WELCOME BACK TO SCHOOL and SEMESTER 2!!Glad_You're_Back.png




Week 20 - Jan. 5-7 - COMMUNICATION:


Wednesday 1-5-11:

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Today I will write on demand, drawing upon my experiences and observations while composing my writing with expression.




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With the lights off, close your eyes and consider one of the following:

1) Receiving your favorite Christmas gift this year;

2) Giving your favorite Christmas gift this year;

3) Eating your family Christmas meal

Then write a well-developed paragraph describing this scene with your most expressive words and imagery; try your best to use all five senses and figurative language (similes, metaphors, personification, etc.).

Mid-year class review:

>New classmates, new seats

>Review our class rules

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>Review what's to come this new semester

-communication

-outlining & organizing your writing

-speeches, speeches, speeches

-resume writing

-interviewing

a_student_presentation.jpgShare your expressive/descriptive paragraphs



Thursday 1-6-11:

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Today I will learn how to apply verbal and nonverbal communication skills to public speaking so I can understand variables in speaking situations, produce a coherent message, and control my speaking delivery skills.


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Continue sharing your expressive/descriptive paragraphs from yesterday

Communication Activity

>First, put pairs back to back on floor, one with a copy of a sketch and one with a white board and marker. The one with the sketch has to explain only verbally how to draw the sketch.

Communication Assessment:

>What did you discover helped you communicate effectively?

>What did you discover hurt your effective communication?

reading_icon.jpgSilent Reading 10 minutes



Friday 1-7-11:

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Today I will learn how to apply verbal and nonverbal communication skills to public speaking so I can understand variables in speaking situations, produce a coherent message, and control my speaking delivery skills.

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What different ways do you personally communicate (text, phone [cell or land], email, twitter, snail-mail, notes, heart-to-heart)? With whom do you communicate and why? What is your favorite form of communication?


>Communication Model Presentation



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DUE TUESDAY:Communication Process Model.

Create your own model of the communication process that incorporates all the elements of communication and indicates the process aspects of communication. Your model should be a specific example of a communication situation. You may draw, cut out magazine pictures, use photos - your choice.

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Week 21 - Jan. 10-14 - COMMUNICATION:

Monday 1-10-11: snow.jpgSnow Day

Tuesday 1-11-11:snow.jpgSnow Day




Wednesday 1-12-11:

MikeLarsen.jpg


In honor of Mr. Larsen, today you can blog about

"What I'll Always Remember About Mr. Larsen"

assignment_book.jpgDUE THURSDAY: Communication Process Model

Verbal Communication


>Verbal Communication Quick Draws

>Verbal Communication Role Plays

reading_icon.jpgSilent Reading

Thursday 1-13-11:

assignment_book.jpgCommunication Quiz on TUESDAY

assignment.jpgCommunication Process Model DUE TODAY

Non-Verbal Communication

a_student_presentation.jpgStudent presentations of communication models




Friday 1-14-11:

assignment_book.jpgCommunication Quiz on TUESDAY

LANGUAGE REGISTERS






>Language register role plays

a_student_presentation.jpgStudent presentations of communication models
MikeLarsen.jpg


Time allowed for you to blog about

"What I'll Always Remember About Mr. Larsen"

When you click "comments," a posting box will pop up where you can type. Below the box, you will need to "choose profile" in order to actually post the comments you typed. Choose "Google Account" and use the username of ahs2011.student@gmail.com and the password of atlantichighschool. Then click "post comment."




Week 22 - Jan. 18-21: Moving Communication Into Speeches

Tuesday 1-18-11:

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Today I will assess my knowledge about the communication process and the elements involved in verbal and nonverbal communication. Then I will read independently in order to grow.


quiz.jpgCommunication Quiz

reading_icon.jpgSilent Reading




Wednesday 1-19-11:

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Today I will read non-fiction for the purpose of learning about one of our nation's best and most popular speakers so we can analyze some of his speaking skills that we will want to emulate.




What's in a speech?

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>On a 1/4 sheet, write down everything you know about speeches.

How long should they be?

What parts do they have?

What are they about?

How should they be presented?

What makes them good?

What makes them bad?

What has been your experience with speeches?

>Hand in.

achieve3000.jpg"Remembering Dr. King"

MikeLarsen.jpg


When complete with A3000, please visit and blog about

"What I'll Always Remember About Mr. Larsen"

When you click "comments," a posting box will pop up where you can type. Below the box, you will need to "choose profile" in order to actually post the comments you typed. Choose "Google Account" and use the username of ahs2011.student@gmail.com and the password of atlantichighschool. Then click "post comment."

reading_icon.jpgSilent Reading



Thursday 1-20-11:

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Today I will learn how to apply verbal and nonverbal communication skills to public speaking so I can understand variables in speaking situations, produce a coherent message, and control my speaking delivery skills.


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Review yesterday's 1/4 sheets about what we know makes a good speech




Communication and Public Speaking

reading_icon.jpgSilent Reading






Friday 1-21-11:

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Today I will learn about the basics of producing a coherent speech message, comparing the making of a speech with the writing of an essay. I will also use writing as a tool for learning by analyzing my position paper from last semester.


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Does any of this sound familiar??

Grammar/Writing Connection -

Tying the elements of a speech to the elements of the writing process:

>Pre-Writing

>R.A.F.T.

>Outlining

>Drafting

>5-Paragraph Essay Format

>Introduction

>Body

>Conclusion

>Revising

>Diction (word choice)

>Expression

>Presenting

>Practice

>Voice

an_essay_writing.gifRevisiting our Writing

>As you get back your Of Mice and Men position paper, work backwards to analyze and break down the structure of your writing argument by filling in your a bare bones outline. Then hand in.

reading_icon.jpgSilent Reading





Week 23 - Jan. 24-28: Speeches, Speeches, Speeches

Iowa Core Essential Skills and Concepts/Common Core: Consider audience and variables in the speaking situation; produce a coherent message; demonstrate control of delivery skills.

Real-World Connection: Whether you are giving a formal speech or presentation or simply talking in a group or to your employer, knowing your audience and being able to organize your message is an important life skill to master.


Monday, 1-24-11:

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Today I will learn about the importance of my audience in speaking situations, learning how to engage my audience with both my presentation and my message.




atstudentdesk.gifGetting started: Knowing and engaging your audience:

Introductions: C.A.M.P.

CAPTURE your audience's attention

ASSERT the purpose of your speech (what it's going to be about and how the audience will be affected)

MOTIVATE your audience to listen (apply it to their lives, show them how this information will be useful)

PREVIEW the main information that will be covered in your speech

Question: How do you do this?

Answer: Know your audience and then use your speech treasure chest


treasure-chest.gifYour treasure chest of support materials is something each person should build and save for future use from the following:

-your life experiences (personally or vicariously)

-information you read (a fantastic reason to read every day!)

-information you hear in the world around you (keep up on current events)

-information you hear from other speakers (make mental note of what you like and don't like)

Key point: Always know your audience so you can better know how to capture their attention, how to motivate them to continue listening, what content you need to present to them, and how you should present that content to them.

frisbee-t13624.jpgChoose a topic and DISCOVER your audience

>On the back of your paper-plate frisbee, write your name and your R.A.F.T.:

Role: a quasi-expert informing

Audience: my Eng2R classmates

Format: a 60-second speech from an outline

Topic: (Here you write a topic or activity you know a lot about)

>On cue, fly your frisbee to a classmate so they can write on the front of your frisbee 1) something they feel or already know about your topic and 2) something they would like to or expect to hear about your topic

>We will do this 6 times.

>Evaluate your audience's attitudes and knowledge about your content.

>Run down the list of support materials in your treasure chest and consider what you know about your audience. How many of each type of support materials could you use for your content? Write them down on a 1/4 sheet to start your PRE-WRITING.

Now what do I do? Come back tomorrow to find out...


Tuesday, 1-25-11:

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Today I will learn how to select my speech content to achieve a particular purpose and to adjust my content to appeal to the interests and background knowledge of my audience. I will then apply my skills to produce a coherent message. I will also learn techniques to control my speech delivery skills.




atstudentdesk.gifGetting started: So now I know my audience. What's next? The bare bones outline...


Every speech given can be broken down to its bare bones.

Start with a skeleton and build muscle using your support material.

>Introduction - C.A.M.P.

>Body - main points, sub points, support material (remember to use your treasure chest of information to support your points)

>Conclusion - Transition to end, Review, Link back to your intro, End with a BANG!



But what if I'm nervous?





Wednesday, 1-26-11:

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Today I will apply my knowledge in producing and delivering a coherent message that engages my audience. I will also apply my skills of evaluation to both myself and my classmates.



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STUDENT WORK TIME to prepare 60-second speech on chosen topic

>As you build your speech, consider your audience.

What do they already know?

What do they want to know?

What is their attitude about my topic?

Will this speech be new information to most of them, or will it be somewhat of a review for them?

What in my treasure chest of support materials will capture their attention and motivate them to continue listening to me?

What message content do I need to present?

>As you work, also consider your evaluation form?


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STUDENT PRACTICE IN PAIRS




Thursday, 1-27-11:

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Today I will apply my knowledge in producing and delivering a coherent message that engages my audience. I will also apply my skills of evaluation to both myself and my classmates.


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We will review in detail both your speech rubric and your self-evaluation forms to help you be aware of what you need to keep in mind when presenting your speech.



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STUDENT PRACTICE IN PAIRS





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STUDENT PRESENTATIONS of 60-second speeches on a self-chosen topic

>After you present, please justify your approach to your audience. (What did you learn about your audience that made you decide to present the information the way you did?)

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.





Friday, 1-28-11:

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Today I will apply my knowledge in producing and delivering a coherent message that engages my audience. I will also apply my skills of evaluation to both myself and my classmates.




a_student_presentation.jpgSTUDENT PRESENTATIONS of 60-second speeches on a self-chosen topic

>After you present, please justify your approach to your audience. (What did you learn about your audience that made you decide to present the information the way you did?)

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.






Week 24 - Jan. 31-Feb. 4: Speeches, Speeches, Speeches...

Monday, 1-31-11:

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Today I will apply my knowledge in producing and delivering a coherent message that engages my audience. I will also apply my skills of evaluation to both myself and my classmates.




a_student_presentation.jpgSTUDENT PRESENTATIONS of 60-second speeches on a self-chosen topic

>After you present, please justify your approach to your audience. (What did you learn about your audience that made you decide to present the information the way you did?)

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.


Tuesday, 2-1-11:snow.jpgSnow Day

Wednesday, 2-2-11:snow.jpgSnow Day

Thursday, 2-3-11:

assignment_book.jpgSpeech Evaluation Essay DUE MONDAY

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Today I will apply my knowledge in producing and delivering a coherent message that engages my audience. I will also apply my skills of evaluation to both myself and my classmates. I will also write on demand for the purpose of reflecting in order to improve my speaking skills. I will draw upon my experiences and observations while composing my writing with expression and adhering to academic conventions.



a_student_presentation.jpgSTUDENT PRESENTATIONS of 60-second speeches on a self-chosen topic

>After you present, please justify your approach to your audience. (What did you learn about your audience that made you decide to present the information the way you did?)

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.



an_essay_writing.gifNow that you have presented your first official speech, please evaluate your speaking skills.

Write a well-developed essay, using a bare-bones outline, that coherently expresses your self-evaluation of the following skills:

1) How well can I consider my audience and the variables in speaking situations?

2) How well am I able to produce a coherent message?

3) How well am I able to participate in oral speech situations?

4) How well am I able to use appropriate content and conventions for purpose, audience, occasion, and context?

5) How well am I able to demonstrate control of delivery skills?

6) What types of feedback about my presentation do I feel is effective in helping me to improve my skills as a speaker?

7) How helpful do I believe my self-evaluation is to improving my skills as a speaker?

8) What are the top two speech skills I will be working on, and what is my specific goal for each? (These goals should be the thesis of your essay, and your explanation or summary of these skills and the reasons you are choosing them can serve as your conclusion paragraph.)



Friday 2-4-11:

assignment_book.jpgSpeech Evaluation Essay DUE MONDAY

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Today I will read non-fiction for the purpose of evaluating communication skills. I will also write on demand for the purpose of reflecting in order to improve my speaking skills. I will draw upon my experiences and observations while composing my writing with expression and adhering to academic conventions.


achieve3000.jpg"The Robot Teacher"

Watch for and follow specific instructions about the thought question.


an_essay_writing.gifWhen done with Achieve, you may continue working on your well-developed essay that is DUE MONDAY. Please remember to develop this essay using a bare-bones outline and coherently express your self-evaluation of the following skills:

1) How well can I consider my audience and the variables in speaking situations?

2) How well am I able to produce a coherent message?

3) How well am I able to participate in oral speech situations?

4) How well am I able to use appropriate content and conventions for purpose, audience, occasion, and context?

5) How well am I able to demonstrate control of delivery skills?

6) What types of feedback about my presentation do I feel is effective in helping me to improve my skills as a speaker?

7) How helpful to I believe my self-evaluation is to improving my skills as a speaker?

8) What are the top two speech skills I will be working on, and what is my specific goal for each? (These goals should be the thesis of your essay, and your explanation or summary of these skills and the reasons you are choosing them can serve as your conclusion paragraph.)




Week 25 - Feb. 7-10: Speeches: Content & Logic

Monday 2-7-11:


assignment.jpgSpeech Evaluation Essay DUE TODAY

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Today I will listen to a dramatic interpretation presentation for interpretation, analysis, and evaluation of verbal and non-verbal expression. I will also produce a coherent message in which I focus on selecting content to achieve the particular purpose of sharing my opinion.





>STUDENT PRODUCTION of 1-2 minute speeches on a current-event topic:

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>Teacher Presentation on current-event topic: Should helmets be required for all people who ride motorcycles?


>Students will be given one of three different current-event topics on which to share their opinions.

>Students will use work time to produce their message on a bare-bones speech outline with the following R.A.F.T.:

Role: Yourself expressing opinions

Audience: Classmates with opinions about the same topic

Format: 1-2 minute speech from outline

Topic: One of the following three:

1) Should our government spend more money on education, the environment, national defense, the poor, or space exploration?

2) Should there be mandatory drug testing in high school? On the job?

3) Should scientists test drugs and conduct experiments on animals to advance medical research?


Tuesday, 2-8-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing my opinion. I will also apply my skills of evaluation to both myself and my classmates with the objective of focusing on content and logic.



assignment_book.jpg3-paragraph evaluation DUE TOMORROW as follows:

P1: Summarize your peer feedback.

P2: Evaluate your performance.

P3: Evaluate today's activity in which the objective was to focus on content and logic by drawing our attention to other people's opinions and how they logically support them.

*Outline and feedback 1/4 sheets are to be turned in with paragraphs.


a_student_presentation.jpgSTUDENT PRESENTATIONS of 1-2 minute speeches on a current-event topic:

>Students will have been given one of three different current-event topics on which to share their opinions.

>Students will break up into three groups according to their topics and deliver their opinion presentations to their specific small group, during which time Mrs. Hartwig will be videoing each student group.

>While one student in each group presents their opinion speech, other group members will be focusing on that student's opinion and the three main points that support that person's opinion.

>After each student presentation, group members will provide the following feedback to each of their group members that is focused on the content and logic of each opinion presentation:

1) the thesis (What was his/her opinion?),

2) the 3 main points the speaker used to support his/her opinion, and

3) general feedback on content and logic (Did it make sense? Could you follow it?)

>After presenting, students will then pick up all peer feedback.

>After all presentations are complete, the entire class will view the group video and evaluate the speech skills and strengths of class members.

>Then, after group discussion, students will summarize their own peer feedback, evaluate their own presentation, and evaluate today's opinion/logic activity as noted above.




Wednesday, 2-9-11:

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Today I will apply my knowledge in producing a coherent message for the purpose of sharing information about myself using realia as support.

assignment.jpgOpinion Paragraphs, Outline, and Feedback DUE TODAY

assignment_book.jpgSpeech outline DUE BY END OF CLASS TOMORROW



Me-in-a-Box Speech:

MemoryBox2.jpgYour next speech will be a 2-4 minute speech about yourself where you will use a box (decorated in a way that represents your personality) in which you will place three to five items of realia (real, tangible items) that represent some characteristic about yourself. You will present and describe these items in a manner that will help your audience better understand who you are. As a model, Mrs. Hartwig will present a Me-in-a-Box speech about herself, and then you will get work time and practice time during the remainder of the week before giving your speech next week.





Thursday, 2-10-11:

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Today I will apply my knowledge in producing a coherent message for the purpose of sharing information about myself using realia as support.

assignment.jpg

>Speech outline DUE TODAY BY END OF CLASS

>Show Mrs. Hartwig your completed outline by end of class to earn outline points/grade

Me-in-a-Box Speech:

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Today you will be QUIETLY working on putting together your me-in-a-box speech, deciding on what realia you will use to describe yourself and what support material from your treasure chest you will use (stories? examples? lists? quotes? comparisons/contrasts?) Be creative!

reading_icon.jpgSilent Reading when done


Friday, 2-11-11: NO SCHOOL - All-Day Staff Meetings

MemoryBox2.jpg

>While at home this 3-day weekend, continue working on decorating your box in a manner that reflects your personality, and then locate your chosen items and place them in your box.

>As you are home over the weekend, no matter what your schedule is, you can and should make time to practice delivery of your speech.

>Your parents will love hearing a speech about their wonderful child!

>Monday will be a practice day, with official delivery of speeches beginning on Tuesday.



Week 26 - Feb. 14-18: Speeches: Expression & Visual Aids

Monday, 2-14-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about myself using realia as support. I will also apply my skills of evaluation to both myself and my classmates.



Me-in-a-Box Speech:

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>IMMEDIATELY GET OUT YOUR SPEECH OUTLINE. IF YOU HAVE "FORGOTTEN" YOUR OUTLINE, LOOK AT BACK BOARD FOR DIRECTIONS, AS EVERYONE WILL BE PRACTICING THEIR SPEECH TODAY.

>You will practice delivering your speech with various partners in groups of three.

>Use your best speech delivery skills while practicing.

>Give strong, constructive feedback to each classmate to help them improve their presentation.




Tuesday, 2-15-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about myself using realia as support. I will also apply my skills of evaluation to both myself and my classmates.




a_student_presentation.jpgSTUDENT PRESENTATIONS of 2-4 minute Me-In-a-Box speeches.

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.




Wednesday, 2-16-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about myself using realia as support. I will also apply my skills of evaluation to both myself and my classmates.




a_student_presentation.jpgSTUDENT PRESENTATIONS of 2-4 minute Me-In-a-Box speeches.

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.




Thursday, 2-17-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about myself using realia as support. I will also apply my skills of evaluation to both myself and my classmates.




a_student_presentation.jpgSTUDENT PRESENTATIONS of 2-4 minute Me-In-a-Box speeches.

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.




Friday, 2-18-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about myself using realia as support. I will also apply my skills of evaluation to both myself and my classmates.




a_student_presentation.jpgSTUDENT PRESENTATIONS of 2-4 minute Me-In-a-Box speeches.

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.



reading_icon.jpgSilent Reading and/or work on Reading Annotations that are DUE MARCH 1ST




Week 27 - Feb. 21-25:Oral Interpretation Speeches: Expression & Theme

Monday 2-21-11:

oral_interp.GIF

brain.jpgToday I will apply my knowledge in producing a coherent message for the purpose of communicating a theme in the form of a dramatic reading. In order to help accomplish this, I will research and analyze literature based on my chosen theme.



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>Mrs. Hartwig will present an Oral Interpretation speech as a model for this week's speech assignment.

>Discuss Oral Interpretation elements, rubric & possible themes.

>Students will get work time on computers to research possible literature for chosen theme.

Sites to begin your search for literature selections:

Poetry Tool

Poets.org

Online Book Themes

Literature.Org

Questia.com Search

Questia.com Library

PoemsAbout.com

Poem Themes This site has fantastic poems all arranged in themes, but unfortunately it prohibits you from copying or printing them. Please see me if you like one of these poems.




Tuesday, 2-22-11:

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Today I will apply my knowledge in producing a coherent message for the purpose of communicating a theme in the form of a dramatic reading. In order to help accomplish this, I will research and analyze literature based on my chosen theme.

assignment_book.jpgOral Interp Speech Outline DUE WEDNESDAY

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>Students will get work time on computers to research possible literature for chosen theme.









Wednesday, 2-23-11:

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Today I will apply my knowledge in producing a coherent message for the purpose of communicating a theme in the form of a dramatic reading. In order to help accomplish this, I will research and analyze literature based on my chosen theme.

assignment.jpgOral Interp Speech Outline DUE TODAY

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Oral Interp Speech Parent Practice Sheet DUE FRIDAY



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>Students will get work time on computers to research possible literature for chosen theme.










Thursday, 2-24-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of communicating a theme in the form of a dramatic reading. I will also apply my skills of evaluation to both myself and my classmates.

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Oral Interp Speech Parent Practice Sheet DUE FRIDAY




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>You will practice delivering your speech with various partners in groups of three.

>Use your best speech delivery skills while practicing.

>Give strong, constructive feedback to each classmate to help them improve their presentation.




Friday, 2-25-11:

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Today I will apply my knowledge in delivering a coherent message for the purpose of communicating a theme in the form of a dramatic reading. I will also apply my skills of evaluation to both myself and my classmates.


assignment.jpgParent Practice Sheet DUE TODAY


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STUDENT PRESENTATIONS of 2-4 minute Oral Interpretation speeches

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your performance.






Week 28 - Feb. 28-Mar. 4: Oral Interpretation & Research Project

Monday 2-28-11:

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Today I will apply my knowledge in delivering a coherent message for the purpose of communicating a theme in the form of a dramatic reading. I will also apply my skills of evaluation to both myself and my classmates.

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If you did not turn in your Parent Practice Sheet Friday, do so now


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Reminder that this semester's first reading annotations are due by midnight March 1st




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STUDENT PRESENTATIONS of 2-4 minute Oral Interpretation speeches

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your performance.






Tuesday 3-1-11:

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Today I will apply my knowledge in delivering a coherent message for the purpose of communicating a theme in the form of a dramatic reading. I will also apply my skills of evaluation to both myself and my classmates.


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This semester's first READING ANNOTATION is DUE BY MIDNIGHT TONIGHT. E-MAIL THAT TO MRS. HARTWIG.



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STUDENT PRESENTATIONS of 2-4 minute Oral Interpretation speeches

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your performance.






Wednesday 3-2-11:

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Today I will apply my knowledge in delivering a coherent message for the purpose of communicating a theme in the form of a dramatic reading. I will also apply my skills of evaluation to both myself and my classmates.




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STUDENT PRESENTATIONS of 2-4 minute Oral Interpretation speeches

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your performance.







Thursday 3-3-11:

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Today I will learn about the information literacy process of accessing, evaluating, and communicating information and ideas.

assignment_book.jpgBRING NOTE CARDS ON MONDAY for your research

Getting started on your research: What's it all about?




Your informative research essay/speech will be composed and presented in an objective, third-person point of view.






Friday 3-4-11:

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Today I will continue learning about the information literacy process of accessing, evaluating, and communicating information and ideas.

assignment_book.jpgBRING NOTE CARDS ON MONDAY for your research

GINGER.jpgMs. Bechtold will present information on Internet and historical research.

Then we'll discuss how to organize your note cards



Week 29 - Mar. 7-11: Research Project and Presentations

Monday 3-07-11:

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Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about a historical person or event.

assignment.jpgNOTE CARDS DUE TODAY for your research

assignment_book.jpgNOTE CARDS & OUTLINES DUE THURSDAY at BEGINNING OF CLASS






checkmark.gifPlagiarism Review: What It Is & How to Avoid It

HISTORICAL PERSON/EVENT

RESEARCH PROJECT DUE DATES:

Bring note cards: 3-7, Monday, beginning of class

Note Cards Due: 3-10, Thursday, beginning of class
Outline Due: 3-10, Thursday, beginning of class
Rough Draft Due: 3-11, Friday, end of class

Peer Revision Workshop: 3-14, Monday
Last Revision Workshop: 3-15, Tuesday
Final Essay Due: 3-15, Tuesday, end of class

Speech Note Card Preparation: 3-16, Wednesday
Speech Practice Workshop: 3-17, Thursday

Spring Break: 3-18 through 3-23
(practice your speech with parents)
Presentation of 3-5 minute speeches: 3-24, Thursday

Make-up Speech Opportunity: 3-24, Thursday

Begin researching your chosen historical person or event, adding your findings to your note cards and outline.



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>Remember to do the following:

+Focus your research on your three main points, creating your sub-points from info you already know or want to know about the three main points.

+Test the waters by doing initial research and background reading, skipping right to websites you know will be quality (EBSCO, scholar.google.com, or "site:.info" about your topic).

+Copy your works cited information onto your note cards.

+Remember that your support material is the meat of your essay. Choose a variety of forms of support material that help you stay within your objective third-person language/voice.

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Tuesday 3-08-11:

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Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about a historical person or event.

assignment_book.jpgNOTE CARDS & OUTLINES DUE THURSDAY at BEGINNING OF CLASS

Continue researching your chosen historical person or event, adding your findings to your note cards and outline. When done with outline, begin the rough draft of your historical speech/essay.




Wednesday 3-09-11:

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Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about a historical person or event.

assignment_book.jpgNOTE CARDS & OUTLINES DUE THURSDAY at BEGINNING OF CLASS

Continue researching your chosen historical person or event, adding your findings to your outline.

When done with outline, begin the rough draft of your historical speech/essay.




Thursday 3-10-11:

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Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about a historical person or event.

assignment.jpgNOTE CARDS & OUTLINES DUE TODAY

assignment_book.jpg

ROUGH DRAFTS DUE FRIDAY at END OF CLASS

REVISION WORKSHOP ON MONDAY

Final Historical Speech/Essay DUE TUESDAY


If not started already, BEGIN THE ROUGH DRAFT of your historical speech/essay.

>1st and 2nd page header walk-through MLA_Header_Inst.png

>In-Text Citations walk-through

>Short direct quote from web without known author:

MLA_Web_no_author.png

>Long direct quote from web without known author:


MLA_long_web_quote_.png

>A paraphrase from a book with a known author:

MLA_Book_with_author.png

>A paraphrase from a web source with a known author:

MLA_Web_with_author.png

>Works Cited walk-through

mla-works-cited.gif




Friday 3-11-11:

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Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about a historical person or event.

assignment.jpgROUGH DRAFTS DUE AT END OF CLASS TODAY

assignment_book.jpg

REVISION WORKSHOP ON MONDAY

Final Historical Speech/Essay DUE TUESDAY



Continue working on the ROUGH DRAFT of your historical speech/essay.




Week 30 - Mar 14-17: Research Project Presentations(P-T Conferences and Spring Break Starts Friday!)

Monday 3-14-11:

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Today I will use a variety of strategies for reviewing and editing written communications, including conferring with others.

assignment_book.jpgFinal Historical Speech/Essay DUE TOMORROW

Review:

objective, third-person point of view.

Creating a Strong Thesis

PEER REVISION WORKSHOP - We will now be engaging in a constructive peer revision, where you note specific strengths of your peers' essays and offer specific suggestions for improvement. As you make your way to a minimum of two peers' papers, please review their rough drafts and ask yourself the following, remembering that revision is the heart of the writing process:

+Do their assertions/theses set out what is the most interesting or significant element of the historical person or event they are expounding upon in their papers (why they chose this person or event)?

+Have they addressed each of the required three main points?

+Do they have more than one paragraph for each of their three main points, not just one for each main point?

+Did they start each paragraph with a topic sentence that indicates the topic they are addressing in that paragraph?

+Do their paragraphs and points transition smoothly from one to the other?

+Do their conclusions REVIEW their theses, not just RESTATE their main points?

+Did they end their paper with a strong statement? (e.g. a quote, an interesting statistic, a challenge, an inspiring comment)

+Did they successfully use third person point of view by not using you, I, we, us, me, my, mine, yours but instead by using anyone, everyone, someone, they, he, she, theirs, his, hers, him, her, a person, people, an individual, etc.?



Tuesday 3-15-11:

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Today I will use a variety of strategies for reviewing and editing written communications, including conferring with others.


assignment.jpgFinal Historical Speech/Essay DUE TODAY


REVISION WORKSHOP - This is your final opportunity to revise your work before final product is due. Please take your peer review feedback and reflect on your essay's effectiveness. Once again, ask yourself the following questions in order to fine-tune your final presentation:

+Does my assertion/thesis set out what I believe is the most interesting or significant element of the historical person or event I am expounding upon in my paper (why I chose this person or event)?

+Have I addressed each of the required three main points?

+Do I have more than one paragraph for each of my three main points, not just one for each main point?

+Did I start each paragraph with a topic sentence that indicates the topic I am addressing in that paragraph?

+Do my paragraphs and points transition smoothly from one to the other?

+Does my conclusion REVIEW my thesis, not just RESTATE my main points?

+Did I end my paper with a strong statement? (e.g. a quote, an interesting statistic, a challenge, an inspiring comment)

+Did I successfully use third person point of view by not using you, I, we, us, me, my, mine, yours but instead by using anyone, everyone, someone, they, he, she, theirs, his, hers, him, her, a person, people, an individual, etc.?



Wednesday 3-16-11:

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Today I will work at effectively using materials necessary to present a coherent message to my audience.

assignment_book.jpg

Practice your historical speech over Spring Break, as presentations will begin on Thursday, 3-24




NOTE CARD PREPARATION WORKSHOP




Thursday 3-17-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about a historical person or event. I will also apply my skills of evaluation to both myself and my classmates.


assignment_book.jpg

Practice your historical speech over Spring Break, as presentations will begin on Thursday, 3-24




a_student_presentation.jpgSTUDENT PRACTICE OF 3-5 min. historical person or event presentations.










Week 31 - Mar. 24-25: Historical Person or Event Speeches

Thursday 3-24-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about my chosen historical person/event. I will also apply my skills of evaluation to both myself and my classmates.

megaphone.gif

Report:

What was the best part of

your Spring Break???





a_student_presentation.jpg>STUDENT PRACTICE of 3-5 minute Historical Person/Event Speeches.

>STUDENT PRESENTATIONS of 3-5 minute Historical Person/Event Speeches.

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.




Friday 3-25-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about my chosen historical person/event. I will also apply my skills of evaluation to both myself and my classmates.




a_student_presentation.jpgSTUDENT PRESENTATIONS of 3-5 minute Historical Person/Event Speeches.

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.






Week 32 - Mar. 28-Apr. 1: Historical Person or Event Speeches & Career Unit Introduction

Monday 3-28-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about my chosen historical person/event. I will also apply my skills of evaluation to both myself and my classmates.




a_student_presentation.jpgSTUDENT PRESENTATIONS of 3-5 minute Historical Person/Event Speeches.

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.




Tuesday 3-29-11:

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Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about my chosen historical person/event. I will also apply my skills of evaluation to both myself and my classmates.




a_student_presentation.jpgSTUDENT PRESENTATIONS of 3-5 minute Historical Person/Event Speeches.

>Reflect, reflect, reflect: Pick up all peer evaluations while your speech video is being downloaded and then watch and self evaluate your speech.



Wednesday 3-30-11:

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Today I will apply my knowledge in engaging with the information literacy process, adhering to ethical conventions established in academic writing.


an_essay_writing.gif

On a 1/4 sheet, write down your complete and thoughtful definition of plagiarism, including types or examples of what you believe constitutes plagiarism.

checkmark.gifPlagiarism Review: What It Is & How to Avoid It


Thursday 3-31-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life.



i_have_a_plan_iowa.jpg



Friday 4-1-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life.



i_have_a_plan_iowa.jpg


Week 33 - Apr. 4-8: Resume Building Workshop

Monday 4-4-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life.




MenardsWebLogo.jpg

Craig Schroeder, human resource coordinator at Menards Shelby Distribution Center, will be sharing with us the ins and outs of resumes and what today's employers are looking for in prospective employees and their resumes.






Tuesday 4-5-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life.

achieve3000.jpg"Get a Job Here's How"

- Only read the article and summarize it in the reading connections


an_essay_writing.gif

On your resume ideas sheet, brainstorm all the different leadership roles you have had in middle school and high school (e.g., 4-H officer, class officer, team captain), all the extra-curricular activities you've been involved in, and all the different community experiences you have been a part of in middle school and high school (e.g., 4-H, youth group activities, helping neighbors, etc.).

Reviewing the Purpose of a Resume


http://essayinfo.com/resume/resume_importance.php
http://www.theresumeclinic.com/includes/article_importanceofaresume.php
http://www.infozee.com/application-issues/resume.htm



Wednesday 4-6-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life. I will also apply writing skills and strategies to effectively communicate in a variety of genres with various audiences, including employment situations.



an_essay_writing.gifOn your resume idea sheet, brainstorm a list of all the jobs you have held (e.g., babysitting, Fareway, farmwork, mowing, etc.) and brainstorm a list of your strengths (of both personality and skills).


Power Words



Help Wanteds - What positions can you apply for?





Thursday 4-7-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life. I will also apply writing skills and strategies to effectively communicate in a variety of genres with various audiences, including employment situations. Additionally, I will incorporate technology as a tool to enhance writing.

an_essay_writing.gif


On your resume idea sheet, describe how you would like a prospective employer to view you. What do you want them to think and know about you?



MS Word Formatting








Resume Workshop Begins:

>Pick out your format

Resume Sample:

>Complete your vital information (name, address, land and cell numbers)

>Complete your education information



Friday 4-8-11: (Mrs. Hartwig gone - Mrs. Saluk here)

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life. I will also apply writing skills and strategies to effectively communicate in a variety of genres with various audiences, including employment situations. Additionally, I will incorporate technology as a tool to enhance writing.

an_essay_writing.gif


On your resume idea sheet, brainstorm a list of questions you have about the application process.


Resume Workshop Continues

>Complete your work experience

>Complete your related experience

>Complete your skills or special qualifications




Week 34 - Apr. 11-15: Resume Building Workshop

Monday 4-11-11: (Mrs. Hartwig gone - Mrs. Saluk here)

brain.jpg

Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life. I will also apply writing skills and strategies to effectively communicate in a variety of genres with various audiences, including employment situations. Additionally, I will incorporate technology as a tool to enhance writing.

an_essay_writing.gif

On your resume idea sheet, brainstorm a list of questions you have about the interview process.



Resume Workshop Continues

>Complete activities section, if applicable

>Complete honors/recognitions/awards section, if applicable

>Complete references section



Tuesday 4-12-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life. I will also apply writing skills and strategies to effectively communicate in a variety of genres with various audiences, including employment situations. Additionally, I will incorporate technology as a tool to enhance writing.


Resume Workshop with Community Editors

about_chamber.jpg


Wednesday 4-13-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life. I will also apply writing skills and strategies to effectively communicate in a variety of genres with various audiences, including employment situations. Additionally, I will incorporate technology as a tool to enhance writing.


Letter of Applications Intro

>Choose two positions for which to apply

(You will be accepted for an interview for one of the two positions for which you apply.)

>Record with Mrs. Hartwig the two positions for which you want to apply

>Complete Objective section of Resume

>Review letters of application examples




Thursday 4-14-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life. I will also apply writing skills and strategies to effectively communicate in a variety of genres with various audiences, including employment situations. Additionally, I will incorporate technology as a tool to enhance writing.


Letters of Application Workshop

Complete your two letters of application for your chosen positions




Friday 4-15-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life. I will also apply writing skills and strategies to effectively communicate in a variety of genres with various audiences, including employment situations. Additionally, I will incorporate technology as a tool to enhance writing.

assignment.jpg

REMINDER: Your 2nd and last reading annotation is

due by midnight tonight


assignment.jpg

RESUMES & COVER LETTERS MUST BE DONE AND SUBMITTED TODAY

Resume-Letter of Application Proofing Workshop (25 minutes)

(Musical Chairs Proofing of each student's resume and each student's letters of application)

-Get a laptop and open your resume and both letters of application

-Place your open journal next to your laptop so that each person who proofs your resume & letters can give constructive feedback on the following:

>spelling

>appearance/presentation

>professional wording (or not) of each

>NO sentences on the resumes

>Does the objective reference the applicant's 1 )prospective position or career field, 2) skills/personality, and 3) goal of achievement in the new position?

>Do the letters include 1) the position applying for, 2) the source you found the position in ("Atlantic School-to-Work Newsletter"), 3) a reference to how the applicant can benefit the company, 4) a definite show of interest in the position and an interview, and 5) a reference to contacting the applicant?

>overall impression

Final Proofing AND PRINTING of both your resume and letters of application (20 minutes)

*RESUMES AND LETTERS OF APPLICATIONS DUE IN HARD COPY AT THE END OF CLASS





Week 35 - April 18-22: Shakespeare Celebration!!

Monday 4-18-11:

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Today I will read non-fiction in order to analyze the connection between reading and writing.

achieve3000.jpg"Shakespeare Goes to Afghanistan"

shakespeare.jpg

All about Shakespeare!







Tuesday 4-19-11:

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Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.

macbeth.jpg

Intro to Macbeth

Macbeth Interactive Graphic Novel

Act I Scenes 1-3

Summarize Act I using GIST for each act summary.










Wednesday 4-20-11: CAREER DAY AT AHS

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life.







Thursday 4-21-11:

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Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.

macbeth.jpg


Macbeth Interactive Graphic Novel

Act I Scenes 4-7 & Act II Scenes 1-2

Summarize Acts I & II using GIST for each act summary.








Friday 4-22-11:

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Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.

macbeth.jpg


Macbeth Interactive Graphic Novel

Act II Scenes 3-4 & Act III Scene 1

Summarize Acts II & III using GIST for each act summary.











Week 36 - April 25-29: Shakespeare Celebration!!

Monday 4-25-11:

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Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.

macbeth.jpg


Macbeth Interactive Graphic Novel

Act III Scenes 2-6 & Act IV Scene 1

Summarize Acts III & IV using GIST for each act summary.








Tuesday 4-26-11:


brain.jpg

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.

macbeth.jpg

Macbeth Interactive Graphic Novel

Act IV Scenes 2-3 & V Scenes 1-4

Summarize Act V using GIST for each act summary.










Wednesday 4-27-11:


brain.jpg

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.

macbeth.jpg

Macbeth Interactive Graphic Novel

Act V Scenes 5-8

>Summarize Act V using GIST for each act summary.

>Text 1) your favorite part of Macbeth and 2) double-talk you remember to:

ahs2011.student@gmail.com










Thursday 4-28-11:

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Today I will write on demand while focusing on the topic with ample supporting details and little or no extraneous information.


assignment_book.jpg

Today's Macbeth Theme writing assignment is due by the end of class TOMORROW.





(in the mac lab today)

an_essay_writing.gif

With your best writing skills, choose one of the eight writing topics to demonstrate your understanding of Shakespeare's Macbeth. Your thoughtful reflection on any of the writing prompts should result in a solid 5-paragraph essay in double-spaced, 12-pt. Times New Roman font.




Friday 4-29-11:

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Today I will write on demand while focusing on the topic with ample supporting details and little or no extraneous information.


assignment.jpg

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.





an_essay_writing.gif

Continue writing your 5-paragraph essay from your choice of the eight writing topics to demonstrate your understanding of Shakespeare's Macbeth. Your thoughtful reflection on any of the writing prompts should result in a solid 5-paragraph essay in double-spaced, 12-pt. Times New Roman font.






Week 37 - May 2-6: Short Stories & Creative Writing

Monday 5-2-11: (in the mac lab today)

brain.jpg

Today I will read non-fiction in order to analyze the connection between reading and writing. I will also write on demand while focusing on the topic with ample supporting details and little or no extraneous information.

achieve3000.jpg

Complete the year-end reading assessment


assignment.jpg

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.





an_essay_writing.gif

With your best writing skills, complete the following sentence in a well-developed essay of at least 1 page, double-spaced, 12-pt. Times New Roman font. "I wish... " Be thoughtful. Be complete. Be focused. Be honest. "I wish... "




Tuesday 5-3-11: (English cart today)

brain.jpg

Today I will read non-fiction in order to analyze the connection between reading and writing. I will also write on demand while focusing on the topic with ample supporting details and little or no extraneous information.

achieve3000.jpg"Write it Down!"


assignment.jpg

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.





an_essay_writing.gif

With your best writing skills, complete the following sentence in a well-developed essay of at least 1 page, double-spaced, 12-pt. Times New Roman font. "If someone asked me who I really am, I would have to say that... " Be thoughtful. Be complete. Be focused. Be honest. "If someone asked me who I really am, I would have to say that..."




Wednesday 5-4-11: (in the mac lab today)

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Today I will write on demand while focusing on the topic with ample supporting details and little or no extraneous information.


assignment.jpg

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.





an_essay_writing.gif

With your best writing skills, complete the following sentence in a well-developed essay of at least 1 page, double-spaced, 12-pt. Times New Roman font. "The thing that annoys me the most is... " Be thoughtful. Be complete. Be focused. Be honest. "The thing that annoys me the most is... "



Thursday 5-5-11: (English cart today)

brain.jpg

Today I will write on demand while focusing on the topic with ample supporting details and little or no extraneous information.


assignment.jpg

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.





an_essay_writing.gif

With your best writing skills, complete the following sentence in a well-developed essay of at least 1 page, double-spaced, 12-pt. Times New Roman font. "If I could change one thing about... " Be thoughtful. Be complete. Be focused. Be honest. "If I could change one thing about..."




Friday 5-6-11: (in the mac lab today)

brain.jpg

Today I will write on demand while focusing on the topic with ample supporting details and little or no extraneous information.


assignment.jpg

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.




musical_chairs.jpg

Musical Chairs Writing:

Open up MS Word and format the document in double-spaced font. Think of what creative story you want to write about and come up with a title. Then save this document to the desktop. Next, compose the beginning of that creative story with a strong opening paragraph. When the music stops, finish your sentence and move to the computer in front of you (or to the back of the row to your left if you are currently in the front seat). Then you will read the new story in front of you and continue this new story in a creative way. When the music stops its final time, we will read the stories aloud and see what creativity has blossomed in the imaginations of our classmates.




Week 38 - May 9-13: Interviews 101 Workshop

Monday 5-9-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life.

achieve3000.jpg"Forget Emails"

an_essay_writing.gif

>Brainstorm a list of questions you have about the interview process.

>Also, if you have ever experienced an interview, please write a summary of your experience, how it made you feel, and what you learned from it.

>Lastly, brainstorm a list of elements of interviews that you feel make you nervous.

reading_icon.jpg

>Silent reading when done

>Read short stories from last week.




Tuesday 5-10-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life.


an_essay_writing.gif


>In your journal, write two questions you expect to be asked in an interview.
>Then write your best answer to those questions.

>Also brainstorm a list of skills you hope to be able to share with your interviewers.


Interviews, Interviews, Interviews...

>Review journals from the past two days

>What the pros have to say... Reader's Digest and What Color is Your Parachute? tips




On your 1/4 sheet, write down the 6 tips this clip shares.







What are the rules to follow on dressing for interview?








reading_icon.jpg

>Silent reading when done

>Read short stories from last week.





Wednesday 5-11-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life.


>Interview Tips from the pros

(videos & What Color is Your Parachute? by Richard N. Bolles)


On your 1/4 sheet, write down the gentleman's two main points.















On your 1/4 sheet, write down the 9 tips they share.




Now that we know what TO DO, evaluate what mistakes this gentleman interviewer makes.










reading_icon.jpg

>Silent reading when done

>Read short stories from last week.





Thursday 5-12-11:


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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life.




-Interview Workshop

-Commonly asked questions

-Power Words review & more tips from What Color is Your Parachute?

What mistakes did this interviewer make?






What mistakes did this interviewer make?












What mistakes did this interviewer make?









reading_icon.jpg

>Silent reading when done

>Read short stories from last week.





Friday 5-13-11:

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Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life.

-The HANDSHAKE - and other important interview Dos and Don'ts

- The THANK YOU & the END WELL

What kind of mistakes did this interviewer make?

How did she begin?

What was her handshake like?

How did she end?







reading_icon.jpg

>Silent reading when done

>Read short stories from last week.





Week 39 - May 16-20: Interviews

Monday 5-16-11:

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Today I will consider my audience of a prospective employer and the variables in the speaking situation of a job interview. I will also use appropriate content and conventions for the purpose, audience, occasion, and context of an interview.


interview_prep.jpg

INTERVIEW WORKSHOP:

Today you will get to work on

completing your interview preparation

by thoughtfully composing answers

to the most commonly asked

questions in interviews.













Tuesday 5-17-11:

brain.jpg

Today I will write on demand while focusing on the topic with ample supporting details and little or no extraneous information. I will also consider my audience of a prospective employer and the variables in the speaking situation of a job interview. I will also use appropriate content and conventions for the purpose, audience, occasion, and context of an interview.

an_essay_writing.gifbeastly.jpgNext Fall, thanks to our local Family Crisis Support Network, we will be blessed with a presentation by Alex Flinn, author of the novel Beastly (which was made into a movie), Fade to Black, Breathing Underwater, Breaking Point, and several other novels. In order to maximize our school's experience with this author who writes about real-life issues teens deal with every day, I would like to have an honest, in-your-face assessment of the state of our school from you, the students who make up our school. This is your chance to BE REAL and HAVE A VOICE. But we need all of you; one student's perspective, one parent's perspective, or one teacher's perspective will not give an accurate depiction of what being a teen in 2011 small-town Iowa is really like. So please get a laptop and share your hard-core, honest perception of the state of our school, considering the following issues:

alcohol & drug use, dating & sex, cheating & academic abuse, and bullying & social conflicts.

It is vitally important that you understand your description of these issues in our school is IN NO WAY intended to get anyone in trouble, be used to "nark" on anyone, nor provide specific information on any individual. The purpose is simply to BE REAL. While I normally remind you to save all your work and to be sure you develop your writing using the Who, What, When, Where, Why, How of the topic being discussed, the rules for this writing are a little different in order to ensure the information provided gives us an honest, accurate idea of the state of our school but NOT SPECIFIC INFORMATION ABOUT INDIVIDUALS. Therefore, please make sure you follow these instructions:

1) DO NOT TYPE/WRITE YOUR NAME ON YOUR PAPER.

2) DO NOT PROVIDE ANY NAMES OF INDIVIDUALS.

3) DO NOT PROVIDE ANY DESCRIPTIONS OF INDIVIDUALS.

4) FOCUS ONLY ON THE WHAT, WHEN, WHERE, WHY, AND HOW OF THE TOPIC, NOT THE WHO.

5) REGARDING THE "WHERE," DO NOT PROVIDE ANY ADDRESSES OR DESCRIPTIONS OF HOMES.

6) DO NOT SAVE YOUR WORK; INSTEAD, ERASE AND DELETE AFTER PRINTING.

7) PLACE YOUR WRITING FACE DOWN IN THE BOX NEXT TO THE PRINTER.

Thank you for being real and giving an honest reflection.


interview_prep.jpg

INTERVIEW WORKSHOP:

When done with your writing assignment,

continue working on completing

your interview preparation

by thoughtfully composing answers

to the most commonly asked

questions in interviews.














Wednesday 5-18-11:

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Today I will consider my audience of a prospective employer and the variables in the speaking situation of a job interview. I will also use appropriate content and conventions for the purpose, audience, occasion, and context of an interview.



an_essay_writing.gifDescribe in detail (step-by-step) how you are going to enter your interview appointment, greet the interviewer, and proceed with the interview. Be specific with all the actions and attitudes you intend to consciously use in your interview. Writing them out will help you act on them instead of simply knowing you "should" do them.

interview.jpgInterview Role Play Continued



Thursday 5-19-11:

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Today I will consider my audience of a prospective employer and the variables in the speaking situation of a job interview. I will also use appropriate content and conventions for the purpose, audience, occasion, and context of an interview.

Reminders from Mrs. Hartwig

interview.jpgInterview Role Play Continued


Friday 5-20-11:

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Today I will consider my audience of a prospective employer and the variables in the speaking situation of a job interview. I will also use appropriate content and conventions for the purpose, audience, occasion, and context of an interview.

Mock Interviews

interview_bubbles.jpg


Week 40 - May 23-24: Semester Tests over the following units this semester:1) Outline & its Purpose,2) Communication Process,3) Verbal and Non-Verbal Communication,4) Speeches5) Resumes & Interviews

Monday 5-23-11: Periods 1 & 3 (4th period study hall)

Tuesday 5-24-11: Periods 4 (3rd period study hall)