Reading prompt:
1. Sign on to www.turnitin.com
2. Click on the Peer Mark assignment for "The Last Lecture"
3. Write 4 responses to the assigned papers.
4. You must use complete sentences in a complete paragraph.....5-7 sentences MINIMUM
5. 25 word min. requirement.
6. Next, go back and respond to 3 responses....using the same format as stated above.
7.. After you complete your response, include a philosophical statement. (EX: Talking about the importance of living each day to the fullest; finding happiness; achieving your goals
Thursday, January 30, 2014
Sunday, January 26, 2014
Propaganda Webquest
PROPAGANDA
Purpose: The Propaganda WebQuest was designed to help students to view the commercial world around them with a more critical eye. Its primary function is to focus students on the varied techniques employed by advertisers in order to sway public opinion. The culminating activity of creating an illustrative advertisement employing one of the techniques introduced will further synthesize the students perception of advertising tactics. Propaganda, in this case, is primarily focused on advertising. There is some background information that includes historical governmental propaganda techniques and posters, but the primary focus of this activity is to steer the students toward the marketing that is before them every day.
It's not as easy as you might think to spot hidden messages, these techniques are designed to fool us because they appeal to our emotions rather than our reason. Propaganda designers know that you are on your guard, to get around your guard they don't put one message into a piece of propaganda they put lots of messages into one piece! The more you know about propaganda techniques and how they work, the less likely it is that someone will sneak something by you. That's why it's important to understand what propaganda is and how it works.
Purpose: The Propaganda WebQuest was designed to help students to view the commercial world around them with a more critical eye. Its primary function is to focus students on the varied techniques employed by advertisers in order to sway public opinion. The culminating activity of creating an illustrative advertisement employing one of the techniques introduced will further synthesize the students perception of advertising tactics. Propaganda, in this case, is primarily focused on advertising. There is some background information that includes historical governmental propaganda techniques and posters, but the primary focus of this activity is to steer the students toward the marketing that is before them every day.
It's not as easy as you might think to spot hidden messages, these techniques are designed to fool us because they appeal to our emotions rather than our reason. Propaganda designers know that you are on your guard, to get around your guard they don't put one message into a piece of propaganda they put lots of messages into one piece! The more you know about propaganda techniques and how they work, the less likely it is that someone will sneak something by you. That's why it's important to understand what propaganda is and how it works.
Task 1: REVIEW THE PowerPoint
Use the following links to complete the WebQuest
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More Examples  CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. L.N.1.1.3 L.N.2.4.1 L.N.2.4.3 C.1.2.9–10.D Determine an author’s particular point of view and analyze how rhetoric advances the point of view. L.N.2.3.6 CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3 CC.1.2.9–10.G Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. |  |  | ||
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Monday, January 20, 2014
Keep the Memory Alive
Tuesday, January 20, 2014
Objective: Read, comprehend, and analyze Elie Wiesel’s speech, “Keep the Memory Alive.”
Activities:
1. Students will watch a video of Elie Wiesel revisiting Auscwitz:
2. Students will read about Elie Wiesel on page 580 of their textbook.
3. Students will read the speech “Keep the Memory Alive” by Elie Wiesel on page 591 of their textbook together as a class.
4. Students will answer the following questions individually:
a. What right, or claim does Wiesel question?
b. Why is the boy incredulous as he’s being deported?
c. What does Wiesel call those who deliberately forget the Holocaust?
d. Why does Wiesel use the term “the fiery altar”?
e. What is Weisel’s purpose in having his boy self talk to his man self?
f. At the end of the piece, of what crime does Wiesel accuse the world, and how did this crime affect his future actions?
g. Describe a situation today in which silently witnessing might do harm.
h. Explain a time when you reflected on the past in order to keep a lesson in your mind.
Standards:
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
Monday, January 13, 2014
Nonfiction
January 13 - 17
Monday: 1/13/14
Objective:Interpret literary elements in nonfiction
Analyze the effectiveness of figurative language
1. students will be introduced to James Thurber
Thurber -1894-1961
-Native of Columbus, Ohio
-Worked for the US State Department after college
-Soon after became a humorist, writing essays and drawing cartoons for The New Yorker magazine
-1952 almost blind
- Students will Read about James Thurber. (p475 purple book- p 232 yellow book)
- Students will read about a humorous essay
2. Students will read "The Dog That Bit People" ( p 481 purple book ;p 234 yellow book )
3. Students will discuss the story
4. Students will complete the follow-up questions on page239-40
The Dog That Bit People - Part 1
The Dog That Bit People - Part 2
A Box to Hide in.
Tuesday: 1/14/14
Objective:Interpret literary elements in nonfiction
Analyze the effectiveness of figurative language
1. students will be introduced to James Thurber
Thurber -1894-1961
-Native of Columbus, Ohio
-Worked for the US State Department after college
-Soon after became a humorist, writing essays and drawing cartoons for The New Yorker magazine
-1952 almost blind
- Students will Read about James Thurber. (p475 purple book- p 232 yellow book)
- Students will read about a humorous essay
2. Students will read "The Dog That Bit People" ( p 481 purple book ;p 234 yellow book )
3. Students will discuss the story
4. Students will complete the follow-up questions on page239-40
The Dog That Bit People - Part 1
The Dog That Bit People - Part 2
A Box to Hide in.
Standards:
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
Tuesday: 1/14/14
Objective: Read and comprehend “NBA at Fifty: The Greatest Ever” by Frank Deford while evaluating persuasion.
Standards:
CC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.
CC.1.2.9-10.L: Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
Activities:
2. Students will read about Frank Deford on page 356 of their textbook as a class.
3. Students will read “NBA at Fifty: The Greatest Ever” by Frank Deford on page 357 of their textbook individually.
4. Students will discuss the article as a class.
5. Students will choose one of the following and write a one paragraph persuasive response:
a. Do you agree or disagree that basketball develops and improves differently than any other sport in the way Frank Deford expresses in this article? Why or why not?
b. Weigh the importance of a single player or participant in any sport or group effort. Do you agree that one player can be extraordinarily important? Or is it the responsibility of all members of the group? Why?
Persuade me!
Thursday, 1/16/14-
1. Finish essay and work on Study Island exercise for practice.
2.Students will review nonfiction terms and structure using www.studyisland.com
There are 3 exercises.
1. Finish essay and work on Study Island exercise for practice.
2.Students will review nonfiction terms and structure using www.studyisland.com
There are 3 exercises.
The assignment is marked in study island
Friday: Nonfiction test
Tuesday, January 20, 2014
Objective: Read, comprehend, and analyze Elie Wiesel’s speech, “Keep the Memory Alive.”
Standards:
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
Activities:
1. Students will watch a video of Elie Wiesel revisiting Auscwitz:
2. Students will read about Elie Wiesel on page 580 of their textbook.
3. Students will read the speech “Keep the Memory Alive” by Elie Wiesel on page 591 of their textbook together as a class.
4. Students will answer the following questions individually:
a. What right, or claim does Wiesel question?
b. Why is the boy incredulous as he’s being deported?
c. What does Wiesel call those who deliberately forget the Holocaust?
d. Why does Wiesel use the term “the fiery altar”?
e. What is Weisel’s purpose in having his boy self talk to his man self?
f. At the end of the piece, of what crime does Wiesel accuse the world, and how did this crime affect his future actions?
g. Describe a situation today in which silently witnessing might do harm.
h. Explain a time when you reflected on the past in order to keep a lesson in your mind.
Nonfiction
January 13 - 17
Monday: 1/13/14
Objective:Interpret literary elements in nonfiction
Analyze the effectiveness of figurative language
1. students will be introduced to James Thurber
Thurber -1894-1961
-Native of Columbus, Ohio
-Worked for the US State Department after college
-Soon after became a humorist, writing essays and drawing cartoons for The New Yorker magazine
-1952 almost blind
- Students will Read about James Thurber. (p475 purple book- p 232 yellow book)
- Students will read about a humorous essay
2. Students will read "The Dog That Bit People" ( p 481 purple book ;p 234 yellow book )
3. Students will discuss the story
4. Students will complete the follow-up questions on page239-40
Tuesday: 1/14/14
Objective:Interpret literary elements in nonfiction
Analyze the effectiveness of figurative language
1. students will be introduced to James Thurber
Thurber -1894-1961
-Native of Columbus, Ohio
-Worked for the US State Department after college
-Soon after became a humorist, writing essays and drawing cartoons for The New Yorker magazine
-1952 almost blind
- Students will Read about James Thurber. (p475 purple book- p 232 yellow book)
- Students will read about a humorous essay
2. Students will read "The Dog That Bit People" ( p 481 purple book ;p 234 yellow book )
3. Students will discuss the story
4. Students will complete the follow-up questions on page239-40
Standards:
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
Tuesday: 1/14/14
Objective: Read and comprehend “NBA at Fifty: The Greatest Ever” by Frank Deford while evaluating persuasion.
Standards:
CC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.
CC.1.2.9-10.L: Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
Activities:
2. Students will read about Frank Deford on page 356 of their textbook as a class.
3. Students will read “NBA at Fifty: The Greatest Ever” by Frank Deford on page 357 of their textbook individually.
4. Students will discuss the article as a class.
5. Students will choose one of the following and write a one paragraph persuasive response:
a. Do you agree or disagree that basketball develops and improves differently than any other sport in the way Frank Deford expresses in this article? Why or why not?
b. Weigh the importance of a single player or participant in any sport or group effort. Do you agree that one player can be extraordinarily important? Or is it the responsibility of all members of the group? Why?
Persuade me!
Wednesday, 1/15/14- Students will review nonfiction terms and structure usingwww.studyisland.com
The assignment is marked in study island
Thursday, 1/16/14
Thursday, 1/16/14
Objective: Read, comprehend, and analyze Elie Wiesel’s speech, “Keep the Memory Alive.”
Standards:
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
Activities:
1. Students will watch a video of Elie Wiesel revisiting Auscwitz:
2. Students will read about Elie Wiesel on page 580 of their textbook.
3. Students will read the speech “Keep the Memory Alive” by Elie Wiesel on page 591 of their textbook together as a class.
4. Students will answer the following questions individually:
a. What right, or claim does Wiesel question?
b. Why is the boy incredulous as he’s being deported?
c. What does Wiesel call those who deliberately forget the Holocaust?
d. Why does Wiesel use the term “the fiery altar”?
e. What is Weisel’s purpose in having his boy self talk to his man self?
f. At the end of the piece, of what crime does Wiesel accuse the world, and how did this crime affect his future actions?
g. Describe a situation today in which silently witnessing might do harm.
h. Explain a time when you reflected on the past in order to keep a lesson in your mind.
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