7:40-3:30
Schedule:
- Prompt: "What have you learned so far this week? What would you like to accomplish by the end of the week?"
- Review of propaganda techniques
- Commercial scripts/practice
- Revise and edit argumentative essay drafts
- Computer lab: Type essays and create Voice Threads
Today, I continued to help the students revise and extend their argumentative essays. I spoke to the group and tried to encourage them to avoid cliches and to show me examples of their qualifications rather than just tell me about them. Then I went around and read some of their work. I also noticed that although they were understanding the format of a refute/rebuttal, they weren't really using them successfully. For example, one student wrote a paragraph about how he is honest. Then he tried to conclude it with, "Some people might say that I lie, but I tell the truth even when it hurts." I tried to explain to him, and then later to the whole class, that if I was a voter, I would be focused on why some people accuse him of lying. All of a sudden, I would feel really suspicious and wonder who to believe. I tried to explain that politicians try to spin everything they say so that it makes them look good. Then we worked on writing refutes that would not alarm a voter. For instance, "Some people say that I lie," or, "Some people say that I'm always late," cautions me as a prospective voter because those could turn into problems that affect me. However, when a kid claims that they are organized and then says, "Some might think my locker is messy, but I know exactly where everything is," I don't have to worry because a messy locker wouldn't really affect me.
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