Thursday, March 30, 2017
Thursday, March 30, 2017
1. Finish debate speeches.
2. Create a top ten list.
3. Have a reason for each item on the list.
4. You will read these in countdown form in class tomorrow.
2. Create a top ten list.
3. Have a reason for each item on the list.
4. You will read these in countdown form in class tomorrow.
Tuesday, March 21, 2017
Friday, March 24, 2017
1. Work on debate speeches. (due Monday)
2. Speeches will be given Monday & Wednesday.
2. Speeches will be given Monday & Wednesday.
Thursday, March 23, 2017
1. Work on debate speeches. (due Monday)
2. Speeches will be given on Monday & Wednesday.
2. Speeches will be given on Monday & Wednesday.
Monday, March 20, 2017
Wednesday, March 22, 2017
1. Debate speech.
2. While not technically a debate in which students will have to react to what their opponents say, it is a debate in that they and their partners will have to take opposite sides of an issue.
3. Students will pair up.
4. If you are unable to find a partner, I will assign one for you.
5. Each pair will choose a topic to address.
6. One of the two will give a 1-2 minute statement taking one side of the topic.
7. The other student will give a 1-2 minute statement taking the opposite side of the topic.
8. The first student will give another 1-2 minute statement on his/her side.
9. The second student will give another 1-2 minute statement.
10. The pair will decide who goes first.
11. Each student will receive a test grade for his or her own speech and the successful presentation of his/her side, backed up with facts.
12. THIS IS A COMPETITION.
13. The winner of the debate for each pair may opt out of the next daily assignment and will receive a 100 for that assignment. I will decide who wins the debate. This does not mean that both of you can slack off and one will automatically win. I reserve the right not to award either of the students the 100 if both do a lackluster job.
15. On the other hand, upon my judgment, especially effective pairs may both opt out of the next assignment and receive the 100. This will not be common.
16. Students must be able to present either side of whatever topic the pair chooses. If one of the pair is unwilling to present a particular side of a topic, choose something else.
17. Topics are due today by the end of the period, and ALL TOPICS MUST BE APPROVED BY ME.
18. This speech is due Monday, March 27. This is not a lot of time, so you do not have a moment to lose. Get started.
19. Each student will also receive a daily grade for his/her work in class on this. If you are wasting time, you will receive a wasting time kind of grade. There will be a sub here the next two days, and he/she will be instructed to leave a list of time-wasters.
20. In the event that there is an odd number of students in a class, one of those students may present both sides of an issue, with two 1-2 minute speeches. I will choose who will be the lone wolf.
2. While not technically a debate in which students will have to react to what their opponents say, it is a debate in that they and their partners will have to take opposite sides of an issue.
3. Students will pair up.
4. If you are unable to find a partner, I will assign one for you.
5. Each pair will choose a topic to address.
6. One of the two will give a 1-2 minute statement taking one side of the topic.
7. The other student will give a 1-2 minute statement taking the opposite side of the topic.
8. The first student will give another 1-2 minute statement on his/her side.
9. The second student will give another 1-2 minute statement.
10. The pair will decide who goes first.
11. Each student will receive a test grade for his or her own speech and the successful presentation of his/her side, backed up with facts.
12. THIS IS A COMPETITION.
13. The winner of the debate for each pair may opt out of the next daily assignment and will receive a 100 for that assignment. I will decide who wins the debate. This does not mean that both of you can slack off and one will automatically win. I reserve the right not to award either of the students the 100 if both do a lackluster job.
15. On the other hand, upon my judgment, especially effective pairs may both opt out of the next assignment and receive the 100. This will not be common.
16. Students must be able to present either side of whatever topic the pair chooses. If one of the pair is unwilling to present a particular side of a topic, choose something else.
17. Topics are due today by the end of the period, and ALL TOPICS MUST BE APPROVED BY ME.
18. This speech is due Monday, March 27. This is not a lot of time, so you do not have a moment to lose. Get started.
19. Each student will also receive a daily grade for his/her work in class on this. If you are wasting time, you will receive a wasting time kind of grade. There will be a sub here the next two days, and he/she will be instructed to leave a list of time-wasters.
20. In the event that there is an odd number of students in a class, one of those students may present both sides of an issue, with two 1-2 minute speeches. I will choose who will be the lone wolf.
Monday, March 20, 2017
1. Discuss impromptu speeches.
2. Practice impromptu speeches.
3. Give impromptu speeches tomorrow.
4. You will draw three topics.
5. You will discard two and keep one. That will be what you talk about.
6. You will have approximately one minute to prepare and give the speech. You must talk on topic for at least one minute. (Two points will be deducted for each second under a minute.)
7. You may use note cards.
You don't have to be afraid of impromptu speeches. There is a way to conquer this scary task! All you have to do is practice making quick speech outlines in your head. When you work from an outline, you'll find it easy to fill in the supporting statements.
2. Practice impromptu speeches.
3. Give impromptu speeches tomorrow.
4. You will draw three topics.
5. You will discard two and keep one. That will be what you talk about.
6. You will have approximately one minute to prepare and give the speech. You must talk on topic for at least one minute. (Two points will be deducted for each second under a minute.)
7. You may use note cards.
You don't have to be afraid of impromptu speeches. There is a way to conquer this scary task! All you have to do is practice making quick speech outlines in your head. When you work from an outline, you'll find it easy to fill in the supporting statements.
Use this list of impromptu speech topics to practice making a quickie speech outline in your head. For each of the topics below, just think of three main points you'd like to make.
For example, if your speech topic is "Your least favorite chores," you could quickly come up with three statements:
- I don't know anybody who likes to fold laundry, so the first task on my list of unhappy chores is folding laundry.
- Taking out the trash is another chore that most people dread, and I'm no different.
- The worst chore in the entire household has to be cleaning the toilet.
If you go into your speech with these statements in your head, you can spend the rest of your time thinking up supporting statements as you speak. It's really not so hard to do that.
When you've identified your three main points, think of a great finishing statement. If you end with a great closer, you'll really impress your audience.
Start practicing with this list:
- My three favorite animals.
- What you would find in my closet
- What you'd find under my bed.
- A spider named Fred and his cousin who can't find a job.
- Why your mom/dad is special.
- A day that stands out.
- The best surprise ever.
- I lost it!
- If cats/dogs ruled the world.
- A trip to remember.
- My favorite day of the year.
- If I could design a school.
- Why books are important.
- Three surprising facts about me.
- How to impress your parents.
- How to plan a party.
- A job I'd love to have.
- A day in my life.
- If I could have dinner with anyone.
- If I could travel through time.
- My favorite book.
- An important lesson I've learned.
- What I've learned from cartoons.
- The smartest cartoon character.
- Three things I'd change if I ruled the world.
- Why sports are important. I'm no good, so I'll tell you how bad I am.
- The worst chores at home.
- Why I deserve an allowance.
- If I were in charge of school lunches.
- If I had invented school.
- The best theme park rides.
- Whom do you admire most?
- What is your favorite animal?
- How to achieve your dreams.
- Why you need a baby brother.
- How to annoy an older sister.
- Three things that scare me.
- Great things about snow days.
- Things you can make out of snow.
- How to spend a rainy day.
- How to walk a dog.
- Great things about the ocean.
- Things I'll never eat.
- How to be a slacker.
- Why I like my town.
- The best parts of a parade.
- Interesting things you see in the sky.
- Things to remember when you're camping.
- An experience with a bully.
- The weirdest thing Mr. Bone has done in class.
- Some fashion ideas.
- The best musical artist.
- Some things that are worse than homework.
- Who I would most like to meet.
- Where I would like to go on a date.
- The best thing to eat at the game or fair.
- The strangest animals.
- The best actor.
- Ways to make another person crazy.
- The all-time best movie.
Tuesday, March 7, 2017
Friday, March 10, 2017
1. Find a quote by Yogi Berra.
2. Read it in class (today).
3. Daily grade will be based upon presentation.
Yogi Berra Quotes
2. Read it in class (today).
3. Daily grade will be based upon presentation.
Yogi Berra Quotes
Thursday, March 9, 2017
1. Find a poem by Ogden Nash.
2. Read it in class (today).
3. There will be a daily grade for the reading, based upon interpretation and presentation.
2. Read it in class (today).
3. There will be a daily grade for the reading, based upon interpretation and presentation.
Monday, March 6, 2017
Tuesday, March 7, 2017
1. Read the poem below.
2. In a short, written essay, tell us what the poet is saying. The essay should be between five and ten sentences.
3. Read the poem in class.
4. You will receive a daily grade for the essay and another for the reading. Your essay will be graded on content, and your reading will be graded on interpretation and presentation.
5. The essay is due and presentations will be done tomorrow, Wednesday, March 8.
6. In addition, there will be a competition. The person in each class who does the best job (in my opinion) reading the poem will receive a 100 and a free pass on the next daily assignment. The best overall will receive a 100 and a free pass on the next test.
2. In a short, written essay, tell us what the poet is saying. The essay should be between five and ten sentences.
3. Read the poem in class.
4. You will receive a daily grade for the essay and another for the reading. Your essay will be graded on content, and your reading will be graded on interpretation and presentation.
5. The essay is due and presentations will be done tomorrow, Wednesday, March 8.
6. In addition, there will be a competition. The person in each class who does the best job (in my opinion) reading the poem will receive a 100 and a free pass on the next daily assignment. The best overall will receive a 100 and a free pass on the next test.
Jabberwocky by Lewis Carroll
'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
'Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!'
He took his vorpal sword in hand:
Long time the manxome foe he sought --
So rested he by the Tumtum tree,
And stood a while in thought.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
One two! One two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
'And hast thou slain the Jabberwock?
Come to my arms, my beamish boy!
Oh frabjous day! Callooh! Callay!'
He chortled in his joy.
'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
'Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!'
He took his vorpal sword in hand:
Long time the manxome foe he sought --
So rested he by the Tumtum tree,
And stood a while in thought.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
One two! One two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
'And hast thou slain the Jabberwock?
Come to my arms, my beamish boy!
Oh frabjous day! Callooh! Callay!'
He chortled in his joy.
'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
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