following words:
- senator - drought - versatile - overjoyed - scuba - seldom
Five-minute review of notes and study guide.
1) Midterm exam.
2) Collect and turn in all 8 journals (8/20, 8/22, 8/27, 8/29, 9/3, 9/5, 9/10, 9/19).
3) Missing work?
4) Read your independent reading book.
Exit ticket: Why are you here?
Homework:
Catch up on missing work.
Tuesday, September 10, 2013
September 10th, 2013
9/10/13
In Class:
Journal-- Write a story using one of the images as a setting. Use descriptive language and be creative! [Image 1] [Image 2]
GMX-- Parts of Speech
1) Underline all the action verbs in the excerpt:
University of Colorado police arrested a man who allegedly went on a drunken horseback ride through the city of Boulder this afternoon while carrying a dog in his backpack.
Police received calls about the strange trio at around 2:30 p.m., stated CUPD spokesman Ryan Huff. Witnesses said that they saw the horse and the rider occasionally wandering into traffic while going north on Broadway. Boulder police dispatchers also said they received reports of the man riding from as far as Table Mesa and Broadway.
CU police pulled over the horse on University Hill. They examined the man with a sobriety test and arrested him on suspicion of riding under the influence, explained Huff.
3) Define ‘linking verb.’
linking verb: a verb that connects either a noun to an adjective or two nouns together. You can think of a linking verb as an equals-sign (=). Examples: Josh is funny. Ethan smells like Milk Duds. Peter seems tired.
Students used the remainder of the period to:
- Finish all missing work, including synopsis (not included on missing work report).
- Make up missing journal entries.
- Study for midterm.
- Read independently.
Exit ticket: Define 'adjective.'
Homework:
Study for midterm!
Continue catching up on missing work.
In Class:
Journal-- Write a story using one of the images as a setting. Use descriptive language and be creative! [Image 1] [Image 2]
GMX-- Parts of Speech
1) Underline all the action verbs in the excerpt:
University of Colorado police arrested a man who allegedly went on a drunken horseback ride through the city of Boulder this afternoon while carrying a dog in his backpack.
Police received calls about the strange trio at around 2:30 p.m., stated CUPD spokesman Ryan Huff. Witnesses said that they saw the horse and the rider occasionally wandering into traffic while going north on Broadway. Boulder police dispatchers also said they received reports of the man riding from as far as Table Mesa and Broadway.
CU police pulled over the horse on University Hill. They examined the man with a sobriety test and arrested him on suspicion of riding under the influence, explained Huff.
Adapted
from: Byars, Mitchell and Ashley Dean. “CU Boulder Police Arrest Suspected
Drunken Horseback Rider.” The Daily Camera.
9 September 2013. Web. 9 September 2013.
2) On the back side of the excerpt, write seven more action verbs that were not in the excerpt. 3) Define ‘linking verb.’
linking verb: a verb that connects either a noun to an adjective or two nouns together. You can think of a linking verb as an equals-sign (=). Examples: Josh is funny. Ethan smells like Milk Duds. Peter seems tired.
Students used the remainder of the period to:
- Finish all missing work, including synopsis (not included on missing work report).
- Make up missing journal entries.
- Study for midterm.
- Read independently.
Exit ticket: Define 'adjective.'
Homework:
Study for midterm!
Continue catching up on missing work.
Monday, September 9, 2013
September 5th, 2013
9/5/13
In Class:
Journal-- Describe your least favorite foods using vivid imagery and lots of adjectives.
GMX-- Parts of Speech
Describe ten things that happened in your life from the moment you woke up to the moment you arrived in class today. Underline every action verb.
action verb: a word that demonstrates action—what is happening?
Read three pages of your independent reading book, then:
- Find one place where the author appeals to the sense of sight, one place where the author appeals to the sense of sound, one place where the author appeals to the sense of taste, one place where the author appeals to the sense of touch, and one place where the author appeals to the sense of smell.
- Choose your favorite descriptive line.
- Use your favorite descriptive line as the first line to your own creative story, poem, song, etc. Write at least one page.
With your annotated article (homework from last class), write a full-page synopsis, being sure to provide all the important information.
synopsis: a summary which also includes your personal reactions, thoughts, and connections.
With remaining class time, students studied for the midterm exam one week from this class period.
Exit Ticket: Describe one thing you're looking forward to.
Homework:
Finish your synopsis.
Study for the midterm.
Catch up on missing work.
In Class:
Journal-- Describe your least favorite foods using vivid imagery and lots of adjectives.
GMX-- Parts of Speech
Describe ten things that happened in your life from the moment you woke up to the moment you arrived in class today. Underline every action verb.
action verb: a word that demonstrates action—what is happening?
Read three pages of your independent reading book, then:
- Find one place where the author appeals to the sense of sight, one place where the author appeals to the sense of sound, one place where the author appeals to the sense of taste, one place where the author appeals to the sense of touch, and one place where the author appeals to the sense of smell.
- Choose your favorite descriptive line.
- Use your favorite descriptive line as the first line to your own creative story, poem, song, etc. Write at least one page.
With your annotated article (homework from last class), write a full-page synopsis, being sure to provide all the important information.
synopsis: a summary which also includes your personal reactions, thoughts, and connections.
With remaining class time, students studied for the midterm exam one week from this class period.
Exit Ticket: Describe one thing you're looking forward to.
Homework:
Finish your synopsis.
Study for the midterm.
Catch up on missing work.
Wednesday, September 4, 2013
September 3rd, 2013
9/3/13
In Class:
Journal-- Picture your bedroom/living space at home. Describe each artifact in detail; what does it says about your identity, personality, or interests?
GMX-- Parts of Speech
Redefine adjective.
Write three sentences describing your weekend using at least nine adjectives.
Reviewed and practiced descriptive writing, using "Harlem" by Langston Hughes and illustration activity: Each student is provided one random photograph. The students, back-to-back, must write descriptions of the photos on the worksheet; then, using their descriptive language, they will describe their photos to their partners while the partners will attempt to draw the image.
Lecture on annotation as a critical reading technique.
annotation: the process of marking a text to create notes, e.g., underlining, margin notes, stars, etc.
Read annotation handout. Questions to ask myself while annotating:
- What words or expressions do I not yet understand?
- What are the main points of this article?
- What important information supports the main points? [Who, What, When, Where, Why, How]
- What information is missing? What do I need to research more?
- Where are the ideas coming from? Can I trust the information?
- What thoughts, feelings, and reactions am I experiencing as I read?
Annotation helps us: read ‘actively,' note important information, keep track of ideas, and remember reactions and thoughts.
Practiced annotation as a class using “What are the odds of a U.S. strike against Syria? 15 key questions answered” by Holly Yan.
Exit ticket: Define 'pronoun.'
Homework:
Find an article on CNN or Wikipedia on a topic that interests you. Print and annotate this article by next class.
Bring your independent reading book to class on Thursday!
Catch up on any missing work.
In Class:
Journal-- Picture your bedroom/living space at home. Describe each artifact in detail; what does it says about your identity, personality, or interests?
GMX-- Parts of Speech
Redefine adjective.
Write three sentences describing your weekend using at least nine adjectives.
Reviewed and practiced descriptive writing, using "Harlem" by Langston Hughes and illustration activity: Each student is provided one random photograph. The students, back-to-back, must write descriptions of the photos on the worksheet; then, using their descriptive language, they will describe their photos to their partners while the partners will attempt to draw the image.
Lecture on annotation as a critical reading technique.
annotation: the process of marking a text to create notes, e.g., underlining, margin notes, stars, etc.
Read annotation handout. Questions to ask myself while annotating:
- What words or expressions do I not yet understand?
- What are the main points of this article?
- What important information supports the main points? [Who, What, When, Where, Why, How]
- What information is missing? What do I need to research more?
- Where are the ideas coming from? Can I trust the information?
- What thoughts, feelings, and reactions am I experiencing as I read?
Annotation helps us: read ‘actively,' note important information, keep track of ideas, and remember reactions and thoughts.
Practiced annotation as a class using “What are the odds of a U.S. strike against Syria? 15 key questions answered” by Holly Yan.
Exit ticket: Define 'pronoun.'
Homework:
Find an article on CNN or Wikipedia on a topic that interests you. Print and annotate this article by next class.
Bring your independent reading book to class on Thursday!
Catch up on any missing work.
Monday, September 2, 2013
August 29th, 2013
8/29/13
In Class: Journal-- Describe the person who taught you how to a) tie your shoes, or b) ride a bike.
GMX-- Parts of Speech Define noun.
Define proper noun.
Define pronoun.
Write five adjectives describing your last meal. adjective: a word that describes a noun. (Size, Number, Color, Kind)
Lecture on Descriptive Writing:
There are four distinct styles of writing: Narrative, Descriptive, Persuasive, and Expository. (These styles may be combined.) Descriptive writing focuses on vivid descriptions of a setting (place), character (person), or event.
- Frequent use of specific adjectives and imagery.
Help your reader experience the subject. imagery: language that appeals to the five senses.
To practice descriptive writing with imagery, each student chose three photos from 500px Landscapes. Using these photos and practicing inference, each student completed one of the graphic organizers for each photo. Then, students practiced imagery with a Starburst candy.
Exit ticket: Define 'imagery.'
Homework:
Finish your four graphic organizers.
Catch up on any missing work.
In Class: Journal-- Describe the person who taught you how to a) tie your shoes, or b) ride a bike.
GMX-- Parts of Speech Define noun.
Define proper noun.
Define pronoun.
Write five adjectives describing your last meal. adjective: a word that describes a noun. (Size, Number, Color, Kind)
Lecture on Descriptive Writing:
There are four distinct styles of writing: Narrative, Descriptive, Persuasive, and Expository. (These styles may be combined.) Descriptive writing focuses on vivid descriptions of a setting (place), character (person), or event.
- Frequent use of specific adjectives and imagery.
Help your reader experience the subject. imagery: language that appeals to the five senses.
Exit ticket: Define 'imagery.'
Homework:
Finish your four graphic organizers.
Catch up on any missing work.
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