|
Teacher:
Racquel O’Connor-Mesa
|
Class: Senior English
|
Dates: Week of November 5 and November 12
|
|||
|
Learning Development:
|
Performance
Objective: UW.G12.3W.C4.PO1
Write
a persuasive composition (e.g., speech, editorial, letter to the editor,
public service
announcement)
that:
a.
states a position or claim
b.
presents detailed evidence, examples, and reasoning to support effective
arguments
and
emotional appeals
c.
attributes sources of information when appropriate
d.
structures ideas
e.
acknowledges and refutes opposing arguments
Learning
Objective: See above
Kid-Friendly
Language: I can write a persuasive composition
Key Terms: position, claim, evidence, examples,
arguments, emotional appeals, sources, ideas, structure, opposing arguments
Essential
Questions:
How
can a writer become more effective in their persuasive compositions?
2.
Why is it necessary to discuss both sides of a position?
|
||||
|
Bloom’s Level
|
Low
Knowledge
Comprehension
|
Middle
x Application
|
High
x Analysis
Synthesis
x Evaluation
|
||
|
Anticipatory
Set
·
Congruent
·
Active
·
Past Experience
|
Students
will be asked to remember why Elizabeth,
in the novel, Pride and Prejudice
refuses Mr. Darcy’s proposal. Make
three colums on your paper, ethos, pathos, and logos. Give at least two persuasive reasons for Elizabeth to change her
mind.
|
||||
|
Instructional Strategies
|
Student-Led
Identifying Similarities
& Differences
x Summarizing
Project-Based
Nonlinguistic Representation
x Setting Objectives
Peer Feedback
Generating/Testing
Hypothesis
|
Teacher-Led
Lecture
x Discussion
Homework
x Practice
Cooperative Learning
x Instructor Feedback
x Questions, Cues, Advanced
Organizers
|
|||
|
Learning
Activities & Modeling the H.O.T.S.
|
Week of November 5,
2012
Students will take their Anticipatory set and use it to create an
outline for a five-paragraph persuasive essay. Students will write their persuasive essay
on Monday, share it with a peer on Tuesday for editing, and submit it to the
teacher in final draft form by Thursday, November 8, 2012.
Week of November
12, 2012
(This is a continuance of the previous rhetoric essential standard,
which took longer than the standard two weeks to accomplish due to the
integration of the reading of Pride and
Prejudice.)
In teacher created cooperative groups, students
will create a piece of rhetoric utilizing ethos, pathos, and logos. Students
will be given a rubric to guide their project which will include a poster,
essay, and presentation of their favorite food.
Third
Quarter- Students will compile
a research product using evidence in support of a thesis. The product must
integrate information and ideas from multiple sources, include visual aids,
direct quotes, internal citations, and include a works cited page that
adheres to acceptable standards.
|
||||
|
Guided
Practice
|
Teacher will model persuasive composition and guidelines and/or
rubrics will be provided for class projects.
Students will be encouraged to actively engage in discussions and
generate clarifying questions.
|
||||
|
Comprehension
Check
|
The students’ comprehension will be assessed through the successful
completion of rhetoric/persuasive composition projects.
|
||||
|
Active
Participation
·
All Students
·
All the Time
|
All students will be active learners and have a role in the successful
mastery of this skill through individual note taking, discussion, observing
teacher modeling, processing/meeting rubric requirements, and successful
completion of rhetoric activities.
|
Covert
Overt
x Combination
|
|||
|
Assessment
|
Selected Response
x Extended Written Response
x Performance
Assessment
x Personal
Communication
|
||||
|
Closure
·
Congruent
·
Active
·
Past Experience
·
Student Summary
|
Students will persuade the teacher in a minimum of one paragraph that
they fully grasp the meaning of ethos, pathos, and logos and how to incorporate
these strategies in composition.
|
||||
|
Independent
Practice
|
Students will take interactive notes, complete rhetoric writing
activities, analyze, assess, and critique their writing utilizing a rubric.
|
||||
Wednesday, November 7, 2012
Senior English Week of Nov. 5 and Nov. 12
Monday, October 29, 2012
Second Quarter Senior Research Report
British Literature Research Report
For this assignment, you will research British Literature.
You will first report on the history of British Literature. Then you must
highlight the following major literary periods by summarizing the time,
discussing famous works, and reporting on some of the most prominent authors of
that time.
Anglo-Saxon Period
(449-1066)
Medieval Period
(1066-1485)
The Renaissance (1485-1660)
The Restoration
(1660-1798)
Romanticism
(1798-1832)
The Victorian Period
(1832-1900)
The Modern/Post Modern
Period of Literature (1900-1980)
Your research must be a minimum of 5 pages (not including your cover page, abstract, or reference
page) and follow APA format guidelines.
NO EXCEPTIONS! This report will be due December 12, 2012.
APA Format
***Your research report will not be graded and you will
receive a zero if the following guidelines are not met.
Double spaced. Do
not put extra spaces in between paragraphs!!!!
1 inch margins
10-12 fonts
Times New Roman
Cover page
Abstract
Reference Page
10 in-text citation
Example: According to
the World Wildlife Association, “tundra inhabitants typically write better
research reports” (World Wildlife Association 2012).
Cover Page:
Running Head: TITLE (left hand top corner)
Page number (top right corner, the cover page is your first
page, 1)
Title of your report ( 3 inches down the margin guide,
centered)
Your Name (under title, centered)
Miami High School (under your name)
Abstract:
TITLE (left hand top corner)
Page number (top right corner, 2)
Abstract (typed in the center top of the page)
100-150 words summarizing your report’s contents
Report:
TITLE (left hand top corner)
Page number (top right corner, 3. Subsequent pages in your
report will be numbered accordingly; for example, 4,5,6,7,8…)
References: Minimum of 5 sources
TITLE (left hand top corner)
Page number (top right corner, 3. Subsequent pages in your
report will be numbered accordingly; for example, 4,5,6,7,8…)
References (centered at top of page)
REFERENCES MUST BE IN APA FORMAT!
Use the guide on the
following website:
OR
Use an online APA
format generator, such as citationmachine.net/
Second Quarter Junior Research Report
American Literature Research Report
For this assignment, you will research American Literature.
You will first report on the history of American Literature. Then you must
highlight the following major literary periods by summarizing the time,
discussing famous works, and reporting on some of the most prominent authors of
that time.
Enlightenment – (1750-1800)
Romanticism – (1800-1840)
Transcendentalism – (1840-1855)
Realism – (1865-1915)
Modern Age – (1915-1946) –
Contemporary – (1946-present)
Your research must be a minimum of 5 pages (not including your cover page, abstract, or reference
page) and follow APA format guidelines.
NO EXCEPTIONS! This report will be due December 12, 2012.
APA Format
***Your research report will not be graded and you will
receive a zero if the following guidelines are not met.
Double spaced. Do
not put extra spaces in between paragraphs!!!!
1 inch margins
10-12 fonts
Times New Roman
Cover page
Abstract
Reference Page
10 in-text citation
Example: According to
the World Wildlife Association, “tundra inhabitants typically write better
research reports” (World Wildlife Association 2012).
Cover Page:
Running Head: TITLE (left hand top corner)
Page number (top right corner, the cover page is your first
page, 1)
Title of your report ( 3 inches down the margin guide,
centered)
Your Name (under title, centered)
Miami High School (under your name)
Abstract:
TITLE (left hand top corner)
Page number (top right corner, 2)
Abstract (typed in the center top of the page)
100-150 words summarizing your report’s contents
Report:
TITLE (left hand top corner)
Page number (top right corner, 3. Subsequent pages in your
report will be numbered accordingly; for example, 4,5,6,7,8…)
References: Minimum of 5 sources
TITLE (left hand top corner)
Page number (top right corner, 3. Subsequent pages in your
report will be numbered accordingly; for example, 4,5,6,7,8…)
References (centered at top of page)
REFERENCES MUST BE IN APA FORMAT!
Use the guide on the
following website:
OR
Use an online APA
format generator, such as citationmachine.net/
Saturday, September 29, 2012
Senior English Weeks of October 1 through October 15, 2012
|
Teacher:
Racquel O’Connor-Mesa
|
Class: Senior English
|
Dates: Week of October 1, 2012, October 8, 2012, October 12, 2012
|
|||
|
Learning Development:
|
Performance
Objective: UW.G12.3R.C3.PO1
C3: Explain the basic elements of argument and text
and the relationship to the authors and use of persuasive strategies
Learning Objective: Evaluate the merit of an argument, action, or policy
by citing evidence offered in the material itself and by comparing evidence
with information available in other sources.
Kid-Friendly Language: I can examine the
techniques used to create powerful arguments in different persuasive texts.
Key Terms: Merit, Argument, Action, Policy, Evidence,
Material, Information, Sources, Logical fallacies, Rhetorical devices
Essential Questions:
1. What makes a written text persuasive? How does
validity and truthfulness contribute to arguments within a persuasive work?
2. What are rhetorical devices? How do these
rhetorical devices influence the merit of persuasive text/ speeches?
3. What is a logical fallacy? How do logical
fallacies invalidate merit in arguments?
|
||||
|
Bloom’s Level
|
Low
Knowledge
Comprehension
|
Middle
x Application
|
High
x Analysis
Synthesis
x Evaluation
|
||
|
Anticipatory
Set
·
Congruent
·
Active
·
Past Experience
|
Students
will view a political cartoon and dissect its implied meaning. Students will brainstorm various uses of
rhetoric to determine and understand the overall effect. Students will then
think of a time they have felt persuaded through the use of rhetoric and
write about their experience.
|
||||
|
Instructional Strategies
|
Student-Led
Identifying Similarities
& Differences
x Summarizing
x Project-Based
Nonlinguistic Representation
x Setting Objectives
x Peer Feedback
Generating/Testing
Hypothesis
|
Teacher-Led
x Lecture
x Discussion
x Homework
x Practice
x Cooperative Learning
x Instructor Feedback
x Questions, Cues, Advanced
Organizers
|
|||
|
Learning
Activities & Modeling the H.O.T.S.
|
Week of October 1,
2012
Students will take interactive notes on PowerPoint presentation reviewing
literary devices and brainstorm ways to integrate them in their own writing
using a graphic organizer in their journal/notebook.
Students will analyze various advertisements in cooperative groups and
make a graphic organizer dissecting ethos, pathos, and logos. Students will then select one advertisement
to write an rhetoric analysis on.
Side note:
Students will continue reading Pride and Prejudice.
Weeks of October 8
and 15, 2012
In teacher created cooperative groups, students
will create a piece of rhetoric utilizing ethos, pathos, and logos. Students
will be given a rubric to guide their project which will include a poster,
essay, and presentation of their favorite food.
|
||||
|
Guided
Practice
|
Teacher will model numerous forms of rhetoric and rubrics will be
provided for class projects. Students
will be encouraged to actively engage in discussions and generate clarifying
questions.
|
||||
|
Comprehension
Check
|
The students’ comprehension will be assessed through the successful
completion of rhetoric projects.
|
||||
|
Active
Participation
·
All Students
·
All the Time
|
All students will be active learners and have a role in the successful
mastery of this skill through individual note taking, discussion, observing
teacher modeling, processing/meeting rubric requirements, and successful
completion of rhetoric activities.
|
Covert
Overt
x Combination
|
|||
|
Assessment
|
Selected Response x Extended Written Response
x Performance
Assessment x Personal
Communication
|
||||
|
Closure
·
Congruent
·
Active
·
Past Experience
·
Student Summary
|
Students will summarize the importance of rhetoric and how ethos,
pathos, and logos can be utilized effectively.
|
||||
|
Independent
Practice
|
Students will take interactive notes, complete rhetoric writing
activities, analyze, assess, and critique their writing utilizing a rubric.
|
||||
Junior English Weeks of October 1 through October 15, 2012
|
Teacher:
Racquel O’Connor-Mesa
|
Class: Junior English
|
Dates: Week of October 1, 2012, October 8, 2012, October 12, 2012
|
|||
|
Learning Development:
|
Performance
Objective: UW.G11.3W.C1
PO 1. Write in a variety of expressive forms (e.g.
poetry, short story, and/or drama) that:
a. use voice and style appropriate to audience and
purpose
b. organize ideas in writing to ensure coherence,
logical progression, and support
c. employ literary devices (e.g., irony, conceit,
foreshadowing, symbolism) to
enhance style and voice
Learning Objective: See above.
Kid-Friendly Language: I can write in a variety of expressive forms.
Key Terms: Voice, Style, Audience, Purpose, Coherence,
Logical Progression, Literary devices
Essential Questions:
1. What does it mean to write expressively? How do
audience and purpose influence the mode of expression?
2. What does organization look like in expressive
writing? What effect does the organization have on the writer’s purpose?
3. What are literary devices? What effect does the
use of literary devices have on the Writer’s voice?
|
||||
|
Bloom’s Level
|
Low
Knowledge
Comprehension
|
Middle
x Application
|
High
x Analysis
Synthesis
x Evaluation
|
||
|
Anticipatory
Set
·
Congruent
·
Active
·
Past Experience
|
In
scaffolding upon the prior essential standard, students will write and
present a children’s fable with a concrete moral to their fellow
students. The class will then explore
the various literary devices that create a well-written piece of literature.
|
||||
|
Instructional Strategies
|
Student-Led
Identifying Similarities
& Differences
x Summarizing
x Project-Based
Nonlinguistic Representation
x Setting Objectives
x Peer Feedback
Generating/Testing
Hypothesis
|
Teacher-Led
x Lecture
x Discussion
x Homework
x Practice
x Cooperative Learning
x Instructor Feedback
x Questions, Cues, Advanced
Organizers
|
|||
|
Learning
Activities & Modeling the H.O.T.S.
|
Week of October 1,
2012
Students will present their fable children’s stories to their classmates.
Teacher will lead class discussion on literary devices utilized in the
student made fables and explain why such devices are necessary to the plot
and overall readability of a piece of writing. Students will take interactive notes on
PowerPoint presentation reviewing literary devices and brainstorm ways to
integrate them in their own writing using a graphic organizer in their
journal/notebook.
Students will be given a description essay writing activity, in which
students will select a picture from a teacher provided National Geographic
and construct a well-thought, detailed, and engaging essay. A anticipatory worksheet will be given to
students as a means for brainstorming, a explicit rubric with essay requirements,
and a model essay will all be presented and modeled to students to increase
overall comprehension and clarity of expectations.
Side note:
Students will begin reading The Great Gatsby.
Weeks of October 8
and 15, 2012
In teacher created cooperative groups, students
will analyze a scene from The Great Gatsby for specific language and
scenarios that are unique to the 1920s. They will re-write the scene with
modern language and events. The students final product should include a
presentation of the scene. A rubric will be provided for the students.
Students will be given the opportunity to enter some of their expressive
writing in a national contest.
|
||||
|
Guided
Practice
|
Teacher will model numerous writing forms and/or techniques before
each expressive writing assignment.
Students will be encouraged to actively engage in discussions and
generate clarifying questions.
|
||||
|
Comprehension
Check
|
The students’ comprehension will be assessed through the successful
completion of various writing assignments and explicit use of literary
devices.
|
||||
|
Active
Participation
·
All Students
·
All the Time
|
All students will be active learners and have a role in the successful
mastery of this skill through individual note taking, discussion, observing
teacher modeling, processing/meeting rubric requirements, and successful
completion of various expressive writing activities.
|
Covert
Overt
x Combination
|
|||
|
Assessment
|
Selected Response
x Extended Written Response
x Performance
Assessment x Personal
Communication
|
||||
|
Closure
·
Congruent
·
Active
·
Past Experience
·
Student Summary
|
Students will summarize the importance of literary devices when
executing expressive writing and include specific examples these devices have
improved their own writing over the previous weeks.
|
||||
|
Independent
Practice
|
Students will take interactive notes, complete various expressive
writing activities, analyze, assess, and critique their writing utilizing a
rubric.
|
||||
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