Complete the Friendship essay packet. ( File attached below)
1. I COLLECTED Ad Award worksheets. Turn in tomorrow if you were out or if work was not finished.
2. Students planned and presented pitches for commercials that would persuade with Ethos/Pathos/Logos. Most presented and students rated them.
If you were out, see me tomorrow for a makeup assignment.
Complete the AD Award page if you did not do so in class. The page is the FINAL page of the file posted with yesterday's homework.
Students completed analyzing commercials together and then independently completed an "award" sheet summing main points learned from the exercises.
SOME students began work analyzing a written argument about Friendship. Marking up the written argument about Friendship is NOT homework.
Orange Class will submit final PRINTED Word version of essay tomorrow.
IF you have absolutely NO WAY TO PRINT--email the file to me by 8 PM tonight so I have time to print it for you.
Rubric and other info is reprintable from YESTERDAY's HW page.
Green Class: complete the Ahern Ad Award handout if you did not turn it in at the end of class today.
All other classes: No HW unless you are a day late with your essay.
Students who have been absent must turn the essay in by FRIDAY at the latest.
1. Collected FINAL ESSAYS and ORGANIZERS from all students who have not received an extension due to illness over the past 10 days. Essays passed in tomorrow will be accepted for a 10 point deduction. (Orange Class will turn them in tomorrow.)
2. Students who have been absent must turn the essay in by FRIDAY at the latest.
3. Students worked on Ad Analysis stations. Directions and the commercials are viewable from the Links on the LOGOS ETHOS PATHOS page of this website. If you were absent, you can make up the group assignment Thursday during the 20 minutes OR on your own tonight using the Ad Analysis sheets attached below.
All classes EXCEPT ORANGE: FINAL essay due tomorrow!
Orange is due WEDNESDAY!
You MUST turn in work in TWO forms:
1. I reviewed all of the HW info about how to complete and turn in the essay.
2. I gave an overview of the upcoming argument writing assignment. Students should begin to think about topics that matter to them that could be researched and argued.
3. We briefly reviewed
Complete your closing paragraph and revise and edit. Use the guidance sheet and model we reviewed as today's handout. (Attached to yesterday's HW)
It does not have to be revised and edited, but I DO NEED TO SEE you are almost done.
1. The last 2 weeks have focused on learning the basic structure of an effective essay. The parts of an essay have to fit and work together to achieve a purpose the way the parts of the body have to fit together correctly for USE to function.
SKULL- is like an opening paragraph--it is where all the big IDEAS are
SPINE: the main idea or essential question exploration that runs through the entire essay.
SHOULDER and HIP joints: the TOPIC sentences of body paragraphs that JOIN the main ideas and question to the points made.
ARM AND LEG BONES: Different body paragraphs that branch off the main idea and offer details
MUSCLE: the evidence and quotations that support the ideas
HEART: The theme or point beating at the center
CLOTHING , jewelry: The vocabulary choice, transitions, commas and periods that make the idea look polished and put together
SKIN: the EXTENSION of why the idea matters that holds everything together.
2. STUDENTS Color coded the opening and closing paragraph sample to show where the SIMILAR ideas are restated in the closing that were introduced in the opening. We discussed some of the ways the model show of how to rephrase similar ideas.
3. Students worked in the lab to write their OWN closings. I conferenced with as many students as time allowed.
Complete an OPENING paragraph using today's handout as guidance.
I reviewed and students marked up sections of handout on how to structure Openings. Students had about 10-15 minutes to start crafting their OWN opening paragraphs in the computer lab.
ALL except Orange Class: Revise and edit your body paragraphs.
Complete a 4th paragraph if you need to.
We will write the opening tomorrow in class and closing on Friday in class and do final edits by TUESDAY. No class time will be spent Monday or Tuesday.
Orange class:
Complete your THIRD draft body paragraph.
Apply any ideas from the sample paragraph review we did in class to make this third paragraph clear and complete. If you have a fourth paragraph to write, you might want to start it if you spend less than 30 minutes on ELA tonight. YOUR finals will be due WEDNESDAY.
1. Logged on to computers and copied all 3 draft body paragraphs into the One-Note draft page in the Christmas Carol section.
2. Students analyzed Sample essay paragraphs #2 and #4 and rated them using a new copy of the rubric from yesterday. Students read silently and highlighted and labeled strengths and weaknesses.
3. Students discussed in small groups and then reported out. Students took notes on the sample they did NOT analyze as other group reported out.
4. Students should have written down at least 3 things you will look for in your OWN essay based on what you learned by reading the samples.
All class (except ORANGE -first period): Complete your THIRD draft body paragraph.
You do NOT have to make changes to the first 2 based on the peer review, but apply any ideas from the review that will make this third paragraph clear and complete.
ORANGE: Finish your SECOND body paragraph. If you can finish the second AND third in about 30 minutes, do so and you can spend more time revising tomorrow.
Attached is a copy of the peer reviewing sheet we used in class today. It may remind you of key parts to focus on as you draft.
Students reviewed how to use handout to peer review and offer basic feedback to peers on one body paragraph.
I HIGHLY suggest you write in WORD and copy and PASTE a backup into the One NOTE each day so you have a backup of your work that is accessible at school and at home. The One Note Copy helps ME check in if you need help.
Complete 1 more body paragraph (so you have 2 body paragraphs done since you did one on Friday.)
ORANGE CLASS ONLY: You do NOT have to do body paragraph 2 because I have your planners to review. But if you CAN write more, feel free to draft a second body paragraph so you have less to do tomorrow.
By 4 pm, I will post Daily Class Notes with a summary of class that may help you revise your planners before writing Body Paragraph 2.
It is very hard to summarize today's class, so if you were out, please see me tomorrow. I will be available after school and during the 20 minutes
Here is a quick overview.
REVIEW YOUR ORGANIZERS to be sure that the 3 or 4 text quotes you group together in each body paragraph have MORE in common than just that they all relate to how Scrooge changes in a scene with a ghost of the PAST, PRESENT or FUTURE.
EACH paragraph topic should have a WHAT (Scrooge changes with ghost if you are doing Option A) and a WHAT ABOUT IT (How SPECIFICALLY does each ghost help Scrooge CHANGE).
For example, many people never underlined the words NEGATIVE TRAITS in ACT I Sc 1 and 2, so their planner is MISSING examples of how Scrooge STARTS out before the writer starts discussing changes.
OTHER students included examples from Act II sc 5 for OPtion A organizers, even though the Option SPECIFICALLY says not to. READ CAREFULLY.
3. You can organize your thoughts by TOPIC as well as CHRONOLOGICALLY. (CHRONOLOGICALLY means discussing in the same TIME order that the Script unfolds in.) SO , while you would discuss ideas associated with Past before Present, before FUTURE, you would ALSO plan the TOPICS you 'll focus on with each. Your might give an example of a NEGATIVE trait early in a body paragraph, followed by 2 or 3 examples of change in that trait.
Ex: Body Par 1--MISERLY Start and change
EX: Body par 2 -- MISANTHROPIC Start and change
ETC.
OR you could have