2nd Q, wk #1 October 16-19, 2018
Bellringer, 10/15 1. I will read the story from the ________ Write the letter to the correct answer of each: 1. I will read the story from the ________ A. begginning B. begining C. beginning 2. I gave the flowers to the single _______ standing on the corner. A. woman B. women C. wemen 3. My favorite character was _______ A. john proctor B. John Proctor C. John proctor
Activity, 10/15 Receive back bellringer papers from 1st Q; if all are counted correctly, throw away Throw away yellow pass papers and replace with 2nd quarter green passes Keep all formative graded papers from 1st Q until report cards are published—in one side of folder Move grammar handouts from last quarter to other side of folder; refer to handouts when writing Receive back essays and FSA rubrics; compare scoring results; intervene with comments for improvement and remediation opportunities Honors—receive back discussion summatives; explain remediation opportunities; sign remediation plans
Regroup Some have asked me about the possibility of re-grouping, so I will give you a few minutes to do so If you desire to be in a different group, ask them Groups can accept or deny No more than 5 in a group
Exit slip: write on back of bellringer paper Identify one writing skill or strategy that you will work on improving this next quarter. (ex: clearer topic sentence, thesis in introduction in clear and complete, always link back to thesis at end of each paragraph, more thoughtful conclusion, better or more use of evidence, referencing evidence with line #’s, clearer explanation of evidence, better spelling, or use of punctuation, or capitalization, remember to indent paragraphs, pre-plan essay, proofread)
Bellringer, 10/16 When you want to persuade your parents to let you have or do something, do you usually appeal to their sense of reasoning (give them the facts), their emotions, your reliability (i.e., why they can trust you), or a mixture? Why do you find that most effective?
Activity: 10/16 Persuasive techniques: ethos, logos, pathos See Powerpoint information on these terms; write what kind of appeals each one stands for on the back of your Bellringer paper (stamp)
10/17: 1st and 6th periods: Pick up a copy of the Rhetorical Review powerpoint and the Patch Adams script on the back table Pick up a red pen for Bellringer and a piece of paper from cart for today’s activity
Activity, 10/16 (10/17 for 1st per. And 6th per) Rhetorical devices Using handout, identify any of these you hear/see in the Patch Adams movie scene Exit slip: Write any you found on the back of your Bellringer form (stamp)
Bellringer, 10/17: Pick up a red pen and a piece of paper from the cart The following sentence has punctuation problems. Write it on your paper and then use a red pen to put in the correct punctuation. (No stamp credit without the red pen corrections.) The dog ran across the road and was hit by a car luckily he did not get hurt.
Activity, 10/17 (for first period, 10/18) Turn to p. 112 of textbook “Declaration of Independence”—a persuasive appeal to the colonists to form their own country by declaring independence from England As we read through it, see if you can identify any of the elements on the SOAPSTONE handout Complete your SOAPSTONE handout on a separate piece of notebook paper as we discuss it; you will turn it in for a stamp grade at the end of class
Bellringer, 10/18 (Pick up a red pen when you get your folder) Rewrite the sentence below. Use a red pen to punctuate it correctly. ( sentence must be done with red corrections to receive stamp credit.) They weren’t dangerous criminals they were just detectives in disguise
Activity, 10/18 GROUP FORMATIVE: On the blank provided, write a title for each section of the Declaration of Independence (that fits what is covered in that part). Label the persuasive elements according to the directions on the handout, but add these directions: (1) in the margins, label any rhetoric devices you underline (2) circle any emotionally charged words or phrases used Turn into tray at end of period.