Transcript English I

ENGLISH I
February 16
1st: Agenda
◦ Take out grammar sheet Week 23
◦ Complete Thursday together
◦ Complete grammar work in the grammar book (look up
pages and problems tomorrow)
◦ STUDENTS WHO WERE OFFERED ELP, I NEED YOUR
PACKETS!!! 
2nd-5th: Agenda
◦ Have students take out grammar sheet Week 23 and
complete Thursday portion and turn it in.
◦ Pass out essays and give students remainder of class to
complete tests
◦ STUDENTS WHO WERE OFFERED ELP, I NEED YOUR
PACKETS!!! 
6th: Agenda
◦ Have students get out Grammar Sheet Week 23 and
complete Thursday portion and turn in
◦ Read ch. 25 as a class and answer Ch. 25 discussion
questions together
◦ HW: Read Chs. 26 – 27 by Wednesday and summarize
◦ STUDENTS WHO WERE OFFERED ELP, I NEED YOUR
PACKETS!!! 
ENGLISH I
February 17
1st-5th: Agenda
◦ Complete Tuesday portion of grammar sheet
◦ Introduce Unit 4 Arguments and Fallacies with PollEverywhere
◦ https://www.polleverywhere.com/my/polls
◦ Use Fallacy PPT to take notes on fallacies, if copier works you can use the
accompanying fallacy note sheet
◦ If time permits, pair students into groups of three and have them make their own
original two fallacies to share with the class
◦ Tell students an open note quiz will be tomorrow on the fallacies
6th: Agenda
◦ Complete Tuesday portion of grammar sheet
◦ Give out study guide for the TKAM test on Monday
◦ Have students take out movie viewing guide and watch next ½ hour of movie, and
have them answer questions.
◦ HW: Read Ch. 26 and 27 of TKAM by tomorrow
ENGLISH I
February 18
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1 -5 :
Agenda
◦ Complete Wednesday portion of Week 24 Grammar Sheet
◦ Complete the fallacies quiz
◦ Tell students that we will begin looking at arguments to pick out claims, evidence, and fallacies.
◦ Provide students with an argument organizer. If no copies are available, have them make it themselves on notebook paper. Give
students the following article, "Could it be that video games are good for kids?" by Steven Johnson
◦ Have students take 2 minutes to read the article and have them tell me the topic. Practice annotating text if
copier allows us to make enough copies. Model how to identify author’s claim and reasons that support the
claim. Allow them to annotate if copier allows.
◦ Use the argument graphic organizer to record the title, claim, and reason.
◦ Give students two minutes to find and annotate three pieces of credible evidence to support the claim.
◦ After a few minutes, discuss and come to consensus. Record the evidence in the graphic organizer. Also note any fallacious
reasoning.
◦ Discuss the relevance of exploring the other side of the argument.
◦ * Why is it important to anticipate points made by the opposition?
◦ Read the article again and find examples of the author acknowledging the negative aspects of the claim.
◦ * After a few minutes, discuss and come to consensus. Record the evidence in the graphic organizer.
◦ Skim the article one final time to locate elements that effectively summarize the argument and record in organizer.
6th: Agenda
◦ Complete Wednesday portion of Grammar Sheet Week 24
◦ Read Ch. 28 as a class with audiobook and answer Ch. 28 discussion questions
ENGLISH I
February 19
1st-5th: Agenda
◦ Complete Thursday portion of Week 24 Grammar Sheet
◦ SWRP for 20 minutes!
◦ Finish any lessons from yesterday that were not completed
◦ Tell students they will have the opportunity to look at an argument associated with another
controversial issue that is particularly relevant to them. Have each student silently read one
of the five op-ed pieces about teen driving laws and independently complete another
organizer.
◦ After giving them time to finish, have students get into a group with the other people who
read the same article and compare their analysis.
◦ Have each group decide whether the article they read effectively supports its claim. You
could have them do a short presentation for the class in which they share the claim,
evidence, and any fallacious reasoning Have each student write a paragraph that
effectively shares his/her analysis of one of the two articles that he/she read.
1st-5th: Five Articles For Student
Analysis
http://query.nytimes.com/gst/fullpage.html?res=9E05E2D8123BF937A2575BC0A9649D8B6
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http://www.registercitizen.com/articles/2012/08/28/opinion/doc503d8cf1984df543420445
.txt
http://rapidcityjournal.com/news/opinion/editorial-state-needs-distracted-drivinglaw/article_20e2e28a-a142-11e1-8c13-001a4bcf887a.html
http://www.pennlive.com/editorials/index.ssf/2011/10/teen_to_gov_corbett_sign_the_n.h
tml
http://articles.courant.com/2011-01-26/news/hc-op-seymour-teen-driving-012620110126_1_teen-driver-young-drivers-tougher-laws
6th: Agenda
◦ Complete Thursday portion of Grammar Sheet Week 24
◦ Have student take out movie viewing guides and watch next ½ hour of TKAM
◦ HW: Read Chs. 29 – 31 of TKAM by Monday (your test!)
ENGLISH
February 20
1st-5th: Agenda
◦ Give students their Week 24 Warm Up Quiz
◦ Tell students they will now be viewing arguments in political
advertisements, prior to viewing video clips, inform students
that they will need to identify at least two factual claims made
in each ad. Screen the ads multiple times, if necessary.
◦ Students should use graphic organizer to note evidence, etc.
◦ Strategy: Turn-and-Talk – After viewing the clips, students will
turn-and-talk with a partner (five minutes) to share their
reactions, feelings, and questions about the ads.
◦ a. To provide more direct focus, provide text-dependent
questions about the ads to discuss. See Political Ad Discussion
Question Documents
Political Advertisements
◦ http://www.livingroomcandidate.org/commercials/2008/what-kind
◦ http://www.livingroomcandidate.org/commercials/2008/rearview-mirror
◦ http://www.livingroomcandidate.org/commercials/2008/education
◦ http://www.livingroomcandidate.org/commercials/2008/original-mavericks
6th: Agenda
◦ Give students their Week 24 Warm Up Quiz
◦ Get out movie viewing guides and finish TKAM
◦ Remember, test on Monday and finish reading book
Grammar pattern:
◦ Use an apostrophe in a contraction to indicate the position of the
missing letter or letters.
Example:
•
•
•
•
Aren’t (are not)
I’ll (I will)
It’s (it is)
He’d (he would)
Grammar pattern:
◦ Add an apostrophe and –s to show the possessive form of most
singular nouns.
Example:
• a girl’s notebook
• the inventor’s sketch
• the student’s pencil
Grammar pattern:
◦ Add an apostrophe and –s to show the possessive case of singular
nouns.
Example:
• the boy’s toys
• the man’s watch
• the lady’s dresses
Grammar pattern:
◦ Add an apostrophe to show the possessive case of plural nouns
ending in –s or -es
Example:
• three girls’ notebooks
• the nurses’ passes
• Coaches’ opinions