Speech Syllabus
February 6-10, 2006
Mrs. Gifford
mgifford@plymouth.k12.in.us
School 936-2178 ext. 338
Home 936-7355
Monday, February 6, 2006
Continue working on research persuasive speeches. Discuss visual aides and help with speeches. Check outlines and manuscripts. Review speaking schedules. Students hand back midterm grade sheets. Hand out problem solving and go over. Go over problem solving sheet. Review what needs to be handed in on Tuesday.
Tuesday, February 7, 2006
Begin persuasive speeches. Remind students of problem solving sheet.
Wednesday, February 8, 2006
Persuasive speeches.
Thursday, February 9, 2006
Persuasive speeches
Friday, February 10, 2006
Finish any persuasive research speeches. Any students who need to make up speeches will do this today. All problem solving sheets should be handed in no later than today. Begin introduction to Mock Trial. Reflect over all speeches.
Comments:
Be sure to hand in persuasive problem solving sheet.
Make sure that you have all material organized in folder and ready to hand in before giving speech.
Next week we will be researching topics for Mock Trial.
Monday, February 06, 2006
Sunday, February 05, 2006
English 9A
English 9A Syllabus
February 06 – February 10, 2006
Trimester II – Week 4
Monday, February 06
• Vocabulary 6 due.
• Complete Hero Project.
• Complete Criterion entries.
• Red Dot Book reading time if you have completed everything.
Tuesday, February 07
• Vocabulary 6 test.
• Distribute vocabulary 7 words.
• Read and listen to “Calypso” section of The Odyssey.
• Read and listen to song, “Calypso,” by Suzanne Vega.
• Venn diagram - similarities and differences between the poem and the song.
Wednesday, February 08
• Watch “Calypso” portion of The Odyssey movie.
• Write WAC essay drafts – compare/contrast “Calypso” poem and song.
Thursday, February 09
• “Calypso” essay drafts due.
• Peer edit and revise essays.
Friday, February 10
• Red Dot Book Project due!
• Final “Calypso” essays due – with WAC rubric.
• Read “The Lotus Eaters” section of The Odyssey.
• Identify discuss the Homeric Simile.
• Practice writing Homeric Similes.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words.
• 9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
• 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
• 9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
• 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
• 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
• 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
• Write responses to literature that:
demonstrate a comprehensive grasp of the significant ideas of literary works.
support important ideas and viewpoints through accurate and detailed references to the text or to other works.
demonstrate an awareness of the author’s style and an appreciation of the effects created.
identify and assess the impact of ambiguities, nuances, and complexities within the text.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
February 06 – February 10, 2006
Trimester II – Week 4
Monday, February 06
• Vocabulary 6 due.
• Complete Hero Project.
• Complete Criterion entries.
• Red Dot Book reading time if you have completed everything.
Tuesday, February 07
• Vocabulary 6 test.
• Distribute vocabulary 7 words.
• Read and listen to “Calypso” section of The Odyssey.
• Read and listen to song, “Calypso,” by Suzanne Vega.
• Venn diagram - similarities and differences between the poem and the song.
Wednesday, February 08
• Watch “Calypso” portion of The Odyssey movie.
• Write WAC essay drafts – compare/contrast “Calypso” poem and song.
Thursday, February 09
• “Calypso” essay drafts due.
• Peer edit and revise essays.
Friday, February 10
• Red Dot Book Project due!
• Final “Calypso” essays due – with WAC rubric.
• Read “The Lotus Eaters” section of The Odyssey.
• Identify discuss the Homeric Simile.
• Practice writing Homeric Similes.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words.
• 9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
• 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
• 9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
• 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
• 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
• 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
• Write responses to literature that:
demonstrate a comprehensive grasp of the significant ideas of literary works.
support important ideas and viewpoints through accurate and detailed references to the text or to other works.
demonstrate an awareness of the author’s style and an appreciation of the effects created.
identify and assess the impact of ambiguities, nuances, and complexities within the text.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
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