Outlines for the TED Talk are due MONDAY

On a previous post, I included an outline.  I also went through each student's rough outline and gave suggestions.   I also gave them a copy of the outline.

Almost all students needed to add more research to their presentations.  They must refer to a source of information at least two times!

The absolute shortest a talk can be is 2:30- two minutes and thirty seconds.  Below this, and they will get a D.

To get a perfect 100%, a student must speak for 5 minutes, have visuals, do not have notecards or notes to present, refer to two sources of information, and speak clearly.

Look at these fascinating topics we will be listening to next Wednesday!

Sec 1
Ian	What is the Self? (Red ones are those I am really looking forward to!)
Igor	The amount NFL players get paid vs what soldiers get paid
Justin	Video games are goo for you!
Sam	Appreciate what is around you.
Jackie	Save the Iberian Lynx
Jordan	Appreciate your parents
JD	What were the Killing Fields?
Sydney	Our Generation can Multi-task
Sophia	Enjoy the time we have on earth
Tommy	Our errors in perception
Jaimi	Family is the most important
Taylor	Why do we put labels on each other?
Brianna	Technology is separating us as a society.  We are losing touch.
Daniela	IDEA Individuals with Disabilities Education Act
Preeti	Conformity
Stephen	Will you have Success and Failure?
Claudia	Why do we lose our optimism?
Megan	Best Buddies
Ryan	It's a good idea to get fit.
Wade	What death means today and why it hard to accept.
Abigail P.	Overcoming grief
Mike	Take care of yourself.
Vedant	The Brain
Dan	The importance of space exploration
Riley	Respect your elders
Abbey W.	Bullying must stop
Sophia Z.	Is competition necessary?
Zing	Are we living up to our potential?
Sec 2
Mike	How to be a better student
Kevin	My body is controlled by music
Ronnasia	Girls can do more than boys think
Alexis	News from different world views
DeAndre	How to get into college
Blanca	effects of smoking
Olivia	Pollution and why we need to stop it
DJ	Video games help us
Lavanna	Police killing teens.
Andrew	Nuclear energy is safe
Chris	Why are athletes paid so much?
Keera	Convoy of Hope- mission that helps in Africa
Anderson	Puerto Rico's bad economy
Juan	Appreciate teachers
Sec 3
Keandre	The importance of shoes
Treazue	Cheerleading is a sport
Elijah	Making it to NBA
Sean	Parents do more for us than you think- we should do things for them
Mollie	How animation is done
Keyon	Everyone has a story the world needs to hear.  Narratives teach us.
Luch	Enjoy the time you have with your family
Madison	Drugs are bad
Destinty	Pretty hurts
Joshua	Why do criminals do illegal things? Don't feel sympathy for them.
Jabreya	MLK Do what you believe you can do.
Jagger	Do not trust anyone with your electronic devices.
Hunter	How to engage your audience.
Jonhas	How you think is how you feel.
Jayla	Fighting can be a good thing but is it worth it?
Armani	Today's phones really matter!

Outlining the TED Talk: Revisions due Monday

I read over the outlines for sections 2 and 3.

Most had the same problem: they did not have details in an organized outline.  I gave students the sheet below to guide them.  I would like a revised outline in on Monday, May 4.

Source:  http://facstaff.bloomu.edu/jtomlins/sample.htm

Speech Assignment Requirements

    For each speech in this class you must:
            1.  Provide the instructor with a typed outline on the day
                 you speak.  This outline will be in the format assigned.
            2.  Provide a list of references used in researching the speech.

            3.   Speak extemporaneously.   You may use note cards or speak from an outline.

Outline Organization
(what an outline MUST contain)

INTRODUCTION

1.  Attract the attention and interest of the audience
2.  Establish the speaker's good-will and credibility
3.  Reveal the topic in an interesting/intriguing manner
4.  Preview the body of the speech

BODY

1.  Organized series of 3-5 main ideas
2.  Support in the form of testimony, illustrations, examples, statistics

CONCLUSION

1. Emphasize the main points of the speech.
2. Give a sense of finality to the presentation.

Here is a sample outline - using the format assigned for your speeches.

(Copy and past this.  Then fill in with your own information.) 

Title:  Voting: Our Legal Right

Specific Purpose:    To persuade my audience to vote in elections

Introduction:

                I.         Gain audience's attention by asking questions
                II.        Establish credibility - I vote
                III.       Explain what voting is
                IV.      Preview the body:
                                A.   Why we vote
                                B.   Why we don't vote
                                C.   Why we should vote

Body:

                I.         Why we vote
                                A.   To elect representatives
                                B.   Constitutional right
                                            1.   Article 1 (Visual: picture of Constitution)
                                            2.   Amendment 15
                                            3.   Amendment 19

                II.         Why we don't vote
                                A.   Figures on low voter turnout
                                B.   Some don't care
                                C.   Some are not educated about candidates

                III.         Why we should vote
                                A.   To voice our opinions
                                B.   To guarantee our freedom

Conclusion

                I.         Summarize main points

                II.         Explain how to register

                III.         End with Quotation

Visuals: You might want to include references to the visuals you will use.

Correction: Testing is all THIS week

I will be reading their rough TED Talks outlines and giving feedback this week.

The talks will be given next week starting on Wednesday, May 6th.

More details to follow.

We took a quiz today, and I handed out grade slips.

Monday, April 27, 2015

Dates:  TESTING ALL NEXT WEEK Talk due May 6 You MUST refer to TWO SOURCES in your presentation: "According to..." Warm-up:      Test on Buzzwords from the last two weeks Objective: I would like to see if they have learned any new vocabulary words. I was trying to prepare students for testing last week by having them practice writing a response to a text.  I want them to see examples of what I was looking for. We need to get back to reading Night. Agenda: Test on responders. Smarter Balanced Pre-Test Activity Review the outline for the germ of hope paragraph Look at this sample of the germ of hope paragraph. Read pages 20-26 together in Night for imagery of flames. Fill in chart. Madame Schachter and the flames (allusions to Lazurus: raised from the dead and Lazurus and rich man) Standards: CC.8.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC.8.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot;CC.8.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Interim grades are on HAC. Please check that all your work is in.

Because we have testing all week, and interims are Friday, these are the grades I will be using for interims.  If you are missing work, you need to get it in now.

I entered three grades today.  One was to have the rough draft of the TED Talks outline.  I will be reading these and providing feedback over the course of this week.

I gave two grades for a Smarter Balance practice paragraph.  I gave a formative grade for citations.  Students were supposed to state where their supports for their claim came from.  I told them to use at least four.  It is formative because it is practice.

I gave a summative grade on the content of the paragraph.  We have discussed the first twenty pages in depth.  In fact, one day I even copied four pages and we searched for supports together.  There is no reason why students cannot explain how the germ of hope caused the Jews to ignore the dangers which lead to their deaths.


Here is an example of what I was looking for.
(I have noticed that a few too many students simply put the page.  They must work the page number into the sentence.  I will reteach that.)

The germ of hope infected millions of Jews during the time of the Holocaust, it was the reason why millions of Jews including Elie’s family did not leave or do something about their impending deaths.  Moshe the Beadle is one of the few people who didn't catch this germ, he was taken away too quickly to latch onto hope.  Moshe was among the foreign Jews who were expelled from Sighet first, during this time he barely escaped death by the Gestapo.  He returned home and it became clear he no longer cared to live, all he wanted to do was warn his community before it was too late.  However everyone refused to let themselves believe him, they thought he had gone mad (page 7).  The writer starts off with Moshe’s story to show the reader that the Jews had so much hope that something as horrible as Moshe’s story could never happen even though it was taking place right before their eyes.  Elie and his family had multiple opportunities to escape from their death.  One of them was right after Moshe came back to the community and shared his story, emigration permits for Palestine were still obtainable (page 6).  The next opportunity they were offered was after they were taken to the ghetto.  Their servant Martha visited them and begged them to come back to her village where she could provide them with a safe refuge (page 20). These examples show that their hope blinded them from the danger of the situation and so they saw no danger in staying in the ticking time bomb they called their home. Jews kept telling themselves and each other unreasonable statements to try and convince themselves it wasn’t that bad.  On page six, the author states “Was he going to wipe out a whole people?  Could he exterminate a population scattered throughout so many countries?  So many millions!  What method could he use?  And in the twentieth century!”  This shows us that the Jews didn’t believe anyone could be so mad and capable of killing so many people.  Another example is stated on page 18, “Who knows?  Perhaps we are being deported for our own good.  The front isn’t very far off; we shall soon be able to hear the guns.  And then the civilian population would be evacuated anyway..”  All of these examples and turned down opportunities were all sponsored by the infamous germ of hope, which is also the reason why millions of Jews including Elie Wiesel's family did not try and escape or do anything about their approaching deaths, their hope is what killed them.

Grades and Schedule

We will have testing in ELA Monday-Friday next week for the whole period each day.  
They will have MATH testing Monday -Friday the next week.

First, Sections 2 and 3's grades on HAC will be updated by Monday.  They have two temporary grades as inspiration for completing the "germ of hope" paragraph.

Section 1 took a quiz today on unit 10 vocabulary.  I will enter those scores and the book scores by Monday.

All classes have a quick quiz on the following 10 words we did as warm-ups:

1. apparel (noun): things that are worn : clothing
2. telling (adjective): producing a noticeable effect : effective
3. agenda (noun): a list of items of business to be considered (as at a meeting)
4. evanescent (adjective): tending to vanish like a vapor : not lasting
5. adage (noun): an old familiar saying : proverb
6. distinguished (adjective): widely known and admired for excellence
7. Complicit  (adjective): associating or participating in or as if in a wrongful act
8. scale (noun): 1 a : either pan of a balance b : balance -- usually used in plural2 : a device for weighing
9. tweak (verb): 1 : to pinch and pull with a sudden jerk and twist 2 : to pinch (a person or a body part) lightly or playfully3 : to make small adjustments in or to

10. quagmire (noun): a difficult situation from which it is hard to escape

I will be using sentences from their warm-ups in the quiz. If you need the sentences, go here.

Assignments due this week

In section 1 we looked at this video which uses amazing visuals.

Students are to be writing a Smarter Balance response practice paragraph.  I have asked them to share it with me on Google if they would like some feedback.  I am also reviewing some in class.  I would like it due Friday.  Share to mrbozhb@gmail.com

I would also like the students to have the outline of their TED Talk ready by Friday so I can help them be prepared for their presentation on May 6th.

My preliminary outline for my TED Talk outline due Friday

Share a Google Doc with me ASAP so I can make comments and guide you: mrbozhb@gmail.com

Here is what mine is looking like so far. My outline does not have everything you need to know, but I will be using these as talking points.  I will have pictures in a slide show because you can only get a 100% if you DON'T USE any notes when you present.

You must speak for a minimum of 5 minutes.  I will have a visible timer for you.

My TED Talk:  The philosophy that we are living in a computer simulator!

·      Why are we here at all? Theories about our existence:

o   Adam & Eve

o   Elephant & others

·      Scene from the Matrix movie where pauses the simulation

·      Why would we be in a simulation?

o   Paper on the theory by _______ ancient idea as well

o   Computing power

o   They want to know how we evolved to what they are.

·      What would it look like?

o   Sims, Civilization, Truman Show

·      How would we know?

o   What can we look for?

o   Glitches in the Matrix

·      Why does it matter to the world?  How would life change?

o   Scene from Matrix where he knows steak is not real

o   What do we control in our lives?  Can we change the world?

o   Jewish “tikkun olam” repair the world and other religious/social efforts to help the world.

§  We are not predestined.  We are a simulation. Weather model runs change depending on changes.

§  As we change, the simulation adapts and changes

·      Those with weapons conquered

·      Lessons from the past.

§  Who are the people that are observing us?

·      Are we proving them right or wrong?

·      Do we control our own destiny?

·      I am not finished.  This is NOT the final version by any means.