Transcript MAIN TITLE - Mr. Furman's Web Pages

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Intro
• Major Concepts/Content and Objectives
• How the two courses relate
 To each other
 To the curriculum
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Great Resources
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Research Process
Six Traits Writing
Spring Board Online Writing Workshops
Activity Suggestions
Closing
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o Major Concepts/Content
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Research for communication
Principles of effective speaking and debate
Writing and presentation processes
Communication strategies
Analysis and evaluation of mass media
communication
• Multi-media production
o Course Objectives
• Demonstrate knowledge of advanced research
skills to prepare and support development of
communications.
• Demonstrate use of advanced oral
communication skills for varied audiences,
including identification and application of
persuasion techniques.
• Demonstrate skills used to prepare for and
participate in debate.
• Demonstrate proficiency in writing and
presentation processes for varied audiences and
purposes.
• Identify communication strategies needed in
varied occupational settings.
• Analyze varied oral (e.g., famous speeches,
readings) and visual (e.g., works of art, film,
graphic design) presentations as models of
effective communication and expression.
• Critically analyze mass media formats (e.g.,
newspapers, Internet, television, periodicals)
and their impact on history, society, education,
and culture.
• Produce a multi-media presentation using two
or more formats (e.g., audio, digital media,
video, graphic arts).
o Major Concepts/Content
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analysis of model essays
impact of audience, purpose, and writing mode
writing process strategies
organization and support appropriate to text
various writing experiences
peer review techniques
publication of final product
o Course Objectives
• Demonstrate awareness of the characteristics of
rhetorical modes of writing through analysis of
selected model essays (e.g., narration,
exposition, persuasion, description).
• Demonstrate awareness of the impact of
context on the writing process (i.e., intended
audience, purpose for writing, and writing
mode).
• Demonstrate use of fundamental prewriting
strategies to create, select, and organize ideas.
• Create drafts that demonstrate use of
organizational development and supporting
details appropriate to the text.
• Edit drafts for content, style, and mechanics;
revise as appropriate; and proofread.
• Create a variety of focused, coherent writings
(e.g., personal essay, research report, persuasive
composition, autobiography, response to
literature).
• Participate in structured peer reviews designed
to improve writing through use of suggestions,
questions, and statements.
• Share and publish final products in the
classroom, school, or community setting (e.g.,
reader's theatre, magazine, newsletter,
portfolio, website).
Q1
Q2
Q3
Writing 1 & 2
(Suggested)
Advanced Communications
(Required)
Expository Paper
Link unit theme (Coming of Age)
to Expository Topics.
College Search Project
Address college as a coming of age
experience.
Persuasive Paper
Public Forum Debate
>Include letter writing
>Completed rhetorical appeals section at end of SB Unit 1.
>Themes in short stories in first half of SB Unit 2 and PH can be used for topics.
Career Search Project
Career Search Project
>Multimedia presentations
>Suggestions: Letters of introduction, constructing a resume, job interview basics
Research Paper
Q4
Pre-Laureate Research Paper
and Presentation
>Use CCPS Research Process
>Resources available on ANGEL
o Unit 1
• EA 1.1- Presenting an Interview (narrative)
• EA 1.2- Creating an Ad Campaign (persuasive)
o Unit 2
• EA 2.1- Creating a Story Board (multi-media narrative)
• EA 2.2- Writing a Style Analysis Essay (expository)
o Unit 3
• EA 3.1- Creating a Poetry Anthology (creative)
• EA 3.2- Analyzing and Presenting a Poet (expository)
o Unit 4
• EA 4.1- Presenting a Shakespearean Scene (presentation)
• EA 4.2- Writing a Metacognitive Reflection (reflective)
o To each other:
• So really, what’s the difference?
 Writing 1 & 2 will cover more basic topics
 Adv Comm may cover additional topics or some
topics in greater depth
– Includes interpersonal communication skills
• It all comes down to DI.
• It’s a fact:
Writing is communicating!
o To the curriculum:
• Freedom…
 There are so many ways to fulfill the requirements for these
courses.
 Have fun!
• Students in Adv Comm and Writing will both use Spring
Board.
 This makes your life easier!
 Many of the content and objectives for both courses are
already covered in the book.
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SB Embedded Assessments
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Writing Workshops
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Lessons can be easily adapted and expanded
• Some examples…
o Advanced Communications:
• Demonstrate use of advanced oral
communication skills for varied audiences,
including identification and application of
persuasion techniques.
o Writing 1 & 2:
• Writing genre- Persuasive
o When completing the activity, ask students
to imagine they are trying to persuade
someone to eat at a certain pizza restaurant.
• Discuss importance of knowing your audience
 Which example is most effective and appropriate if
you’re trying to convince…
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a kindergartner?
a college professor?
a vegetarian?
a surfer you met at the beach?
o Writing activities
• Students must convince someone of something
using individual or a combination of rhetorical
appeals.
 Example: Using all three rhetorical appeals, write
what you would say to convince your parents to let
you stay at a friends house this coming weekend.
– Extension: Also describe the non-verbal techniques you
would use.
http://collierschools.com/research/
http://www.collierschools.com/english/la/resources.htm
http://springboard.collegeboard.com
o Forthcoming…
• Check the Literacy Department Page!
o Examples of what you will be able to
access…
Log in > Find Materials >
ELA Level 4 > Writing Workshops and Prompts
Overview of SB Writing Workshops
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5.
The Writing Process
Short Story
Poetry
Personal Narrative
Script Writing
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Expository Writing
Procedural Texts
Persuasive Writing
Response to Literary or
Expository Text
10. Research
o The Handshake Lesson
o Daily Journals
o Real Life Convincing
o Building a Tower
o Tonal Practice
o Philosophical Chairs
o Survivor
o Silent Sorting
o Topic:
• School Uniforms
There are seven of you adrift on a lifeboat. No land is in sight.
The weather is bad. The boat is leaking, and it is dangerously
overburdened. The boat can only carry six passengers safely.
One person must be thrown overboard or everyone will perish.
The passengers:
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2.
3.
4.
5.
6.
7.
Politician
Doctor
Police Officer
Lawyer
College Student
Mother
4-year-old child
o Without speaking or writing, sort
yourselves into the following order:
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Chronologically by month of birth
Chronologically by date of birth
Height
Alphabetically by first name (middle/ last)
Shoe size
Length of hair
Address number (smallest to largest)
o Thank you!
• Jen Gaddis (gaddisje)
• Lely High School
• x72115
o Don’t forget to check ANGEL in the coming
weeks…
• Links
• Documents
• Presentations