Sections 3, 4, 5, and HB
I told the students to think about the presentation like it is a test. I have spent 2 1/2 weeks teaching them about advertising using their magazines and TV ads. Now it is time to show me what you have learned. The magazine was supposed to be one that they found interesting. This way, as they learn about the lessons I taught, they can see how advertisers target them in their magazines. However, too many just brought in any old magazine. I do not think they got as much out of this as possible. I do hope their eyes have been opened to a few things that advertisers do to manipulate them.
The magazine presentation should be detailed and organized. The students should deliver the answers to the questions on this page in order. I also recommend a poster board so they do not have to flip lots of sheets around.
Section 6
We will work on the projects in class for one more day. Then they must be done over the weekend.
Thursday, March 31, 2011
Wednesday, March 30, 2011
Media Kits
Homework:
Quiz Unit 11 Thursday
Magazine Presentation due Friday
Today:
We are continuing to study the audience of the magazine. Unlike the other day where I was asking them to figure out the audience of their magazines, today we went to the computer lab to find out the exact audience of the magazine. Here is an example from US Weekly. If you look around, you will see the information the magazine gives to potential advertisers. The media kit shows the advertisers why their magazine is the best choice for their product. The media kits can go into great detail about the audience.
I expect to hear some of the information from the media kits in the presentations on Friday.
I guess the shortest goal I could say for this part of the media unit is that I want the students to understand that they are an audience and the advertisers craft messages specifically for them. Those messages appeal to the emotions, not logic.
The application of this knowledge will take place in the next two weeks when they design their own ad campaign, both print and video!
Quiz Unit 11 Thursday
Magazine Presentation due Friday
Today:
We are continuing to study the audience of the magazine. Unlike the other day where I was asking them to figure out the audience of their magazines, today we went to the computer lab to find out the exact audience of the magazine. Here is an example from US Weekly. If you look around, you will see the information the magazine gives to potential advertisers. The media kit shows the advertisers why their magazine is the best choice for their product. The media kits can go into great detail about the audience.
I expect to hear some of the information from the media kits in the presentations on Friday.
I guess the shortest goal I could say for this part of the media unit is that I want the students to understand that they are an audience and the advertisers craft messages specifically for them. Those messages appeal to the emotions, not logic.
The application of this knowledge will take place in the next two weeks when they design their own ad campaign, both print and video!
Tuesday, March 29, 2011
Here is the basic information students should know about their magazine
Homework:
Quiz Unit 11 on Thursday
Today:
I am continuing to direct the students towards the final presentation of their magazines which is due Friday. Here is one way to think about what they should know.
Magazine Presentation Basic Idea
You should know your magazine well enough to explain what it contains.
Articles and features?
Product reviews?
Stories?
Picture spreads?
Why does your audience buy the magazine week after week?
Your good magazine creates an audience…
Make a collage from some of the people in the ads.
(In ads aimed at us, we see who we are or who we want to be.)
What is the age range of the readers?
What gender are they (male/female ratio)?
What race are the readers of the magazine? Does it matter?
What are the interests or hobbies of the readers?
What are the hopes and dreams of the readers?
(The ads offer the readers what they want!)
The magazine then opens their audience up to advertisers.
The more readers the magazine has, the more they can charge for ads!
Examine your magazine and explain how advertisers sell to your audience.
What techniques seemed to be used the most?
Maybe you need to see some other magazines that have the same products but sell to a different audience. For example, Hot Rod Magazine would have different ads for McDonald’s than Seventeen Magazine.
Quiz Unit 11 on Thursday
Today:
I am continuing to direct the students towards the final presentation of their magazines which is due Friday. Here is one way to think about what they should know.
Magazine Presentation Basic Idea
You should know your magazine well enough to explain what it contains.
Articles and features?
Product reviews?
Stories?
Picture spreads?
Why does your audience buy the magazine week after week?
Your good magazine creates an audience…
Make a collage from some of the people in the ads.
(In ads aimed at us, we see who we are or who we want to be.)
What is the age range of the readers?
What gender are they (male/female ratio)?
What race are the readers of the magazine? Does it matter?
What are the interests or hobbies of the readers?
What are the hopes and dreams of the readers?
(The ads offer the readers what they want!)
The magazine then opens their audience up to advertisers.
The more readers the magazine has, the more they can charge for ads!
Examine your magazine and explain how advertisers sell to your audience.
What techniques seemed to be used the most?
Maybe you need to see some other magazines that have the same products but sell to a different audience. For example, Hot Rod Magazine would have different ads for McDonald’s than Seventeen Magazine.
 |
| Friday's magazine presentation should look like this. |
 |
| Flow of magazine presentation. |
 |
| This is a collage that shows the audience of Ebony Magazine. |
Monday, March 28, 2011
Advertisers target the specific audience of a magazine
Homework:
Completing the Sentence Unit 11
The magazine presentations begin on Friday.
Today:
We had some VERY interesting discussions in class today. If you look below, you will see the categories that I asked the students to identify regarding the audience of their magazine. As adults, we are aware that we are not the center of the Universe. My students, however, found it interesting that a magazine could actually have an audience that is racially identifiable, Ebony for example. We spent time today being frank about the ethnicity of the people in the ads in our magazines because, as I said before, in an ad, we see who we are or who we want to be. We like to see ourselves in ads. That being true, we are not all white, which means we like to see ads with people that look like we do.
Magazines bring an audience together so that advertisers can sell to them. I am asking the students to identify that audience. Then I am going to ask them how advertisers sell to that specific audience. What techniques do they use? This becomes clearer when the same product is sold to different audiences.
Find the Audience of your magazine
Age Range: (youngest) (oldest)
Male/Female ratio:
30 % Men IIIII IIIII IIIII
70 % Women IIIII IIIII IIIIIII IIIII IIII IIIII IIII IIIII
Race: (Is it identifiable?)
White- IIIIII
Black- IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
Hispanic- IIIIIIIIIIIIIIIIIII
Other- IIIII
Interests/Hobbies:
Cost of the products advertised: (cheap, middle, expensive)
Family situation: (Married, single, with kids?)
Completing the Sentence Unit 11
The magazine presentations begin on Friday.
Today:
We had some VERY interesting discussions in class today. If you look below, you will see the categories that I asked the students to identify regarding the audience of their magazine. As adults, we are aware that we are not the center of the Universe. My students, however, found it interesting that a magazine could actually have an audience that is racially identifiable, Ebony for example. We spent time today being frank about the ethnicity of the people in the ads in our magazines because, as I said before, in an ad, we see who we are or who we want to be. We like to see ourselves in ads. That being true, we are not all white, which means we like to see ads with people that look like we do.
Magazines bring an audience together so that advertisers can sell to them. I am asking the students to identify that audience. Then I am going to ask them how advertisers sell to that specific audience. What techniques do they use? This becomes clearer when the same product is sold to different audiences.
Find the Audience of your magazine
Age Range: (youngest) (oldest)
Male/Female ratio:
30 % Men IIIII IIIII IIIII
70 % Women IIIII IIIII IIIIIII IIIII IIII IIIII IIII IIIII
Race: (Is it identifiable?)
White- IIIIII
Black- IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
Hispanic- IIIIIIIIIIIIIIIIIII
Other- IIIII
Interests/Hobbies:
Cost of the products advertised: (cheap, middle, expensive)
Family situation: (Married, single, with kids?)
Sunday, March 27, 2011
Mega Logo Day
Homework:
None. There will be a magazine presentation this coming week. We did not get as far as I hoped. I will let you know exactly when it is due.
Grades:
I will be entering the last few grades of the MP today or tomorrow. We took a techniques quiz on Friday, there was some classwork, and there was some vocab homework this week.
Friday was Mega Logo Day:
The goal was to wear clothes that had as many logos on them as possible. Either students do not have clothes with logos, which would be great, or they really didn't try. (I think it was the latter.)
Funny story. I was not going to count the logos in section 5 because we were running out of time. Then one student showed me her sweatshirt. I didn't think it would matter. I was wrong! Her sweatshirt alone won for her class! It had approximately 2200 logos on it! We did not even count the other students' logos in the class.
Section logos per student
3 55
4 17
5 124 (2200 logos on one sweatshirt!)
6 20
HB 31
None. There will be a magazine presentation this coming week. We did not get as far as I hoped. I will let you know exactly when it is due.
Grades:
I will be entering the last few grades of the MP today or tomorrow. We took a techniques quiz on Friday, there was some classwork, and there was some vocab homework this week.
Friday was Mega Logo Day:
The goal was to wear clothes that had as many logos on them as possible. Either students do not have clothes with logos, which would be great, or they really didn't try. (I think it was the latter.)
Funny story. I was not going to count the logos in section 5 because we were running out of time. Then one student showed me her sweatshirt. I didn't think it would matter. I was wrong! Her sweatshirt alone won for her class! It had approximately 2200 logos on it! We did not even count the other students' logos in the class.
Section logos per student
3 55
4 17
5 124 (2200 logos on one sweatshirt!)
6 20
HB 31
Thursday, March 24, 2011
No Logo Day!
Today was No Logo Day! Students were supposed to dress with as few logos showing as possible, excluding the H.B. logo because that is one logo we want to show. Logos are free advertising for the company. We did not want advertising on our outfits, so we covered them up with tape. (And then proceeded to tape everything else in sight!)
The goal was to have no logos, but some students did not realize how many logos they actually had on them. Some shoes had the tread design using the company's logo over and over! That did not help the class to achieve the lowest ratio of logos per student. Here are the results:
Class logos per student
3 30.6
4 9.3
5 21.0
6 8.6
HB 7.7
Tomorrow is Mega Logo Day. Students are to choose clothing that has lots of logos. Since there is a dress code, students who have shirts or other items that are not code must bring the items to class in a bag. I told them to be responsible with their items!
 |
| Don't forget about the tread design! |
 |
| One student had 180 logos on one shoe! |
 |
| The buttons have the company's name on them. |
 |
| Logos are everywhere! |
 |
| This shoe will be great for Mega Logo Day on Friday! |
Wednesday, March 23, 2011
Thursday is No Logo Day!
Homework:
Choosing the Right Word unit 11
20 stickies in the magazine
Techniques quiz on Friday
No Logo Day:
On Thursday, we will be placing tape over any logos that are showing on our clothing. Today we discussed how the logos are a form of free advertising for the companies. However, we all know that we sometimes buy things with logos because we want to say something with what we are wearing. We want the logo to say we buy quality stuff. I pointed out that this is group dynamics- we buy something to be a part of a group that others are not a part of. We will count the logos to see which class has the least logos per student.
Mega Logo Day (Friday):
Students were told that they should try to wear clothing that has lots of logos if possible. We will count them up to see which class has the most logos per student. I told the students that they could bring a shirt or whatever in a bag because our school has a dress code.
Choosing the Right Word unit 11
20 stickies in the magazine
Techniques quiz on Friday
No Logo Day:
On Thursday, we will be placing tape over any logos that are showing on our clothing. Today we discussed how the logos are a form of free advertising for the companies. However, we all know that we sometimes buy things with logos because we want to say something with what we are wearing. We want the logo to say we buy quality stuff. I pointed out that this is group dynamics- we buy something to be a part of a group that others are not a part of. We will count the logos to see which class has the least logos per student.
Mega Logo Day (Friday):
Students were told that they should try to wear clothing that has lots of logos if possible. We will count them up to see which class has the most logos per student. I told the students that they could bring a shirt or whatever in a bag because our school has a dress code.
Tuesday, March 22, 2011
Ads Ads Ads
Due:
Synonyms Unit 11
Find the 20 ad techniques in the magazine and label with a yellow sticky note.
There will be a quiz on the 21 ad techniques on Friday. Students should know what each one is. We are studying these each day.
Each day the students are getting better and better at identifying how they are advertised to. By the end of this unit, students will look at ads in a whole new light!
THURSDAY will be No Logo Day. Students should wear clothes that have no logos on them.
FRIDAY will be Mega Logo Day. Students should bring in clothes (as if they could wear them) that contain lots of logos. That includes purses. I do not want to deal with hats because students will try to wear them.
Synonyms Unit 11
Find the 20 ad techniques in the magazine and label with a yellow sticky note.
There will be a quiz on the 21 ad techniques on Friday. Students should know what each one is. We are studying these each day.
Each day the students are getting better and better at identifying how they are advertised to. By the end of this unit, students will look at ads in a whole new light!
THURSDAY will be No Logo Day. Students should wear clothes that have no logos on them.
FRIDAY will be Mega Logo Day. Students should bring in clothes (as if they could wear them) that contain lots of logos. That includes purses. I do not want to deal with hats because students will try to wear them.
Monday, March 21, 2011
Continuing to teach advertising techniques
Homework:
Pictionaries Unit 11
Text/ad ratio
List of products in magazine
Students should start finding ad techniques in the ads in the magazine.
Pictionaries Unit 11
Text/ad ratio
List of products in magazine
Students should start finding ad techniques in the ads in the magazine.
Friday, March 18, 2011
All media messages are constructed.
Homework:
None, but this coming week should be busy.
Unit 10 Quiz is on HAC.
Today:
Today we had quite a lesson. I had the students explore why we buy one product over another. We think that we use logic to make our decisions. To certain extent, we do. One product offers a better quality or price or contains something we want. However, there are techniques that advertisers use that do not appeal to logic. They appeal to our emotions. They convince us through artificial means of persuasion: hype, fear, repetition, to name some.
The other topic we explored was how a media message is created. There are a few videos we watched from YouTube. We watched the video for Gwen Stefani's perfume. We watched the ad, but then we watched the behind the scenes to show how much effort goes into creating the 30 second commercial. (It was the best I could find in the time I had. I made sure to keep the discussion appropriate. I had Dr. Carmack's approval to use the ad.) We also watched a Pantene video that shows the behind the scenes. Even though the hair styles looked natural and easy, the video showed us otherwise!
(I wish I had the links, but I cannot access YouTube from school. I downloaded the videos from home. I think I have the links, but I can't test them. Better safe than sorry.)
None, but this coming week should be busy.
Unit 10 Quiz is on HAC.
Today:
Today we had quite a lesson. I had the students explore why we buy one product over another. We think that we use logic to make our decisions. To certain extent, we do. One product offers a better quality or price or contains something we want. However, there are techniques that advertisers use that do not appeal to logic. They appeal to our emotions. They convince us through artificial means of persuasion: hype, fear, repetition, to name some.
The other topic we explored was how a media message is created. There are a few videos we watched from YouTube. We watched the video for Gwen Stefani's perfume. We watched the ad, but then we watched the behind the scenes to show how much effort goes into creating the 30 second commercial. (It was the best I could find in the time I had. I made sure to keep the discussion appropriate. I had Dr. Carmack's approval to use the ad.) We also watched a Pantene video that shows the behind the scenes. Even though the hair styles looked natural and easy, the video showed us otherwise!
(I wish I had the links, but I cannot access YouTube from school. I downloaded the videos from home. I think I have the links, but I can't test them. Better safe than sorry.)
Thursday, March 17, 2011
We are continuing our study of ads
Today we discussed the first eleven ad techniques. They are in the yellow packet. By now, students should have completed the text/ad ratio and listed all the products advertised in their magazine. I also suggested they start to find examples of the techniques we studied today. Soon, they will need to find one example of each technique in their magazine. Each of these small assignments will help them with their big magazine presentation.
We also took unit 11 quiz today.
We also took unit 11 quiz today.
Wednesday, March 16, 2011
Unit 10 quiz Thursday
Students can practice for the vocab quiz using this site.
We are continuing our work on the magazine presentation that is due around March 28. The students should be finishing up finding the text/ad ratio of their magazine. They should also be listing all the products that are advertised in their magazines. This unit has a series of small tasks that the students need to accomplish to be ready for the presentation.
Here is the magazine presentation web page.
For students who did not have a magazine today, I gave them one. (Coincidentally, many students came into class with a magazine today.)
We are continuing our work on the magazine presentation that is due around March 28. The students should be finishing up finding the text/ad ratio of their magazine. They should also be listing all the products that are advertised in their magazines. This unit has a series of small tasks that the students need to accomplish to be ready for the presentation.
Here is the magazine presentation web page.
For students who did not have a magazine today, I gave them one. (Coincidentally, many students came into class with a magazine today.)
Tuesday, March 15, 2011
Students MUST have a magazine for this two week project.
For two days now, I have been asking students to bring in a magazine for a project. I do not believe that this many students have absolutely no access to a magazine! I have made my frustration clear to the students, and I will give them one more day. I will give them a magazine if they need one, but that is not the point. I wanted the assignment to be meaningful to them.
Homework:
Finish Unit 10 in the vocab.
Bring a magazine.
*** Grades are updated on HAC ***
Homework:
Finish Unit 10 in the vocab.
Bring a magazine.
*** Grades are updated on HAC ***
Monday, March 14, 2011
Students MUST have a magazine Tuesday!!!!!!
Homework:
Completing the Sentence Unit 10
Bring a magazine Tuesday
Today:
We started our Media Literacy unit. I discussed the following questions (below). Then we watched ads from the first commercial break of Pretty Little Liars that I had recorded. The ads showed the things we discussed in the questions. There is too much to discuss, and I don't have time to write it all here. The students who are in class will receive more because I discuss ideas in detail.
I gave students a packet that we will use for the two week unit. It they lose it, they must buy a new one for a quarter. This is their book for the next two weeks.
I will put a link to the assignment web page soon. I have many things I am trying to get done, including reading all the sci-fi pieces from sections 5 and 6. One paper took me 15 minutes just to read!
Notes:
What are ads? What is their purpose?
Show
Persuade you to buy the product.
Show you the need for their product. (real or imagined)
Why does a magazine or TV channel have ads?
To make money from the commercials. (sell time)
Why does a magazine or TV channel create great content (shows)?
The more people that watch, the more ads you sell, more money charge.
Not to entertain you!!!!
When you watch an hour-long TV show, about how much of the hour is ads?
20 min
NASCAR is 100% ads- show and ads!
Pretty Little Liars episode I have= 28% ad 72% show
How do I know I am watching an ad?
Cut off
Completing the Sentence Unit 10
Bring a magazine Tuesday
Today:
We started our Media Literacy unit. I discussed the following questions (below). Then we watched ads from the first commercial break of Pretty Little Liars that I had recorded. The ads showed the things we discussed in the questions. There is too much to discuss, and I don't have time to write it all here. The students who are in class will receive more because I discuss ideas in detail.
I gave students a packet that we will use for the two week unit. It they lose it, they must buy a new one for a quarter. This is their book for the next two weeks.
I will put a link to the assignment web page soon. I have many things I am trying to get done, including reading all the sci-fi pieces from sections 5 and 6. One paper took me 15 minutes just to read!
Notes:
What are ads? What is their purpose?
Show
Persuade you to buy the product.
Show you the need for their product. (real or imagined)
Why does a magazine or TV channel have ads?
To make money from the commercials. (sell time)
Why does a magazine or TV channel create great content (shows)?
The more people that watch, the more ads you sell, more money charge.
Not to entertain you!!!!
When you watch an hour-long TV show, about how much of the hour is ads?
20 min
NASCAR is 100% ads- show and ads!
Pretty Little Liars episode I have= 28% ad 72% show
How do I know I am watching an ad?
Cut off
Thursday, March 10, 2011
Sections 6 and 3's sci-fi pieces have been graded. Check HAC.
**** Note: Sci-Fi grades for sections 4 and 5 ****
I am trying something different. I am giving these two sections a temporary score for the sci-fi stories. This is a score based on 3 or 4 student assessments of the piece. I dropped the lowest score and averaged. I feel that my score may be a little bit higher, but it might not be. The score the students gave is in the ballpark. It will take me until the end of the marking period to get through all the honors pieces. Some are five pages long! I will revise the scores as I finish scoring them. This way you can at least have an idea of what the marking period grade looks like. There are two weeks left! Again, I am trying something new because I know how important up to date grades are on HAC. Plus, I do have some scores for the pieces. If the scores end up way off, then I won't do this again.
There is no homework for tonight. We spent the day typing in the lab.
I am trying something different. I am giving these two sections a temporary score for the sci-fi stories. This is a score based on 3 or 4 student assessments of the piece. I dropped the lowest score and averaged. I feel that my score may be a little bit higher, but it might not be. The score the students gave is in the ballpark. It will take me until the end of the marking period to get through all the honors pieces. Some are five pages long! I will revise the scores as I finish scoring them. This way you can at least have an idea of what the marking period grade looks like. There are two weeks left! Again, I am trying something new because I know how important up to date grades are on HAC. Plus, I do have some scores for the pieces. If the scores end up way off, then I won't do this again.
There is no homework for tonight. We spent the day typing in the lab.
Wednesday, March 09, 2011
Here are the notes we discussed in class.
Homework:
Choosing the Right Word Unit 10
Students should have an outline or a rough draft. (We will type in the lab tomorrow.)
Here is the transition handout I gave them today.
Start by trying to explain this to a partner:
You talked with your parents about your future.
What did you find out? Explain your findings to us.
Lame topic sentences
My parents and I share the same goals for my future.
My parents and I don’t share the same goals for my future.
Even though we share many of the same goals, my parents and I have different ideas for my future.
A better topic sentence will contain a purpose for comparing.
What did you learn from the comparison other than different or same?
Example
“My parents must hate me because their goals for my future are terrible!”
Outline
You talked with your parents about your future.
What did you find out? Explain your findings to us.
(Point by point)
TS: My parents and I share the same goals for my future.
Me Family Parents
Me Job Parents
Me Education Parents
Me House Parents
Me Religion Parents
Conclusion: It is true that my parents and I share the same goals!
(Block)
TS: My parents and I share the same goals for my future.
Me Family
Me Job
Me Education
Me House
Me Religion
Parents Family
Parents Job
Parents Education
Parents House
Parents Religion
Conclusion: It is true that my parents and I share the same goals!
Choosing the Right Word Unit 10
Students should have an outline or a rough draft. (We will type in the lab tomorrow.)
Here is the transition handout I gave them today.
Start by trying to explain this to a partner:
You talked with your parents about your future.
What did you find out? Explain your findings to us.
Lame topic sentences
My parents and I share the same goals for my future.
My parents and I don’t share the same goals for my future.
Even though we share many of the same goals, my parents and I have different ideas for my future.
A better topic sentence will contain a purpose for comparing.
What did you learn from the comparison other than different or same?
Example
“My parents must hate me because their goals for my future are terrible!”
Outline
You talked with your parents about your future.
What did you find out? Explain your findings to us.
(Point by point)
TS: My parents and I share the same goals for my future.
Me Family Parents
Me Job Parents
Me Education Parents
Me House Parents
Me Religion Parents
Conclusion: It is true that my parents and I share the same goals!
(Block)
TS: My parents and I share the same goals for my future.
Me Family
Me Job
Me Education
Me House
Me Religion
Parents Family
Parents Job
Parents Education
Parents House
Parents Religion
Conclusion: It is true that my parents and I share the same goals!
Tuesday, March 08, 2011
We are studying compare contrast organization.
Today we looked at the examples on this sheet. We used markers to show the pattern of back and forth used in the point-by-point and the block organization methods. Then I gave them time to continue working.
Students MUST have their brainstorming done for Wednesday. I want to talk about outlining and using transitions.
Students should also be done the synonyms for unit 10.
Students MUST have their brainstorming done for Wednesday. I want to talk about outlining and using transitions.
Students should also be done the synonyms for unit 10.
Monday, March 07, 2011
Parents, please supply answers to these questions.
Your child has brought home a questionaire. Please take the time to answer as thoroughly as can. (see below) The clearer the picture your child has of your goals for him/her, the better he/she can compare his/her goals to yours.
Compare/Contrast Paragraph Assignment
Students, right now, your parents are trying to raise you the best they can. They have goals for you. I am sure they have even told you those goals, either directly or through the choices they make for you.
Parents, what are your goals for your child's future? Imagine he/she is about 35 years old. Use the list of topics I have provided. Try to give us a clear picture of what you hope for your child's future. Try to be as specific as possible.
What is his/her job?
What type of education has he/she received?
What type of family does he/she have?
Do he/she have children?
What type of house does he/she live in and where?
What type of community does he/she live in?
Who are his/her friends?
What are his/her values? (open ended)
What is his/her lifestyle? (open ended)
How involved is he/she in government and politics?
What role does religion play in his/her life?
We are writing a compare/contrast paragraph with the following requirements. The students will have two days in the lab this week to complete this. It is due Friday.
Requirements for the compare contrast paper
(Y | sort of | N) Your paragraph should start with a clear topic sentence
with a purpose.
(Y | sort of | N) Word count must be between 250 – 300 words.
(Y | sort of | N) You must have 15 transition words underlined.
(Y | sort of | N) There should be no spelling errors.
(Y | sort of | N) You should have no more than two grammar errors.
(Y | sort of | N) Your paragraph should end with a clear conclusion sentence
that makes a statement. Don’t just say, “… and now I have
shown you the difference between…”
Saturday, March 05, 2011
The science-fiction writing unit is done. Quiz 9 scores posted.
To wrap up the science-fiction writing unit, we watched an episode from Ray Bradbury Theater called "The Long Years." The video comes with the book series Mrs. Watson and I teach from. This website gives a nice summary of the story.
The episode is uploaded on YouTube if you would like to see it.
Here are some of the questions we discussed.
Author's purpose: What are we supposed to get from the story?
We discussed this exchange:
Captain: You have been living with your memories for 20 years.
John: That’s all we have. Is that such a bad thing?
Captain: I don’t know.
We discussed how the wife reacted when her husband died:
Captain: Do you feel OK?
Cora: The worst thing for anyone to feel is sad or lonely.
What does the movie tell us about what it means to be human?
What is Bradbury saying about holding onto our past?
We all have had someone leave us. What if we could recreate that person from our memories and live with him/her? Would that be satisfying? In the movie, we see that the main character is still lonely.
Next week, we write a 300 word compare/contrast paragraph.
The episode is uploaded on YouTube if you would like to see it.
Here are some of the questions we discussed.
Author's purpose: What are we supposed to get from the story?
We discussed this exchange:
Captain: You have been living with your memories for 20 years.
John: That’s all we have. Is that such a bad thing?
Captain: I don’t know.
We discussed how the wife reacted when her husband died:
Captain: Do you feel OK?
Cora: The worst thing for anyone to feel is sad or lonely.
What does the movie tell us about what it means to be human?
What is Bradbury saying about holding onto our past?
We all have had someone leave us. What if we could recreate that person from our memories and live with him/her? Would that be satisfying? In the movie, we see that the main character is still lonely.
Next week, we write a 300 word compare/contrast paragraph.
Thursday, March 03, 2011
Here are the winners of the science-fiction judging we have been doing in class:
Today we read the winners from yesterday. Each paper was scored by two students. The two scores were averaged together. The highest average could be a 5.
Winners!
4.6 Nick M.
4.6 Gabe O.
4.6 Emma S.
4.5 Matt C.
4.5 Shannon M.
4.5 Erin W.
4.5 Shirley H.
4.5 Matt Mc.
There is no homework tonight. (I'll be watching American Idol.)
Winners!
4.8 Jared S.
4.7 Jackie D.
4.7 Emma B.
4.6 Cynthia H.4.6 Nick M.
4.6 Gabe O.
4.6 Emma S.
4.5 Matt C.
4.5 Shannon M.
4.5 Erin W.
4.5 Shirley H.
4.5 Matt Mc.
There is no homework tonight. (I'll be watching American Idol.)
Wednesday, March 02, 2011
The first round of science-fiction story scoring is done!
Homework:
Quiz Unit 9 tomorrow
Grade slips were given to sections 3, 4, 5, and HB. My printer ran out of ink for section 6.
The students read two stories and picked the best one. Here are the names of the students who are going onto the second round! Tomorrow, we cut this list in half.
Chandler A.
Mike A.
Emma B.
Carley B.
Samantha B.
Matt C.
Marissa C.
Naikerra C.
Ameena C.
Andrew C.
Delaney D.
Pheobe D.
Jakie D.
Taylor D.
Mike F.
Wilson G.
Brianna G.
Joey G.
Michelle H.
Shirley H.
Cynthia H.
Orion H.
Raniya I.
Rachel J.
Sarah J.
Katie K.
Joy L.
Ariella L.
Ryan M.
Gabby M.
Shannon M.
Nick M.
Marissa M.
Robert M.
Matt M.
Gabe O.
Sean R.
Emma S.
Sean S.
Charlie S.
Jared S.
Joel T.
Adam U.
Luis U.
Ashley V.
Erin W.
Gabe W.
Quiz Unit 9 tomorrow
Grade slips were given to sections 3, 4, 5, and HB. My printer ran out of ink for section 6.
The students read two stories and picked the best one. Here are the names of the students who are going onto the second round! Tomorrow, we cut this list in half.
Chandler A.
Mike A.
Emma B.
Carley B.
Samantha B.
Matt C.
Marissa C.
Naikerra C.
Ameena C.
Andrew C.
Delaney D.
Pheobe D.
Jakie D.
Taylor D.
Mike F.
Wilson G.
Brianna G.
Joey G.
Michelle H.
Shirley H.
Cynthia H.
Orion H.
Raniya I.
Rachel J.
Sarah J.
Katie K.
Joy L.
Ariella L.
Ryan M.
Gabby M.
Shannon M.
Nick M.
Marissa M.
Robert M.
Matt M.
Gabe O.
Sean R.
Emma S.
Sean S.
Charlie S.
Jared S.
Joel T.
Adam U.
Luis U.
Ashley V.
Erin W.
Gabe W.
Tuesday, March 01, 2011
We start judging the stories tomorrow!
Interims were entered today based on the grades on HAC right now. I will enter more grades soon.
Today we read a story and applied the rubric (see a few days ago). We agreed that it would score a 4.0 or a 4.2 (4.5 being an A-). One category that it lost points in was the dialogue. The stories were supposed to have 15 exchanges. (I would have given it a 4 in dialogue because there were 11, and they did help establish the characters.)
Homework:
Students should be finished unit 9 and be studying for the test on Thursday.
Today we read a story and applied the rubric (see a few days ago). We agreed that it would score a 4.0 or a 4.2 (4.5 being an A-). One category that it lost points in was the dialogue. The stories were supposed to have 15 exchanges. (I would have given it a 4 in dialogue because there were 11, and they did help establish the characters.)
Homework:
Students should be finished unit 9 and be studying for the test on Thursday.
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