The key objective for your students is to make connections among the various texts, notice the rhetorical conventions used by specific genres to explore similar questions, and then use similar rhetorical devices while writing an essay about their own perceptions of how life should be valued. During this sequence your students will read each of the following texts: • William Shakespeare, “Hamlet’s Soliloquy” from Hamlet, Prince of Denmark • Lance Armstrong, excerpt from Chapter One of It’s Not About the Bike: My Journey Back to Life • Amanda Ripley, “What Is a Life Worth?” from Time magazine • “The Human Life Value Calculator,” an online resource from the Life Institute (http://www.life-line.org) Note: The activities for students provided in the Student Version for this module are copied here in the Teacher Version for your convenience. The shaded areas
2. Explain ways you expect to use persuasive writing in your university career and in your professional and personal life. While attending Strayer University I expect to be using persuasive writing by writing papers for my classes. I will be writing papers to convince the professor that I have obtained, and learned the information that has been given on a particular subject. In my professional life I will be using persuasive writing in writing a business proposal or an HR structural proposal.
They will be able to view presentations, as well as present those of their own in verbal and non-verbal ways. They will explore use of a variety of digital media devices and technology equipment in acquiring these skills. Integrating technology into the curriculum Subject Areas: Integrate art into the classroom by developing projects and lessons with essential questions. Through use an over head LCD projector, computer and visual software called Inspiration teachers can brainstorm ideas to ask questions about artists. After asking questions, you can create a template using Inspiration brainstorming and students can follow along on the overhead projector.
If you are reading for a class assignment retention is a necessity. It will help you in your class seminars, discussion boards, projects and exams. III. Formulate a plan A. If you only need basic understanding of what you have read you can: 1) Skim the reading material 2) Highlight the points you think are important 3) Take notes B.
Students must ask themselves, “What did my instructor say about this chapter or subject when it was assigned?” and “What do I already know about this subject?” Reading in order to find the answer gives students a purpose for reading. Read. As students begin to read, they must look for answers to the questions they asked in the prior step. Students will reread captions under pictures and graphs, note all underlined and bold printed words or phrases, and pay special attention to underlined, italicized, bold printed words or phrases. For more difficult passages, reading speed should be reduced.
According to Spandel (2009) it is a vision, a way students and teachers can think and talk about writing. Writing is different from other school subjects. In other school subjects students are suppose to study the same things and many times come up with the same solution. However in writing everyone’s response is suppose to be unique. The only way that this can be accomplished is if students make different choices when they write, choices about the topics they pick, the words they use, details they include and different beginning and ending strategies.
After listening to the song the students will make connections and share with class some names of American heroes that they know. I will introduce the book and will inform the students that at the conclusion of the book they will be asked to take a quiz on some of the heroes and what they accomplished. Then I will read aloud “Of Thee I Sing”. Activity Sequence: 1. Listen to song 2.
Evaulation o The teacher can also use creative evaluation as part of creative curriculum. Perhaps there can be a rubric that students fill out regarding how they feel they did with a particular project or group evaluations that reflect on the general evaluation of a student's project. Teachers can come up with their own evaluations based on various parts of the lesson. o Sponsored Links Enroll in School at University of Phoenix. Discover Our Accredited Programs.
AP Lang 1 ADVANCED PLACEMENT LANGUAGE AND COMPOSITION SYLLABUS FOR 2009-2010 Course Overview and Objectives The AP Language and Composition course is designed to prepare students to read and write on a college level developing skills that will ultimately prepare students for the Advanced Placement Language and Composition Exam given in May. This exam consists of three timed essays and timed multiple choice questions based on readings from various periods and genres. Preparation for this exam will “engage students in becoming skilled readers of prose written in a variety of rhetorical contexts and become skilled writers who are able to compose for a variety of purposes”.1This is a rigorous course where students will be reading and
For example, imagine your teacher has assigned you to read a novel and then develop a project of your choice based on the book. One student immediantly decides to write a creative essay to depic several of the different sences of the book. Another student in the class decides to do a comic strip to depic several of his sences of the book. The tendency to choose