Friday
Friday, April18, 2008
Just back from our field trip to Atlantic Beach. A fun and educational time was had by all!
Thursday
Thursday, April 17, 2008
Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.
Language Objective: Join small group discussion during letter writing exercise; develop a message and deliver it to a target audience.
Homework: SSR.
Language Objective: Join small group discussion during letter writing exercise; develop a message and deliver it to a target audience.
Essential Question: What is my opinion on global warming and how will I convey a message to a target audience?
After reading a nonfiction passage about the earth's climate, students answered questions in a short comprehension quiz; we will discuss the answers on Monday. We next moved to today's classroom activity; it concerned student opinions on global warming. Following a short brainstorming activity in which information from the week was reviewed and synthesized, students expressed their feelings and made suggestions for action in letters to their elected officials. Tomorrow we will make our trip to the coast.
After reading a nonfiction passage about the earth's climate, students answered questions in a short comprehension quiz; we will discuss the answers on Monday. We next moved to today's classroom activity; it concerned student opinions on global warming. Following a short brainstorming activity in which information from the week was reviewed and synthesized, students expressed their feelings and made suggestions for action in letters to their elected officials. Tomorrow we will make our trip to the coast.Homework: SSR.
Wednesday
Wednesday, April 16, 2008
Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.
Language Objective: Join small group discussion during poster construction; develop a message and deliver it to a target audience.
Essential Question: What is the message in An Inconvenient Truth and how are propaganda techniques used to convey a message to a target audience?
Today's classroom activity concerned issues and questions in An Inconvenient Truth. Students answered guided questions as they watched the film. Following a discussion at film's end, small groups brainstormed together to create graphic organizers. This information was later used when students created posters containing their ideas to be posted about the school. These activities were developed in preparation for our upcoming coastal trip.
Language Objective: Join small group discussion during poster construction; develop a message and deliver it to a target audience.
Essential Question: What is the message in An Inconvenient Truth and how are propaganda techniques used to convey a message to a target audience?
Today's classroom activity concerned issues and questions in An Inconvenient Truth. Students answered guided questions as they watched the film. Following a discussion at film's end, small groups brainstormed together to create graphic organizers. This information was later used when students created posters containing their ideas to be posted about the school. These activities were developed in preparation for our upcoming coastal trip.Homework: Reading Comprehension practice #5; SSR.
Tuesday
Tuesday, April 15, 2008
Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.
Language Objective: Join small group and whole class discussion during editorial cartoon deconstruction; identify and discuss propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.
Language Objective: Join small group and whole class discussion during editorial cartoon deconstruction; identify and discuss propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.
Essential Question: How do editorial cartoons and video demonstrate propaganda techniques while conveying a message to a target audience?
Following SSR, students reformed pairs to continue their examination of a series of editorial cartoons concerning the global warming debate; next, the students answered questions concerning symbols and message. Using the data projector, we viewed and discussed the cartoons. Following this, we viewed a couple of videos: one by Leonardo Dicaprio, a trailer for An Inconvenient Truth, and a parody featuring Will Ferrell as George Bush talking about "global warmings" from Crawford. These activities were developed in preparation for our upcoming coastal trip.
Following SSR, students reformed pairs to continue their examination of a series of editorial cartoons concerning the global warming debate; next, the students answered questions concerning symbols and message. Using the data projector, we viewed and discussed the cartoons. Following this, we viewed a couple of videos: one by Leonardo Dicaprio, a trailer for An Inconvenient Truth, and a parody featuring Will Ferrell as George Bush talking about "global warmings" from Crawford. These activities were developed in preparation for our upcoming coastal trip.Homework: Reading Comprehension practice #5; SSR.
Monday
Monday, April 14, 2008
Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.
Following SSR, students formed pairs to examine a series of editorial cartoons concerning the global warming debate; next, the students answered questions concerning symbols and message. This is an activity I developed for language arts in the unit the eighth grade is doing this week in preparation for our upcoming coastal trip.
Language Objective: Join small group and whole class discussion during editorial cartoon deconstruction; identify and discuss propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.
Essential Question: How do editorial cartoons demonstrate propaganda techniques while conveying a message to a target audience?
Following SSR, students formed pairs to examine a series of editorial cartoons concerning the global warming debate; next, the students answered questions concerning symbols and message. This is an activity I developed for language arts in the unit the eighth grade is doing this week in preparation for our upcoming coastal trip.Homework: SSR.
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