WELCOME BACK! Review HW from Spring Break As you read the book, make the following notes: 1. Write
two questions about what you read that you would like to discuss in
class when you return. 2. For
each of the five minds, write an example that relates to you and helps
illustrate these minds for you.
HW for Thursday: Write a three sentence summary of the section of the chapter designated for you.
Rhetorical modes used in Five Minds: PROCESS: What processes does he explain? why? how? ILLUSTRATION: What examples does he give? why? when? how? DEFINITION: What does he define? Why? How? CLASSIFICATION: What does he categorize? Why and how? - Circle five new words from your notes. What do they mean? Parts of speech? Related Words?
- Notice how he organized ideas. DO you see a pattern in how he organizes the chapters? Is there any information you didn't expect? This should help you think about your essays (or presentation).
- Circle two sub-headings that you find interesting. This could guide you in choosing titles for your essays.
GROUPS FOR
PRESENTATION: April 22
- The Disciplinary Mind:
- The
Synthesizing Mind:
- The Creating
Mind:
- The Respectful Mind:
- The Ethical
Mind:
Work with your group to
complete the following:- Write the summary of your chapter.
- Decide on your response to the chapter.
- Write the thesis of your presentation.
- Decide on how you will support your thesis. Use information from at least one website to support your thesis. You will be expected to write a Works Cited section for your presentation.
- Write an outline of your presentation
- How will you present your information?
- Be creative and plan to engage your audience.
- Make sure you refer to the text to support your ideas as you
would in an essay.
- You may use
Powerpoint, but make sure you keep the text on the slides to the minimum
(3 points per slide).
- Your group will
get 15 minutes to present this information.
Group Presentation
* The Disciplinary
Mind:
* The Synthesizing
Mind:
* The Creating
Mind:
* The Respectful
Mind:
* The Ethical
Mind:
Presentation Rubric
|
1
|
2
|
3
|
4
|
Total
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|
Organization
|
Audience cannot
understand presentation because there is no sequence of information.
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Audience has
difficulty following presentation because student jumps around.
|
Student presents
information in logical sequence which audience can follow.
|
Student presents
information in logical, interesting sequence which audience can
follow.
|
|
|
Subject Knowledge
|
Student does not
have grasp of information; student cannot answer questions about
subject.
|
Student is uncomfortable
with information and is able to answer only rudimentary questions.
|
Student is at
ease with expected answers to all questions, but fails to elaborate.
|
Student
demonstrates full knowledge (more than required) by answering all
class
questions with explanations and elaboration.
|
|
|
Mechanics
|
Student's
presentation has four or more spelling errors and/or grammatical
errors.
|
Presentation has
three misspellings and/or grammatical errors.
|
Presentation has
no more than two misspellings and/or grammatical errors.
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Presentation has
no misspellings or grammatical errors.
|
|
|
Eye Contact
|
Student reads all
of report with no eye contact.
|
Student
occasionally uses eye contact, but still reads most of report.
|
Student maintains
eye contact most of the time but frequently returns to notes.
|
Student maintains
eye contact with audience, seldom returning to notes.
|
|
|
Elocution
|
Student mumbles,
incorrectly pronounces terms, and speaks too quietly for students in
the back
of class to hear.
|
Student's voice
is low. Student incorrectly pronounces terms. Audience members have
difficulty hearing presentation.
|
Student's voice
is clear. Student pronounces most words correctly. Most audience
members can
hear presentation.
|
Student uses a
clear voice and correct, precise pronunciation of terms so that all
audience
members can hear presentation.
|
|
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