ELAGSE8RL1: Textual Analysis Of The Classroom

For L.T. #2 I will have my students describe the main event in 2 ways using only one sentence that will retell that particular scene using the illustrations in one and use only their descriptions in the other. In L.T. #3 I will have 2 pictures of a setting and illustration in the book and the students will have to explain/ describe what is happening based on the picture. In L.T. #4 the students will describe what they think the main theme or message is of the story, the students must explain why they feel that

Argumentative/ Persuasive Essay Molly Killen March 29, 2018 “The starting point of all achievement is desire.” – Napoleon Hill. All states have a course standard to follow to set goals for teaching and learning (West, 2018). Teachers use these standards as a guide within their classroom to provide the best learning for their students.

“ The students will read the first sentence of each paragraph in the text. Each student is going to skim the text. (Appendix 4) Then they are going to discuss the main idea of the text in pairs. The teacher elicits answers.

This will support students by working cooperatively with the teacher to increase their understanding of each requirement (Borich, 2011). Focus Student 1 (Above Proficient) was among this group that met or exceeded the standard in every area identified in the rubric. Additionally, student 1 will be provided enrichment activities to progress his learning. I will build upon their knowledge using strategies to increase my student’s understanding of how to prepare an informative explanatory text using topics that consider the audience. These strategies will assist them with providing credible facts and definitions, well developed points, and a concluding statement that is relative to the topic in their text.

In the **** I could have added a visual for them to look back at. Choosing a character all students were familiar with would have helped them understand how to use the given information to understand the characters viewpoint. Referring to a book the students have recently read and only focusing on the main character would have been a *** example. Starting by going over what occurred in the book, and reflecting about the characters viewpoint through the story. By only focusing on the characters viewpoint would have helped the two students understand what to look for.

Drawing inferences is like “reading between the lines.” Students do this by using their prior knowledge and the information that is provided. Students make inferences without even realizing that’s what they’re doing. For example, when I have read a book I thought well he/she should have ended like this or that, that’s because I drew on inferences and already was thinking of some outcomes of the story. This is a way to make sure all students are understanding, share ideas that some may not have noticed.

Which examples from the text represent weak evidence? Why is the evidence weak or strong? Explain your reasoning. (Remember the scoring guide asks you to analyze and evaluate three examples of evidence. You will need to remember how to quote, paraphrase, and cite your sources within the

These chapters are followed by a conclusion tying together the ideas of the text into the idea of "herculean process

Chapter 18 of Everyone’s An Author explained to the readers that it’s extremely important for us to use strategies for supporting our argument. Also, the strategies for supporting our argument helps us as a student with much of the writing we do in college because it serves us as useful tools for generating ideas. In order to do so, we should use example, description, humor, and classification as the convincing evidence to support our argument.

We had to complete the paragraphs with full sentences and answer all the questions given and included the timeline. To complete this assignment the group I was working with we had to decide who was going to work on what. We decided that each of us should write a paragraph of our choice. SInce there was only four topics and only three of

Through the analysis of the numerous arguments throughout the course, I was made aware of the detrimental effects logical fallacies have on an argument if left undetected or detected. Although the use of appeals was a review from high school, I initially had trouble distinguishing the appeals from each other.

1. Students are expected to score an 85% or better on their Unit 4 assessment scheduled for 10/28. 2. Teachers are utilizing various strategies to ensure students comprehend the writing process and the traits of writing as it pertains to writing an argument. 3.

Spearman provides the student learning outcomes which state that students will learn various strategies of reading and writing that connects sources to their ideas to various topics. Some of the lessons she will be teaching includes synthesizing sources, demonstrating appropriate tone and structure of a paper, in addition to using rhetorical devices to analyze texts. In the middle of explaining what the students will learn from her class, Ms. Spearman makes sure that her students know a grade of a C at the least is needed to earn credit and to pass the course and later explains what is needed to pass her

The story we created in our group was about a girl who slowly starts to lose everything; her grades drop, loses her boyfriend and her friends betray her. The story included characters such as the mother of the girl, father, sister, boyfriend, and her best friend. I played the characters of the boyfriend and the father. In order to portray the father I spoke with a low pitch and a slow pace. I crossed my hands to show how angry I was about my daughter’s low grades at school.

Walking With Our Sisters was very intimate, which made it a commemoration while still being detailed art. Walking alongside the vamps, instead of just looking at them, made the experience more personal. The conclusion, spoken by the Aboriginal women working with the installation, expressed the need to dismiss blame, and instead search for forgiveness and reconciliation with the institution that had helped to cause the pain. The installation was letting viewers into a very private part of families’ lives.