Captains of Industry Presentation ESL SS 8th Grade

Content Objective:  Students will read about their captain of industry and create a poster presentation about the most important ideas.

Language Objective:  Students will read and annotate their packet of information, and select the key ideas for the poster.

Agenda:

1.    Review the objectives (day 1)

2.    Review assignment and rubric (day 1)

3.    Group annotations and reading (everybody reads something, everybody annotates something) (day 1)

4.    Poster creations (everybody writes something, everybody says something) (days 2-3)

5.    Presentations and Feedback Forms (days 3-4)

Poster Requirements

          Name of Captain of Industry

          Years alive

          3 Key vocabulary words

          3 key facts

          2  images

Name: ______________________ QUINN ENGLISH @quinnenglish200

 

Captains of the Industry

Presentation Project Rubric

	25	20-15	15-10	9 & below
Knowledge of Topic	Student demonstrated an excellent understanding of their Captain of the industry Was detailed, thorough and able to answer questions with full explanations.	Student demonstrated a good understanding of their Captain of the industry Was fairly detailed and was reasonably able to field questions on the topic.	Student was uncomfortable with topic and not fully prepared. Was able to answer only basic questions.	Student does not have grasp of topic, is unable to answer questions due to poor research
Poster Guide Graphics /                                            Design	Text was minimal, used as talking points only. Guided presenter through presentation easily while maintaining good eye contact with audience.  Pictures/images supported text & content very well. Very visually appealing!	Little heavy in text, but was still a good guide for presenter without much distraction. Maintained eye contact with audience most of the time. Pictures and graphics used to support content. Was visually appealing.	Somewhat heavy in text, creating a temptation to read too often, and minimizing eye contact with audience Pictures and graphics were occasionally used.	Very heavy in text.  Information was read instead of presented. Little effort made.
Presentation Skills	Student projected voice, spoke clearly and confidently. Body language, posture, facial expressions and smile all projected a professional, energetic and very confident presenter. Presenter held audience attention very well	Student projected voice, spoke clearly and confidently. Body language, posture, facial expressions and smile all projected a professional, energetic and confident presenter. Presenter held audience attention most of the time	Some speaking skills were used, but need to practice all to keep audience engaged throughout the presentation.	Need to work on use of voice control, projection, tone to keep audience interested and engaged. Personal presentation lacked in projecting any confidence or professionalism.
Conventions of Grammar	·   Control of grammar is evident. ·   Correct verb tense is used ·   Control of sentence structure and punctuation is evident.	·   Control of grammar is somewhat evident. ·   Correct verb tense is used most of the time ·   Control of sentence structure and punctuation is somewhat evident.	·   Minimal control of grammar. ·   Verb tense is rarely correct ·   Minimal control of sentence structure and punctuation	·   Verb tense is not correct ·   No control of sentence structure and punctuation

Feedback Form

Name______________________________________________________________

Name of Presenter________________________________________________

1. In the area of knowledge of the Captain of the Industry ________________________________  (name)should receive ___________________ points because . . . .

• Something the student did well was  . . .

• Something the student needs to improve on  . . . 

2. In the area of knowledge of presentation skills ________________________________ (name) should receive ___________________ points because . . .

                                                               i.      Something the student did well was  . . .

                                                             ii.      Something the student needs to improve on  . . .

3.  Questions ideas for the presenter (Choose one question to ask):

1. What did you find most interesting about the captain of the industry?

2. If you had more time, what would you add?

3. What is the most important thing to remember about this captain of the industry?

                                                     

4. (Create your own . . .  .)

Macbeth Lesson Close Read and Claim Writing

 NAME________________________________________________

     DO NOW: Let’s review Scene III (p. 28)

1.      What words of caution does Banquo speak to Macbeth about the witches prophecies? (iii, 120-127)

2.     Despite the good fortune foretold to him by the witches, why is Macbeth not feeling so good? (iii, 130-142)

3.     A:CLAIM: LEADERSHIP:  Under the influence of unchecked power, Macbeth takes actions that have serious and devastating consequences for himself and for other characters in the play. http://www.paperstarter.com/macbeth.htm

Scene IV (p. 40) CLOSE READ (Read multiple times, annotate, Connect to literary elements or themes, create discussion questions)

“The Prince of Cumberland! Tha tis a step

on which I must fall dow, or else o’er-leap

For in my way it lies. Stars, hide your fires!

Let not light see my black and deep desires:

The eye wink at the hand; yet let that be

Which they eye fears, when it is done, to see.

(I.iv.49-54).

      Scene V (p. 44)

12.                  After reading Macbeth’s letter, summarize what Lady Macbeth worries will keep her husband from achieving the honors the witches predicted for him? (v, 14-29)

13.                  After the messenger leaves, summarize what Lady Macbeth wishes for in her soliloquy? (v, 40-53)

14.                  Upon Macbeth’s arrival and announcement that Duncan will arrive tonight, what does Lady Macbeth declare must be done to the King? (v, 59-68) 

B: CLAIM: LEADERSHIP: Lady Macbeth becomes even more bloodthirsty than her husband, and she encourages him to use his power to perpetrate violence against others. http://www.paperstarter.com/macbeth.htm

CLOSE READ (Read multiple times, annotate, Connect to literary elements or themes, create discussion questions)

Lady Macbeth:  The raven himself is hoarse

That croaks the fatal entrance of Duncan

Under my battlements. Come, you spirits

That tend on mortal thoughts, unsex me here,

And fill me from the crown to the toe top-full

Of direst cruelty!  Make think my blood

Stop up th’ access and passage to remorse,

That no compunctious visiting of nature

Shake my fell purpose, nor keep peace between

 the effect and it!  Come to my woman’s breasts,

And take my milk for gall, you murdering ministers

Wherever in your sightless substances

You wait on nature’s mischief! Come, thick night,

And oak the in the dunnest smoke of hell,

That my keen knife see not the would it makes

Nor heaven peep through the blanket of the dark,

To cry “Hold, hold!’ (I.v.38-53)

View it: http://youtu.be/4x0T_1tLpi4

     

HW: MY BIG CAMPUS DISCUSSION # 31

Write a paragraph using Claim A or Claim B as your first sentence analyzing Macbeth or Lady Macbeth. Use a quote from the text to support your thinking.

Learn How to Create an Annotated Bibliography for the Digital Multi-Genre Research Project

Digital Multi-Genre Research Project

Cutting Edge Education Using Ipads as a Literacy tool at the HS level: Transcendentalist Ipad Activity

NAME___________

Ford Quinn English 11 Transcendentalist iPad Project

Use

1. The ideas from the transcendentalist video, http://education-portal.com/academy/lesson/transcendentalism-impact-on-american-literature.html#lesson

2. Class notes, class discussion, the readings from 3/5/16 http://media.collegeboard.com/sbo/pdf/cb_sb_ela_miu_L6_U5_activity2_SE_v2.pdf?__gda__=1394121614_4860edfd548b53dfb30bbc5640078d4e

3. The Excerpted works of Whitman, Emerson and Thoreau, and the chart that was filled out in class 3/6/15 http://www.mybigcampus.com/groups/quinn-english-11---1147758/group_wallposts

To CREATE

1.     Create a Prezi- visual and text analysis of one of the selected works and make a connection to Chris.

OR

2.     Create an original 20-30 line poem emulating one of the writers studied (Emerson, Thoreau, or Whitman) present a poetry slam and capture it in video format. 

 OR

  3. Create a 1 minute "confessional" video analysis of one of the writers and make a connection to Chris.

EXTENSION ACTIVITIES

1.       Create a school appropriate Twitter account and follow @quinnenglish200, good reads, nytimes, satword of the day, grammargirl, retweet one of my posts and read one of my retweeted articles

2.       Open 3d timeline app and begin to create a timeline of events in Chris’ life based on the events revealed in Into the Wild

Multi Genre Research Paper

Multi-Genre Research Project  Due: Tuesday, March 25^th

Multi= many

Genre= a category or type of artistic work determined by tone, content and technique (novel, poem, short story, biography, essay, speech, article, diary, letter, obituary, manuscript, song, etc). 

Research= a way to increase knowledge, confirm facts, solve new problems

Project= a collaboratively designed set of tasks.

Assignment: Your assignment is to create a multi-genre research project on a person, event, movement or topic connected to Krakauer’s, Into the Wild.

How to prepare for the project while you read:

For each Chapter:

1.     Identify the Genre of work(s)inserted at the start.

2.     Explain how it is connected to Krakauer’s, Into the Wild.

3.     Create your own original work that you may use in your research project.

Steps to creating the project:

1.     Generate ideas that provide a focus for your topic (person, event, movement, concept, etc.) as it relates Krakauer’s, Into the Wild.  Quickwrite an exploration of your thinking on the topic and identify areas that require further insight—this quickwrite could be used to focus your research.

2.     Think-pair-share your findings to help you consider your ideas, narrow your focus, and generate a research question. Next, draft a working thesis that answers your focus question and that can be used as a guiding factor to guide your research and multi-genre research project.

3.     Conduct research (7-8 primary and secondary sources) to explore all aspects of your thesis. Use resources such as easybib.com to assist with documenting your sources correctly in an annotated bibliography.

4.     Consider which ideas from your research you will include in your paper, and choose an appropriate genre to creatively express the connection between your research and your interpretation. Remember, you will need a minimum of 3-6 different genres in your collection.

5.     Reflect on research and ideas and brainstorm a list of creative ways to connect the genres via a metaphor or motif (e.g., chapters, seasons, time, movie script, song lyrics, recipes, months of the year, colors in a rainbow, cartoons, visual art images, statistics, expository text, sports rules, etc.). Select an appropriate metaphor and consider how it connects to your thesis, research, genres, and ideas.

6.     Assemble your writing pieces in a coherent order using the transitions (e.g., metaphor or motif) you select to guide your reader from one genre to the next.

You must Pick 3 from this box Genres that require Research Newspaper article Obituary Editorial Letter to the Editor Advice Column Magazine article Blog entries Interview Timeline of events and with images and descriptions News Broadcast Commercial Other (must be pre-approved):	You may choose to add more visual genres to your project (optional) Invitation Brochure Cartoon Comic Strip Graphic Novel Postcards Wanted Poster Scrapbook Botanical survey Other (must be pre-approved):
You may wish to have Additional Writing genres (Optional) Poem Short Story Diary entries Eyewitness account A dramatic script Character FB page Series of tweets Series of text messages to and from Chris and family or friend Other (must be pre-approved):	Options on how this work will be presented.  Creative ways to Present iMovie mixbook.com Glogster.com Multiple Vines Prezi.com Pixton.com Timetoast.com Animoto.com tagxedo.com pinterest.com Other (must be pre-approved):