Today in class . . .
Nominated students shared their speeches with the whole class. Today was the last day to turn in late work.
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Today in class . . .
Students performed their speeches in small groups. Today in class . . .
Students used google classroom to polish their speeches. Then they listened to examples of speeches being read with skill and emphasis. Lastly, they began practicing how they will perform their speech next week. Please see google classroom for directions and examples. Today in class . . .
Students used google classroom to create their speech drafts. Please see google classroom for directions. Today in class . . .
Students finished their speech drafts and peer reviews. Then we looked at examples of famous presidential speeches and analyzed the rhetorical strategies they used. See this website: The 10 Greatest US Presidential Speeches Afterwards, students revised their speeches and highlighted these elements in them. This I Believe Speech Requirements: Introduction
Today in class . . . Students finished their 1st drafts of their speeches and did a peer review. The peer review document is attached below. As an example, we analyzed The Gettysburg address and identified President Lincoln's belief and how that belief would affect the world. Text of Gettysburg Address: Address Delivered at the Dedication of the Cemetery at Gettysburg Abraham Lincoln November 19, 1863 Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.
Today in class . . . We started drafting our speeches. Ms. Norr reviewed and approved speech proposals. Students should be about halfway done with their drafts for class on Monday. We watched the video included below. It taught us how to build ideas in people's minds. That is the key to writing a good speech. Today in class: We studied the literary devices and speech strategies used in real-world This I Believe speeches. Students wrote proposals for their speeches and created examples of literary devices to use in their speeches. The assignment we filled out is attached below. the assignment was turned in today. The speeches that we analyzed are included below too. Links for: Temple Grandin Speech:http://www.npr.org/templates/story/story.php?storyId=5628476
Today in class . . . Students read for reading day #14 through the end of their novels. Students wrote a reflection once they finished. We watched a quick video about Anne Frank and her family. Then students had discussion #4. Students where were absent need to write their reflection and answer the discussion questions below in order to earn points for both things. Reflection: Write a 5 sentence summary of the most important thing/things you learned about the Holocaust. Write a 3 sentence rebuttal to someone who denies the Holocaust ever happened. Discussion: 1. What was the most powerful theme from your book? Give one piece of evidence. 2. Which fact about the Holocaust was the most surprising to you? Why? 3. How did your book add to your understanding of this time in history? 4. Write one question you would like to ask Ms. Norr or your author. We also watched this short clip to give students who didn't read Anne Frank some important background.
Today in class . . . Students analyzed Dr. Seuss's book The Butter Battle. We watched an animated version of the book and students filled out the plot diagram on the back of reading log #16 for it. Afterwards, we discussed how this book was a satire of the arms race during the cold ward. Students learned the meanings of these words: propaganda, satire, and censorship. Today in class: Students read for reading day #13 and analyzed Franklin Delano Roosevelt's speech to congress after the attack on Pearl Harbor. Students who were absent need to do these things to complete their analysis: Analysis Questions 1. Define three of these words using context clues from the speech. infamy, premeditated, implications, onslaught, uttermost, mincing, and dastardly 2. Find an example of two of these speech techniques being used in the text: repetition, alliteration, emotionally charged words, appeal to self-preservation, and assurance of moral superiority. 3. A. To whom was this speech addressed? B. What appeals are made to each group?
Be sure to use the text above in addition to the video.
Today in class . . .
We took the end-of-level reading comprehension test. Students tested on the computers in the writing lab for one class period. This was the final state test for English class this year! Students who were absent will be called out of class to finish sometime during the next week. |
8th Graders
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