Tuesday, January 3, 2012

Are you opposed to sexism? Shouldn’t men and women be treated equally? Isn’t fairness a virtuous goal? Don’t we all believe in fairness?

Can good laws have bad results?

Describe “unintended consequences.”

Key Concepts and Terms for Today’s Lesson:

Unintended Consequences – the unanticipated effects of the actions of people or government. These “secondary effects” of an action are not immediately identifiable but can be recognized over time.

Sexism – bias or discrimination based on sex, primarily directed against women

How many teams does a typical high school have for boys? For girls? Which sports are boy sports? Which sports are girl sports? Who decided that? Who plays more sports, boys or girls? Why?

Warm-up: Answer the following on a sheet of paper:

Video Viewing Guide

We will watch it twice …

1st. Focus on the issues presented.

2nd. Complete the viewing guide.

Discuss the answers

With a partner, read five different articles related to Title IX.

For each article, use complete and well-written sentences and give the title and a brief explanation of the article. Summarize each article in a paragraph of 7 – 10 sentences. EACH PERSON needs summaries.

Closing:

1.Agenda: Remember to read every night for 30 minutes and record your pages. Remember also to answer the reader response questions in homeroom.

2.Ticket out the Door

Thursday, January 5, 2012

Warm-Up

Using well-written sentences, answer the following questions:

1.If the readings from yesterday represent points of view about the same issue, what does it say about the way people look at the news each day?2.Why might it be important to obtain news from multiple sources, rather than from just one?3.Which of the readings do you most agree with? Why?4.Which of the readings do you most disagree with? Why?5.What is your view of Title IX?

Fact or Myth? Title IX forces schools to cut men's sports.

Myth. Title IX in no way requires schools to cut men's sports. "Nothing in Title IX requires the cutting or reduction of teams in order to demonstrate compliance." (DOE) All federal courts to consider the question have agreed. Some schools have decided on their own to eliminate certain men's sports, but the law is flexible. There are many other ways to come into compliance. Some schools have cut sports, like gymnastics and wrestling, rather than controlling bloated football and basketball budgets, which consume a whopping 72% of the average Division I-A school's total men's athletic operating budget. For example, San Diego State University decided to address its $2 million budget deficit by cutting its men's volleyball team instead of cutting slightly into the $5 million football budget. But there are other options: A recent GAO study found that 72% of schools that added teams from 1992-1993 to 1999-2000 did so without discontinuing any teams.

Fact or Myth? Title IX is only about athletics.

Myth. Most people who know about Title IX think it only applies to sports, but Title IX applies to every aspect of Federally funded education programs. In fact, athletics is only one of 10 major areas addressed by the law. These other areas are: Access to Higher Education, Career Education, Education for Pregnant and Parenting Students, Employment, Learning Environment, Math and Science, Sexual Harassment, Standardized Testing, and Technology.

Fact or Myth? Title IX applies only to females.

Myth. Both male and female students are protected by Title IX.

Fact or Myth? Eight in ten voters support Title IX.

Fact. Eight in ten (80%) voters DO support Title IX.

Girls and boys often enjoy playing the same sport. Some people believe that girls and boys should be able to play on the same team. What is your opinion on this issue? Write an essay stating your opinion and supporting it with convincing reasons. Be sure to explain your reasons in detail.

Copy this Writing Prompt

R

A

F

T

Role?

Audience?

Format?

Topic?

To persuade

Text examiners

essay

Girls and boys often enjoy playing the same sport. Some people believe that girls and boys should be able to play on the same team.

STEP ONE WITH PERSUASIVE

MAKE A DECISION !

FORM YOUR OPINION STATEMENT BUT DO NOT USE “I”

TOPIC + YOUR OPINIONGirls and boys should be able to play on the same team.

Girls and boys should not be able to play on the same team.

STEP TWO WITH PERSUASIVE OR EXPOSITORY

Formulate your reasons.

Try to give at least three. If you give less than three you will not be able to FULLY develop your opinion or thesis statement. If you give more than three you will not have time to FULLY develop your opinion.

Whatever you do …….

STICK WITH YOUR OPINION STATEMENT

EVEN IF YOU KNOW IN YOUR HEART OF HEARTS THAT YOU

DISAGREETEST EXAMINERS ARE NOT INTERESTED IN HOW YOU “FEEL” ABOUT A TOPIC ……….

THEY ONLY WANT TO KNOW IF YOU CAN

COMMUNICATE

Monday, January 9, 2012

Complete the worksheet – front and back.

Hold onto it for the completion of the Power Point.

Grammar Bytes Subordination and Coordination

Persuasive writing begins with the end in mind ……..

What do you wish to achieve in this essay?

Formulate Your Opinion Statement

Reason #1

Reason #2

Reason #3

Use an interesting quote, fact, or statistic to introduce your topic. In this paragraph include your opinion statement and your

three reasons. Be creative.

Determine:

Introduce

Conclude

Use an interesting quote, fact, or statistic to conclude your topic. In this paragraph restate your opinion statement and your three reasons.

Give a CALL TO ACTION. Be creative.

TODAY

A “mirror” image of your introduction

CALL

TO

ACTION

Bandwagon Appeal – the belief that something should be done because the majority of people do it (or wish to do it).  

1)your prediction

2)a question that will let the readers make their own predictions

3) your recommendations to solve a problem

4) a quotation

It's up to you to decide!

•CLEAR/CORRECT simple, compound, and complex sentences w/correct punctuation

•VARIETY of subordination/coordination strategies

•CORRECT usage in variety of contexts: subject-verb agreement, word forms (nouns/adjectives/adverbs), pronoun-antecedent agreement

•CORRECT mechanics in variety of contexts: punctuation within sentences, spelling, capitalization, indentation

•infrequent, if any, errors

CONVENTIONS

TuesdayJan. 10Sub

Work on developing body paragraphs

Wednesday, January 11, 2012

Grammar Bytes: Appropriate Words and Expressions

Connotation and Denotation

Be prepared to take notes on these Power Points:

•Carefully crafted phrases and sentences create SUSTAINED tone/advance writer’s purpose

•Appropriate varied, precise, and engaging language

•Word choice reflects denotative & connotative language meaning

•Figurative/technical language may be used for rhetorical effect

•SUSTAINED attention to audience

•SUSTAINED evocative and authoritative voice throughout

•EXTENSIVE variety of sentence lengths, structures, and beginnings

VARIETY of genre-appropriate strategies that engage

STYLE

•CONSISTENT focus on topic and purpose

•FULLY developed controlling idea that addresses all aspects of writing task

•Supporting ideas/elaboration are relevant to topic, genre, audience

•Supporting ideas FULLY elaborated w/logical examples and/or details throughout

•Response FULLY addresses reader concerns and/or perspectives

•Uses genre-appropriate strategies

IDEAS

COUNTS TWICE

•Strategy consistently appropriate to topic/genre. Helps the writer’s communication of ideas

•Logical/appropriate sequencing of ideas w/in paragraphs/across entire paper

•Introduction engages/sets stage and conclusion has sense of resolution/closure

•Introduction and conclusion fit ideas and purpose

•Related ideas grouped logically in paragraphsUses effective/varied elements to link all elements of the response – beyond use of transitional

words/phrases

ORGANIZATION