This is our last week of onsite classes.
On Wednesday, we had our class debate on the issue of using animals in the military.
After the debate, I handed out the homework that will be due by June 13th via email.
Here is a link to the assignment:
Song Lyric Analysis Project
On Friday, we will be watching a video in class.
Thanks for making this a great year! Have an awesome summer!
On Wednesday, students turned in the final drafts of their short stories.
The rest of this week, we explored the topic of the military's use of animals. Our focus question was: is it ethical to use animals in the military?
During Wednesday's class, students explored the topic of the military's use of dolphins. We began with a video. Students then read 1 of 2 articles on the subject of military dolphins. Students read the article and responded to the questions below:
See article 1 here
See article 2 here
Article Response Questions:
1. In the article that you read, what were the sources of information? Who was quoted?
2. Do you think the individuals and organizations are credible sources of info? Why or why not? Do they stand to lose or gain something by not telling the truth?
3. What was the author’s purpose in writing this article? (persuade, entertain, inform, etc.)
4. Do you think using dolphins for military purposes is ethical? This means: Do you think it is okay, morally, to use dolphins in this way? Why or why not?
On Friday, to take this topic further, we began preparing for a debate on the issue of the military's use of animals. Below you will find a description of the assignment and a page to organize research on the topic.
The debate will be held next Wednesday.
This week, students turned in the homework from meeting week. This included:
- A Grammar Practice worksheet
- A movie or music review
- The rough draft of the short story writing assignment
On Wednesday, we had an in-class peer critique session for the rough drafts of the short stories.
On Friday, we had an in-class activity based around different informational articles. Each student was to read and annotate one article, discuss it with their group, and respond to the questions at the bottom of the page.
Click here to access the articles.
The only homework from this week was to work on the final draft of the short story writing assignment (due 5/17).
During the last two weeks of classes in LP 5, we moved into our fiction-writing unit.
We went through the following steps:
1. Example story reading and response (attached below)
2. Brainstorming / idea-generation activities (completed in class / no grade)
3. Hook workshop (completed in class / article attached below)
4. Rough draft assigned (assignment packet attached below)
Additionally, a couple other assignments were given before Spring Break (attached below). They are due May 10th, along with the rough draft of the short story.
Students began with a Quickwrite. We then read and discussed two poems with an emphasis on analyzing structure and meaning.
Next, I introduced a poetry-writing assignment. Students had some time in class to begin the assignment. The completed assignment was due on Friday. The assignment sheet is attached below.
We started with a Quickwrite. Students then had an opportunity to share their poems with each other.
Next, I gave students feedback on their Argumentative Essay rough drafts. For the remainder of the period, students worked on editing their Argumentative essays.
The final draft of the Argumentative Essay is due next Friday (3/31).
We began class with a Quickwrite. This one dealt with the topic of human genetic engineering and the fears regarding its potential, which have been expressed in the field of science fiction since the early part of the 20th Century:
-Imagine what it would be like if everyone were perfectly equal and exactly the same in our society. Write a well-constructed paragraph about your vision. Make five predictions about this completely equitable society.
After the quickwrite, we viewed an episode of The Twilight Zone that expressed some of these fears. Students completed a worksheet of response questions. It is attached below.
Students turned in their News Article Assignment on human genetic engineering (see last week's post). Students then completed a Quickwrite.
The rest of the class was spent completing an AR test. This was a reading test to assess student progress. It was not a graded assignment.
Lastly, I handed out a Grammar Practice assignment for homework. It is attached below and is due next class.
We began Wednesday's class with a Quickwrite.
Students then shared the rough drafts of their Argumentative Essays in a peer critique session.
Next, I gave a short lesson on creating a Works Cited page for an Argumentative Essay.
I recommend using the following resource to create your Works Cited page. Be sure to select "Website Document" in the menu to the left:
The homework from this class was to complete the Works Cited page and bring your complete rough draft to Friday's class.
We began with a Quickwrite. Students then turned in their essays.
Next, we explored the topic of human genetic engineering, which has been in the news quite a bit lately.
We started by watching a video on the topic:
After the video we had a group discussion on the ethics and potential of human gene editing.
Lastly, I assigned a homework assignment consisting of research and writing on human genetic engineering. It is attached below. It is due next Friday (3/17).
During our last two weeks of LP 4, we continued our unit on persuasive and argumentative writing.
Students finished sharing their Advertisement Projects. We then explored the concepts of Ethos, Pathos, and Logos further, partly through the example of Martin Luther King Jr.'s "Letter from Birmingham Jail." This assignment is attached below.
Next, in preparation for writing arguments, students completed a Detective Activity titled, "Slip or Trip." This activity required students to collect evidence and draw conclusions from the evidence. In a similar form, students will be collecting research and drawing conclusions from the research for their argumentative essays. The detective activity is attached below. The "written report" portion of the assignment was submitted for a grade.
Lastly, we discussed other aspects of writing arguments, including counterargument, and I assigned an Argumentative Essay. The rough draft of this assignment is due on March 8th, our first day back after Meeting Week. The assignment packet is attached below.
This week, we continued studying persuasion, and students continued working on their Advertising Projects.
On Wednesday: We began with a quickwrite. Then we studied the methods of persuasion used by advertisers and businesses in further detail. We viewed the following video and defined and discussed the ideas using the handout attached below:
.After the video, we discussed the importance of remaining ethical when persuading.
On Friday: Students presented their Advertising Projects. If you did not present on Friday, you will be presenting next Wednesday.
After Friday's presentations, I gave an introduction to the concepts of Ethos, Pathos, and Logos. The homework on this topic is attached below.
This week, students began working on the "English through Advertising" project. This project is an introduction to our unit on persuasive and argumentative writing. The project consists of inventing a product, writing up a marketing proposal for that product, and creating an advertisement for the product.
We began by viewing advertisements and analyzing the emotionally-focused methods of persuasion used in an advertising.
We then watched clips of the show "Shark Tank" to gain an understanding of the ways in which new and innovative products are pitched to investors. This will help in the "written marketing proposal" portion of the assignment.
The homework from this week is to work on the different pieces of this project. All portions of the project will be due on 2/10.
The project packet is attached below.