Today's Missions: 1) I can clearly and concisely explain why or why not the firebombing of Dresden was militarily justifiable action using TEA paragraphs. 1) I can persevere through an in-class timed writing and refine with the support of a rubric. NO STARTER Here is a cute dachshund puppy picture instead. TEA Paragraphs = Analysis Driven Paragraphs In academic writing, your ability to persuade is based mostly on presenting successful logical arguments. In other words, you need to make points, supported by evidence, which support your thesis. One way of successfully accomplishing this is by using a simple formula. It's called TEA. Let's pretend that you have a thesis like this one: In "The Branding of Learning," Naomi Klein successfully persuades readers who might otherwise not care about the issue to hold a negative view about corporate presence in schools. Now let's look at how you might develop a supporting paragraph using TEA. Topic Sentence (T) This is the sub-claim that you want to develop in support of your main claim (your thesis). Examples of university-based medical research being hijacked by companies help Klein show her audience that corporate presence in schools creates problems that extend far beyond the schoolroom door. Evidence (E) Next, you give some evidence that helps support/illustrate the point you want to make: For example, Klein writes about Dr. Nancy Olivieri, a research for the University of Toronto who was hired by Apotext to test the effectiveness of one of their drugs. When Olivieri discovered that the drug might be hurting the patients, she "wanted to warn the patients participating in the trial and to alert other doctors in her field" (65). However, the drug company had created a clause in her research contract that allowed them to prevent publication of findings for one year after the trials ended. Klein sees this event as an intrusion into "the sanctity of academic research conducted in the public interest" (65). Analysis (A) After you give evidence that relates to your point, you've got to make sure that your reader understands HOW the evidence supports the point AND how it connects to the thesis. Don't assume that your reader will make the connection on his/her own; instead, break the evidence down to show how it connects to the argument you're making. In this example, we can clearly see that the goals of academic research are being controlled by corporate contracts that prevent the sharing of information. If this were an example of a company preventing publication about wigs in eighteenth-century England, readers would probably not be likely to care all that much. However, by presenting an example of suppressed research which could directly and seriously impact the readers' own health, Klein gives readers who may not have children of their own a reason to care about the presence of corporations in schools. Adapted from <http://www.uwyo.edu/english/degrees/undergraduate-students/english1010/1010-osh-tea.html> Dresden In-Class Writing Answer the question, "Was the firebombing of Dresden a militarily justified event?" -Keep track of time. -Use TEA paragraphs (1 conceded argument, 2 arguments) -Be concise. Less is more. Be a surgeon; use your scalpel. -Cite the documents in parenthesis after the quote: "Stephen enjoys playing ping-pong." (Document 3) If you are absent, feel free to tackle this on your own at home. Please don't spend more than 2 hours on this writing, though. Use the writing rubric to double-check your work. Slaughterhouse V -Would you please finish the book by start of class tomorrow? We have "Slaughterhouse 5" Seminar Prep tomorrow in class. -I will check annotations through Chapter 9 tomorrow. Don't worry about annotating Chapter 10--my gift to you, my hard-working scholars! Homework 1) Finish Slaughterhouse V by start of class Wednesday. Annotations need to be completed through Chapter 9. None for Chapter 10. When you struggle, your brain grows. Persevere.
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Starter 23
1) What do you think is the strongest piece of evidence you have for your assigned position right now? Explain why you think that piece of evidence will be convincing. 2) Does your assigned position match your real position? Why/why not? Dresden: Structured Academic Controversy (if you're absent, you will not need to make this part up) The structure we will follow is below. I will be providing exact times. Please do not move on to the next step until I have called time! 1. 5 minutes to organize argument with partner (5 min) 2. Yes: Opening argument (3 min) 3. No: Repeat back main points of argument (2 min) 4. No: Opening argument (3 min) 5. Yes: Repeat back main points of argument (2) 6. Open Debate (10 min) 7. Consensus Building (15 min) 8. Debrief (10 min) Concessive Statement Review and Essay Outlining Click this handout for a review on Concessive Statements. You will need to write your thesis statement for tomorrow's essay as a concessive statement. Use this sheet to outline your essay. Remember we answering the question, "Was the firebombing of Dresden a militarily justified event?" Tomorrow: In-Class Writing You need to bring: Your Dresden Evidence packet. Your computer Homework 1) Finish Outline--prepare for your In-Class essay! 2) Slaughterhouse 5--Reading/Annotating Ch. 9. Finish the book by Wednesday, Start of Class. I'm checking annotations through Chapter 9 Tuesday, 9/30 STARTER 22
Free write! Choose two of the three. 1) If and when I raise children, I'll never... 2) Five years from now, I will be... 3) Imagine that you are an animal in the zoo. What type of animal are you? How do you feel about being caged? How do you feel about people that visit and watch you? Dresden SAC Evidence Gathering 1) Work in your partnerships to make 4 claims based on 4 pieces of evidence from the documents. You are making claims to support YES or NO in response to the question "Was the bombing of Dresden justifiable militarily?" Read/Annotate Slaughterhouse 5 -Chapter 8. 8 -10 annotations. DUE MONDAY, START OF CLASS. Homework: Read/annotate Chapter 8 if you haven't yet. Starter 21
1)“In a war, it is okay (moral) to bomb civilian targets if it will help your country to win.” 2)Humankind is the slave of predestination, meaning that all human actions are prescribed before they occur. A person who chooses to do something is not really choosing at all — the choice is already made. 3)People need lies to go on living. Agree or disagree? Why? Be specific. Drop intellectual bombs! Four Corners: Starter Statements Structured Academic Controversy-DRESDEN BOMBING "Was the firebombing of Dresden a militarily justifiable action?" Be prepared to argue both sides! A. You will be put into groups of 2 today. B. Sort Documents. (Thursday) -Review Dresden Documents as a group and sort these documents into "Yes" or "No" columns. C. Gather Evidence. (Friday) -With your partner, gather evidence to support the position you've been assigned. -Use the Outline Sheet to help you do this! -You may use the same source, but you may not use the same exact evidence. D. Make it Spiffy (Friday) -Use your remaining class time to rehearse your arguments with your partner. -How can you present your information so that its absolutely crystal clear what your point is? -Is your body language confident and open, or is it fearful and closed? These things matter!! There is enough time for you to complete all of the Dresden SAC prep in class. If you don't use your time wisely, you'll most likely have to finish for homework. Homework Slaughterhouse: Chapters 6 and 7. 8-10 annotations each. DUE FRIDAY. Advisory Email Home Nuts and Bolts: • A greeting (i.e. "Dear Mom and Dad,") • A brief summary statement about academics in which you mention how they are going overall and where you have the most room for academic growth (details such as grades and missing work will be reflected in your Grade Check Action Plan). • A closing (i.e. Love and thanks for caring about my AHS experience! - Becca) This email must be sent by the end of advisory. Please CC your advisor on this email in addition to your parents Grade Check Action Plan Name: Date: My current grades are: Humanities: Math: Science: Spanish: Digital Media: I am missing the following assignments: Humanities: Math: Science: Spanish: Digital Media: One class or project about which I am concerned right now is: I need help with: Learning Target: I can create an annotated map that includes 7-10 important events from WW2.
DIFFERENT STARTER THAN USUAL... 1) Please label as many of the countries as you can on your map in the first 10 minutes of class. Annotated Maps We are going to focus on the European side of WW2 for now. It's important that we understand the major events of WW2 so that your stories can come to life with accurate details. Choose 8-10 of the most important events during WW2 (from the list provided on the handout) and annotate your map with EACH event! Make educated guesses; I don’t expect perfection; just excellent effort. Each event should have all relevant information potentially including: 1) arrows showing troop/country movement 2) dates 3) brief explanation of event. In addition to these events, please annotate your map with definitions of the following terms: isolationism, appeasement, Lend-lease act, Non-aggression Pact, and Munich Conference. You may use any resource at your disposal to complete this assignment! Slaughterhouse 5: Thinking About Symbolism 1) Identify 2 symbols used in S5. Hint: Look for images, words, phrases that are used repeatedly. 2) For each of the two symbols, answer the following in writing:
Homework Finish reading and annotating Chapter 5. DUE THURS. start of class. Today's Learning Targets: 1) I can explain, with specific examples, why Hitler was an attractive leader to 1930's Germany. 2) I can actively watch a documentary and take relevant, concise, and accurate notes. STARTER 20 1) If your country had just been humiliated and was in economic crisis, do you think you would support a dictator who promised to solve these problems? Why/why not? 2) Discuss your favorite two ways dictators gain and maintain power. Provide a specific historical example for each! 3) List and define at least 4 major political ideologies of the WW1/WW2 eras. Economic Context Notes See the Economic Context Power Point and Notes. Check out this beefy article from Business Insider that breaks down pre-WW2 Germany's dramatic struggle with hyperinflation (EXTRA.) I'd love to discuss it with you one on one if you want to go DEEPER! Kahn Academy: Economic Context (EXTRA) -A very interesting take on Hitler's rise to power. Economic context starts around 7:00 mins Century Video Notes Take notes on the following, as you watch a documentary about Hitler's rise to power.
Homework 1) Annotate and read Slaughterhouse 5: Chapter 5 Starter 19
1)For your starter today please write a small paragraph of encouragement to one of these leaders in our school: 1)Jake 2)Libby 3)Dominic, our facilities man. 2)Please BCC me on the email to receive credit. PROOFREAD! Use correct punctuation and capitalization. Make this genuine and authentic, would ya? Slaughterhouse 5: Time Shifts! Click the link above for today's assignment. When you are done, please drop your activity in my basket. Slaughterhouse 5: Read and annotate -Read and annotate through Chapter 4 over the weekend. Homework: -Read and annotate through chapter 4. 8-10 annotations per chapter. Starter 18
"'Hello, babies. Welcome to Earth. It’s hot in the summer and cold in the winter. It’s round and wet and crowded. At the outside, babies, you’ve got about a hundred years here. There’s only one rule that I know of, babies — ‘God damn it, you’ve got to be kind.’" (Vonnegut) 1)What does this quotation mean to you? Explain. 2) If you could rewrite the last sentence, what would it be? What rule would you give to future generations?” In class: Read and Annotate Chapter 3 -You know the drill, young scholars. Enter, explore, extend... So It Goes: Vonnegut in the New York Times -Read and annotate at least the first 14 paragraphs of this lengthy article. For a challenge read the whole thing! Why? Learning more about authors can oftentimes help us make better sense of the their work. In class discussion of the following questions: a. Who is Kurt Vonnegut? b. Why is he considered to be a literary idol? c. Would you enjoy reading Mr. Vonnegut’s work? Why or why not? d. What might you expect to learn by reading a novel written by Mr. Vonnegut? e. Why do you think Mr. Vonnegut set his novels in alternate universes? What purpose did using these fictitious settings serve? f. What was the defining moment in Mr. Vonnegut’s life? g. How did this defining moment influence Mr. Vonnegut’s work? h. Given the article’s description of Mr. Vonnegut’s views on war, how do you think he would perceive the war with Iraq or the war on terror? Why? i. How do you feel about an author using the same character in different novels? Why? j. What are some of the less enthusiastic views about Mr. Vonnegut’s body of literary work? Why? Homework: 1) Rise of the Dictators (linked in case you need the details) This activity is due tomorrow at the start of class. Please have these printed out before class starts, or they will be late (gasp!) Of course, you'll want your name on your beautiful, refined work! 2) Slaughterhouse 5: Chapter 3 -Read and annotate, please. 8-10 annotations. Starter 17 Pick any two of the following and write as much as you possibly can. 1)There is no logic to war. It is an absurdity. Agree or disagree? Why? 2)Human beings have free will. Agree or disagree? Why? 3)Dictators are inevitable in our modern world. Agree or disagree. Why? Four Corners -Get up, stand up! Convince your classmates that your position is the most thoughtful! I love this activity! Rise of the Dictators!
-You have one hour of class to continue working on your Rise of the Dictators assignment! Slaughterhouse 5 -Start reading chapter 3 if you get done with your Dictator piece. DUE: Friday HOMEWORK 1) Finish reading/annotating Ch. 2. 8-10 annotations. DUE: Tomorrow. 2) Dictators assignment. Refine, polish. DUE: Friday, Start of Class. |
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