AHS * HUMANITIES 11
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Daily Blog

Monday, October 20th

10/20/2014

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Goals:
1. Determine your priorities for work time and estimate how long your political campaign project piece will take you to work on


2. Begin working on your visual piece.

Starter:
Fill out the project status checklist and goal setting sheet

Announcement:
Sign up for exhibition roles

Agenda:


1. Work Time
  • Achieve your objectives based on the starter checklist and goal setting sheet!

 Visual Piece Critique Questions:
  • Does my idea capture my main perspective in my op-ed?
  • Does my visual piece idea express ethos, pathos and/or logos (must express TWO)
  • Do I have a plan for integrating a philosopher's quote?
  • Do the images or parts of my visual piece seem to be arranged strategically and artistically?
  • Will it be professional in appearance?
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Friday, October 17th

10/17/2014

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Goal:  Sketch your visual piece! Make it rhetorically impactful.

DUE by 11:59 pm: Email Ashley your REVISED op-ed. Submit evidence of peer critique.
  • Are there more than 3 typos or spelling errors that spell check could catch?  Don't submit it!
  • Do you have a catchy title and your name at the top?  

Starter:
Respond to the images on slide 54 of the  Visual Rhetoric Powerpoint

AGENDA
1. Take notes on the Visual Rhetoric Powerpoint (slides 54-end)

POLITICAL CAMPAIGN VISUAL PIECE RUBRIC (page 4)

Brandon's Kinetic Text project from 10th grade Humanities

2. WORK TIME
  • If your poster idea is dialed and you have a sketch, get peer critique and consider starting the artist statement using  THIS DOCUMENT
  • If your idea is NOT dialed and you do not have a sketch, get that done.
  • By the end of class MONDAY everyone needs to have their project idea/sketch critiqued by at least two peers! (See below for critique questions)
  • Submit the visual piece project proposal by Monday!
  • Finish refining your op-ed and email to Ashley by 11:59 pm tonight with evidence of peer critique

3. Visual Piece Critique Questions:
  • Does my idea capture my main perspective in my op-ed?
  • Does my visual piece idea express ethos, pathos and/or logos (must express TWO)
  • Do I have a plan for integrating a philosopher's quote?
  • Do the images or parts of my visual piece seem to be arranged strategically and artistically?
  • Will it be professional in appearance?

5. Friday Video Fun! (last 15 minutes)
https://www.youtube.com/watch?v=ltun92DfnPY&list=UUKwpJb8i4HujUYCcHO29pAQ&index=5
https://www.youtube.com/watch?v=y7Qo-YqKewA
https://www.youtube.com/watch?v=0azoN7t3UhM

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Group 3: SAT Prep Day 1

10/15/2014

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1. Create an account on collegeboard.org
  • Use your Animas gmail and password

2. Take a look at the SAT practice test and fill in the bubbles with your name!
  • Section 1 Writing Section (timed essay, 25 minutes)
  • Section 3 Critical reading: 25 minutes, 24 questions, includes reading passages and sentence completions
  • Section 5 Writing section: 25 minutes, 35 questions, includes multiple choice questions on identifying errors and improving grammar and usage
  • Section 7 Critical reading: 25 minutes, 24 questions, 
  • Section 9 Critical Reading 20 minutes, 19 questions
  • Section 10 Writing, 10 minutes, 14 questions

Scoring
The SAT is comprised of three sections (Critical Reading, Writing and Math); each earns a maximum of 800 points for a combined total of 2400 points
* YOU ARE PENALIZED FOR INCORRECT RESPONSES (25% off per question wrong)

3. Review the SAT Essay Scoring guide (p. 73)

Essay writing techniques:
  • Know your audience
  • Use consistent tense (present, past or future- choose one and keep it the same)
  • Organization (intro/thesis, body (TEA), conclusion)
  • Track your time!  
  • Try hard on your Humanities writing assignments and rewrite after Ashley and Jessica's fabulous feedback!

4. Choose 2 essays to evaluate (i.e. Score 6 and Score 4)
  • Identify the student's thesis statement 
  • Does each body paragraph have a topic sentence? Select ONE and summarize what that paragraph's topic is
  • Does the essay follow a TEA paragraph form? Topic-Evidence-Analysis (HINT: Personal anecdote counts as "evidence")
  • Does the essay have an insightful point of view that is clearly expressed?
  • What else do you notice about the essay?
  • If reading an essay with a score LESS than 6, explain what that essay needs in order to earn a higher score (See the feedback at the bottom of the essay).

Things to consider... 
- GUESS on the ACT (you are not penalized for incorrect answers)
- SAT: If you don't know an answer, determine if you can narrow it down to a 50/50. If you can, it may be prudent to guess. If not, don't guess, just leave blank, as you are penalized for wrong answers on the SAT. 

Additional Test Prep Resources (ACT and SAT)
www.collegeboard.com 

5.  If extra time remains, do one of the following:
  • Timed essay
  • Develop your vocabulary
  • Take the practice test (see Ashley for your packet from last Friday)
  • Take one section of the test online
  • Download one of these top-rated FREE iphone APPs
  • Other apps that are NOT free but are excellent
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Wednesday, October 15th

10/15/2014

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GOALS:

  • Provide positive, specific and helpful feedback on two of your peers' SLC preparation
  • Refine your SLC prep and submit your notes to your Humanities teacher by 3:15 pm

Starter
Review the SLC guidelines
Have you prepared for SLC's yet?
Have you addressed all 3 big questions and provided evidence?

Agenda
PEER CRITIQUE FORM
  • Download this form
  • Email it to your peer after you've given him/her critique
  • Work in groups of 3
  • First person, give each person an overview of your presentation.  Explain your talking points and what evidence you plan on using.
  • Swap!

By the end of 6th period you must achieve these things:
  • Provided peer critique to TWO peers
  • Received peer critique from TWO peers
  • Refined your SLC as needed
  • Turned in the peer critique you RECEIVED with your REFINED SLC prep notes (VIA EMAIL)

Additional Work Time Options:
  • Finish your op-ed draft
  • Print TWO Copies for peer critique in class tomorrow








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Friday, October 10th

10/10/2014

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Goal:  
  • Dial your thesis statement!
  • Finalize your outline for your op-ed and get as far into your draft as possible to be ready for next Thursday's peer critique

Starter
Read the  Op-ed RUBRIC (PAGE 3) 


On the notecard:
NAME

1. On a scale of 0-5, rate your confidence level with creating a works cited page (bibliography)
2. On a scale of 0-5, rate your confidence level with citing your sources IN-TEXT
3. What are the required elements content-wise and with regards to rhetoric?
4. Which category of the rubric will be the hardest for you?
5. What questions do you have for me about the op-ed rubric or op-ed in general?

Announcements
1. Sign up for SLCs

2. Bring 2 printed drafts of your op-ed for next Thursday's peer critique!


3. Extra Credit!

Democracy Now show
Schedule of events
Option One:
Go to at least one full event at the"Real Peoples of the Americas"  Columbus Day Celebration at Fort Lewis College this Monday.  Take a photograph at the event and write 3/4 of a page summarizing the event and what you learned from it. (15 process EC Points)  

Option Two:
Watch this video:  Democracy Now at FLC -AND- Read this article.  In 300-500 words, respond with your own views and reactions.  Respond to specific points made in the video and the article, citing who and what you are responding to.  Take a position!  If necessary, do additional research.  


Agenda
1.  MINI-LESSON:  Thesis Statement Mini Lesson

2. Thesis Statement Drafting:  Write 3 possible thesis statements for your Op-Ed piece.  These could be variations on a theme (i.e., similar ideas, but worded differently) or three different ideas.

3.  Thesis Critiques
  • Ashley to explain the Thesis Critique handout.
  • Trade with someone at table.  Complete the front AND back of the handout  ("Interest", "Thesis Criteria", "Paragraph Prediction" and "Types of Evidence")
  • Get statement back, revise
  • Show Ashley when you feel like you have a pretty solid version.

4.  Work Time
  • Draft op-ed
  • Bring TWO Printed copies of draft NEXT THURSDAY for peer-critique. Super important. You won’t have any more class time for this.

Resources:

  • Op-ed RUBRIC
  • Example op-eds
  • Op-ed outline guidelines
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Intelligence Squared Debates: Good resource!

10/9/2014

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Picture
Check out THIS LINK for an archive of awesome debates on a wide range of political and social issues.  You can search for your specific issue.

You don't have to listen to the entire debate, as there are usually options to read through the transcripts or select certain segments of the debate to watch.

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Thursday, October 9th

10/9/2014

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Goals
  • Clarify confusions and share insights about "DoubleSpeak"
  • Come away from class today with a solid thesis statement for your op-ed article (Class 1/2)
  • Understand how to outline your op-ed and what to include in it (Class 5/6)

Starter
Individually:  Pick the most powerful or significant line from the reading-- try to connect it to the author's thesis (main argument) or his most important point.


In pairs:
  • Share your "most significant line" selections
  • Discuss what you think the THESIS of "DoubleSpeak" is
  • Share your definitions for the key terms  (euphemism, jargon, inflated language and gobbledygook) 
  • What confusions, questions or insights did you have about this article?  Share those with each other too
  • Be prepared to be called on to share out your ideas

For your entertainment.....Some satire of Doublespeak:
  • Colbert Show
  • Daily Show
 
Agenda
1. Self-assess on the journal rubric and turn in your journals

2. Class 5/6:  Mini Lesson: How to write your op-ed article
  • Analyze Op-Ed Examples Instructions
  • Example op-eds
  • Go over the op-ed outline guidelines
  • Rubrics for op-ed and visual  piece
3. Work Time: 
  • Draft op-ed article, continue gathering evidence

Click to set custom HTML

The Colbert Report
Get More: Daily Show Full Episodes,Indecision Political Humor,The Colbert Report on Facebook

The Daily Show
Get More: Daily Show Full Episodes,Indecision Political Humor,The Daily Show on Facebook

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Wednesday, October 8th

10/8/2014

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Goals:  
  • Identify the structure of an op-ed article and understand the required elements for this project's op-ed
  • Understand the requirements for SLC Prep 

Starter
A. Silently read the SLC requirements and jot down 2-3 questions you have about the requirements.


B. Summarize what SLCs are and why we do them as if you were explaining them to one of our new students.

Agenda

*Intelligence Squared heads up (class 1/2)
*Reminder on homework

1.  Go over SLC requirements questions
2. Sign-up for SLCs during class today!

3. Mini Lesson: How to write your op-ed article
  • Analyze Op-Ed Examples Instructions
  • Example op-eds
  • Go over the op-ed outline guidelines
  • Rubrics for op-ed and visual  piece

4.  Work Time:  
  • Continue your research as needed
  • Begin drafting  your op-ed:  Don't worry about a thesis yet, we'll work on that tomorrow
  • Conference with Ashley if you're stuck on the Constitution connection

HOMEWORK:
1. Journal 6 and 7 due tomorrow (And all journals, actually)
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Tuesday, October 7th

10/7/2014

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Today's Goals:
  • Understand the ways people use logical fallacies to mislead and confuse you 
  • Continue analyzing opposing viewpoints on your political issue AND keep an eye out for logical fallacies!

Starter: 
1. Read the handout on Some Logical Fallacies.
2. Pick one of the fallacies and write your own example

Agenda
1. Logical Fallacies powerpoint

2. Explain Journal #7 requirements and pass out the article 

3. Work Time:  
  • Vote for a STAC rep (see the email from Libby)
  • Opposing Viewpoint analysis form
  • Research your issue; relevant constitutional connections and/or Supreme Court cases
  • Conference with Ashley if you're stuck on the Constitution connection or need help finding/analyzing opposing viewpoint sources
  • Begin Journal #7 reading (see below)
  • Another list of political issues

Homework
Journal #6: Opposing Viewpoint Analysis form (page 2 only)
Journal #7: Read/annotate "Doublespeak" by William Lutz and do the following three things:
1. Identify the thesis (main argument) of the article
2. Define the key terms (euphemism, jargon, gobbledygook, inflated language).  
3. Write a paragraph reacting to the article.  What are the key takeaways from this article for you? How will this inform your research, consumption of media, the way you listen to and respond to rhetoric, etc…?

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Monday, October 6th

10/6/2014

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Today's Goals
  • Pick your topic for the op-ed and begin researching opposing viewpoints on your issue

STARTER
From the Ted Talk linked above: "When our great grandchildren look back at us, will they be as appalled by some of our practices as we are by our slave-owning, witch-burning, wife-beating, gay-bashing ancestors?"~ Rebecca Newberger Goldstein, Philosopher and Professor

A. What are some current issues that our great grandchildren may look back at and be appalled?

B. Silently read page 2, "Exhibition Project Tasks" of this document:  requirements for our project   and write down any questions you have about the project (from grading, to content, to timeline, to the exhibition, etc...)

Agenda
1. Announcements and Homework for the week

2. Project Requirements Review (Whole Class)
  • Review the  requirements for our project  and DEADLINES (enter into your planner)
  •  list of possible issues 

3. Mini lesson: Introduce JOURNAL #6: opposing viewpoint analysis and research handout 

  • Make sure to save all of your links in order to cite your work properly!

4. WORK TIME
  • Choose a political issue related to a current events article that you want to do for our Morality and Politics of Justice project and complete the survey at the top of today's blog
    • Stuck???  Look at the LIST OF POSSIBLE ISSUES and EDMODO posts from this past week!
  • Begin working onthe opposing viewpoint analysis form
  • Conference with Ashley if you're struggling to come up with topic ideas or need help narrowing your topic.


5. Last 20 minutes of class: Go over the  Moral Philosophy Exams and instructions for test corrections (Due Friday)
  • Test average was originally 32/44
  • I curved it 3 points (added 3 points to everyone's grade so that the average would be a B-)
  • See the student examples for excellent test responses and my powerpoint for clarification on why your answers may have been wrong or incomplete
  • Come to Wednesday's Lunch Help or Office Hours
  • Project grade won't be entered into Powerschool until I've graded ALL parts of this project (Exam, Journal, Op-Ed, Campaign Visual)
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    Ashley Carruth

    Humanities 11 Teacher at Animas High School

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