January 4-6 Welcome back!

Monday, January 4

Goal for the Day:

Re-integrate into the atmosphere of school and get our projects ready for critique!

TED Talk to get re-inspired about rhetorical arguments:  

Daniel Cohen, “For the Sake of Argument”

• ·         What model of argumentation is your project following? 
• ·         How do Cohen’s ideas relate to our project? 
• ·         What new thoughts does this TED talk give you about our project?

Freewrite (On paper, turn into the box)

• What is working about your project? In what ways is it effective argument?
• What does your argument need to be more effective?
• What do you need to do to refine for exhibition next Wednesday?

WORK TIME:

1.  Write a brief introduction to your project (a few sentences) that you will share with the audience on the exhibition stage.  It should be succinct and to-the-point, just enough to give your project context.  You will practice

2.  Work on refining your exhibition pieces for this week’s critique.  Give it rhetorical flair and audience impact! 

Google Folder of Project Resources

January 5th and 6th

Whole Class Rehearsal and Critique!!!

• Props/Praise
• Questions
• Suggestions

NOTES:

1. If you want feedback on something specific, write a framing question on the board.

2. Refer to the rubric as you give critique. (Rubrics located on front table.)

3. Give written and verbal feedback.  Make sure to hand your paper to the person who you critiqued.

4. Give great feedback!  Specific, helpful, and kind.  Remember all that you have learned about rhetoric to help each other refine!

Do you feel like this kid right now?

Don't worry! Soon you'll have passed your POL and be like this kid.

Or like these guys!

8:25-9:25: Interviewing Tips and Practice

• How to handle Q and A coaching (15 minutes): Teacher-led role play
  • When answering a question, you can….
    • Ask for more time
    • Be quiet for a few moments
    • Ask for clarification
    • Give specific examples
    • Take the question and run with it
      • I.E. What have you read recently that you enjoyed? “Oh, I don’t like reading very much”. Wrong answer. Make something up! You’ve read several things in Humanities but just don’t say ‘for class, I had to read…”.  
• Time to individually brainstorm answers to the questions (30 minutes)
• Speed dating round practicing questions and answers (15 minutes)

9:25-9:45: BREAK

9:45-11:15: Work Time (Parts 5 and 6 of the Planning Packet)

11:15-12:00 LUNCH

12:00-1:30: Rehearse/Peer Critique

• Go over instructions for peer critique

• In groups of 4-5 take turns presenting your POL and responding to questions from the panel(PANELIST QUESTION BANK)
• Peer critiquers: Use the rubric to provide Positive, Specific and Meaningful feedback

1:30-1:45: BREAK

1:45-2:15 Refinement or attend George's POL!

​2:15-3:15: Advisory (continue working if you need)

POL PREP: Monday

POL Prep Resources

• POL Planning Packet (must be filled out by you and submitted to the teacher in whose room you are spending these two days)
• POL Task Statement
• POL Panelist Question Bank
• POL Rubric

​
TODAY'S AGENDA
8:25-9:45
1. A Case of the Monday's
2. Go over the agenda for today and tomorrow
3. Review POL Expectations

• Be sure to highlight Strengths AND Weaknesses
• Directly address the question “How do you make this place better?’
• Don't say your weakness is procrastination!  Automatic 1 in the content category of the rubrc
• Be creative!
• Q and A from students about guidelines

4. Critique Past Student Examples
 A. Critique Tristan's using the ruric: Tristan's Rap (recording)  Tristan's rap (lyrics)

• Individually fill out the rubric
• Small group share out
• Whole class discussion

​B. Check out a few more examples and informally chat about the quality of the example according to the rubric

• Marley: Video and Brochure
• Sarah L.
• Brandon Navratil
  Ethan-- painting 1, painting 2

5. Academic and Cultural Strengths 

• Example of a thoughtful comments: "I appreciate the insightful comments you contribute during small group discussions and seminar"; "You are a talented artist and always give helpful critique on my art projects for Humanities exhibitions"; "Your writing skills are through the roof and I'm impressed by how strong of a poet you are"; "You always have a positive thing to say to someone to brighten their day"; "You are non-judgmental and that helps make other students feel comfortable at Animas". "I appreciate the ways in which you provide a different perspective for us in our discussions"
• Write your name on top of a paper
• Pass your paper around and highlight strengths in that person in both the academic and cultural/social sense

9:45-10:00 BREAK

10:00-10:45
Thinking Outside the Box On Ways to Contribute Discussion

• Video #1 Danny Macaskill-- Kinesthetic Learner, opening our minds to what is possible  on a bike (5 minutes)
• Video #2: Sir Ken Robinson: "Life is your talent discovered" (figure out what you're talented at, we need all types!)
• Reading #1: Howard Gardner’s Multiple Intelligences
• Reading #2:  Roles People Play in Groups

​Seminar Prep:
A. How do these ideas/readings challenge traditional models of education and notions of "success" in school?
B. How does this content inform your understanding of your own intellectual and cultural strengths AND areas for growth?  Decide which of Gardner's Intelligences you think you most possess and which you need to work on strengthening AND which of the "roles" from reading #2 that most correspond to you and which you think it would be helpful to you to improve.  WHY?
C. What are other ways NOT discussed in these readings that you can contribute to culture? (peer critiquing? unique perspectives/backgrounds?) For example, if you are a hardworking student who focuses exclusively on academics and is not in any clubs, etc... is that a positive contribution? Why/why not?
D. How can you or others bring these ideas INTO POLs?

10:45-11:30:  Open Brainstorm time:  Complete pages 2 and 4 of the PLANNING PACKET
GOAL: Coming out of this you should be able to identify at least 3 key strengths in your academic and cultural contributions and LINK/COLLEGE at Animas and SUPER SPECIFIC pieces of evidence to support each strength as well as 3 areas for refinement AND ideas for how you'll present your POL.

11:30-12:10 LUNCH

12:10- 1:10: Work Time

• Coming out of this you must have a draft of your deliverable (What is your POL content and HOW will you deliver the message? i.e. powerpoint, song, rap, extended metaphor, act, etc..)
• Email your supervising teacher your draft (ticket out the door)
• Complete Steps 2 and 4 of the planning packet (pages 3 and 5)
• Create a draft or outline of HOW you'll deliver your presentation.

​
 1:10-1:20 Share-out: What types of evidence can you use? (be specific); What are creative ideas for presenting your POL? Make a list on the whiteboard.

1:20-2:15  Work time to the end of the day (fill out planning packet)

Self-Evaluation and Writing Growth Reflection Assignment

1. Make a copy of this or cut and paste the rubric into your reflection assignment.

2. Submit by email with "Writing Growth Reflection" in the subject line.

3.  Turn in your draft if you have not done so already.

Work Time

• Finish up odds and ends
• Work on POL
• Refine Oral Discourse project
• Get another peer critique

Monday and Tuesday POL Prep: 

• Morning class will be in my classroom.
• Afternoon class will be in Steve's classroom.

Starter:  Enlighten the new juniors!  Have an organic conversation.

• What is the purpose of POLs?
• What questions do you have about POLs?
• What have been memorable student POL's in the past? What made them stand out as particularly good or bad?

POL Guidelines

• Office Space: "Interview with the Bobs" Scene
• POL Task Statement
• POL Planning packet (to help you outline a rad POL)
• POL Panelist Question Bank
• POL Rubric

*Note: We will be devoting ALL of Monday and Tuesday of next week to guiding you guys through a structured POL planning process with lots of work time.  You can get started brainstorming and drafting ideas, but we will be teaching you a few things that you'll need to integrate into your POL, so keep that in mind.

Finish Critiques!!!  

GROUP CRITIQUE

SCHEDULE AND GROUPS


For the curious planners:

• POL Task Statement

We will go over POL tomorrow at the beginning of class.

ORAL DISCOURSE DRAFT PROJECT DUE TOMORROW
Everyone should be ready to rehearse or present their project in its current form on Wednesday for critique.  We will be in large groups, decided by me. 

Starter:  Write me a little note, similar to last week's, that answers the following questions.

1.  Update me on your status with both parts of this project.  How are you feeling about your progress?

2.  What revisions do you need to make to your writing?

3.  What do you need to do to be ready to present your exhibition piece for critique on Wednesday or Thursday?
4.  Anything else you want to tell me about your situation in my class?

TO STRENGTHEN YOUR ARGUMENTS:
1. Read Opinion!

• For an example of a thought-provoking Rogerian argument, see the piece about guns in the High Country News:  "Growing Up with Guns" by Brian Calvert.  I have hard copies of this!  October issue, on the front table...
• Magazines and newspapers on the front table:  Commentary, Opinion, Columns
• Search Opinion and Commentary on the internet.
• Real Clear Politics
• New York Times
• Many others!!!

2. Add Rhetorical Devices!!!

3.  Be focused and concise.  CLARITY is essential.

4.  Use EVIDENCE.  If your claims are unsupported, your argument will be weak and/or fallacious.  Don't be afraid to do more research to find what you need.

5.  If writing an Op-Ed, Review Guidelines for Op-Ed Writing.

6.  If writing a letter, write to your audience!


Conferences:
AM:  Garrett, Evan, Brenden,Cameron, Perrin, Derek, Kyle
PM:  Celia, Coleman, Keiran, Kody, Berr, Austin, Jonathan

If your conference is tomorrow, turn in a draft by the end of the school day!


ORAL DISCOURSE PROJECT
Everyone should be ready to rehearse or present their project in its current form on Wednesday for critique.  We will be in large groups, decided by me. 

Conferences:
AM: Geoffrey, Eno, Max, Kyle, David
PM:  Izzy, Emily, Celia, Kate

Work Time
1. Revise draft!!  Due at the end of the hour if your conference is Monday.
2. Oral discourse project:  Critique is next Wednesday and Thursday

• Check out these student examples

Goal for Today

• Learn some rhetorical devices and add some to your projects!

Mini-lesson:  Some Rhetorical Devices

Handout



WORK TIME:

• REVISE your draft.
• You have a draft of your written argument due AT THE END OF CLASS THE DAY BEFORE YOUR CONFERENCE.  If your conference is Friday, your draft is due TODAY.  For Monday conferences, this mean the end of class Friday. 
• Work on your Oral Discourse Project!  Incorporate some of the rhetorical devices.

Starter:  Write a focusing question on the top of your draft.

PEER CRITIQUE!!!

1.  Read through the piece carefully.  Then make at least 4 substantial (not just a word or two) annotations responding to the piece.

• Your annotations could be about any of the following:
• Props
• Places that make you feel an emotional connection to their argument (Indicate which emotional reaction you are having
• Where you get confused and why
• Effective/ineffective evidence
• Effective or powerful phrases, sentences, or word combinations
• Places where they could improve their word choice, with suggestions
• Questions you have as you read
• Ideas that you have about other things to include

2.  Try to answer the focusing question.

TODAY:

• Sign up for a writing conference!  Again, this means that you have a draft of your written argument due AT THE END OF CLASS THE DAY BEFORE YOUR CONFERENCE.  For Monday conferences, this mean the end of class Friday.  
• REVISE your draft.
• Work on your Oral Discourse Project!

Starter Pair Share:  For your own written argument, will you try to use Rogerian or Aristotelian structure?  Why?  What tone do you want your piece to have?


Discuss last night's assignments:
Perspective of each?
Types of evidence used?
Pathos?
Ethos?
Solutions?  Recommendations?
Style and formatting of op-ed genre?
Aristotelian or Rogerian?
What insights did we gain?


Guidelines for Op-Ed Writing



SIGN UP FOR WRITING CONFERENCE!  



WORK TIME/HOMEWORK

Revise/refine draft written argument

COMPLETE DRAFT OF WRITTEN ARGUMENT DUE TOMORROW for PEER CRITIQUE

Goals for the Day

• Clarify our next steps
• Refocus ourselves on effective persuasion and argumentation
• Learn some new strategies for building effective arguments (Aristotelian and Rogerian arguments)

 Walk and Talk, Shake it Off

• ·         How was break?
• ·         How are feeling about your progress in our project?

Starter:  Rubric Review and Self Check-in

Please write this on a piece of paper and hand in to me. 

1.  Update me on your status with both parts of this project.  Be super honest and super specific.  When you look over the project guidelines and rubrics, how are you feeling about your progress?

2.  In what ways are you excelling in this project?  What is going well for you?

3.  In what ways do you need to make progress?
4.  Anything else you want to tell me about your situation in my class?

My takeaways from spending a week with your projects:

1.  We, as a class, are not ready to exhibit this project on a stage a week from tomorrow. I haven’t seen much evidence of your project work for exhibition, with a few exceptions.

2.  We need to spend more time working on making effective arguments, written and otherwise.

3.  The exhibition part of this project wants to be critiqued and practiced and refined. 

4.  Our written arguments need some critique and refinement as well.

So……CHANGE OF PLANS!!!!  Let’s check this new calendar!

Other Odds and Ends

1.  Did you turn in your research notes?  Did you turn in your project plan?  Check Powerschool and see if these assignments are missing.  If so, rectify it!

2.  Exhibition is still on for January!  I need an exhibition crew.  Who wants to help me coordinate it?  Who is my video and audio crew?  

3.  Note new due dates for your project!  See this calendar to review.

4.  Honors students, please make a meeting with me!

What makes for effective argumentation? 

1. Group Brainstorm/Review:  What makes for effective arguments?

2. Strategies for Argumentation:  Aristotelian and Rogerian Rhetoric

3. Opinion Column Analysis

Work time/Homework:

Finish Opinion Column Analysis:  Due tomorrow

Revise/refine draft of written argument.  Decide:  Should you go Rogerian or Aristotelian?

OPTIONAL:  Read argumentative writing!  Read commentary and opinion!  Read letters to editors! 

When you submit your draft to me, please answer the following in the body of the email or on the draft itself:
1.  What is the message you are trying to transmit?
2.  What is the impact you are trying to have on your audience?
3.  When I give you feedback, what would you like me to focus on?  What are you struggling with or stuck on?  Do you have a focusing question for my feedback?

Worky, worky kids.....

Welcome, liberal panel!

2nd period:  Michael-led lesson on Syrian refugee crisis

WORK TIME
No, but really, your project plan is actually due:) And your research notes.....
DRAFT DUE THURSDAY @ midnight!!!  (If you want to turn it in earlier, by all means....)
Scroll down for a list sample projects.
The Rise of ISIS?  Inform yourself!

Are you missing an entire chunk of points from your quiz?  See me about quiz corrections!

Get beautiful work done!

Dear students:  Luca is sick today.  I am sorry I cannot be there today to support your progress in creating beautiful, rhetorically effective projects.  Feel free to email me with questions.  Follow the instructions below! 

STARTER 11.16 (in comp book)
Watch these two project models for critique and inspiration and answer the questions for each in your digital comp book:  
Tony Williams, blues song, "The Capitalist Blues"

• What is the message?
• Which Aristotelian Appeals do you see in the piece?  Give at least two examples.
• What must the audience believe for this rhetoric to be effective?

Gordon Gianniny TED talk, "The Food Production Sandwich:  What is Wrong with our Food?"

• What is the message?
• Which Aristotelian Appeals do you see in the piece?  Give at least two examples.
• What must the audience believe for this rhetoric to be effective?

Here is a link to a compiled list of student projects from previous years:  Browse and think of ways to bring your message to life in a way that is authentic to your project and your message!

TURN IN THE FOLLOWING TODAY (if you have not done so already!):

• Project Plan
• Research Notes and Source Analysis

If you are done with both of those assignments, work on drafting your project.  You have a draft due to me for feedback on Thursday at the end of the hour.  If you want to turn in a draft early for feedback, you may.

GOOGLE FOLDER OF PROJECT RESOURCES



INFORM YOURSELF:  Optional, but highly recommended!
In light of what happened in France on Friday, I added an announcement in Google classroom to share an hour-long documentary about the Rise of Isis.   It is extremely important that we all understand what is going on in our world.  If you want to use class time today to inform yourself, by all means, do so.  We will talk about some of this stuff tomorrow.

Starter  Reflect for a few minutes on where you are in the project and what you might need feedback on.  Write a focusing question for today’s “tune.”

Project Tune Protocol

1. Project Share/Focusing Question (1-5 min)

1. Presenter articulates the nitty-gritty of the project details.  Share the perspective you are trying to convey with your project. –AND/OR—Group members read the draft of the project in its written form—AND/OR—Presenter reads the project aloud to group members.
2. Presenter shares out the focusing question from the starter and shares any areas they feel they need feedback on.

2.  Clarification (1-2 minutes)

1. Participants ask questions to get information they may need about the concrete details of the project.
2. These questions are matters of fact, and should not delve into deeper issues.
3. Examples:

What is the ideological bias of the project?  What genre will you use?  How will you edit the video?

3.  Probing Questions (4-5 min)

1. The purpose of probing questions is NOT to give suggestions, but to help the presenter think more deeply about their project and what they are trying to do with it.
2. Probing questions should be big open-ended questions.  (think: seminar questions)
3. Examples: 

Why is it important that you communicate this message to your audience? 

Why did you decide on this topic?   

How will you connect emotionally to the audience?  

What rhetorical impact do you want the audience to experience?

4.  Discussion (5-7ish minutes)

1. Presenter should takes notes during this part.
2. Participants share feedback with each other while the presenter is silent and removed from the circle.
3. Start with WARM feedback. What is strong about the project?
4. Move into suggestions/ideas for improvement.  Discuss the presenter’s focusing question!  Think about ways the project could achieve its desired effect, incorporate rhetorical strategies, and generally get to the next level of awesomeness.  Continue to discuss questions that you have about the project.
5. Group openly discusses the ideas for revision that came out of the critique.  This is the time to help each other troubleshoot the project!

5. Reflection (2-3ish minutes)

1. Presenter speaks to comments/questions that were posed in the discussion.  This is a time for the presenter to reflect aloud on those ideas or questions that seemed particularly interesting or helpful or to ask questions about the comments of the group members.

AFTER, reflect in writing:  What ideas/thoughts did I get out of today?  What are my next steps?

TURN IN PROJECT PLAN!!!

WORK TIME/HOMEWORK:  Draft your project!!!

GOOGLE FOLDER OF PROJECT RESOURCES

Starter PM:  What questions do you have for our panel today?


PM class:  Welcome, Conservative Panel!


Project Models:

1. Lacey, "Raising a Better America"

2. Prince EA, "Dear Future Generations"

Worky worky!!!


Exit Ticket:  Project Data Collection


Research Notes and Project Plan due tomorrow!!!


Project Plan Guidelines

1. What is the topic of your project?  What is the exigency of the rhetoric?  Why is it important?

2.  Explain the perspective you want to capture in your rhetorical piece.  Can you distill it into a thesis statement?

3.  What genre will your oral, digital, or performance project take? 

4.  What main “arguments” will your project put forth?  If you are working within a creative genre, such as music or poetry, how will you incorporate arguments and evidence?

5.  How will you appeal to your imagined audience’s values/beliefs/emotions, etc?  Which appeals are most appropriate for your genre and topic?

6.  What challenges do you anticipate?  What will you need to overcome these challenges?

Welcome, Samantha!
Project Model: Spoken Word

Samantha's thesis:  The hypersexualization of women in contemporary culture has led to a resurgence of feminist activism that women can tap into as a source of self-empowerment.


Gallery Walk
1. Write your thesis statement on your white board.
2. Write your project idea on your whiteboard.
3. Gallery Walk with post-it's:

• What do you like or appreciate?
• What do you wonder about the project?
• What questions does the thesis statement bring up for you?  

Project Guidelines and Rubrics

2nd period:  Panel of Conservative Voices (with Ashley's class)

3rd period:  Quiz!  Source Analysis

Announcements
Quiz postponed until Monday:)
Honors:  Conference with me TODAY!!!

Starter 11.5:  Did you see any possible project topics emerge from O'Reilly vs. Stewart?  What new insights into American politics did you gain?
(When everyone is done with the quiz, we will discuss.)


Small group discussion (Scribe on Google doc and share):
1. What main take-aways did you have from consuming the media coverage of the Bush administration's case for the Iraq War?
2. What are the ideological roots of the Bush Doctrine?  Upon what ideas about America is this foreign policy strategy based?
3. Why are some people critical of this doctrine?


WORK TIME!!!
(Scroll down to yesterday's post for guidelines)


Homework:  
1. Research your topic!!
2. QUIZ PREP:  Come Monday with one solid rhetorical source related to your project idea.  Your quiz will be based on this source!
For quiz, study...

• Everything in the Herrick reverse outline
• Aristotelian Appeals
• Relationship between rhetor, message, and audience 

Starter:  To Dooley's!  Let's go support the freshpeople for a quick minute!

WORK TIME/RESEARCH TIME
1. PROJECT WORK
Discuss:  Did you see any possible project topics emerge from O'Reilly vs. Stewart? (We will talk about debate tomorrow when everyone finishes quiz)

Research Notes and Source Analysis

Review topics:
This year's brainstorm
Previous year's brainstorm

From the project description....

Use this project as an opportunity to express yourselves authentically.  This is your America; use your voice to weigh in on our collective beliefs, conditions, problems and solutions.  

Questions to consider….

• Could you make your audience think more deeply about something they may not fully understand?
• Could you use this project as an opportunity to take a stance on an issue you are passionate about?
• Could your rhetoric offer a solution to a problem?
• What are you burning to convey to your community, your peers, the adults, the world?
• What ideas do you want to test?  
• What facts do you want to discover?  
• What knowledge do you want to shape?
• How can your rhetoric assist your advocacy?
• How could your rhetoric build community?
• How can your rhetoric empower (you or others)?

2.  Finish Quiz?

3.  Finish response to Leading to War.  See last Thursday's post?

4.  Conference with me?

EXIT TICKET:  What project ideas are you having as of now?