SMELL is a strategy to analyze how rhetorical appeals are used in a speech. Students applied the SMELL strategy to President Obama's National Address to America's Schoolchildren. If you missed class 11/4/16 or 11/7/16, please fill out the SMELL chart on page 75 of your textbook.
Rhetorical Appeals is a very important part of argumentative writing (not to mention a great way to persuade our friends and family!). We looked at Logos (Text), Pathos (Audience), and Ethos (Speaker) and what they are and how they help us write.
Logos is the way we can use text, textual evidence, and data to argue a point. (Head)
Pathos is the way we appeal to an audience through emotion, the warm fuzzy side, or the fear mongering side of an argument. (Heart)
Ethos is the way we look at the speaker. Are they creditable, are they reliable, is there a moral code they follow. (Balance)
In order to have a deeper understanding of how these rhetorical appeals play a role in speeches, students listened to President Obama's speech to America's Schoolchildren (pg 68-72). There is a video posted on the A-Day page of President Obama giving the speech.
For homework complete questions 1-4 on pg 72.
Time to talk about the rough draft. Most students were able to turn in their rough draft through google classroom. However, a small number of students didn't follow the directions or didn't turn in their rough drafts. Students have been instructed many times, to turn in their rough drafts to google classroom. They have been told to write this down in their planners, this has been posted on line, and has even had a remind notice sent out. If a student did not follow directions they risk getting a 0 on their rough draft. In order to fix this, students MUST turn in their rough draft to the google classroom assignment ASAP. If they do not do this, they will earn a 0.
Today we experienced Beta Reading. Beta Reading is an amazing way for students to "test" out their work before they get graded on it. During Beta Reading, students exchange their papers with each other. Once this is done, students read the work of their peers and grade it according to the rubric. Students are graded upon completion instead of their work.
After Beta Reading, students take their Beta Draft home, and looking at the notes, revise their Narrative Interviews. This new draft now becomes the Narrative Interview Rough Draft. This draft is due Wednesday, November 2, 2016 before 7:30 in the morning. Students are must upload their Narrative Interview Rough Draft to their google classroom.
Happy Reading and Writing,
Friday I had the privilege of going to the LAMAC to see the Guillermo Del Torro exhibit. Del Torro is an amazing author, director, illustrator, and is a true auteur (a director who puts his or her creative stamp on the film process, working with the script, design, storyboard, etc.) . One of the amazing things I saw (and there were many) was his storyboarding and idea process. I love seeing how his mind is working, sketching, crossing out, adding in things. Creating is a messy process, and I love how messy this stage of his work it.
The next few weeks are going to be intense for our students. Not only are they finishing up their Interview Narratives, they are beginning part two of Unit 1 - AKA Unit 1 part B.
In this part students explore the idea of an argumentative essay about the value of college. Through readings in class students will make a claim about the value of college and write an argumentative essay on their views.
Since Unit 1 part B is going to be quick and completed by Nov 19, I have attached a file about the due dates and the assignments in the below document. The students understand that with the hard work, they will be rewarded with no homework over the Thanksgiving Break. Instead, Mr. Weise and I will be very busy during the week grading the papers.
Do not hesitate to contact us for help.
Happy Reading and Writing,
The long boring process of transcribing the interview has begun. Students are to take their interviews and write them down in question and answer format. The biggest challenge is to stay true to the voice of the interviewee. Students are expected to type what the interviewee said during the interview, word for word. This is in order to keep the voice true to the interviewee.
Next Step - write the interview narrative. The Beta Draft is due October 31 and November 1.
What is a Beta Draft? During my time working at a book store, I listened to author Jim Butcher speak at Mysterious Galaxy one evening and he mentioned that he would be lost without his Beta Readers. Butcher discussed how he has a hard time writing a woman's voice. He said that he is more interested in writing the fight scenes then the love scenes. With that in mind, Butcher uses his beta groups to help him with voice. I loved this idea. Many of my students want to just type, print, and turn in. If they participate in Beta Reading groups, then they have a chance to read other's work and get feedback on their work, all of this before they turn in their paper for a grade.
Happy Reading and Writing,
A Day & B Day:
Today we answered the questions, "What does an interview narrative look like?"
In answering this question, students needed to look at the grading rubric and reading a few interview narratives. The rubric helped students to look at how the papers are going to be graded. The important criteria centered around, ideas, structure, and use of language. Once students were able to understand the criteria, they read three different papers. While reading, students read for ideas, structure, and use of language. Through discussion, marking up the texts and the rubric, students began to get an idea of what is expected for their interview narratives.
Homework - be sure to complete your interview and bring in your notes, recording or emails.
Looking over the interview questions has been very eye-opening for me. Students are asking great questions, however these questions are not getting beyond the basic information and into to direction of information gathering for the narrative interview assignment. How can I get the students to refocus on their questions?
Many students were asking questions like, "Where did you go to college?", "What was your major?" "How does your major support your current career?" I realized that students were asking questions about the college experience, major, extra activities, friends, etc. As nice as these questions are, the answers will not help the students gather information for a coming of age interview narrative.
I had the students look at experiences in college. Moments that challenged the interviewee. Questions like, "What barriers did you overcome in college? How did you overcome them?", "What were some struggles you had during your college years? How did it affect your coming of age?" and "Was there a time period where you had any thoughts of dropping out or doing something different with your life? What was that like? What else did you want to do?"
Good interviewers need both type of questions. Students continued to revise their questions and were able to get feed back from their peers.
Next Step: Turn in your Lesson Plan steps 1-5. Set up your interview. Conduct your interview (I suggest recording it). Bring in interview notes, recording, emails, to class on Wednesday 10/26/16.
As I was grading the Interview Plans from my B class, I realized that there were many students who didn't get the idea of the Embedded Assignment and what they are being asked to do. Today we slowed down, went back to the beginning and broke down the prompt, looked at SOAPSTone, Who we are interviewing, and The direction our questions should be headed.
The most important idea to remember about the writing assignment is to keep in mind what you are being asked to do, write an interview narrative about how a persons' experiences in college played a role in their coming of age.
All interviews should be completed and recorded by October 26 (for B day students). Thursday we will finalize and approve the questions.
Happy Reading / Question writing,
Today we really looked at the prompt and what it means. The focus changed from college experiences to how does the college experience play a role in coming of age. Students worked on google classroom revising their Interview plans and questions.
Homework is to look back at your questions and continue to revise your questions. Begin to start planing on who you are going to interview, how you are going to get in touch with them and how you are going to meet them.
A-Day and B-Day - How does one turn a transcript into a narrative interview? Through looking at examples, examining how pronouns are used, and quotes are introduced students began to see how a transcript is turned into a narrative interview. For homework, students are to take what we practiced in class and write an interview narrative using the Chuck Liddell transcript found on pages 49-51. The assignment is found on pg 56 under, "Narrative Writing Prompt".
Since we are practicing using the SpringBoard technology and I'm still discovering how to find assignments, please bring in a printed copy of your Narrative paragraph homework along with submitting it to SpringBoard.
"A nation's culture resides in the hearts and in the soul of its people."
― Mahatma Gandhi
"Preservation of one's own culture does not require contempt or disrespect for other cultures." - Cesar Chavez
"A multicultural society does not reject the culture of the other but is prepared to listen, to see, to dialogue and, in the final analysis, to possibly accept the other's culture without compromising its own." - Reuven Rivlin