We can’t have enough lessons over speeches or the rhetoric within those speeches. There is no end to it. The least we can do is have fun. So… I created a lesson, analyzing Trump’s victory speech and Obama’s victory speech. I wanted to give students a look at a speech that is heavy in rhetoric versus one that is… well, not so heavy in rhetoric. Anywho… if you’re interested… here is the lesson plan. Trump vs. Obama Rhetorical Analysis Things You Will Need to Teach This Lesson: · Lesson Plan · Rhetoric PowerPoint (included) · Student Handouts: Analyzing the Rhetoric Within a Speech (x2), Trump Victory Speech, Obama Victory Speech, Trump vs. Obama Grading Handout, Rhetorical Analysis Rubric (included in this pdf) · Answer Keys Before the Lesson: · Please review the lesson plan and PowerPoint. Delete anything that isn’t applicable to you. Add things that are. Make this lesson your own. · Print the student handouts and review the answer keys.
Showing posts with the label reading
When it comes to evaluating students at the beginning of the year, I find that analysis is one of those topics that get swept under the rug. We assume that by high school, students have already learned these skills, and yet we find out, year after year, that that is not the case for some of them. This lesson I created adresses some of those issues. Analysis Overview PreTest, Overview, Close Read, Annotations Things You Will Need to Teach This Lesson: · Instructions · Analysis Overview PowerPoint · Analysis PreTest Handout (Included in PDF file) · Analysis PreTest Answer Key (Included in PDF file) · The Story of an Hour Handout (Included in PDF file) · The Story of an Hour Answer Key (Included in PDF file) Before the Lesson: · Please review the lesson plan and PowerPoint. Delete anything that isn’t applicable to you. Add things that are. Make this lesson your own. · Print the student handouts for each student. Lesson: Activity
Am I the only one that finds that kids don’t remember what they’ve read through the year? Also… who out there is a Supernatural fan? Warning: When I thought of this idea, I had been watching a whole lot of Supernatural. And I had become pretty absorbed in all things Supernatural. Like… it bordered on obsession. At the beginning of every show, there is a text card that says “The Road So Far” as a way to recap the show. I decided to use my love of Supernatural as a way to recap what we had read in the classroom. So I made a poster (actually it was a few sheets of letter paper) and I posted it at the back of my class. Every time we read something, I posted the first sheet of our reading next to the poster. It was a running list of the things we read in class that year. Whenever I mentioned a piece and the kids looked at me like I had grown two heads, I would point to the back of the room and then be pleasantly surprised by the collective “oh, yeah. I remember that!” When I taught
In Texas we have this handy dandy standard: (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) evaluate text for the clarity of its graphics and its visual appeal; and (B) synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics). and it has been left so open-ended that it be interpreted any number of ways. I know that in class we're always evaluating images and maps. They will come up eventually, so I will not have to worry about hitting the standard that way. But I don't think I'll have another opportunity to go over an infographic. And even if I do, infographics are fun. So what better way to kill two birds with one stone: handle the standard while also gauging what the kids know and where I need to focus when it comes to essay writing. I lov
Last week I mentioned hashtag summaries and then realized that I had never mentioned them before. Sounds about right... Anywho... #hastagsummaries have changed my life: they're quick, they're fun, they're creative. And I've had quite a few kids tell me that this is the easiest way for them to retain information when it comes to those long boring essays that they have to read for the state. So #winwin. Here's the process: Whenever we have a nonfiction article, I have the student's number the paragraphs. Read the paragraph. Come up with a cute, clever #hastag that summarizes the paragraph in a way the student would remember. For example, we were reading an article about the 1920s. Here's the paragraph: Women were delighted by the ratification of the 19th Amendment, which gave them, at long last, the right to vote. Feeling emancipated and in rising demand on the labor market, young, urban and fashionable flappers joined men