Tuesday, April 1, 2014
1. Today's poem:
"Amputation" by Gary Miranda
2. Editing practice:
In your small group, edit the business letter on the whiteboard.
Format it correctly and correct all errors.
Each person in the group should make his/her own copy on scratch paper.
All group members should agree on the changes.
I will randomly choose a paper from your group.
If you have edited it correctly, you will each win a candy.
3. Response groups:
Before getting response from your group, let's review the scoring guide.
I will check preparation for a completed rough draft.
Each of you take a turn reading your letter aloud (without comment).
Then pass your letters to other group members.
Read other people's letters critically (from the P.O.V. of the intended audience)
Point out weaknesses in the argument.
Also edit for usage, mechanics, clarity, and brevity.
Comelibros
Can't get enough of that literary stuff.
Monday, March 31, 2014
Friday, March 28, 2014
Lesson Plan for Monday, March 31, 2014
Monday, March 31, 2014
1. Read today's poem:
"Quadrille" by Carlos Drummond de Andrade
2. Lesson on Correct Letter Format
Look at the model format for a formal letter on p. 130-132 Write for College.
Explain differences in personal letter format (no headings, for example).
3. Allow time for students to continue working on the rough draft of their "Persuasive Letter."
4. Students who are finished with their rough draft should do SSR.
1. Read today's poem:
"Quadrille" by Carlos Drummond de Andrade
2. Lesson on Correct Letter Format
Look at the model format for a formal letter on p. 130-132 Write for College.
Explain differences in personal letter format (no headings, for example).
3. Allow time for students to continue working on the rough draft of their "Persuasive Letter."
4. Students who are finished with their rough draft should do SSR.
Thursday, March 27, 2014
Lesson Plan for Friday, March 28, 2014
Friday, March 28, 2014
1. Read today's poem:
"Love" by Lola Haskins
Analyze the comparison--how the "dress" is like and unlike "love."
2. Hand in:
"Reading Log #11"
3. Read sample argumentative essay:
"Evening the Odds" by David DeHaan in Write for College, p. 233
3. Independent Working Time
You have the remainder of the period to work on the rough draft of your persuasive letter.
1. Read today's poem:
"Love" by Lola Haskins
Analyze the comparison--how the "dress" is like and unlike "love."
2. Hand in:
"Reading Log #11"
3. Read sample argumentative essay:
"Evening the Odds" by David DeHaan in Write for College, p. 233
3. Independent Working Time
You have the remainder of the period to work on the rough draft of your persuasive letter.
Wednesday, March 26, 2014
Lesson Plan for Thursday, March 27, 2014
Thursday, March 27, 2014
1. Finish the persuasive letter prewriting activity that we started yesterday.
2. Suggestions for Organizing Your Persuasive Essay (handout)
Read and discuss the handout.
Discuss ways to organize the body paragraphs.
3. Persuasive Letter--Scoring Guide (handout)
Read and discuss the handout.
4. Assignment:
"Persuasive Letter" (rough draft) is due on Tuesday, April 1st.
"Persuasive Letter" (final copy) is due on Friday, April 4th.
5. You have part of the class time today, tomorrow, and Monday to work on your rough draft.
1. Finish the persuasive letter prewriting activity that we started yesterday.
2. Suggestions for Organizing Your Persuasive Essay (handout)
Read and discuss the handout.
Discuss ways to organize the body paragraphs.
3. Persuasive Letter--Scoring Guide (handout)
Read and discuss the handout.
4. Assignment:
"Persuasive Letter" (rough draft) is due on Tuesday, April 1st.
"Persuasive Letter" (final copy) is due on Friday, April 4th.
5. You have part of the class time today, tomorrow, and Monday to work on your rough draft.
Tuesday, March 25, 2014
Lesson Plan for Wednesday, March 26, 2014
Wednesday, March 26, 2014
1. Silent sustained reading
During SSR, I will pass back the 3 x 5 cards with your persuasive letter topics. If your card says "See me" at the top, that means that I have questions about your topic and/or intended audience. If so, talk to me, then turn the card over and write down your revised topic and/or audience in a way that resolves my questions, then turn the card in again in order to get credit for having your topic approved.
2. Today's poem
"Sir, Say No More" by Trumbull Stickney
3. Prewriting for your Persuasive Letter
There are 10 prewriting steps that I want you to respond to in writing before you begin drafting your persuasive letter. Please be thorough in thinking through the prewriting before you begin drafting your letter. This will take us more than one day, so do not start drafting your letter until we finish.
1. Silent sustained reading
During SSR, I will pass back the 3 x 5 cards with your persuasive letter topics. If your card says "See me" at the top, that means that I have questions about your topic and/or intended audience. If so, talk to me, then turn the card over and write down your revised topic and/or audience in a way that resolves my questions, then turn the card in again in order to get credit for having your topic approved.
2. Today's poem
"Sir, Say No More" by Trumbull Stickney
3. Prewriting for your Persuasive Letter
There are 10 prewriting steps that I want you to respond to in writing before you begin drafting your persuasive letter. Please be thorough in thinking through the prewriting before you begin drafting your letter. This will take us more than one day, so do not start drafting your letter until we finish.
Monday, March 24, 2014
Lesson Plan for Tuesday, March 25, 2014
Tuesday, March 25, 2014
1. Persuasive letter topic:
On the lined side of the 3 x 5 card that I provide you, write down your name, your class period, your topic for your persuasive letter (in the form of a yes/no question beginning with the word "should"), and your intended audience (the person to whom you are writing the letter).
2. Silent sustained reading
After completing the information on the 3 x 5 card, do SSR.
3. Hand in:
Persuasive Letter Topic (on 3 x 5 card)
4. Today's poem:
"The Glass and the Bowl" by Louise Erdich
5. Shared reading:
Another model of a persuasive letter.
Read, analyze, and discuss the persuasive techniques of this writer.
6. If time allows, begin the prewriting steps of the persuasive letter.
There will be 10 steps. Please label each step and respond in writing to the information that I request. This will take more than one day. Be thorough. The more carefully you think the issue through, the better job you will do on the letter.
1. Persuasive letter topic:
On the lined side of the 3 x 5 card that I provide you, write down your name, your class period, your topic for your persuasive letter (in the form of a yes/no question beginning with the word "should"), and your intended audience (the person to whom you are writing the letter).
2. Silent sustained reading
After completing the information on the 3 x 5 card, do SSR.
3. Hand in:
Persuasive Letter Topic (on 3 x 5 card)
4. Today's poem:
"The Glass and the Bowl" by Louise Erdich
5. Shared reading:
Another model of a persuasive letter.
Read, analyze, and discuss the persuasive techniques of this writer.
6. If time allows, begin the prewriting steps of the persuasive letter.
There will be 10 steps. Please label each step and respond in writing to the information that I request. This will take more than one day. Be thorough. The more carefully you think the issue through, the better job you will do on the letter.
Friday, March 21, 2014
Lesson Plan for Monday, March 24, 2014
Monday, March 24, 2014
1. Hand in:
"Socratic Dialogue" (worth 30 points)
2. Today's poem:
"The Container" by Cid Corman (handout)
Discuss how many "containers" are mentioned in the poem.
3. Tomorrow we will begin prewriting on a "Persuasive Letter."
Look through the suggested topics that I gave you for the "Socratic Dialogue,"choose one, and determine a particular person whose mind you would like to change on this issue. Focusing on a particular person as the audience for this letter will be an important aspect of the assignment. Pick an issue that you are highly motivated to write about. Know your topic and audience by tomorrow.
4. Examples of a "Persuasive Letter":
Let's read two examples of persuasive letters and carefully analyze how the writers use elements of ethos, pathos, logos; Toulmin's Argument; and De Bono's "Six Thinking Hats" to build their arguments.
5. If time remains, do SSR.
1. Hand in:
"Socratic Dialogue" (worth 30 points)
2. Today's poem:
"The Container" by Cid Corman (handout)
Discuss how many "containers" are mentioned in the poem.
3. Tomorrow we will begin prewriting on a "Persuasive Letter."
Look through the suggested topics that I gave you for the "Socratic Dialogue,"choose one, and determine a particular person whose mind you would like to change on this issue. Focusing on a particular person as the audience for this letter will be an important aspect of the assignment. Pick an issue that you are highly motivated to write about. Know your topic and audience by tomorrow.
4. Examples of a "Persuasive Letter":
Let's read two examples of persuasive letters and carefully analyze how the writers use elements of ethos, pathos, logos; Toulmin's Argument; and De Bono's "Six Thinking Hats" to build their arguments.
5. If time remains, do SSR.
Thursday, March 20, 2014
Lesson Plan for Friday, March 21, 2014
Friday, March 21, 2014
1. Today's poem:
"The captive caterpillar/set free/crawls in circles" a haiku by Melanie McLay
Brief discussion: symbolism
2. Hand in:
Reading Log #10 (on your "new" green log sheet)
3. Independent time for writing your "Socratic Dialogue" (due Monday)
1. Today's poem:
"The captive caterpillar/set free/crawls in circles" a haiku by Melanie McLay
Brief discussion: symbolism
2. Hand in:
Reading Log #10 (on your "new" green log sheet)
3. Independent time for writing your "Socratic Dialogue" (due Monday)
Wednesday, March 19, 2014
Lesson Plan for Thursday, March 20, 2014
Thursday, March 20, 2014
1. Today's poem
"toy soldiers/no wives/or children" a senryu by Dorothy McLaughlin
2. Lesson
Explain and discuss Edward De Bono's model of "Six Thinking Hats" by using it to discuss the advantages and disadvantages and possible creative revisions of a current school policy (such as the "no hat" policy).
3. Assignment:
Socratic Dialogue (handout)
Follow the instructions on the handout to write a "Socratic Dialogue."
Be thorough in your thinking by using the elements in De Bono's "Six Thinking Hats" as well as the elements in "Toulmin's Argument."
The grading criteria is on the handout.
Be prepared to write multiple pages.
Due on Monday.
"Possible Topics for Argument/Persuasive Writing" (handout)
Use the suggested topic list to think up a topic for your "Socratic Dialogue."
Your topic does not have to come from the suggested list.
1. Today's poem
"toy soldiers/no wives/or children" a senryu by Dorothy McLaughlin
2. Lesson
Explain and discuss Edward De Bono's model of "Six Thinking Hats" by using it to discuss the advantages and disadvantages and possible creative revisions of a current school policy (such as the "no hat" policy).
3. Assignment:
Socratic Dialogue (handout)
Follow the instructions on the handout to write a "Socratic Dialogue."
Be thorough in your thinking by using the elements in De Bono's "Six Thinking Hats" as well as the elements in "Toulmin's Argument."
The grading criteria is on the handout.
Be prepared to write multiple pages.
Due on Monday.
"Possible Topics for Argument/Persuasive Writing" (handout)
Use the suggested topic list to think up a topic for your "Socratic Dialogue."
Your topic does not have to come from the suggested list.
Tuesday, March 18, 2014
Lesson Plan for Wednesday, March 19, 2014
Wednesday, March 19, 2014
1. Silent sustained reading
During SSR, I will pass back corrected work.
2. Correct and hand in:
"The Right Word" assignment
3. Lesson:
Introduce Edward De Bono's "Six Thinking Hats" and compare and contrast to the elements of Toulmin's Argument. Note how De Bono's model is a way to find a solution to a problem or argument, not a way to win a debate. A good thinker must wear all five hats and honestly and thoroughly analyze the issue from all sides and possibilities.
If time allows, take an issue like the school hat policy and analyze it using the "Six Thinking Hats." If time does not allow, we will do this tomorrow.
1. Silent sustained reading
During SSR, I will pass back corrected work.
2. Correct and hand in:
"The Right Word" assignment
3. Lesson:
Introduce Edward De Bono's "Six Thinking Hats" and compare and contrast to the elements of Toulmin's Argument. Note how De Bono's model is a way to find a solution to a problem or argument, not a way to win a debate. A good thinker must wear all five hats and honestly and thoroughly analyze the issue from all sides and possibilities.
If time allows, take an issue like the school hat policy and analyze it using the "Six Thinking Hats." If time does not allow, we will do this tomorrow.
Monday, March 17, 2014
Lesson Plan for Tuesday, March 18, 2014
Tuesday, March 18, 2014
1. Read today's poem:
"Counting on Flowers" by John Ciardi
Discussion: What is the double meaning in the phrase "counting on"?
(literally "counting" the petals and "counting on" or depending upon the hope of love)
2. Lesson:
Homophones and Confusing Word Pairs
Tell students: Because you have used a word processing program with a spell check on your major papers, you sometimes have a false confidence that no spelling errors remain. The result, however, is that your spell-check/grammar-check may have prompted you to select the wrong word. In some cases, this is actually worse than a mere misspelling because having the wrong word may totally change your intended meaning.
"Words that Sound Alike or Are Confused with Each Other" (handout)
Let's review this handout (read it aloud and discuss). Then, put it in your binder for a reference when you work on the assignment I will give you. Please note that there are many words of this type and this handout does not show all of them. On the assignment, you may need to use a dictionary to look up ones not on the handout.
Another area of confusion is whether to write certain expressions as one word or two words. Let's discuss the difference between all ready/already, alright/all right, all together/altogether, awhile/a while, anyone/any one, anyway/any way, maybe/may be.
3. Assignment:
"The Right Word" (handout)
You may do the exercise on the handout by circling the correct choice in each set of parentheses. Please notice that there is more than one item in each sentence. You must get every item in that sentence right to get credit for that sentence. Do not make wild guesses. Remember that some of your previous habits may be wrong and based on misconceptions. Use the handout or a dictionary when you are uncertain. It may be best to use a pencil, if you have one, so that corrections can be more easily made if you make a mistake.
We will correct this tomorrow in class.
4. If you finish early, do silent sustained reading until the bell.
1. Read today's poem:
"Counting on Flowers" by John Ciardi
Discussion: What is the double meaning in the phrase "counting on"?
(literally "counting" the petals and "counting on" or depending upon the hope of love)
2. Lesson:
Homophones and Confusing Word Pairs
Tell students: Because you have used a word processing program with a spell check on your major papers, you sometimes have a false confidence that no spelling errors remain. The result, however, is that your spell-check/grammar-check may have prompted you to select the wrong word. In some cases, this is actually worse than a mere misspelling because having the wrong word may totally change your intended meaning.
"Words that Sound Alike or Are Confused with Each Other" (handout)
Let's review this handout (read it aloud and discuss). Then, put it in your binder for a reference when you work on the assignment I will give you. Please note that there are many words of this type and this handout does not show all of them. On the assignment, you may need to use a dictionary to look up ones not on the handout.
Another area of confusion is whether to write certain expressions as one word or two words. Let's discuss the difference between all ready/already, alright/all right, all together/altogether, awhile/a while, anyone/any one, anyway/any way, maybe/may be.
3. Assignment:
"The Right Word" (handout)
You may do the exercise on the handout by circling the correct choice in each set of parentheses. Please notice that there is more than one item in each sentence. You must get every item in that sentence right to get credit for that sentence. Do not make wild guesses. Remember that some of your previous habits may be wrong and based on misconceptions. Use the handout or a dictionary when you are uncertain. It may be best to use a pencil, if you have one, so that corrections can be more easily made if you make a mistake.
We will correct this tomorrow in class.
4. If you finish early, do silent sustained reading until the bell.
Friday, March 7, 2014
Lesson Plan for Monday, March 17, 2014
Monday, March 17, 2014
1. Silent sustained reading
During SSR I will pass out folders and pass back corrected work.
2. New seating chart
Take your folder with you to your new seat
3. Today's poem:
"Landscape: 1" by bpNichol
4. Show youtube video of logical fallacies in Beatles' songs
5. Correct "Recognizing Logical Fallacies" and hand it in.
1. Silent sustained reading
During SSR I will pass out folders and pass back corrected work.
2. New seating chart
Take your folder with you to your new seat
3. Today's poem:
"Landscape: 1" by bpNichol
4. Show youtube video of logical fallacies in Beatles' songs
5. Correct "Recognizing Logical Fallacies" and hand it in.
Thursday, March 6, 2014
Lesson Plan for Friday, March 7, 2014
Friday, March 7, 2014
1. Hand out:
New Reading Log
Log # 10--due Fri., Mar. 21
2. Hand in:
Reading Log #9
(on old log sheet)
3. Answer any questions about:
"Recognizing Logical Fallacies" assignment
Due on Monday, March 17
4. Independent reading activity:
"Test Drive"
Choose one of the three books on your desk.
Read it for 5 minutes.
Then pass the three books to the person behind you.
Repeat the process until the final bell.
The purpose is to introduce you to books you might not otherwise pick up.
Please write down titles and authors of any books that caught your interest and that you might want to read in the future.
1. Hand out:
New Reading Log
Log # 10--due Fri., Mar. 21
2. Hand in:
Reading Log #9
(on old log sheet)
3. Answer any questions about:
"Recognizing Logical Fallacies" assignment
Due on Monday, March 17
4. Independent reading activity:
"Test Drive"
Choose one of the three books on your desk.
Read it for 5 minutes.
Then pass the three books to the person behind you.
Repeat the process until the final bell.
The purpose is to introduce you to books you might not otherwise pick up.
Please write down titles and authors of any books that caught your interest and that you might want to read in the future.
Wednesday, March 5, 2014
Lesson Plan for Thursday, March 6, 2014
Thursday, March 6, 2014
1. Silent sustained reading (10 minutes)
2. Today's poem
A haiku by Basho "a bee/staggers out/of the peony"
Translated by Robert Hass
3. Watch video clips demonstrating logical fallacies
4. "Logical Fallacies" (handout)
Continue taking notes (definitions and examples)
5. Websites where you can find more fallacies explained (with examples):
en.wikipedia.org/wiki/List_of_Fallacies
www.fallacyfiles.org
www.nizkor.org/features/fallacies
6. Assignment:
"Recognizing Logical Fallacies" (handout)
Follow the instructions on the handout.
Part I: Choose 5 of the 15 fallacies to analyze.
Copy down the statement before explaining the fallacy.
Note that Part II of the assignment is worth as much as Part I.
Part II: Find a fallacy "in the wild." Catch someone committing a logical fallacy.
Write down what was said and why it is unfair, illogical, or misleading.
The assignment is due on Monday, March 17.
That gives you a week to find a fallacy (don't forget!).
1. Silent sustained reading (10 minutes)
2. Today's poem
A haiku by Basho "a bee/staggers out/of the peony"
Translated by Robert Hass
3. Watch video clips demonstrating logical fallacies
4. "Logical Fallacies" (handout)
Continue taking notes (definitions and examples)
5. Websites where you can find more fallacies explained (with examples):
en.wikipedia.org/wiki/List_of_Fallacies
www.fallacyfiles.org
www.nizkor.org/features/fallacies
6. Assignment:
"Recognizing Logical Fallacies" (handout)
Follow the instructions on the handout.
Part I: Choose 5 of the 15 fallacies to analyze.
Copy down the statement before explaining the fallacy.
Note that Part II of the assignment is worth as much as Part I.
Part II: Find a fallacy "in the wild." Catch someone committing a logical fallacy.
Write down what was said and why it is unfair, illogical, or misleading.
The assignment is due on Monday, March 17.
That gives you a week to find a fallacy (don't forget!).
Monday, March 3, 2014
Lesson Plan for Tuesday, March 4 and Wednesday, March 5, 2014
Tuesday and Wednesday, March 4th and 5th, 2014
There will be no regular classes held on Tuesday, March 4th due to the PLAN test which will last all morning. 10th grade students, then go to lunch and advisory. From 2:00 to 5:00 in the afternoon will be parent/teacher conferences. Students are welcome to attend with their parents.
We will meet for English classes on Wednesday, March 5th. However, the counselors will be in the classroom giving you information and directions for next year's registration.
There will be no regular classes held on Tuesday, March 4th due to the PLAN test which will last all morning. 10th grade students, then go to lunch and advisory. From 2:00 to 5:00 in the afternoon will be parent/teacher conferences. Students are welcome to attend with their parents.
We will meet for English classes on Wednesday, March 5th. However, the counselors will be in the classroom giving you information and directions for next year's registration.
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