Template for Student Led Conference #3 Google Slides.
To use this template, open the link, make a copy of the slideshow, and save it under your own file name.
Happy final Student Led Conference of the 2014-15 year!
For Mr. Staysniak's Advisory only: SLC #3 appointments.
Thursday, April 30, 2015
Daily Flow 04.30
Daily Flow 04.30
Today we will look at four different poems, three performed by the poets themselves and one read as a performance piece. We will examine each poem for elements of voice, style, creativity, and communication using the "Speech Focus Areas" sheet we started to use on Tuesday. The purpose of this analysis is to push us all to think about how we can implement some of these own elements, or develop our own style, in our speeches.
After watching the speeches and discussing our analysis briefly, I will share the rubric and task specifics for the speech task.
We will spend time reading independently and I will conference with students whose book talks are happening in the next few days.
In the last part of class, everyone will be asked to perform a few lines of one poem in front of their small group using some communication techniques I will share with the class today. (Diamond technique, sweeping eye contact, vocal emphasis.)
Homework tonight will be to complete the "Speech Ideas" questionnaire, continue to read independently, and work on argument essays for those who have not yet completed that task.
Today we will look at four different poems, three performed by the poets themselves and one read as a performance piece. We will examine each poem for elements of voice, style, creativity, and communication using the "Speech Focus Areas" sheet we started to use on Tuesday. The purpose of this analysis is to push us all to think about how we can implement some of these own elements, or develop our own style, in our speeches.
After watching the speeches and discussing our analysis briefly, I will share the rubric and task specifics for the speech task.
We will spend time reading independently and I will conference with students whose book talks are happening in the next few days.
In the last part of class, everyone will be asked to perform a few lines of one poem in front of their small group using some communication techniques I will share with the class today. (Diamond technique, sweeping eye contact, vocal emphasis.)
Homework tonight will be to complete the "Speech Ideas" questionnaire, continue to read independently, and work on argument essays for those who have not yet completed that task.
Wednesday, April 29, 2015
Daily Flow 04.29
Daily Flow 04.29
For today's B-day classes, we will begin class by viewing an entry to the Toastmaster's International Championship of Public Speaking by Tremale Berger. This speech will be the first of several speeches we will analyze. This analysis tool will be assessed using reading standard #1.
Students will have 15-20 minutes to read independently. Book Talks will begin in some classes today. Book Talks will play a major part in students' grade for the third trimester. Book Talks will be assessed using this rubric. This is the outline to help develop the Book Talk.
In the last third of class, we will review the speech task, looking at the task specifics and the rubric. Finally, students will have a chance to identify possible topics for the speech and begin outlining ideas on how to deliver the speech.
I am available after-school to help students who want to revise or complete their argument essays today and tomorrow until 3:15.
For today's B-day classes, we will begin class by viewing an entry to the Toastmaster's International Championship of Public Speaking by Tremale Berger. This speech will be the first of several speeches we will analyze. This analysis tool will be assessed using reading standard #1.
Students will have 15-20 minutes to read independently. Book Talks will begin in some classes today. Book Talks will play a major part in students' grade for the third trimester. Book Talks will be assessed using this rubric. This is the outline to help develop the Book Talk.
In the last third of class, we will review the speech task, looking at the task specifics and the rubric. Finally, students will have a chance to identify possible topics for the speech and begin outlining ideas on how to deliver the speech.
I am available after-school to help students who want to revise or complete their argument essays today and tomorrow until 3:15.
Tuesday, April 28, 2015
Daily Flow 04.28
Daily Flow 04.28
Today is the last day we will work on our argumentative essays in class. Students who are finished with their essays will complete the Argumentative Essay Reflection to help you think about progress you made as you composed your essay and to possibly use during the final roundtable.
Before that, we will take a look at a speech by renowned speaker Tremale Berger. We will use his speech as a model for looking at the five focus areas to be assessed in student speeches: thesis, organization, connections, style & voice, and communication.
If students are not finished with their argumentative essay, they will still be asked to submit their essay materials (outlines and drafts), part of the reflection, and will have a chance to figure out times before, after, or during school (lunch, in-class) to bring the argument essay to completion before the end of Trimester 3.
Today is the last day we will work on our argumentative essays in class. Students who are finished with their essays will complete the Argumentative Essay Reflection to help you think about progress you made as you composed your essay and to possibly use during the final roundtable.
Before that, we will take a look at a speech by renowned speaker Tremale Berger. We will use his speech as a model for looking at the five focus areas to be assessed in student speeches: thesis, organization, connections, style & voice, and communication.
If students are not finished with their argumentative essay, they will still be asked to submit their essay materials (outlines and drafts), part of the reflection, and will have a chance to figure out times before, after, or during school (lunch, in-class) to bring the argument essay to completion before the end of Trimester 3.
Thursday, April 2, 2015
Daily Flow 04.02
Daily Flow 04.02
Everyone will open class by taking inventory of what needs to get done with regard to the argumentative essay task.
After a brief period of independent reading, we will have a writing lesson on how to draft the body of your argumentative essay for those who have at least one evidence and warrant complete on the "Planning your Arugment" outline. The people who do not have at least one evidence and warrant completed will get to work on the outline instead of the lesson.
We will close class with this checklist:
In other words, your homework for Tuesday is self-assigned! (Happy independent reading too!)
Everyone will open class by taking inventory of what needs to get done with regard to the argumentative essay task.
After a brief period of independent reading, we will have a writing lesson on how to draft the body of your argumentative essay for those who have at least one evidence and warrant complete on the "Planning your Arugment" outline. The people who do not have at least one evidence and warrant completed will get to work on the outline instead of the lesson.
We will close class with this checklist:
Closing: Argumentative Essay Check-Out (5 min.)
What will you complete between now and our next class on Tuesday ?
Scan, annotate, and summarize two articles.
| |
Complete “Planning your Argument” outline.
| |
Revise and type your Introduction.
|
In other words, your homework for Tuesday is self-assigned! (Happy independent reading too!)
Wednesday, April 1, 2015
Daily Flow 04.01 - no foolin'!
Daily Flow 04.01
A3
We will start class with the guide to writing introductions that we ended class with on Monday.
After everyone has a chance to draft introductions and read independently, we will divide the class in half. Half of the group will begin typing their drafted introductions on Chromebooks while the other half works on completing the "Planning Your Argument" outline or developing the body of the argument.
Homework: Complete any reading or part of the outline that is not yet completed; finish typing the introduction to your argument; read independently.
A4
Our class will begin with a review of the Book Talk outline, using my completed Book Talk outline as a model. Everyone will have a chance to ask questions and sign-up for a date to deliver a Book Talk while independent reading is happening.
After independent reading, we will split the class in half. Half the group will begin drafting the body of the argument essay by looking at the "Building your the Body of Your Argument" handout, examining my model, and using sentence stems to draft the start of the body of your argument. The other half of the class will begin to type the argumentative essay, starting with the Style Sheet and introduction begun last class.
Homework: Complete any reading or part of the outline that is not yet completed; finish typing the introduction to your argument; read independently.
A3
We will start class with the guide to writing introductions that we ended class with on Monday.
After everyone has a chance to draft introductions and read independently, we will divide the class in half. Half of the group will begin typing their drafted introductions on Chromebooks while the other half works on completing the "Planning Your Argument" outline or developing the body of the argument.
Homework: Complete any reading or part of the outline that is not yet completed; finish typing the introduction to your argument; read independently.
A4
Our class will begin with a review of the Book Talk outline, using my completed Book Talk outline as a model. Everyone will have a chance to ask questions and sign-up for a date to deliver a Book Talk while independent reading is happening.
After independent reading, we will split the class in half. Half the group will begin drafting the body of the argument essay by looking at the "Building your the Body of Your Argument" handout, examining my model, and using sentence stems to draft the start of the body of your argument. The other half of the class will begin to type the argumentative essay, starting with the Style Sheet and introduction begun last class.
Homework: Complete any reading or part of the outline that is not yet completed; finish typing the introduction to your argument; read independently.
Subscribe to:
Posts (Atom)