2. English 11

12.5.16

Here’s this week’s assignment

Here is your final

 

11.28.16

How to write about your independent reading book:

OPVL worksheet

Here is your final.

How to research on the web 1.0.

How Google Works

11.14.16

Friday Potluck

Pie Baking Rules

Pie Baking Rubric

Extra-Credit: Interview the oldest person in your house during the break and turn in the best five minutes. Here are the instructions.

You could also do this video project.

You could also make a movie with your family that tells the story of Thanksgiving.

Reflection Essay and a Preview of our Final

10.31.16

Check out this Youth Volunteer Directory

This week our final drafts of our  Project SOAPBOX speeches are due. Remember the rubric. Does yours have a highly specific, passionate call to action, emotional (pathos) and logical (logos) and all the rest? Performances begin Friday and will finish Monday. The winners move on to the all-school competition on November 8-9 on the quad at lunch. Finalists compete in Reed’s room at lunch on November 14th.

Monday we will view past winners and discuss the performance part of the rubric.

Tuesday we will rehearse our speeches in small groups of four and get feedback.

Thursday we will review the requirements for the speeches. Friday you will give the speeches.

Next Monday we will complete the speeches.

10.24.16

Complete conversation about rhetorical strategies on Gettysburg Address

3rd draft of project soapbox due October 31st

Copy and paste second draft of speech into Google Docs. Share  with me (can edit) at abearson@sanjuan.edu

Revise as needed. Copy and paste third draft into blog post. Categorize it with Project Soapbox and your period. This is your final draft.

 

Gettysburg Address: Rhetorical Strategies

 

 

10.19.16

Project Soapbox: New Dates

  • Third draft of speech Monday October 31st (Formative) on blog. Categorize with period number and Project Soapbox
  • Perform speech Friday November 4th

 

10.18.16

SSR: Read Pages/ Create Statement of Purpose/ Sub-Topics/ Notecards/ Find New Book

Return speeches: Find my notes on Q

You have until Friday to Improve Draft.

Final Draft Due Monday 10.31.16

Great Speeches rhetorical devices (in packet)

Listen to second drafts.

 

10.10.16

Due Dates:

  1. 500 pages due (Please see information below) Make an appointment with me to take your test.
  2. Second Draft of First Speech Outline is due Friday 10.14.16. Your speech will

A. Clearly and coherently define the problem.

B. Provides abundant and varied evidence to support the significance of the problem.

C. Contains a passionate call to action.

D. Includes a unique opener and closer that catch the audience’s attention.

E. Incorporates a number of rhetorical devices effectively: (simile, hyperbole, repetition, metaphor, storytelling, imagery, alliteration)

F. Message of the speech is enhanced by exemplary organization and focus.

 

 

Today we will read for 10 minutes.

Look back over your speech outline that you wrote last Tuesday.

Look at our rubric.

Watch a speech

Introduction to Ethos, Pathos, Logos

Research your piece, complete a second draft with complete arguments by Friday

 

 

 

10.4.16

Junior Research Project

You get double pages for completing a few extra steps with your book. The first step is the Statement of Purpose:

Statement of Purpose:

After you have finished your book, get tested by Mr. B. Then write a Statement of Purpose. Post it on the blog and categorize it with your period and Junior Research Project.

(Why you are studying your topic) I am interested in ______ because of ___________.

example: I am interested in examining how race integration in baseball changed society.

( very rough draft of a possible thesis) I believe _________ about ___________ because of _________.

example: I believe that American Blacks rejected the Separate But Equal Status that they had been living under since Plessy vs. Ferguson in 1896 and embraced Integration because figures such as Jackie Robinson, Ernie Banks, Willie Mays and others changed the way America thought about race.

(Where to go from here) I am still interested in learning about __________________.

example: I am still interested in learning about America’s response to Jackie Robinson.

Step Two: Make (at least) five subtopics:

Example:

  • The situation before Jackie Robinson.
  • The response to Jackie Robinson inside of baseball
  • The response to Jackie Robinson outside of baseball
  • Enemies and Friends
  • Other players who changed the game (and how they they changed it.
  • Baseball as an analogy for racial integration on a larger scale
  • How changes in MLB gave hope to African Americans fighting for Civil Rights

Step Three Make Notecards:

Go back into your book. Get some 3X5 notecards and fill them out like this.

You will want to organize them by sub-topic. Make sure you have at least a few of each of these:

Quotes

Facts

Statistics

Opinions (of others)

Your own opinions about a passage

 

 

Some Speech Ideas

Examining Speech Structure

Robert Kennedy on the Death of MLK

Some Great Speeches

What are you most proud of in your community?

Using the rough guide Write a one-two minute speech (rough draft)

1. Define the problem

2. Explain why this is a problem (use supporting evidence)

3. Explain what assets your school/community has that people could use to address this issue (What gives you hope?)

4. Issue a call to action (What do you want your audience to do?)

The goal of the speech is to persuade the audience to support their issue.

Peer Feedback

30 Second Speeches

10.3.16

This week we begin our Project SOAPBOX.

Here is an example of a bad speech.

Here is an example of a good speech.

Introduction to Project Soapbox

Journal 10.3.16: What makes them good or bad?

Instant Speech Topics: Choose One and make a 30 Second Speech: Due Tomorrow October 4th

Homework: Begin to Focus on your Community: Due Tomorrow Tuesday October 4th

 

9.29.16

Today I will continue to talk to people about their JRP reading. Also, you will continue to prepare a perfect paragraph on your SOAPSTONE of the preamble and an outline of your speech: Should students read the Declaration of Independence in high school?

Tomorrow we wil have a conversation all period:

Question one: Discuss a favorite passage from The Declaration of Independence. You will want to have an opinion,  evidence from the text and strong reasoning. It may be your favorite passage for any reason, but you will want to talk about the language.

Question two: Should student read the Declaration of Independence in high school?

For the Week of 9.26.16

1. I will spend Monday and Tuesday with you in individual conferences about the progress you have made on your JRP. We will discuss how exactly to get double points (filling out this form), due dates and all the rest. I will also give you a grade for your progress thus far.

2. While I am working with you individually the class will have a lot to do:

A: First, please complete reading the Declaration of Independence.

B: Complete your SOAPSTONE paragraph on the preamble that we began Friday. Compare your paragraph with other paragraphs in your group. Get help from other students with the edit.  Anybody who gets me a perfect paragraph (see the rubric) earns 150 EC points. All paragraphs, perfect or not, are due Friday for a grade.

C: Read the entire Declaration of Independence (This should take about 15 minutes). Divide the Declaration of Independence into the four parts: the Preamble, a statement asserting the rights of all people, a third section on the grievances of the King and Parliament and a fourth section granting freedom and independence to the original 13 colonies.

D: Should students read the Declaration of Independence?

Remember, a good argument is persuasive. A good argument uses appeals to emotions, appeals to logic and appeals to the authority of the speaker to convince the reader. Consider this annotated version of the Declaration of the Independence that lists the three appeals and color codes them. Now complete an outline for a persuasive speech that makes your argument: Due Friday 9.30.16

Stover, J. “The Declaration of Independence: an analysis of the Three Appeals”; baylorschool.org, Baylor University, nd

9.19.16

  1. MLA Posts due Friday night (tonight)
  2.  Book conferences on Monday, Tuesday
  3. SOAPS for Declaration of Independence:
  • Discussion.
  • Individual
  • Group
  • Thesis, evidence (textual) commentary). Best paragraph wins 100 points.

For the week of: 9.19.16

Another funny example of confirmation bias:

On Sunday night you submitted your final character sketch. We have one more step (due Friday). Completing the Final Character Sketch (Separate Assignment)

On Thursday we presented our first structured  rants to the class. These rants should have been impassioned pleas that adhere to the classical rules of argument:

(1)Exordium: Engage and prepare your audience. (2)Thesis: Explain the purpose of the rant (3)Narration: Present background info (4)Confirmation: Lay out evidence that supports thesis (5)Refutation: Refute counter arguments (6)Peroration: restate argument, rouse an emotional response.

Today we will finish them, receive feedback, announce winners of contest.

Ultimately, what determines a good argument from a bad one.

Answer: The listener CHANGED his or her mind. If this does not happen then nothing anyone says matters. The airwaves are filled with people who are not speaking to change minds but to polarize people and make it less likely that people will come to terms with one another. Here are two examples of ineffective arguments. Note, they are not ineffective because they are poorly written or poorly expressed, but because they are written to people who agree with them. Thi sis not what we should be doing.

 

 

Essential Question: How do we convince people of an argument when most people do not want to change their opinions about anything? How do we address the confirmation bias that the listener brings to the discussion so that we do not end up talking to ourselves?

What is confirmation bias?

 Confirmation Bias: Confirmation bias (also called confirmatory bias or myside bias) is the tendency of people to favor information that confirms their beliefs or hypotheses. People display this bias when they gather or remember information selectively, or when they interpret it in a biased way.

Article on Confirmation Bias

How to protect yourself from confirmation bias.

Now listen to Patrick Henry (as read by Claire Wunschel). Do you notice how he does not alienate his true audience. This argument is not about him, but about the cause. This is what makes it a great speech.

Videos discussing confirmation bias:

 

Preparing to study Declaration of Independence

 

 

Evaluate Source

Ask Questions generated by source:

          Read The Declaration of Independence

Here is an example of a rant that does NOT use all of the five parts of the argument. Is it convincing? Why or why not?

 

For ELD Students: Here is a simplified version of the speech

9.12.16

  1. Please fix your character sketches for a half grade. You must log into the Google Apps of your Sanjuan.edu account because the district does not allow me to send outside. If you are having trouble it is probably because you are login in from an outside account.
  2. Remember that your Summative Description is due this Sunday. Here is the assignment again: summative descriptions due Sunday 9.18.16
  3. Remember Thursday SOAPBOX begins next Thursday 9.22. Here again is that assignment.
  4. Remember to keep reading your independent study book (and to change it if you are not enjoying it). Make sure that you clear your book with me. Also, when you complete your book, make an appointment for our book talk. After you earn the pages you have the option of earning double pages if you complete this assignment.
  5. Today we will read our Reading guide for Patrick Henry’s Speech. Then we will read Patrick Henry’s speech. Then in groups we will discover the six parts of the speech. Then we will ask what makes each part effective or ineffective.

9.9.16

Please note that you received a grade for having chosen a book. I will enter this grade each week until we all have a book.

Notice I am entering a grade called Conversation #1. This grade rewards your thoughtful participation in class discussions. This first grade will end 9.16.16.

Please note that you have received a grade disruption to the class discussion (including cellphone/headphone use). I will add this grade  each week until we all follow the rule.

After some discussion about how NOT to read or approach Patrick Henry’s “Give Me Liberty” speech, we’ve noticed that we feel alienated from the people, context and language of the speech. Tis means we will have to work at understanding these things. Although we may have different definitions of “Liberty” and be different people, we can still appreciate the structure of his argument and his skillful use of language to persuade people to risk evertyhing in pursuit of a cause.  In this way we will use the speech to  teach us the value of structuring our arguments, and helping us understand  the tools of classical rhetoric.

Journal 9.9.16: what does “Liberty” mean to you. Write an opinion, give at least one example and reason us through your argument.

  1. Quickwrite
  2. Discussion
  3. Write again.

Here is our Reading Guide.

And here is how we will demonstrate our understanding.

9.7.16

Source Types: Values and Limitations

Some essential questions:

  1. What are we reading?
  2. Why are we reading it?
  3. What can we learn from it?
  4. How should we respond to it?

Clarifying discussion from 9.6.16

Homework for 9.8.16

  1. Watch these two videos:

2. Complete the 5 Questions to ask about a visual text

For the Week of Tuesday 9.6.16

This week we will:

  • Homework: This week we have a significant amount of research to do in order to imagine and portray a convincing setting for our descriptive narratives. Also, we will want to write a few drafts of our story and perhaps spend time outlining and writing shitty drafts. Also, we prepare for conversation about Patrick Henry’s Speech and The Declaration of Independence by completing Three Question Quiz. We also learn how to read a visual text:

Wednesday 8.31.16

Today I will correct your rough drafts.

Due Friday: Your BEST draft.

An “A” paper… • Shows without (or with minimal) telling. Writes in images. • Includes golden and useful details. • Avoids clichés or clunky details. • Includes clear main idea or theme: • Avoids grammar, spelling errors. • Has concise, convincing and compelling description. • Uses vivid verbs; specific, concrete nouns. • Skillfully uses the tools of language (repetition, parallelism, figurative language, sentence length variation, appropriate word choice, etc.) to shape a response from the reader.

Comments are due tonight and must be helpful (constructive, concrete) to count as comments.

Faceless Portraits are graded. I will update your grade if you correct your post (and send me an email telling me that you corrected your post) by Sunday.

An A followed directions and avoided cliches and clunky (awkward details).

Tuesday 8.30.16

Due: BEST rough draft due by midnight tonight.

  1. Let’s complete our reading of Shitty First drafts. By the end of this assignment we should be clear about how to ask Level One, Level Two and Level Three questions about a text.
  2. This is how I manage procrastination and distraction.
  3. How to write a helpful comment: a helpful comment is specific, concrete, constructive.

Good: “Your last paragraph wanders and should be shortened.”

Better (specific, concrete): Cut “I love baseball, especially the Giants” because “loving baseball” is not a visual image. Consider rewriting this sentence with detailed images.

Write three comments about three character sketches.

Journal #4 Shitty Rough Draft

Journal #5: Read to your neighbor: What is your rough draft really about?

Journal #6: Keyword brainstorm: List 8 keywords (big ideas related to your main idea)

Monday 8.29.16

Today, we will review our Faceless Portraits in class, expanding our conversation about the three kinds of details and how to organize them. We will solve problems with your uploads. We will review your character sketch requirements and ask how what we have learned from our Faceless Portraits may be used to improve our character sketches. We then will read Shitty First Drafts and develop our questions sets for homework(Journal #3 in our composition book).

Friday 8.26.16

I am giving +25 points Extra-Credit to anyone who correctly embeds using a Photosharing site such as Flickr, per instructions. You may also upload directly to the site, but no EC.

Make sure you follow directions exactly!

Directions:

1. Setup and take a self-portrait that does not include your face. This means that some pose, action, object, or setting will tell us a story of you. Try to compose the image so it says something meaningful.

2. Upload your photo to a photo-sharing site (Facebook, Flickr, Picasa, Shutterbug, Smugmug, Instagram, etc.)

3. Share your photo in the class blog. Caption the photo with your name and a title. Categorize it with your period # and “Faceless Portrait”

Does your portrait do the following?

Faceless Portrait Rubric: An “A” portrait…

• Tells a story by emphasizing the subject’s interaction with the environment.

• Includes golden and useful details

• Avoids clichés and/or confusing details (Remember, if you do the same thing as everyone else it will become a cliché)

Complete assignment is 100 points in the Formative category. You must give the portrait file to your partner by 8.26.16

Now, go talk to your partner. You have 15 minutes.

  1. How to Add a Post
  2. Shitty First Drafts: Journal #3 Question Set
  3. Interviews
  4. Faceless Portrait/Character Sketch Instructions and Due Dates

8.24.16

A: Faceless Portrait: Due Friday 8.26.16

  • Submit your BEST DRAFT of a one-page character sketch of a classmate to the class blog on or before Tuesday 8.30.16

• Make three helpful comments on three separate draft essays by Thursday 9.1.16. A helpful comment makes the paper stronger.

• Submit final draft with Faceless Portrait (that you received from your subject) by Friday 9.2.16.

Character Sketch: Excellent Work

another example

still another example

one more

What is it Really About? Talking about theme

L1,2,3 Questions

8.23.16

Book search?

List of best US History related books

List for teenage boys

Amazon Best Sellers: American History

List of 10 engaging history books from Kirkus

 

Names?

Muut Problems?

Three Kinds of Details (more examples)

+10 points for every golden detail (+10 on Muut)

What is it Really About? Talking about theme

L1,2,3 Questions

More Faceless Portraits

Sunflower

Bridge

Locker

Walk away

Bike

Ulysses

8.22.16

EC Names

Muut problems.

Composition Book #1: Drawing from Life vs. The Imagination with Reflection

Faceless Portrait/Character Sketch Instructions and Due Dates

Character Sketch: Excellent Work

another example

still another example

one more

Comp Book #4: Three Question Quiz:

What is it really about?

8.19.16

  1. Name Master

2. Problem-solving website, Muut, Reminder, etc.

3. Questions about the Reading Schedule.

4. Questions about Grading Policy.

5. Extra-credit sheet

6. Composition Book #1: Drawing from Life vs. The Imagination with Reflection

7. Comp Book #2: Three-Kinds of Details/Golden Detail Practice

9. Comp Book #4: Three Question Quiz: What is it really about?

10. Character Sketch: Excellent Work

another example

still another example

one more

11. Character Sketch with Faceless Portrait.

8.18.16

Please complete these tasks today.

  1. First off, please get a composition book (asap) like this.
  2. Please register yourself as a user of this site.
  3. Please follow these instructions to receive Remind texts.
  4. Please subscribe to our Twitter feed: rioamericanomedia@rioamericano
  5. Please register for Muut.com and briefly introduce yourself on our Classconversation thread.
  6. Please review our Independent Reading schedule.
  7. Please review our Digital Anthology page.
  8. Check out our reading support page.
  9. Please review my grading policy.
  10. Please review these rubrics for grading.
  11. Please complete this Study Buddy list.

Student Experiments in Multimedia Storytelling CONTACT: abearson@sanjuan.edu