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.
Fill out the project status checklist and goal setting sheet
Sign up for exhibition roles
1. Work Time
Visual Piece Critique Questions:
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.
Respond to the images on slide 54 of the Visual Rhetoric Powerpoint
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
3. Visual Piece Critique Questions:
5. Friday Video Fun! (last 15 minutes)
1. Create an account on collegeboard.org
2. Take a look at the SAT practice test and fill in the bubbles with your name!
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:
4. Choose 2 essays to evaluate (i.e. Score 6 and Score 4)
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)
5. If extra time remains, do one of the following:
Review the SLC guidelines
Have you prepared for SLC's yet?
Have you addressed all 3 big questions and provided evidence?
PEER CRITIQUE FORM
By the end of 6th period you must achieve these things:
Additional Work Time Options:
Read the Op-ed RUBRIC (PAGE 3)
On the notecard:
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?
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
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)
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.
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
4. Work Time
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.
For your entertainment.....Some satire of Doublespeak:
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
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.
*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
4. Work Time:
1. Journal 6 and 7 due tomorrow (And all journals, actually)
1. Read the handout on Some Logical Fallacies.
2. Pick one of the fallacies and write your own example
1. Logical Fallacies powerpoint
2. Explain Journal #7 requirements and pass out the article
3. Work Time:
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…?
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...)
1. Announcements and Homework for the week
2. Project Requirements Review (Whole Class)
3. Mini lesson: Introduce JOURNAL #6: opposing viewpoint analysis and research handout
4. WORK TIME
5. Last 20 minutes of class: Go over the Moral Philosophy Exams and instructions for test corrections (Due Friday)
Humanities 11 Teacher at Animas High School