Wednesday, October 30, 2013

W Student Access "using differentiated strategies" English IV The Exposition of JC

KY CC STANDARD

Reading:

L 7: Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist).


Program Review

D1

C) Teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students.



Wednesday October 30th

HOT: How do Adjectives help readers "see" the setting of a literary work?

Student question: What are Adjectives?

"Unpack Your Adjectives" c/o School House Rock






W Student Expectations, Performance and Assessment Eng IV Compare & Contrast Antigone


Demonstrator 2. Expectations for Student Learning: Teachers communicate consistently high expectations and use common standards for student learning in writing.

A) Students know and understand expectations for their work and receive/provide feedback using standards specific language.


Paragraph 1:

Describe Antigone, the play, including background information of the Greeks and Sophocles.
Explain that the film version was published in the 70's, which we watched in class.

5 sentences.

Paragraph 2:

Explain how the play and film are alike (at least 3 examples).

5 sentences.

Paragraph 3:

Explain how the play and film are different (at least 3 examples).
Which did you like best? Justify.

6 sentences.

NOTE: This essay is due Tuesday.



Student Sample:



Wednesday, October 23, 2013

W Formative Assessment & Student Expectations Eng III Discuss Writing Goals

Formative Assessment
B) Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments

Student Expectations
B) Teachers and students collaborate to set writing and communication goals that are standards-based and informed by feedback and assessments.


Teacher's Explanation: I called each student back to my "discussion table," and shared their 2013 K-Prep Writing scores with them and encouraged each student to set a goal for themselves. Either a repeat score or a higher score. I also discussed their score on a current class essay and provided feedback of their strengths and weaknesses.

See Videos:

Miss Stafford and Cayley Potter



Miss Stafford and Josh Heinenger



Miss Stafford and Erin Pugh

Tuesday, October 22, 2013

W Instructional Strategies & Student Performance Eng 3 Shakespeare Essay's

B) Students research information to seek a new or deeper understanding around a topic and demonstrate new understanding through products.

D) Students refer to works of quality and substance as models to inform their work. (Read published research essays to inform and make decisions.)


LINK TO RESEARCH ESSAY ASSIGNMENT

Student Work with Teacher's Feedback






Monday, October 21, 2013

W Instructional Strategies

F) Students engage in discussion with teachers and peers to inform the writing process and are provided with a means to publish/share work.



Saturday, October 19, 2013

AH Curriculum English IV reads "Antigone" and Julius Caesar"

PR D) The arts curriculum includes the study of representative and exemplary works of dance, music, theatre and visual arts from a variety of artists, cultural traditions and historical periods.

KY CC

Reading
L 7: Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist).
L 8. (not applicable to literature)

LANGUAGE
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. hyperbole, paradox) in context and analyze their role in text.
b. Analyze nuances in the meaning of words with similar denotations.



Unit II The Greak Theatre


Vocabulary:

1
2
3
4
5
6
7
8
9

Who is Sophocles?


In class reading of Antigone



Video




Vocabulary for Julius Caesar
1 Shakespearean Theatre
2 exposition
3 characters
4 motives
5 rising action
6conflict (internal & external)
7 climax
8 falling action
9 resolution
10 subjunctive mood
11 replication
12 spare
13 infirmity
14 surly
15 portentous
16 prodigious
17 commoners [Plebeians]
18 cobbler
19 Pompey
20 barren
21 Aeneas
22 prodigies
23 countenance
24 alchemy
25 augmented
26 entreated
27 conspiracy
28 resolution
29 exploit
30 imminent
31 Tarquin
32 suit
33 spurn
34 confounded
35 mutiny
36 malice
37 oration
38 discourse
39 vile
40 Olympus
41 Affect
42 Effect
43 Paraphrase
44 Parallel Structure
45 aside
46 soliloquy
47 monologue
48 legacies
49 slanderous
50 covert
51 chastisement
52 philosophy
53 cause and effect
54 tragedy
55 words of direct address
56 dialogue
57 presage
58 ensign
59 consorted
60 demeanor
61 disconsolate
62 misconstrued
63 envy
64 noun clause of a sentence
65 subject
66 direct object
67 object of preposition



Friday, October 18, 2013

W Instructional Strategies Varying Strategies Eng 100 Student Work

Demonstrator 3. Instructional Strategies: All teachers implement instructional strategies that provide quality experiences, variety of activities, and access for all students.


E) Students use varying strategies and demonstrate an understanding of communicating to audiences in different forms and for various purposes.

Chapter 1

HOT

Take a look at the bumper sticker below and analyze the arguments presented:



NOTE: Your audeince is your peers, so be prepared to share your thoughts in class.



Student Response:



Chapter 1

W Instructional Strategies English 100 Everything is an Argument Notes



EVERYTHING IS AN ARGUMENT NOTES

Chapter 1

All language, whether written or spoken, visual or textual, is motivated.
Because language is a human activity and because humans exist in a complex world of goals, purposes, and activities, language cannot be anything but motivated.
Language is a form of “symbolic action”: it gets things done in the world, acting on people and situations.
All language is inherently a form of argument.
People use language to create identification between themselves and their audience.
The flip side of the argument that all language is motivated and is powerful: all language is open to interpretation and negotiation.

Argument v/s “disagreement”
Argument v/s persuasion

What does it mean to “make a point”?
What is “reasoned inquiry”?

Arguments change depending on contexts.

IMPORTANT CONCEPTS: (define, using your book)
Stasis theory
Rhetorical appeals: ethos, pathos, and logos
Rhetorical situation

CONTEXT:
The context is affected by the time period, location, current events, and the cultural significance of events or people under consideration.


CLASS DISCUSSION





Chapter 2

If argument is primarily a form of reasoned inquiry, what is the role of emotion in a responsible argument?

The Rhetorical Situation dictates appropriate and inappropriate emotional appeals.

4 ways to use Emotional Appeal
1. Using Emotions to Build Bridges
A writer/ speaker connects with their audience in a way in which the audience believes the speaker "feels their pain" (Bill Clinton).
EX. Pg 44-45
2. Using Emotions to Sustain an Argument
The use of photos and images can appeal to an audience's emotions and convince them of the argument. Continuing to evoke emotions in an audience helps to sustain the argument and keep the audience's attention.
3. Using Humor
Humor has always played a part in persuasion because it breaks the ice and allows people to forget, even if just for a moment, the trials and tribulations of their life.
4. Using Arguments Based on Emotions
Always consider your audience when constructing an argument. No one wants to be the speaker that made everyone cry or throw tomatoes!



Chapter 3
Aristotle says in the Rhetoric that the most important of the three
proofs (logical, pathetic, ethical) is the argument based on character:
if the audience does not trust the orator, all else is in vain.

Ethos is context specific:
Jessica Simpson has a more credible ethos than a senator or governor in the right
context—for example, a cosmetics advertisement.

Context determines an argument’s success, so ethos can be elastic, depending upon the context of the argument.

Writers must have a variety of voice: written voices used in class, in
emails to family members, and in job applications, for example, already
differ, but that they are not necessarily false representations.

Instead, each of these three kinds of writing attempts to create a character that foregrounds certain elements of students’ interests and expertise and backgrounds others.

For your assignment, model your work after the following;

1. Consider the ethos of each of the following public figures. Then
describe one or two public arguments, campaigns, or products
that might benefit from their endorsements as well as several that
would not.

• Oprah Winfrey—TV celebrity [The popular host appeals especially to women, but her appeal is probably as broad as anyone’s in America; her caring, generous, trustworthy
demeanor means that she could sell almost anything and could have serious political influence as well.]


Chapter 4: Logos

evidence, facts, testimony, statistics—real numbers, real facts, and no more opinions and feelings

using evidence responsibly is complicated

“Nothing works better than Bayer.” It’s a fact: no aspirin
works better than Bayer aspirin. But it’s a fact that conceals the important point that other aspirins work equally well.

Arguable proposition

Rationality versus Hard Evidence

Certain propositions are not arguable:
• the square root of 81 is 9;
• Spain borders Portugal;
• Charles Dickens wrote in English

Arguable:
• Christopher Columbus discovered America,
• William Shakespeare wrote all the plays attributed to him,
• Clear-cutting in the rain forest has little environmental impact.


Chapter 4 Responses

1. Discuss whether the following statements are examples of hard evidence [inartistic] or rational appeals [artistic]. Not all cases
are clear-cut.
• The bigger they are, the harder they fall.
Rational, because many factors dictate a "hard" fall.

• Drunk drivers are involved in more than 50 percent of traffic
deaths.

• DNA tests of skin found under the victim’s fingernails suggest
that the defendant was responsible for the assault.

• Polls suggest that a large majority of Americans favor a constitutional
amendment to ban same-sex marriage.

• A psychologist testified that teenage violence could not be
blamed on video games.

• An apple a day keeps the doctor away.

• History proves that cutting tax rates increases government revenues
because people work harder when they can keep more
of what they earn

• The only thing we have to fear is fear itself.

Student Access October English 100 The Rhetorical Situation Journal entry

Lesson Plan


Sunday, October 13, 2013

W October Honors Presentations Instructional Strategies

E) Students use varying strategies and demonstrate an understanding of communicating to audiences in different forms and for various purposes.


September 23- 27

Independent Book Report Presentations

RUBRIC

Step 1: Read the novel.

Step 2: Journal
Keep a journal as you read (At least 10 entries). Your audience is your peers. Report upon the occurring events, important characters and their motives, new vocabulary, and your own personal reactions. Set up your journal as follows:

DATE: Pages Read:
Sequence of Events:
Characters:
Vocabulary:
Reactions:

Step 3: Prepare a presentation, of your choosing (Power point, prezi, poster, etc.), where you briefly review your text for your classmates. Include key details, interesting occurrences, and an honest judgment of the book. (3-5 minutes).

Step 4: Author Biography
Research, report, and present upon your author. Include interesting facts, biographical information, influences, awards, and other published works. You should prepare a set of note cards for your presentation, which you will turn in. Finally, find a picture of your author to bring to class to show your classmates (of course, you may use the internet).

Step 5: Analytical Literary Essay
Students are to take a stand by writing an original thesis statement with three supporting ideas reviewing the structure and subject matter of their chosen text.
NOTE: (Literary Structure: the way in which a writer organizes the sequence of events; Literary Subject Matter: all the subjects that an author discusses within a text)
Write as a reviewer. Advise other readers of your chosen field to either read or ignore this text when developing their major/ minor.

STUDENT PRESENTATIONS

Colton


Kayla


Alex


Kala