Today students submitted their revised argumentative paragraphs and we went over and agreed to the criteria that I will follow for grading.  Next, students submitted their speech analysis selections.  Students then had 20 minutes to prepare for their debate. Both periods did a fantastic job in presenting their research.  I was able to give some suggestions and thoughts and will follow-up with students on Wednesday.  During lunch, I reread all of my notes and checked my scoring.  Period 4- opposition won the argument.  In Period 1, I had a very difficult time, and on further reflection believe that based on the points made and won by each side and the points lost based on repetition and indirect refuting, the arguments were tied.  Wishing we could have gotten in a few more points to make it more decisive.  We will review on Wednesday:)

HW:

Analyze Queen Elizabeth's speech using the prompt questions in the file library.  A copy of the speech is their for you as well.  Please type.

CHANGE TO SELF-SELECTED SPEECHES:  The assignment that you are going to do with your selected speeches works best with an audio and/or visual of the speaker.  If you selected a speech, please see if you can find it in audio/visual to do the analysis. You can see the file library for the assignment.  You are NOT responsible for completing the assignment yet.  We will go over it on Wednesday.

Hello my dear students!  If you are in B day classes, please send me your argument paragraphs through your school email today. 

If you are A day and we do not have the opportunity to see each other tomorrow, please send me your paragraphs through your school email when you have finished.

Thank you!   

Good morning, and happy snow day!

I hope you all enjoy your day-- a little disappointed because I was looking forward to your debates!  We will implement the same plan on Tuesday of next week.  In the meantime, if you could send me your revised writing through your school emails, I would greatly appreciate it!

Remember to look over the speeches and now that you have more time, be more thoughtful about your selections.  Consider your own speech and what you can do to generate some interest based on the speech you choose to analyze.

Enjoy your weekend, and I will see you Tuesday:)

Today students applied their understanding of logical fallacies to random topics.  Students shared out their own logical fallacies and as a group we analyzed it for accuracy.  Next, we discussed persuasive speeches which will lead to students creating their own persuasive speeches for POI. We read through Queen Elizabeth's speech and did a brief initial analysis of its effectiveness considering her audience and purpose. Students were asked to hold on to the speeches for further analysis after the debate. Students were told that they will be doing an assignment where they will be selecting a speech and analyzing it for its effectiveness. The first step is picking speech that resonates.  Students were given back their Charlie Gordon arguments for revision.

HW:

• Revise (type up) the paragraphs indicated on your Charlie Gordon written arguments that were handed back today.  DUE: MONDAY Rubric that will be used to grade your writing is in the file library.
• Select a speech from one of the following links that resonates with you and thay you would be interested in analyzing.  Write down the name of the speech, author/speaker, and audience . DUE: MONDAY

Speech links you can use to select a speech: (you may need to copy and paste.)

https://www.americanrhetoric.com/top100speechesall.html

http://www.historyplace.com/speeches/previous.htm

https://www.theguardian.com/theguardian/series/greatspeeches

Today students applied their understanding of logical fallacies to random topics.  Students shared out their own logical fallacies and as a group we analyzed it for accuracy.  Next, we discussed persuasive speeches which will lead to students creating their own persuasive speeches for POI. We read through Queen Elizabeth's speech and did a brief initial analysis of its effectiveness considering her audience and purpose. Students were asked to hold on to the speeches for further analysis after the debate. Students were told that they will be doing an assignment where they will be selecting a speech and analyzing it for its effectiveness. The first step is picking speech that resonates.  Students were given back their Charlie Gordon arguments for revision.

HW:

• Revise (type up) the paragraphs indicated on your Charlie Gordon written arguments that were handed back today.  DUE: FRIDAY Rubric that will be used to grade your writing is in the file library.
• Select a speech from one of the following links that resonates with you and thay you would be interested in analyzing.  Write down the name of the speech, author/speaker, and audience . DUE: FRIDAY

Speech links you can use to select a speech: (you may need to copy and paste.)

https://www.americanrhetoric.com/top100speechesall.html

http://www.historyplace.com/speeches/previous.htm

https://www.theguardian.com/theguardian/series/greatspeeches

Today students learned a new root, -fall which means to deceive, trick, or be in error.  They also learned the word fallacy which means a mistaken belief, especially one based on unsound argument. Students were introduced to logical fallacies which are common errors in reasoning that will undermine the logic of your argument. We went over some common ones and examples, and we will do an activity on Wednesday with them.  Next students did some peer editing of student arguments for the Charlie Gordon prompt.  We looked at a few student samples to analyze them for effectiveness. I collected these and will provide feedback.  Finally, students were split into two teams and given direction regarding the debate which will be held on Friday.  Students had about 25 minutes to work with their team to brainstorm and divide up responsibilities.  Thursday, students will be given about half the period to prep some more. Monday, students will get about 25 minutes before we debate:)

Today students learned a new root, -fall which means to deceive, trick, or be in error.  They also learned the word fallacy which means a mistaken belief, especially one based on unsound argument. Students were introduced to logical fallacies which are common errors in reasoning that will undermine the logic of your argument. We went over some common ones and examples, and we will do an activity on Wednesday with them.  Next students did some peer editing of student arguments for the Charlie Gordon prompt.  We looked at a few student samples to analyze them for effectiveness. I collected these and will provide feedback.  Finally, students were split into two teams and given direction regarding the debate which will be held on Friday.  Students had about 25 minutes to work with their team to brainstorm and divide up responsibilities.  Wedensday, students will be given about half the period to prep some more. Friday, students will get about 20 minutes before we debate:)

A

Today we discussed advocating ideas for POI.  Students came up with a great list of possibilities and are encouraged to consider other ways.  Students also went over how to draft a formal email to an organization or individual that can help direct them in their choice of advocating. Students were given a half sheet rubric for the email which should be turned in with the hard copy of the email on Tuesday.  Do not send the email until after I approve it. Students were reminded several times that when it comes time to send the email, they will need to cc a parent.  We then went over the arguing with Aristotle email to analyze for ethos, pathos, and logos. I walked students through a power point regarding writing an effective argument.  This powerpoint can be found in the file library as a resource. Students then started brainstorming/prewriting for the argument they will write: Charlie should have been used for the surgery OR Charlie should not have been used for the surgery. Students will work through the next period and submit this assignment-typed on Tuesday. 

HW:

• Write an email to an organization or individual that might be able to help you determine ways to advocate. Print the email out and bring it with the half-sheet rubric on Tuesday for my review.
• Send me an email, written properly, indicating ideas you have for advocating. The more specific you are the better I can assist.
• Write up your argument for Charlie. Have a draft of your body paragraphs completed for Tuesday. Have at minimum two paragraphs for support and one counter-argument/rebuttal paragraph.  We will look at creating the introduction and conclusion together.

B

Students worked through the period yesterday to develop the draft of their argument regarding Charlie and surgery.  If you have not emailed me yet regarding advocacy, you need to do so by Sunday.  Once I respond, you can feel free to begin.  The sub collected the half sheet rubrics and your formal emails which I will grade this weekend.  Once you get them back, you can feel free to send them (CC parents).

HW:

Write up your argument for Charlie. Have a draft of your body paragraphs completed for Tuesday. Have at minimum two paragraphs for support and one counter-argument/rebuttal paragraph.  If you have not yet gotten to your introduction and conclusion, we will work on those a bit together on Monday. 

Hello!  Could both A and B day students go to the last posting and follow the directions to take a quick 10 minute school climate survey?  It would be very helpful and since you are just relaxing a bit at home today, I thought you could help me out.  I have also placed the link below for your convenience.

This survey is used by the school's leadership team to learn about student concerns in order to make changes in the building for you.

Thank you and enjoy the day!

Important addition!  I hope you are having a super snow day...thank goodness it actually started snowing!  I have a big request for you.  Could you please follow the link below and take the student climate survey for our school?  It will take no more than 10 minutes and the school uses the information to address problems and make changes for your benefit.

http://wh1.oet.udel.edu/pbs/

You may have to cut and paste the link.  If there are any problems, please email me to let me know.  Thank you in advance for your help!

Important addition!  I hope you are having a super snow day...thank goodness it actually started snowing!  I have a big request for you.  Could you please follow the link below and take the student climate survey for our school?  It will take no more than 10 minutes and the school uses the information to address problems and make changes for your benefit.

http://wh1.oet.udel.edu/pbs/

You may have to cut and paste the link.  If there are any problems, please email me to let me know.  Thank you in advance for your help!

Today we discussed advocating ideas for POI.  Students came up with a great list of possibilities and are encouraged to consider other ways.  Students also went over how to draft a formal email to an organization or individual that can help direct them in their choice of advocating. Students were given a half sheet rubric for the email which will be turned into the substitute on Thursday with the hard copy of the email. Students were reminded several times that when it comes time to send the email, they will need to cc a parent.  We then went over the arguing with Aristotle email to analyze for ethos, pathos, and logos. I walked students through a power point regarding writing an effective argument.  This powerpoint can be found in the file library as a resource. Students then started brainstorming/prewriting for the argument they will write: Charlie should have been used for the surgery OR Charlie should not have been used for the surgery. Students will work through the next period and submit this assignment-typed on Monday.

HW:

• Write an email to an organization or individual that might be able to help you determine ways to advocate. Print the email out and bring it with the half-sheet rubric. Turn it in to the subtitute (name at the top) on Thursday for my review.
• Send me an email, written properly, indicating ideas you have for advocating. The more specific you are the better I can assist.
• Write out the body paragraphs for the argument regarding Charlie and the surgery.  You should have at least two body supports and one body counter-claim/rebuttal paragraph.  You do not need to develop an introduction or conclusion.  We will do this together in class.