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