Monday 3/2
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check Rhetorical Analysis rough drafts while students get logged in to Schoology.
2. Return rough drafts for peer editing.
3. Have students share rough drafts with a partner and distribute the peer review form.
4. Students will conduct the peer review. When finished, students will act on the reviewer's comments.
5. Begin reading chapter 9 and taking notes.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check Rhetorical Analysis rough drafts while students get logged in to Schoology.
2. Return rough drafts for peer editing.
3. Have students share rough drafts with a partner and distribute the peer review form.
4. Students will conduct the peer review. When finished, students will act on the reviewer's comments.
5. Begin reading chapter 9 and taking notes.
HOMEWORK:
- Complete revisions to Rhetorical Analysis of Advertising and turn in final draft by midnight on Sunday night.
- Read first half of chapter 9 and take notes.
Thursday 3/5
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check chapter 9 notes on first half of the chapter (Deduction and Induction).
2. Discuss the opening of the chapter.
Discussion: The Toulmin Model
3. Have students read "Raise Wages, Not Walls" and delineate the parts of the Toulmin Model on the graphic organizer. Turn in group work.
4. Read one of the two immigration detention articles in Schoology. Then write journal #7 - "What are your views on immigration in the US?
5. Take a poll regarding border wall/fence= Menti.com
6. Show results and discuss thoughts on the issue.
7. Preview and select college success books and sign one out.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check chapter 9 notes on first half of the chapter (Deduction and Induction).
2. Discuss the opening of the chapter.
Discussion: The Toulmin Model
3. Have students read "Raise Wages, Not Walls" and delineate the parts of the Toulmin Model on the graphic organizer. Turn in group work.
4. Read one of the two immigration detention articles in Schoology. Then write journal #7 - "What are your views on immigration in the US?
5. Take a poll regarding border wall/fence= Menti.com
6. Show results and discuss thoughts on the issue.
7. Preview and select college success books and sign one out.
HOMEWORK:
- Read college success book for 20-30 minutes each day.
- Submit REVISED rhetorical analysis in Schoology by midnight tonight.
Monday 3/9
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Watch video of "Love is a Fallacy". Students can read along with the movie if they choose to do so "Love is a Fallacy" text - discuss.
2. Watch videos about fallacies - 3. Have students read from college success books for 20 minutes.
HOMEWORK:
- Read the remaining pages of chapter 9 (Fallacies) and take notes for a quiz next class.
- Continue reading college success book.
Wednesday 3/11 & Friday 3/13
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Administer open-note quiz over chapter 9. Collect quizzes.
2. Have students get into pairs. Give each pair one "Logical Fallacies" handout. The pair will complete the handout and turn it in.
4. Have students complete Journal Entry #8 : "Imagine that you have a son or daughter who is in high school and is not taking school seriously. You are concerned about the repercussions this could have on your child's future. How would you go about trying to motivate your child to value academic success?" Have students share some responses.
5. Read "In Praise of the F Word" and have students complete the 5 questions at the end on a sheet of lined paper. Collect.
6. Have groups complete the fallacy matching game - bonus points for first group to finish correctly.
7. Explain debate format and choose a topic.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Administer open-note quiz over chapter 9. Collect quizzes.
2. Have students get into pairs. Give each pair one "Logical Fallacies" handout. The pair will complete the handout and turn it in.
- on the first page, students will write a definition for the fallacy in their own words
- on the second page, pairs will identify the fallacy from the example given
4. Have students complete Journal Entry #8 : "Imagine that you have a son or daughter who is in high school and is not taking school seriously. You are concerned about the repercussions this could have on your child's future. How would you go about trying to motivate your child to value academic success?" Have students share some responses.
5. Read "In Praise of the F Word" and have students complete the 5 questions at the end on a sheet of lined paper. Collect.
6. Have groups complete the fallacy matching game - bonus points for first group to finish correctly.
7. Explain debate format and choose a topic.
HOMEWORK:
- Prepare for both sides of the debate!
- Read college success book
Tuesday 3/17
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Review Debate format.
2. Select teams
3. Split into teams, select speakers, and conduct a debate.
HOMEWORK:
Tuesday 3/17
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Read from college success books for 20 minutes.
2. Watch the video Opinion or Persuasive Essay.
3. Watch the video How to Write a Good Argumentative Essay: Logical Structure
4. Review chapter 6 slideshow (argument).
5. Look at possible topics: persuasive essay topics and 500 topics arranged by category
6. Distribute argumentation packet.
7. Look for a topic, open Schoology and begin drafting a persuasive rough draft. Use the argumentation packet handout, the Purdue OWL , or an online guide to assist you with the format.
HOMEWORK:
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Review Debate format.
2. Select teams
3. Split into teams, select speakers, and conduct a debate.
HOMEWORK:
- Watch the following videos on fallacies and argument and take notes for Journal #9.
- How to Spot 6 Common Argumentative Fallacies
- Daniel H. Cohen: For argument's sake
- Read college success book
Tuesday 3/17
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Read from college success books for 20 minutes.
2. Watch the video Opinion or Persuasive Essay.
3. Watch the video How to Write a Good Argumentative Essay: Logical Structure
4. Review chapter 6 slideshow (argument).
5. Look at possible topics: persuasive essay topics and 500 topics arranged by category
6. Distribute argumentation packet.
7. Look for a topic, open Schoology and begin drafting a persuasive rough draft. Use the argumentation packet handout, the Purdue OWL , or an online guide to assist you with the format.
HOMEWORK:
- Write a persuasive rough draft (2-3 pages typed, double-spaced) without doing any research on the topic (this is not a research paper). Rough draft is due in Schoology on _______________ by 11:59pm
- Read college readiness book.
HOMEWORK:
- Continue reading your college readiness book.
W
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Take attendance.
2. Take class to Falcon Forum speakers.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Take attendance.
2. Take class to Falcon Forum speakers.
HOMEWORK:
- Continue reading your college readiness book.
Fr
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Have students read college readiness books until 9:15.
2. 9:15 - Take students to the auditorium for the Falcon Forum guest speaker (9:20 - 10:20). Afterwards, return to classroom for students to get their books/belongings.
HOMEWORK:
- Continue reading your college readiness book.
Thursday 3/28
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Watch the video Opinion or Persuasive Essay.
2. Watch the video How to Write a Good Argumentative Essay: Logical Structure
3. Review persuasive essay topics and 500 topics arranged by category
4. Distribute argumentation packet.
5. Open your Chromebook and begin drafting a persuasive rough draft. Use the argumentation packet handout, the Purdue OWL , or an online guide to assist you with the format.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Look at sites below for how to write a book review.
Chapel Hill Website
Purdue OWL website
2. Read a sample nonfiction book review from The Virginian Pilot:
The Repurposed Library
3. Open the assignment in Schoology. Write a book review for your college readiness book and submit it.
4. Check your journal to be sure that all entries are completed and submit.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Watch the video Opinion or Persuasive Essay.
2. Watch the video How to Write a Good Argumentative Essay: Logical Structure
3. Review persuasive essay topics and 500 topics arranged by category
4. Distribute argumentation packet.
5. Open your Chromebook and begin drafting a persuasive rough draft. Use the argumentation packet handout, the Purdue OWL , or an online guide to assist you with the format.
HOMEWORK:
- Write a persuasive rough draft (2-3 pages typed, double-spaced) without doing any research on the topic (this is not a research paper). Rough draft is due in Schoology on Sunday 3/31 by 11:59pm
- Read college readiness book.
- Tuesday 4/2
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Look at sites below for how to write a book review.
Chapel Hill Website
Purdue OWL website
2. Read a sample nonfiction book review from The Virginian Pilot:
The Repurposed Library
3. Open the assignment in Schoology. Write a book review for your college readiness book and submit it.
4. Check your journal to be sure that all entries are completed and submit.
HOMEWORK:
- Continue reading college success book
- Submit argumentative rough draft by tonight.
- Finish your book review and submit it by tonight if you did not complete it in class.
Thursday 4/4
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Distribute peer review form and have students share argumentative/persuasive essays with a partner and complete the peer review.
2. Work on revisions for 20-30 minutes.
3. Read from your college success book.
4. Next class you will do additional work on your essay before it is submitted.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Distribute peer review form and have students share argumentative/persuasive essays with a partner and complete the peer review.
2. Work on revisions for 20-30 minutes.
3. Read from your college success book.
4. Next class you will do additional work on your essay before it is submitted.
HOMEWORK:
- Continue reading college success book
Monday 4/8
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check your rough draft for comments from Mrs. Erskine.
2. Work on revisions to argumentative/persuasive rough draft for 30 minutes.
3. Show video: Using Google Drawing to create an Infographic.
4. Distribute the Infographic assignment sheet and rubric.
5. Students will open the College Success Infographic assignment in Schoology to access their Google Drawing document. Then they will begin to build Infographic about their college success book.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check your rough draft for comments from Mrs. Erskine.
2. Work on revisions to argumentative/persuasive rough draft for 30 minutes.
3. Show video: Using Google Drawing to create an Infographic.
4. Distribute the Infographic assignment sheet and rubric.
5. Students will open the College Success Infographic assignment in Schoology to access their Google Drawing document. Then they will begin to build Infographic about their college success book.
HOMEWORK:
- Complete revisions to argumentative essay, run spell-check, Grammarly, proof read it and submit it by Tuesday night 4/9.
- Bring your college success book next class to turn in.
Wednesday 4/10
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Students will open the College Success Infographic assignment in Schoology to access their Google Drawing document. Then they will begin to build Infographic about their college success book.
2. Refer to video if you need help:
Using Google Drawing to create an Infographic.
3. Complete your Infographic and submit it in Schoology.
4. Turn in your college success book.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Students will open the College Success Infographic assignment in Schoology to access their Google Drawing document. Then they will begin to build Infographic about their college success book.
2. Refer to video if you need help:
Using Google Drawing to create an Infographic.
3. Complete your Infographic and submit it in Schoology.
4. Turn in your college success book.
HOMEWORK:
- Complete Infographic if you did not complete it in class today and submit it by tonight 4/10.
Friday 4/12
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Open digital notebook for the 4th marking period. Complete journal #1: What is life’s greatest mystery? Why? Explain. Write a paragraph or two. Discuss.
2. Refer to scholarship sites and choose a scholarship that requires an essay. Complete the application, essay, and submit it (feel free to use an essay or version of an essay that you wrote for class or college applications if applicable). Take a screen shot of the confirmation page or the application and upload it to the Scholarship Proof folder on Schoology with your name as the file title.
3. Upload a copy of the scholarship essay with your name as the file title.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Open digital notebook for the 4th marking period. Complete journal #1: What is life’s greatest mystery? Why? Explain. Write a paragraph or two. Discuss.
2. Refer to scholarship sites and choose a scholarship that requires an essay. Complete the application, essay, and submit it (feel free to use an essay or version of an essay that you wrote for class or college applications if applicable). Take a screen shot of the confirmation page or the application and upload it to the Scholarship Proof folder on Schoology with your name as the file title.
3. Upload a copy of the scholarship essay with your name as the file title.
HOMEWORK:
- Have a fabulous and safe Spring Break.
- Scholarship proof and essay is due in Schoology by April 26th.
2018 Plans
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Explain the ENG 112 research assignment.
2. Continue to hold conferences for persuasive essays.
3. Students may work on persuasive essay, research assignment, or read from college readiness book.
4. Link for Senior Superlatives for the yearbook - https://goo.gl/forms/Xx1JIQswT4cG1w1I2
HOMEWORK:
- Continue reading college success book
- Turn in Persuasive Final Draft by 11:59 tonight.
Monday 3/26
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check and return rough drafts in Google Classroom.
2. Distribute Persuasive Peer Review and Edit form.
3. Have students share drafts and complete the peer review for each other.
4. Students will bring the completed peer review to conference with me about their drafts.
5. When not conferencing with me, students will work on revisions to their persuasive essays or read from their college readiness books.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check and return rough drafts in Google Classroom.
2. Distribute Persuasive Peer Review and Edit form.
3. Have students share drafts and complete the peer review for each other.
4. Students will bring the completed peer review to conference with me about their drafts.
5. When not conferencing with me, students will work on revisions to their persuasive essays or read from their college readiness books.
HOMEWORK:
- Continue reading college success book
- Work on revisions to your rough draft; final draft is due in Google Classroom by 11:59 on Wednesday night 3/28/18
Thursday 3/22
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
Block 1A:
7:20 - Take attendance and go to the auditorium for the Falcon Forum guest speaker (7:30 - 8:00). If speaker ends at 8:00, return to classroom, and students can read from their college readiness books.
8:15 - Return to auditorium for next speaker (8:20 - 8:50).
Afterwards, return to classroom for students to get their books/belongings.
Block 2A:
1. Have students complete Journal Entry # 8: "Imagine that you have a son or daughter who is in high school and is not taking school seriously. You are concerned about the repercussions this could have on your child's future. How would you go about trying to motivate your child to value academic success?" Have students share some responses.
2. Distribute the essay, "In Praise of the F Word." Read the essay together and have students annotate (make notes on the essay) while reading.
3. In groups, have students answer questions 1-4 on the back of the essay and define the 12 words in #5. Collect the group work. Have students read from their college readiness books until 9:50.
9:50 - Take students to the auditorium for the Falcon Forum guest speaker (9:55 - 10:25). Afterwards, return to classroom for students to get their books/belongings.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
Block 1A:
7:20 - Take attendance and go to the auditorium for the Falcon Forum guest speaker (7:30 - 8:00). If speaker ends at 8:00, return to classroom, and students can read from their college readiness books.
8:15 - Return to auditorium for next speaker (8:20 - 8:50).
Afterwards, return to classroom for students to get their books/belongings.
Block 2A:
1. Have students complete Journal Entry # 8: "Imagine that you have a son or daughter who is in high school and is not taking school seriously. You are concerned about the repercussions this could have on your child's future. How would you go about trying to motivate your child to value academic success?" Have students share some responses.
2. Distribute the essay, "In Praise of the F Word." Read the essay together and have students annotate (make notes on the essay) while reading.
3. In groups, have students answer questions 1-4 on the back of the essay and define the 12 words in #5. Collect the group work. Have students read from their college readiness books until 9:50.
9:50 - Take students to the auditorium for the Falcon Forum guest speaker (9:55 - 10:25). Afterwards, return to classroom for students to get their books/belongings.
HOMEWORK:
- Continue reading your college readiness book.
- Think about a topic for your persuasive essay (argument without research).
Tuesday 3/20
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
Block 1A:
7:20 - 8:15 -
1. Have students complete Journal Entry # 8: "Imagine that you have a son or daughter who is in high school and is not taking school seriously. You are concerned about the repercussions this could have on your child's future. How would you go about trying to motivate your child to value academic success?" Have students share some responses.
2. Distribute the essay, "In Praise of the F Word." Read the essay together and have students annotate (make notes on the essay) while reading.
3. In groups, have students answer questions 1-4 on the back of the essay and define the 12 words in #5. Collect the group work. Have students read from their college readiness books until 8:15.
8:15 - Take students to the auditorium for the Falcon Forum guest speaker (8:20 - 8:50). Afterwards, return to classroom for students to get their books/belongings.
Block 2A:
9:00 - Take attendance and take students to the auditorium for the Falcon Forum guest speaker (9:05 - 9:35). If speaker ends at 9:35, return to classroom, and students can read from their college readiness books.
9:50 - Return to auditorium for next speaker (9:55 - 10:25).
Afterwards, return to classroom for students to get their books/belongings.
HOMEWORK:
- Continue reading your college readiness book.
Friday 3/16
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check video notes.
2. Have groups complete the fallacy matching game - prize for first group to finish correctly.
3. Distribute Sample Fallacies handout. Read the essay and highlight the fallacies in it. Discuss at your tables using the chart on the back of the essay (fill in one chart per table).
4. Discuss - A Moralist's View - pp. 393-402
5. Watch the video Opinion or Persuasive Essay.
6. Watch the video How to Write a Good Argumentative Essay: Logical Structure
7. Review persuasive essay topics and 500 topics arranged by category
8. Get a laptop and begin drafting a persuasive rough draft. Use chapter 6 notes,
thePurdue OWL , or an online guide to assist you with the format.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check video notes.
2. Have groups complete the fallacy matching game - prize for first group to finish correctly.
3. Distribute Sample Fallacies handout. Read the essay and highlight the fallacies in it. Discuss at your tables using the chart on the back of the essay (fill in one chart per table).
4. Discuss - A Moralist's View - pp. 393-402
5. Watch the video Opinion or Persuasive Essay.
6. Watch the video How to Write a Good Argumentative Essay: Logical Structure
7. Review persuasive essay topics and 500 topics arranged by category
8. Get a laptop and begin drafting a persuasive rough draft. Use chapter 6 notes,
thePurdue OWL , or an online guide to assist you with the format.
HOMEWORK:
- Write a persuasive rough draft (2-3 pages typed, double-spaced) without doing any research on the topic (this is not a research paper). Rough draft is due in Google Classroom assignment (before you come to class) on Sunday 3/25 by 11:59pm
- Read college readiness book.
Wednesday 3/14
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Administer open-note quiz over chapter 9. Collect quizzes.
2. Take the School Counseling survey from the link.
3. Have students get into pairs. Give each pair one "Logical Fallacies" handout. The pair will complete the handout and turn it in.
HOMEWORK:
Watch the following videos on fallacies and argument and take notes for a homework grade.
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Administer open-note quiz over chapter 9. Collect quizzes.
2. Take the School Counseling survey from the link.
3. Have students get into pairs. Give each pair one "Logical Fallacies" handout. The pair will complete the handout and turn it in.
- on the first page, students will write a definition for the fallacy in their own words
- on the second page, pairs will identify the fallacy from the example given.
HOMEWORK:
Watch the following videos on fallacies and argument and take notes for a homework grade.
- How to Spot 6 Common Argumentative Fallacies
- Daniel H. Cohen: For argument's sake
- Read college success book
- Think about a topic for your persuasive essay (argument without research).
Monday 3/12
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check chapter 9 notes on first half of the chapter (Deduction and Induction).
2. Discuss the opening of the chapter.
3. Read "Love is a Fallacy" together and discuss.
4. Watch videos about fallacies -
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check chapter 9 notes on first half of the chapter (Deduction and Induction).
2. Discuss the opening of the chapter.
3. Read "Love is a Fallacy" together and discuss.
4. Watch videos about fallacies -
- Love is a Fallacy video
- Five Fallacies - Idea Channel
- The Fallacy Project: Examples of fallacies from advertising, politics, and popular culture.
- The Beatles Teach Logical Fallacies Pt. I
- Logical Fallacies with Dr. Michael Labossiere
HOMEWORK:
- Read the remaining pages of chapter 9 (Fallacies) and take notes for a quiz next class.
- Start reading college success book.
Tuesday 3/6 & Thursday 3/8
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Discussion: The Toulmin Model
2. Have students read "Raise Wages, Not Walls" and delineate the parts of the Toulmin Model on the graphic organizer. Turn in group work.
3. Journal #7 - "What are your views on the issue of illegal immigrants?"
- Do we need a wall?
- Should illegals be allowed to apply for citizenship or should they be deported?
- Do you agree with the "Raise Wages..." article that higher minimum wage would
fix the problem, etc.?
4. Show ThinkProgress Site and discuss thoughts on the issue today.
5. Discuss chapter 6.
HOMEWORK:
- Think about a topic that you would like to explore for your argumentative essay (without sources).
Friday 3/2
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check Rhetorical Analysis rough drafts while students get a laptop and get logged in to Google Classroom.
2. Return rough drafts for peer editing.
3. Have students share rough drafts with a partner and distribute the peer review form.
4. Students will conduct the peer review. When finished, students will act on the reviewer's comments.
5. Discussion: The Toulmin Model
6. Have students read "Raise Wages, Not Walls" and delineate the parts of the Toulmin Model on the graphic organizer. Turn in group work.
7. Journal #7 - "What are your views on the issue of immigration?"
8. Show ThinkProgress Site and discuss thoughts on the issue today.
HOMEWORK:
- Complete revisions to Rhetorical Analysis of Advertising and turn in final draft by midnight on Monday night.
___________________________________________________________________________________________________________________________________________________
Prior to 2018
Wedn
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Discuss how to write a book review.
Chapel Hill Handout
Chapel Hill Website
Purdue OWL website
2. Students will work on College Success digital poster for the remainder of class.
3. Google classroom set up - Go to classroom.google.com. Sign in with
your student #@vbstudents.com. Sign in again the same way and use your vbschools password. Scroll down and click "Student". Enter our class code:
1A= qj9kpbj
2A= 5j36ca7
4. Read some sample book reviews at the following site or other sites on the web:
The Complete Review
5. Begin your group book review.
HOMEWORK:
- Final draft of digital poster for the college success book - upload to Google Classroom before next class.
- Read chapter 6 and take notes for a quiz next class.
Friday 3/4
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Administer chapter 6 open note quiz.
2. Share digital posters.
3. Get a laptop and complete your group book review (college success book). Turn it in to the assignment on Google classroom.
HOMEWORK:
- Read pages 349-368 of chapter 9 and take notes.
Tuesday 3/8
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check chapter 9 notes on pages 349-368.
2. Discuss the opening of the chapter.
3. Read "Love is a Fallacy" together and discuss.
4. Watch videos about fallacies -
- Five Fallacies - Idea Channel
- The Fallacy Project: Examples of fallacies from advertising, politics, and popular culture.
- The Beatles Teach Logical Fallacies Pt. I
- Logical Fallacies with Dr. Michael Labossiere
HOMEWORK:
- Read pages 369-381 of chapter 9 and take notes for a quiz next class.
- Thursday 3/10
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Administer open-note quiz over chapter 9. Collect quizzes.
2. Have students get into pairs. Give each pair one "Logical Fallacies" handout. The pair will complete the handout and turn it in.
- on the first page, students will put write a definition for the fallacy in their own words
- on the second page, pairs will identify the fallacy from the example given.
HOMEWORK:
Watch the following videos on fallacies and argument and take notes for a homework grade.
Monday 3/14
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Check video notes.
2. Have students open books to pp. 381-383; discuss which type of fallacy the following examples are:
#2, 3, 20, 21, 22, 23
3. Have groups complete the fallacy matching game - prize for first group to finish correctly.
4. Distribute Sample Fallacies handout. Read the essay and highlight the fallacies in it. Discuss at your tables using the chart on the back of the essay (fill in one chart per table).
4. Review Debate format.
5. Split into two groups, have someone randomly select a topic, and conduct a debate.
HOMEWORK:
- Read chapter 10 and take notes for a homework check.
Wednesday 3/16
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Identify the fallacies in the essay given - highlight the sentences which contain a fallacy and identify which fallacy it is in the margin. Discuss how the essay could be revised to eliminate fallacies.
2. Discuss chapter 10 - A Moralist's View
3. Have a discussion using the philosophical chairs approach.
4. Review persuasive essay topics and 500 topics arranged by category
5. Begin drafting a persuasive rough draft. Use chapter 6 from your textbook, thePurdue OWL , or an online guide to assist you with the format.
HOMEWORK:
- Write a persuasive rough draft (roughly 2-3 pages typed, double-spaced) without doing any research on the topic (this is not a research paper).
Friday 3/18
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Watch the video Opinion or Persuasive Essay.
2. Watch the video How to Write a Good Argumentative Essay: Logical Structure
3. Distribute the peer edit form for the Argumentative Essay. Have students trade drafts and conduct a thorough peer review.
4. Have students get into pairs or groups of three and give each group one persuasive essay analysis handout. Groups will read the two essays listed on the sheet and then use the handout to analyze one of the essays.
- "Abolish the Penny" - p. 545
- "Eating Meat for the Environment" - p. 553
7. Have students work on revisions to their rough drafts.
HOMEWORK:
- REVISE your persuasive essay (roughly 2-3 pages typed, double-spaced). Bring a copy of revised draft to class.
Tuesday 3/23
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. TCC Field trip - lesson on using library resources at the joint use library. Tour of campus. Visit ID office to get college IDs.
HOMEWORK:
- REVISE your argumentative essay. FINAL draft due next block with all drafts and edits and reflection attached.
- Bring your textbook to work on SLED project next class.
Have students get out two copies of revised draft. Collect one copy.
2. With other copy, guide students through the Cut and Paste peer review activity. Collect drafts.
3. Distribute the other copy of the revised draft. Guide students through an identification peer review with highlighters.
- highlight counterclaim label in the margin if the writer refutes or concedes to the counterclaim
- highlight examples of where the writer uses ethos, pathos, and logos and label each type in the margin
- highlight examples of precise word choice
- circle examples of poor word choice or any words on the Erskine Exceptions list (thing, a lot, stuff)
5. Have students complete the peer review reflection.
6. Discuss Student Led Essay Discussion (SLED) Project, and establish groups and topics.
HOMEWORK:
- REVISE your argumentative essay. FINAL draft due next block with all drafts and edits and reflection attached.
- Bring your textbook to work on SLED project next class.
Thursday 3/24
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
1. Distribute argumentative essay rubric. Have students staple together and put in purple basket:
- rubric
- final draft
- previous drafts and peer reviews
3. Distribute the Student Led Essay Discussion (SLED) calendar and rubric. Discuss project dates.
4. Groups will each get one laptop and prepare for presentation.
HOMEWORK:
- Have a terrific (and safe) Spring Break!