look at a model of an argumentative essay
read through it and find ways that it works and ways that it doesn't
identify areas of confusion and figure out why it's confusing and how it could be improved.
write the "formula" for this particular argumentative essay
Strong verbs. One on one discussion about draft argumentative essay
Lesson Outline
Devin was late and Ashley was absent.
Sadie and I went over her draft essay and I gave feedback and dsicussed ways she can dig deeper for a more analytical argument. Next sat at computer and did exercise on making paragraph more descriptive first through the use of many adjectives and adverbs, second through the use of stronger verbs. Devin arrived and I put him in front of a computer and he worked hard to catch up with Sadie. We printed out the work and read them to each other and discussed whether addition of adjectives/adverbs or stronger verbs was more powerful and created stronger images in the mind of the reader. Then while Sadie worked on a new draft, Devin and I went over his draft.
Assignment
produce new draft for monday
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Devin has extra homework. it's an in-class piece that he didn't do this week when he was absent (and I only noticed today.)
devin caught up quickly to Sadie and he had an easier tiem with the in-class work today than she did. His draft essay needs lots of work. I need to keep working with him on writing.
Outline = to do a "table reading" of the script for the new film.
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
We assigned characters for each student and did a dry run of the script. All students participated. We will be doing an edit and rewrite next week to finish up the script before filming.
- Return and review exams
- comments on rough draft research papers
- US Imperialism: define concept; identify motives; identify possible outcomes.
.US possessions today: list
.Begin to identify how the US acquired the possessions
Assignment
Read chap.20 and complete study guide
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
Great lesson. All students in attendance. Exam results were excellent. Sadie will turn in her rough draft tomorrow.
Devin's and Ashley's papers were excellent.
Students read out loud the next chapter of the spanish reader, "La Gran Aventura de Alejandro" - chapter 6 - La princesa Margarita. This chapter exposed the students to El Prado museum and Diego Velazquez, the spanish artist. They completed the comprehension questions at the end of the chapter.
Assignment
Power point presentations due Monday. Look for chidhood pictures
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Students did a great job reading the next chapter. The vocabulary seems to come alive for them when they get a chance to read it in this fashion.
We discussed ratios and noted some real-world examples. Then we discussed proportions and properties of proportions. We finished by solving proportions algebraically.
Assignment
None.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Student attitudes are fine. They seem quite comfortable with the material.
Reviewed Que tiempo hace que..... with several questions placed on the board. Students took turns reading out loud and answering the questions. Then they completed text pg. 185 Act. 30. The students completed chapter 5 by completing the end of chapter activities. Introduced chapter 6 - Childhood memories (Recuerdos - discussed their next project. Students are to bring in pictures of either themselves as children and/or pictures representing things from their childhood like favorite TV shows, vacation memories, past schools attended, family, etc.
Assignment
Continue to work on power point presentation and look for childhood pictures
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Both students completed chapter 5 satisfactorily and demonstrated understanding of how to use "Que tiempo hace que...)
Sadie presented one of the "myths" abuout recycling in Daniel Benjamin's article. We discussed it in-depth and tried to dig out any perceived flaws. Students said that they believe what he wrote because he used tables to present his evidence. So we did an experiment involving rolling dice and then writing up the results in a table. We discovered that you can alter viewers' readers' perception of the results by changing how you arrange a table.
