Wednesday, February 9, 2011

Day 53 (2.10.11) A Day


Objective: Students will be able to: present research
findings on allusions; review material on exam;
demonstrate knowledge varied sentence models;
develop writing skills. 
Class Activities
  • Homework Log:
    • Log onto Blackboard
    • Go to the Agenda Blog
    • Click on "Daily Homework Log"
  • Allusions 
  • [2nd only] View: Finish Hamlet
  • [2nd only] Sentence Models 9 and 10
    • Write 5 of each after explanation from T. Holmes
  • [3rd only] SUMMATIVE: Sentence Models 9 and 10
    • Write 5 of each after receiving graded formative examples from T. Holmes.
  • Vocabulary Lesson 7 "Matching"
  • Review: Semester Exam
Homework:
  1. DUE on Today (2.10.11)  A Day: SUMMATIVE Literature Circles Round 2
  2. DUE on Today (2.8.11) A Day: Daily Drill 17
  3. DUE on Today (2.8.11) A Day: Allusions (More have been assigned.)
  4. DUE on Today (2.10.11) A Day: Vocabulary Lesson 7 "Matching"
    5. Work collected in class:
    • Homework Log
    • Thesis Paragraph (Send in an email to tholmes@irvingisd.net )
    • SUMMATIVE: Writing Strategy 1
    • SUMMATIVE: Sentence Models 9 and 10
    • SUMMATIVE: Vocabulary Lesson 7 "Matching"

TEKS
15)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A)  write an analytical essay of sufficient length that includes:
(i)  effective introductory and concluding paragraphs and a variety of sentence structures;
(ii)  rhetorical devices, and transitions between paragraphs;
(iii)  a clear thesis statement or controlling idea;
(iv)  a clear organizational schema for conveying ideas;
(v)  relevant and substantial evidence and well-chosen details;
(vi)  information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; and
(vii)  an analysis of views and information that contradict the thesis statement and the evidence presented for it;
(16)  Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
(C)  an organizing structure appropriate to the purpose, audience, and context;
(D)  information on the complete range of relevant perspectives;
(E)  demonstrated consideration of the validity and reliability of all primary and secondary sources used;
(F)  language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); and
(G)  an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone.
(17)  Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A)  use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and
(B)  use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
(19)  Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
(21)  Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A)  follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;
(B)  systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and
(C)  paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.
(22)  Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
(B)  differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and
(23)  Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
(A)  provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;
(B)  uses a variety of formats and rhetorical strategies to argue for the thesis;
(C)  develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;
(D)  uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and
(E)  is of sufficient length and complexity to address the topic.
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