For this week, students will be utilizing Google Classroom to work on their 3rd digital packet. This digital packet will lead students through the process of understanding valid evidence, conducting research, and finally, writing a persuasive paper. Links to the packet can be found in each class's Google Classroom.
When students are done with their warm-ups, they will go on to finish their Zombie Apocalypse letters started on Wednesday.
Students will come to class and immediately get set up for their 6th SMA of the semester. They will be given 45 minutes to complete their SMA using strategies. The use of strategies will be counted as a quiz grade.
Once students complete their SMA, they will go on to read silently at their desk. Finally, after a period of silent reading, students will be given time to finish their Persuasive Techniques Scavenger Hunt.
After warm-ups, students will receive a letter from the CDC. This letter describes a zombie outbreak that has currently gone airborne. They will be notified that a vaccine is available, but only so many vials exist. With their letters, they will receive a character sheet. This sheet will explain to students who their characters are. Working in groups, they will write persuasive letters to the CDC explaining why their "community" should receive the vials. They must use rhetorical and persuasive techniques discussed in class yesterday.
Having finished their warm-up for the day, students will go on to watch a short EDpuzzle video introducing them to rhetoric. At the end of the video, they will find 2 links. The first link will take them to a Google Form. The 2nd link will take them to THIS website. Around the room will be 10 pictures. Each picture represents a different type of logical fallacy discussed on the website. Students must identify what logical fallacy is exemplified in the picture.
Finally, students will return to the Google Classroom where they will find a Persuasive Technique Scavenger Hunt. This scavenger hunt will have them analyzing a variety of persuasive techniques as well as identifying their own examples.
Students will begin class by completing their warm-ups. Once they are done, they will go on to be introduced to SOAPSTone, a reading strategy that can be used to analyze pieces of writing. Students who are absent can watch the video below for the presentation.
After the introduction to SOAPSTone, students will read and analyze the text "Fake News" using a SOAPSTone graphic organizer. They will answer 4 multiple choice questions using the R.A.C.E. method.
After warm-ups, students in 1st period will present their Literary Characteristics Around the World presentations to the class. As students watch, they will take notes. They will then be given the rest of the period to work on their Passion Projects.
Students in 3rd and 4th periods will be given the class period to finish up their presentations as many of them are working individually instead of in groups. Those who are finished will work on their Passion Projects.
Having finished their warm-ups, students will go on to work in groups/individually to research literary characteristics from certain areas around the globe. They will sign up for their particular region and create a presentation that shows: 1- Where the region is located, 2- 5 styles that come from the area, 3- Information on 3 authors from the area, 4- A comparison of one of their literary styles to one in the U.S.
They will then go on to present their findings to the rest of the class.
Once students have completed their warm-ups, they will get back into their groups to finish their fairy tale re-writes. Before the end of class, we will gather into new groups to share our re-writes with one another.
After warm-ups, students will get into their groups to finish their fairy tale comparisons and begin writing their Fairy Tale Re-writes.
Nearpod 1st Pd
Nearpod 3rd Pd
Nearpod 4th Pd