Thursday, October 31, 2013

HAPPY HALLOWEEN!!!

Today we will be reading Thomas Paine's Common Sense

Please watch the following video before reading this powerful argument. 

Wednesday, October 30, 2013

Infographic analyzing how two texts present similar themes

Objective: In an infographic, students will analyze how "Letters from an American Farmer," and an excerpt from "Roots" present a similar themes, specifically the idea of what an American is.

Task

• In groups of 2-3, create a SINGLE easel.ly account
• Create an infographic with the following components.
• INCLUDE:
  
  • Headline = What is an American? (Assignment title)
  • Title of each piece (Letters from an American Farmer and ROOTS)
  • Titles should be in Separate boxes on each half of the page
  • Author of each piece (Jean de Crevecoeur and Alex Haley)
  • 3-4 quotes from each piece (DO NOT OVERLOAD SCREEN WITH TEXT; BE SELECTIVE)
  • Image that represents that definition of an American
  • You need to do an image search on Google, "Save Image As" to Downloads folder and the Upload image and place it in document

HERE is an awesome example created by your fellow students

FOR TOMORROW:

Watch this video to prepare for the reading:

Tuesday, October 29, 2013

Read Letters from an American Farmer and ROOTS.   Be sure to answer the questions in your notes to help your understanding of these texts.

Click on the link below or go to the readings section to locate these selections

LETTERS FROM AN AMERICAN FARMER and ROOTS

Monday, October 28, 2013

Read the Techumseh reading and write a rhetorical appeal paragraph. This is due tonight.

TECHUMSEH READING

Friday, October 25, 2013

Its FRIDAY!!!

Before you are able to begin your weekend you are invited to complete the following quiz.

Today we will be continuing our work with rhetorical appeals.  Thank you for watching the awesome video example below:

Read Chief Logan's Speech located on page 228 of your text books. Use either the

SOAPSTone or SMELL graphic organizer to assist your reading and understanding.

For this exercise you will need to recreate one of these graphic organizers by inserting

a new template.

Additionally, please Delete the original notes for friday

  

October 23, 2013

Rhetorical Devices and Pontiac's "Speech at Detroit"

Objective: In an SCR, students will determine the central claim of "Speech at Detroit" focusing on the analysis of the claim's development over the course of the text and Pontiac's use of rhetorical appeals.

Task

• Read "Speech at Detroit"
• Complete SMELL organizer in your notes.
• Compose a paragraph analyzing Edward's use of specific devices using the frame in your notes.

Sample Video we analyzed in class (Click Here)

October 22, 2013

Rhetorical Devices and "Sinners in the Hands of an Angry God"

Objective: In an SCR, students will determine the central claim of "Sinners in the Hands of an Angry God," focusing on the analysis of the claim's development over the course of the text.  Specifically, Edwards' use of rhetorical devices.

Task

• Define rhetorical device terms in notes (REPLACE ANALOGY WITH SIMILE)
• Read "Sinners in the Hands of an Angry God"
• Complete SOAPSTone organizer in your notes.
• Compose a paragraph analyzing Edward's use of specific devices using the frame in your notes.

Sample Video we analyzed in class

October 21, 2013

Cesar Chavez and Rhetorical Appeals

Task

• Read the speech from Cesar Chavez in your notes.
• Complete the graphic organizers analyzing the rhetorical appeals
• Write a paragraph using the frame provided in your notes

October 18, 2013

Rhetoric and Rhetorical Appeals

Objective: After viewing Rhetorical Appeals video, students will be able to identify the appeals used in specific commercials, and support their answers with textual evidence.

Task:

• Complete Rhetoric/Rhetorical Appeal notes
• View "Rhetorical Appeals" video and complete assignment in notes document.
• View each commercial and 
• Identify the claim
• Identify the appeals used
• Provide evidence from the commercial for your answers.

October 17, 2013

Welcome to Unit II

Objective: After reading the unit introduction, you will be able to identify the important people, events, and ideas of "Age of Enlightenment" in America.

Tasks

• Watch brief video overview I
• Watch brief video overview II
• Read the Period Introduction in your textbook
• Add to your notes
• Complete the "Period Introduction Quiz" on CourseSites
• In is in the "Period Introduction" Module in the 1700-1820 Unit

October 8, 2013

Warm-Up Video: HERE

Objective: After reading students will compose and present a dramatic monologue about life in pre 1700 America from the perspective of either a Native American or European.

Unit 1 Assessment Steps:

1. Create a persona: Native American or European Settler
2. Outline a monologue: What was life like for you in pre-1700 America?
3. Draft monologue: Write the script
4. Practice: Present/Practice delivering your monologue numerous times in front of people.
5. Deliver to class. Presentations begin Thursday

REMEMBER, THIS IS A MAJOR ASSESSMENT, WHICH MEANS IT IS PART OF THE GROUP THAT IS 40% OF YOUR GRADE.

Click HERE for the assignment rubric.
Click HERE for the assignment template.

Monday, October 7, 2013

A Case of the Mondays

Objective: After reading students will compose and present a dramatic monologue about life in pre 1700 America from the perspective of either a Native American or European.

Warm-Up Video: HERE

Unit 1 Assessment:

1. Create a persona: Native American or European Settler
2. Outline a monologue: What was life like for you in pre-1700 America?
3. Draft monologue: Write the script
4. Practice: Present/Practice delivering your monologue numerous times in front of people.
5. Deliver to class. Presentations begin Thursday

Click HERE for the assignment.

Click HERE for the assignment rubric. 

Click HERE for the assignment template.

October 2-3

October 2, 2013

Happy Wednesday

Please make a copy of this week notes by clicking HERE.

Warm-up: Please watch the following video and explain the Salem witch trials in your own words. 

Activity: Read Cotton Mather's “The Wonders of the Invisible World” (149-155)