Please take note: as of January 13th, 2014, this blog will be re-purposed for
The Elements of Language Arts, Block III, 2014.
Friday, January 10, 2014
Tuesday, October 8, 2013
October 8th, 2013
10/8/13
In Class:
Journal-- Identify a habit that a loved one has which is damaging to his or her physical, mental, emotional, or spiritual wellbeing. Then, explain why he or she should break this habit.
GMX-- Parts of Speech
Write a sentence that uses at least one action verb.
Write a sentence that uses at least one linking verb.
Write a sentence that uses at least one helping verb.
Lecture on thesis statements-- "The Wool Sweater Lesson"
thesis: a statement which conveys your main point, message, or argument.
--> If your essay was the human body, the thesis would be the backbone. The rest of the essay can still function and work, but not to its full potential. The thesis provides structure and strength.
One method for creating a good thesis statement is called the T3 Method.
T: State your main topic, position, idea, or argument.
3: Lay out three separate but related dimensions that support your ideas.
Example:
Topic: Wool sweaters. -- So what?
T: Wool sweaters are the best.
3: fuzzy, warm, and super hip.
T3: Wool sweaters are the best because they are fuzzy, warm, and super hip.
Alternatively, you can consider different formats, like Wool sweaters are the best because they make me look good and feel good.
Students worked independently on their final projects for the remainder of the class period.
Exit ticket: What is your thesis statement for your final essay?
Homework:
Finish your final project by Thursday at 4:00 PM!
In Class:
Journal-- Identify a habit that a loved one has which is damaging to his or her physical, mental, emotional, or spiritual wellbeing. Then, explain why he or she should break this habit.
GMX-- Parts of Speech
Write a sentence that uses at least one action verb.
Write a sentence that uses at least one linking verb.
Write a sentence that uses at least one helping verb.
Lecture on thesis statements-- "The Wool Sweater Lesson"
thesis: a statement which conveys your main point, message, or argument.
--> If your essay was the human body, the thesis would be the backbone. The rest of the essay can still function and work, but not to its full potential. The thesis provides structure and strength.
One method for creating a good thesis statement is called the T3 Method.
T: State your main topic, position, idea, or argument.
3: Lay out three separate but related dimensions that support your ideas.Example:
Topic: Wool sweaters. -- So what?
T: Wool sweaters are the best.
3: fuzzy, warm, and super hip.
T3: Wool sweaters are the best because they are fuzzy, warm, and super hip.
Alternatively, you can consider different formats, like Wool sweaters are the best because they make me look good and feel good.
Students worked independently on their final projects for the remainder of the class period.
Exit ticket: What is your thesis statement for your final essay?
Homework:
Finish your final project by Thursday at 4:00 PM!
Friday, October 4, 2013
October 3rd, 2013
10/3/13
In Class:
Journal-- Respond to the following quote: "We are always getting ready to live and never living." - Ralph Waldo Emerson
GMX-- Parts of Speech
Review of the definition and purpose of helping verbs--remember, shades of meaning:
He marries you.
He can marry you.
He will marry you.
He should marry you.
He must marry you.
He didn't marry you.
*All of these sentences use the same action verb but convey slightly (or completely) different meanings.
Next, we read "Why Can't I Own a Canadian?" and further discussed techniques of persuasive style.
Students worked independently on their final projects.
Exit ticket: Set one academic goal for yourself for this weekend.
Homework:
Work on your final project.
Catch up on any missing work!
In Class:
Journal-- Respond to the following quote: "We are always getting ready to live and never living." - Ralph Waldo Emerson
GMX-- Parts of Speech
Review of the definition and purpose of helping verbs--remember, shades of meaning:
He marries you.
He can marry you.
He will marry you.
He should marry you.
He must marry you.
He didn't marry you.
*All of these sentences use the same action verb but convey slightly (or completely) different meanings.
Next, we read "Why Can't I Own a Canadian?" and further discussed techniques of persuasive style.
Students worked independently on their final projects.
Exit ticket: Set one academic goal for yourself for this weekend.
Homework:
Work on your final project.
Catch up on any missing work!
October 1st, 2013
10/1/13
In Class:
Journal-- Reflect on September: what happened? What did you accomplish? Make a New Month's Resolution for October. What will you do better?
GMX-- Parts of Speech
Reviewed action and linking verbs, and then introduced helping verbs.
helping verb: a verb that works with an action verb to create a verbal phrase. Helping verbs allow us to create shades of meaning. (More info. on October 3rd, 2013)
Introduced final project and brainstormed potential topics. Students worked independently on their projects.
Exit ticket: Identify a song as the soundtrack to your past weekend.
Homework:
Work on your final.
Catch up on any missing work!
In Class:
Journal-- Reflect on September: what happened? What did you accomplish? Make a New Month's Resolution for October. What will you do better?
GMX-- Parts of Speech
Reviewed action and linking verbs, and then introduced helping verbs.
helping verb: a verb that works with an action verb to create a verbal phrase. Helping verbs allow us to create shades of meaning. (More info. on October 3rd, 2013)
Introduced final project and brainstormed potential topics. Students worked independently on their projects.
Exit ticket: Identify a song as the soundtrack to your past weekend.
Homework:
Work on your final.
Catch up on any missing work!
Final Project -- Writing Fundamentals
Writing Fundamentals – Final Project
Due October 10th,
2013 at 4:00 PM
In order to demonstrate your
progress in writing, you will write a persuasive writing piece on an issue of
your choice related to your academic community. This writing assignment will
showcase your competence with persuasive style and ability to use writing for
constructive communication.
Assignment: Your
task in this composition is to address an arguable issue, take a stance,
present your ideas, and refute contradictory ideas.
First, identify a change you would like to see at
Boulder Preparatory High School. Consider the way the school works, the
services it offers, its culture, and its policies. Whatever change you propose
should be debatable and reasonable. State your position as a
statement, e.g., “Boulder Prep should invest in a new van.”
Next, you should create a pro and con T-chart
outlining both sides of the issue. Use your friends, your teachers, and any
other BPHS experts to help fill out the arguments, details, and evidence. Be
sure to consider ethos, logos, and pathos, and provide as much information on both sides as possible.
Finally, compose an essay which a) presents the issue,
b) presents the arguments on both sides of the issue, and c) arrives at an
ultimate conclusion based on evidence/arguments in the writing. See the
back side of this sheet for the suggested organization of this essay.
Your composition should be typed in 12-point font,
double-spaced, with one-inch margins. It should be no fewer than two pages.
Tips for success on this
project:
·
Start early. The more time you allow yourself, the better your argument
will be.
·
Ask questions. I’m here to support you throughout this project—you are
absolutely welcome to ask for help, to bounce ideas off me, or to just chat.
·
Choose an issue that really matters to you; not only will it be easier
for you to write about it, but the writing will have much more life.
·
Be sure to consider all sides and counterarguments; be open-minded
enough to understand the opposition’s viewpoint.
Suggested Organization for a Persuasive Essay
|
I. Introduction
A. What is the topic?
B. Thesis statement: What is your stance?
II. Argument In Favor
A. Argument
i. Evidence/details
B. Tie back to thesis
III. Argument Against
A. Argument
i. Evidence/details
B. Counterargument
i. Evidence/details
C. Tie back to thesis
IV. Conclusion
A.
Restate thesis
|
I. Introduction
A. What is the topic?
B. Thesis statement: What is your stance?
II. Point #1
A. Argument in favor
i. Evidence/details
B. Argument against
i. Evidence/details
C. Argument in favor
i. Why it wins
III. Point #2
A. Argument in favor
i. Evidence/details
B. Argument against
i. Evidence/details
C. Argument in favor
i. Why it wins
IV. Point #3
A. Argument in favor
i. Evidence/details
B. Argument against
i. Evidence/details
C. Argument in favor
i. Why it wins
V. Conclusion
A. Restate thesis
|
Monday, September 30, 2013
September 26th, 2013
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.
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.
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.
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