TU FUI EGO ERIS
Students and Parents,
This week, we continued with our unit on argumentative writing. We covered the following:
1. Students turned in the textbook literary response homework from last week.
2. We had an in-class group activity in which students practiced using Ethos, Pathos, and Logos in 3 fictional scenarios.
3. We then began the initial steps of our argumentative essay preparation:
a. Students had the option to choose a topic from a list I provided (attached below) or create a topic with teacher approval.
b. Students then researched and gathered sources of information on their topics. Students will need 4 - 8 solid sources, which they will be using to support their ideas in their papers.
c. Lastly, I handed out an outline for students to organize their ideas for the paper.
Homework: by the time we get back from Spring Break on 4/10, students should have their online sources chosen for the argumentative essay. They should also have the outline finished. Students do not need to begin writing their essays. We will pick up with that when we return to class.
Students and Parents,
This week we covered the following:
-We discussed the case of Mr. Xavier. Students shared their evidence and conclusions from the case and then turned in their written reports.
-We reviewed/discussed the concepts of Ethos, Pathos, and Logos. The examples I used in class are available in the Resources section of my website (top right of this page).
-Students then defined Ethos, Pathos, and Logos in their own words and created original examples (form attached below).
-We discussed student definitions and examples, and I collected the form.
-Students also began a group activity
-For homework, students will need to choose one story from their at-home textbooks and complete the Response to Literature questions that follow the story. This will be collected on Tuesday (3/20).
This week, we covered the following:
-Students turned in the final draft of the creative writing assignment. Students also had an opportunity to read each other's work so that I wouldn't be the only audience for their creative efforts.
-Students also turned in the rest of their meeting week homework (the Grammar Practice worksheets and textbook story response from my previous site post).
-We then began our unit on argumentative writing. We started with a mystery-solving activity to explore the concepts of claim, evidence, and warrant (or explanation), which are crucial to writing convincing arguments. Students worked in groups to collect and discuss evidence for the activity. Then, each student began drafting a report of his/her findings. The report is due next class.
-The attachment below contains the assignment sheet (pg. 2) as well as some additional evidence (pg. 1).
-The questions for the report are on the right side of pg. 2. Your report should be at least 3 paragraphs long and should contain a detailed analysis of at least 3 pieces of evidence.
During these two weeks, we completed the following:
1. Students finished the pre-writing step of the creative writing assignment. This assignment was submitted, or checked off, for a grade. If you did not yet get this to me, please do so ASAP.
2. Students worked on the rough drafts of their short stories. The rough drafts were due on 2/20.
3. We had a peer critique session in which students gave and received feedback on their short stories from at least two other students.
4. Students completed the last Quickwrite of the Learning Period and turned in their LP 4 Quickwrites. If you did not yet turn in your Quickwrites, please get them to me ASAP.
5. I checked out a class textbook to each student and gave the homework for meeting week. It is listed below. All homework is due on 3/6.
a. Finish editing and revising the final draft of your short story writing assignment. Turn in the final draft on Tuesday, 3/6.
b. Select one story from your textbook that seems interesting to you. Read the story and complete the page of "Responding to Literature" questions following the story. This includes the "Analyzing Literature" and "Literary Elements" sections. If that page describes any projects, full-length essays, or in-class activities, you can skip those.
c. Complete the attached Grammar Practice worksheet for your grade level.