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February 23: Grammatical Monday and Speech freewrites February 23, 2015

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1. Students practiced correcting run-on sentences with semicolons, periods, and comma-FANBOYS.

2. We took notes on run-ons on G3 and how to correct them!

3. We reviewed compound sentences by creating sentences together with our partners.

4. Freewrite: We took seven minutes to freewrite the beginning of our speeches and then decided on the 1-2 sentences we thought were especially strong.

HW: Start working on the artistic element of your speech presentation. Here are the requirements:

Part II: Artwork

Create a work of art that communicates the same message as your speech. In your artwork, you must use both pathos and logos. You can create

  • a dance
  • a piece of visual art (collage, painting, drawing, sculpture)
  • a comic
  • a song
  • a slam poem or rap
  • something else? Ask your teacher.

Monday, February 16: Reviewing Sentence Patterns February 16, 2015

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It’s GraMMatical Monday!

1. Students wrote a paragraph using sentence patterns 1, 3, 4, and 8 (simple, compound with coordinating fanboys conjunction, compound with semicolon, and complex with subordinating aaawwuubbis conjunction). The topic of the paragraph: Why did you choose your speech topic? Mr. Michel and Ms. Garvoille circulated to check work. Here are the sentence patterns if you’re missing them (G2): Sentence Patterns.

2. Students passed in their papers and received a part of a compound sentence. Next, everyone worked together to match their compound sentence pieces together. Here are the pieces: FANBOYS kinesthetic activity.

That’s all we had time for in 23 minutes!

HW: None.

Absentees: Complete #1 and turn it in to Ms. Garvoille when you return.

Friday, February 13: Revising topic choice, speech example #2 February 13, 2015

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1. Students completed the following reflection in their notebooks:

  • How do you plan to incorporate pathos into your speech?
  • Logos?
  • Ethos?

2. We shared some of our ideas briefly.

3. Next, we wanted to get some feedback on our Brainstorming for your rally homework. We danced around the room to Marvin Gaye in a musical chairs-like game to find a partner. Then we wrote three constructive questions or comments on our partner’s homework to help them improve their plans. (We did three rounds of this.)

4. Students then had an opportunity to respond to the comments on their papers in writing.

5. Then, we moved on to looking at another example of a speech, recently delivered by Farris Barakat at UNC’s vigil (click here for video). We highlighted the Pathos, Logos, and Ethos and then summarized each paragraph. Here is the handout: Farris Barakat Speaks at UNC’s Vigil.

6. Finally, we looked at the speech project as a whole on I7: Activist Speech Assignment. We just did an overview of the project, which we will have time to work on in class.

HW: None due Monday. You might want to begin working on the art component of your speech project.

Absentees (I’ll see you at EOE!): Make sure Brainstorming for your rally is done and be sure to turn it in Monday. Download Farris Barakat Speaks at UNC’s Vigil and watch the video of the speech delivered at UNC’s vigil. Highlight for the rhetorical appeals and summarize each paragraph in 5 words or less in the margin. Turn this in to Ms. G. when you return. You may also want to download the Activist Speech Assignment to look at, but there will be a copy of it for you to pick up on Monday.

Thursday, February 12: Brainstorming speech topics February 12, 2015

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1. Students picked up Brainstorming for your rally at the door. We spent about ten minutes brainstorming, consulting with Ms. Garvoille, and answering these questions. To be clear this is planning for an imaginary rally in order to practice utilizing rhetorical appeals in verbal and non-verbal ways.

2. We met in small groups based on topic to discuss our three best answers so far.

3. Next, we examined a speech delivered at a real rally at UNC. We highlighted Pathos, Logos, and Ethos in the speech and summarized each paragraph in the margin. Here is the classwork and the video: Omololu Babatunde speech

Students passed this in at the door as they left.

HW: Finish the Brainstorming for your Rally handout for tomorrow.

Absentees: Download and watch the Omololu Babatunde speech, highlight Pathos, Logos, and Ethos, and summarize each paragraph. Then, download and complete the Brainstorming for your Rally handout. Turn both in to Ms. Garvoille when you return.

Wednesday, February 11: Wordy Wednesday! February 11, 2015

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1. Students wrote down on a notecard three things:

  • Their overall topic for their speech
  • What the goal of their speech would be
  • Why this topic is important to them

2. Next, we took notes on our new vocab unit! Here are the guided notes for Standard: Lesson 2 Workbook (V2). Honors has to take notes on notebook paper for the word roots (V2), but here are the Lesson 2 SAT words for Honors (V2.5).

We covers “ab, abs” and the SAT words abscond and abstain.

HW: None.

Tuesday, February 10: Methods of Dissent and Activism at the Grammys February 10, 2015

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1. Students responded in their notebooks to the following question:

What methods do we use to change what we believe is unjust in our world? Think big, small, corporate, individual. Consider, for instance, how people have changed society’s views on race. What have they done as individuals to make those changes?

2. List, Group, Label. Students then paired up with their partners to write all the different methods on different sticky notes. Then we grouped up with our section of the room to put the sticky notes into groups, which we labeled. Students shared these groups on the board. We then discussed what they could do as teenagers to make change. The point here is that we can send messages in many ways: with our clothes, our words, our money, our time. That leads us to the goal for class today: analyzing non-written messages in the world around us.

3. Activism at the Grammys. Students received Grammys and Black Lives Matter, a classwork assignment. Then we watched a few videos to go along with the handout:

  • John Legend and Common sing “Glory,” written for the film Selma

Extra information:

4. Students received homework to help them begin brainstorming what topic to write their speech on. Complete both sides: Activist Speech Brainstorming.

HW: Finish Activist Speech Brainstorming (W22)

Absentees: Download and complete Grammys and Black Lives Matter by viewing the links in #3. Turn it in when you return. Then, download Activist Speech Brainstorming and complete.

February 9: GRAMMATICAL MONDAY begins! February 9, 2015

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Students turned in their revisions of the Dangerous Words essay.

1. Simple, Compound, and Complex Sentences. We spent about thirty minutes today playing with clauses, forming them into simple, compound, complex, and compound-complex sentences. This is leading into our Sentence Patterns, which are central to all English classes at DSA and will help us write our speeches.

If you’d like to play along at home, or if you were absent, here’s what to do:

- Download the game pieces: kinesthetic speech. There are two copies on this file to save paper, but you’ll only need one copy.

- Watch the slideshow and make your own sentences with the pieces. But your sentences must make sense!

2. Sentence Patterns. Students then received a complete packet of sentence patterns, G2: Sentence Patterns. Students were asked to identify the four patterns we had just learned (#1, 3, 4, and 8). We labeled the different parts of the sentence on each and put a checkmark next to the numbers.

3. Finish K. O. R. D. notes. A few classes needed to finish taking notes on W21, Effective Speechwriting.

HW: None. Start considering what issue is important enough to you to think about writing a speech about. We will plan our speeches this week in class!

Absentees: Download the handout in #1 and play the game. Make sure you pick up or print out the sentence patterns and label them G2.

Dangerous Words Essay Revisions February 8, 2015

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Just a quick reminder that Dangerous Words essay revisions are due tomorrow in class, printed out, turned in with the original rubric and draft!

I have only seen a few revisions in Google Drive so far. Get on it!

Thursday 2/5 and Friday 2/6 February 6, 2015

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On Thursday, we all went to see Selma in the morning. We had a great time and the Carolina Theatre folks said our kids were so well-behaved and they’d love to have us back.

In the afternoon classes, we took some time to 1. work on our viewing guides, and 2. discuss the film. To discuss, we moved around to different places in the room marked with character names to talk about who we thought was most heroic, pitiful, similar to us, different from us, etc.

Here is a copy of the Viewing Guide for Selma, which students turned in on Friday.

Anyone who was absent from the field trip and didn’t see the film should complete POEM FOR ANOTHER BROWN BOY and On Being Crazy to make up for the viewing guide.

On Friday, students . . .

1. Completed a few more thoughts on the film with Selma Reaction Discussion.

2. Then, we continued our discussion with an AGREE/DISAGREE voting-on-your-feet activity.

3. Next, students took some notes with Mr. Michel on Effective Speechwriting. Here is the PowerPoint: The Makings of a Good Speech.

HW: OPTIONAL BUT RECOMMENDED — Revise your Dangerous Words essay for Monday. You must print out and turn in your new draft, incorporating all Ms. G’s comments, and then attach it to the old draft and rubric.

Stations Work 2/4 February 4, 2015

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Today Mr. Michel, a teaching intern from Duke who is with us all quarter, taught classes. Here’s what we did:

1. Students read and annotated the following article: What Led to the Selma Marches Comparison to Ferguson

2. We watched this brief recap of the events in Ferguson: http://www.cbsnews.com/videos/national-guard-sent-to-quell-violence-following-ferguson-shooting/

3. We discussed our answers, talked about how history repeats itself, and thought about what we can do to make a difference.

4. Gallery Walk. Students completed a gallery walk to examine the images related to the Selma marches. As they examined each one they completed some questions related to rhetoric on this sheet: Selma Gallery.

Station 1: Funeral of Jimmie Lee Jackson

Station 2: Bloody Sunday

Station 3: We Shall Overcome

Station 4: Death of Reverend Reeb

Station 5: The March

Station 6: Voting Rights Act

Students turned in their sheet at the end of class.

HW: Optional but highly recommended – revise your Dangerous Words essay. Required: Bring a coat to school tomorrow for our field trip! If you misplaced your permission slip, here it is: Selma Field Trip.

Absentees: Annotate the article in #1, watch the video and complete the second page of the article handout. Then, download Selma Gallery and complete using the station links above.

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