Introduction to Lgical fallacies
More Fallacies
Wednesday, July 2, 2014
Tuesday, July 1, 2014
Links for English 10A Caesar Chavez Paper Data and Statistics Websites
1. Pew Hispanic Trends Project
http://www.pewhispanic.org/
2. US Census Bureau
http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb13-ff19.html?utm_source=REVISED+Hispanic+Heritage+Month+2013+%231&utm_campaign=July+eblasts&utm_medium=email
3. National Council of La Raza
http://www.nclr.org/
4. FastStats CDC.gov
http://www.cdc.gov/nchs/fastats/hispanic-health.htm
5. PBS
http://www.pbs.org/latino-americans/en/
http://www.pewhispanic.org/
2. US Census Bureau
http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb13-ff19.html?utm_source=REVISED+Hispanic+Heritage+Month+2013+%231&utm_campaign=July+eblasts&utm_medium=email
3. National Council of La Raza
http://www.nclr.org/
4. FastStats CDC.gov
http://www.cdc.gov/nchs/fastats/hispanic-health.htm
5. PBS
http://www.pbs.org/latino-americans/en/
Saturday, June 28, 2014
Links For English 10B Causation vs. Correlation
1. http://touch.latimes.com/#section/-1/article/p2p-80176037/
2. http://www.tylervigen.com/
3. Kahn Academy Video on Causation vs Correlation
https://www.khanacademy.org/math/probability/statistical-studies/types-of-studies/v/correlation-and-causality
4. Poster of Logical fallicies
https://yourlogicalfallacyis.com/pdf/LogicalFallaciesInfographic_A3.pdf
Hilarious charts showing that correlation is not causation
2. http://www.tylervigen.com/
3. Kahn Academy Video on Causation vs Correlation
https://www.khanacademy.org/math/probability/statistical-studies/types-of-studies/v/correlation-and-causality
4. Poster of Logical fallicies
https://yourlogicalfallacyis.com/pdf/LogicalFallaciesInfographic_A3.pdf
Wednesday, June 18, 2014
Opinion Essay Topics from New York Times 184 Questions to Write About
184 Questions to Write About
Click on link above or on individual links below.
Remember:
1. Choose Your Topic.
2. Make your Claim
3. Back it up with Evidence! Facts, Data, statistics, expert testimony
Carefully employ emotional appeals.
4. Start with an anecdote in your introduction.
5. Call for action in your conclusion.
1. Does Technology Make Us More Alone?
Click on link above or on individual links below.
Remember:
1. Choose Your Topic.
2. Make your Claim
3. Back it up with Evidence! Facts, Data, statistics, expert testimony
Carefully employ emotional appeals.
4. Start with an anecdote in your introduction.
5. Call for action in your conclusion.
1. Does Technology Make Us More Alone?
44. Do You Worry We Are Filming Too Much?
45. How Can a Reputation Be Improved?
46. Do TV Shows Like ‘16 and Pregnant’ Promote or Discourage
Teenage Pregnancy?
47. Do Parents Have Different Hopes and Standards for Their
Sons Than for Their Daughters?
48. Why Do We Like to Watch Rich People on TV and in the
Movies?
49. Do Laws That Ban Offensive Words Make the World a Better
Place?
50. Who Does Hip-Hop Belong To?
51. How Long Is It O.K. to Linger in a Cafe or Restaurant?
52.
Should Sports Betting Be Legal Everywhere?
53.
If You Were Governor of Your State, How Would You Spend a
Budget Surplus?
54. Is It Unethical for a Zoo to Kill a Healthy Giraffe?
55.
Is Hookup Culture Leaving Your Generation Unhappy and
Unprepared for Love?
56. Do Kids Need Recess?
57. Should Felons Be Allowed to Vote After They Have Served
Their Time?
58. Should Terminally Ill Patients Be Allowed to Die on Their
Own Terms?
59. Is It O.K. to Refuse to Serve Same-Sex Couples Based on
Religious Beliefs?
60. How Much Control Do You Think You Have Over Your Fate?
61.
Is Your Generation Really ‘Postracial’?
62. Does Reading a Book Count More Than Listening to One?
63.
Does a Championship Game Always Need to Have a Winner
(and a Loser)?
64. Is Teenage ‘Voluntourism’ Wrong?
65. Should Colleges Ban Fraternities?
66. Who Are the Characters That Authors Should Be Writing
About?
67. Should the School Day Start Later?
68. Should Employers Be Able to Review Job Applicants’ SAT
Scores?
69. What Makes a Good TV Show Finale?
70. Does It Matter Where You Go to College?
71. Should the United States Care That It’s Not No. 1?
72.
Should the United States Stop Using the Death Penalty?
73.
When You Are Old Enough to Vote, Will You?
74.
Should Society Support Artists and Others Pursuing
Creative Works?
75. Do You Support Affirmative Action in College Admissions?
76.
Should Certain Animals Have Some of the Same Legal Rights
As People?
77. Do We Need New Ways to Identify Gender and Sexuality?
78.
Do Girls Get Better Grades Than Boys in Your School?
79.
Does Suffering Make Us Stronger and Lead to Success?
80.
Should Discomfort Excuse Students From Having to Complete
an Assignment?
81. What Can You Predict About the Future of the Music
Industry?
82. Does Live Theater Offer Something You Just Can’t Get Watching
Movies or TV?
83. Does the Way Your Classroom Is Decorated Affect Your
Learning?
Questions
for Creative, Personal or Reflective Writing
Jackson Berger
What crazy adventure would you want
to take? Here’s what students said.
84. What Memorable Experiences Have You Had in Learning
Science or Math?
85. What Rites of Passage Have You Participated In?
86.
What Are Your Favorite Internet Spoofs?
87. How Big a Problem Is Bullying or Cyberbullying in Your
School or Community?
88. Do You Always Have Your Phone or Tablet at Your Side?
89.
How Much Do You Trust Online Reviews?
90. Would You Most Want to Live in a City, a Suburb or the
Country?
91. Do Your Television Viewing Habits Include ‘Binge-Watching’?
92.
What Would You Do With a Gap Year?
93. What Does Your Hairstyle Say About You?
94. Do You Believe in Ghosts?
95. How Good Are You at Time Management?
96. When Is the Last Time You Did Something Nice for a
Stranger?
97. What’s Your Favorite Restaurant?
98. Will You Be Wearing a Halloween Costume This Year?
99.
What Kind of Robot Would You Want?
100. What Personal Essay Topic Would You Assign to College
Applicants?
101. What Can Older People Learn From Your Generation?
102.
What Are the Best Ways to Learn About History?
103.
Do You Worry Colleges or Employers Might Read Your Social
Media Posts Someday?
104. What Would You Outsource if You Could?
105. What Would You Invent to Make the World a Better Place?
106.
How Good Are You at Waiting for What You Really Want?
107.
Who Is the ‘Mayor’ of Your School or Neighborhood?
108.
What Are Your Thanksgiving Traditions?
109. How Are You and Your Parents Alike and Different?
110.
Who Is Your Family?
111. How Can People Make the Most of Long Holiday Weekends?
112.
What Are the Best Things You’ve Read, Watched, Heard or
Played This Year?
113. Who Are Your Heroes?
114. How Do You Know if What You Read Online Is True?
115.
What Is Your Relationship With Guns?
116. Do You Have ‘Instagram Envy’?
117. What Will You Remember Most From 2013?
118. What Are Your Predictions for 2014?
119. What Hobbies Have Been Passed Down in Your Family?
120.
When Do You Choose Making a Phone Call Over Sending a
Text?
121. How Do You Handle the Cold?
122. How Closely Do You Listen to Lyrics?
123. Where in the World Would You Travel If You Could?
124.
How Much of a Priority Do You Make Sleep?
125.
What Were the Best Movies You Saw in the Past Year?
126.
Do You Apologize Too Much?
127. What Is Your Reaction to Richard Sherman’s Postgame
Interview?
128. Do You Ever Feel Overlooked and Underappreciated?
129.
What Are Your Secret Survival Strategies?
130.
What Memorable Experiences Have You Had on Facebook?
131.
Will You Be Watching the Sochi Olympics?
132. What Are Five Everyday Problems That Bother You, and What
Can You Do About Them?
133. What Event in the Past Do You Wish You Could Have
Witnessed?
134. How Well Do You Perform Under Pressure?
135. What Crazy Adventure Would You Want to Take?
136.
How Much of a Daredevil Are You?
137. Do You Pay Attention to Nutrition Labels on Food?
138.
Do You Ever Eavesdrop?
139. What Have You Learned in Your Teens?
140. What Challenges Have You Overcome?
141. What Did You Once Hate but Now Like?
142. How Much Does the SAT or ACT Matter in Your Life?
143.
How Much Time Do You Spend Outdoors?
144. What Qualities Would You Look For in a College Roommate?
145.
Have You Ever ‘Paid It Forward’?
146. How Concerned Are You About Climate Change?
147.
What Do You Think Happened to Malaysia Airlines Flight
370?
148. How Do You Find Peace in Your Life?
149. What Do You Want to Be Doing When You’re 80?
150.
How Comfortable Are You With Lying?
151. Have You Ever Posted, Emailed or Texted Something You
Wish You Could Take Back?
152. What Do You Wish Your Teachers Knew?
153. What Pranks, Jokes, Hoaxes or Tricks Have You Ever Fallen
for or Perpetrated?
154. Why Do So Many People Say ‘Like’ and ‘Totally’ All the
Time?
155. To Whom, or What, Would You Like to Write a Thank-You
Note?
156. Do You Like to Exercise?
157. What Are Your Longtime Interests or Passions?
158.
What Have You Learned Playing Video Games?
159.
How Common Is Drug Use in Your School?
160. Do You Take More Risks When You Are Around Your Friends?
161.
What Movies Do You Watch, or Reference, Over and Over?
162.
Do You Set Rules for Yourself About How You Use Your
Time?
163. What Messages About Food and Eating Have You Learned From
Your Family?
164. How Well Do You Take Criticism?
165. If You Had Your Own Talk Show, Whom Would You Want to
Interview?
166. Who in Your Life Introduces You to New Music?
167.
What Career or Technical Classes Do You Wish Your School
Offered?
168. What Are the Most Memorable Works of Visual Art You Have
Seen?
169. Do You Read for Pleasure?
170. What Rules Would You Like to See Changed in Your Favorite
Sports?
171. Does Your School Seem Integrated?
172. How Have You Handled Being the ‘New Kid’?
173.
What Would You Most Like to Learn to Cook or Bake?
174.
Can Students at Your School Talk Openly About Their
Mental Health Issues?
175. How Has Exercise Changed Your Health, Your Body or Your
Life?
176. Do You Think You Will Have a Career That You Love?
177.
Do You Consider Yourself a Feminist?
178. Are Your Parents Too Overprotective?
179. Do You Like School?
180. When Do You Write by Hand?
181. Who Is Your Favorite Pop Diva?
182. What Was Your Favorite Field Trip?
183. What Are Your Experiences With Internet-Based Urban
Legends?
184. Will You Be Watching the World Cup?
English 10B Syllabus 2014
Draft 0.2 English 10 B Syllabus Summer 2014
(Subject to Change)
·
Course Description
Students will read and analyze
persuasive texts, with a focus on the
credibility of an author's argument, the relationship between generalizations
and evidence, the comprehensiveness of evidence, the way in which the author's intent affects the structure and tone of the text, and extend ideas
through original analysis, evaluation, and elaboration. Students will generate relevant questions about readings
on issues and engage in research. Students
will also write 1500-word persuasive and expository essays and
deliver persuasive presentations.
·
Objectives: In this
course, students will know and be able to:
1. Use scaffolding strategies to make
meaning of text. Many templates
are available in the 10th grade BOX at http://docsenglishclass.blogspot.com/
2.
Use speaking and listening to strengthen comprehension. Speak
in complete sentences. Use
appropriate academic language.
Apply Active listening.
3. Analyze, evaluate, and elaborate on
informational and literary texts. Annotate.
4. Defend a position using appropriate
evidence. Back It Up! (BIU).
5. Engage in StepBacks and reflections to reflect on the subject matter content
and learning processes.
6. Use the writing process for multiple
purposes, including on-demand writing tasks.
7. Engage in research and individual inquiry to locate, analyze, and
evaluate information.
8. Develop a grade-appropriate academic
vocabulary, including the connotation and denotation of words.
9. Extend the ideas presented in primary or secondary sources through
original analysis, evaluation, and elaboration.
10.
Evaluate the credibility of an
author's argument or
defense of a claim by critiquing the relationship between generalizations and evidence, the
comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of
the text.
11.
Synthesize the content from several
sources or works by a
single author dealing with a single issue; paraphrase the ideas and connect
them to other sources and related topics.
12.
Compare works that express a
universal theme and provide evidence to support the ideas expressed in each work.
13.
Write expository compositions and
responses to literature; write on-demand essays.
14.
Deliver expository presentations and oral responses to literature.
15.
Prepare for California State Standardized assessments, including the
California High School Exit Exam and Smarter Balanced Common Core Tests.
16.
Revise writing to improve the logic and coherence of the organization and
controlling perspective, the precision of word choice, and the tone by taking into consideration the
audience, purpose, and formality of the content.
Grading scale
0-69 F
70-79
C
80-89
B
90-100
A
Weighting
Class
Contribution (participation, discussions, assigned reading)
20%
Assessments
(Unit Quizzes, Exams, Midterm,
Projects) 30%
Essays (Take home, timed, revisions) 35%
Assignments
(class work, home work,
mini-projects) 15
%
Needed materials/text
o Elements
of Literature Fourth Course (EOL)
o Perspectives
in Multicultural Literature (PML)
In
Box
o
CARRDS Test.doc
o
Presentation Rubric.doc
o Schleissinger DVD notes.doc
o Pencils,
pencil sharpener, eraser, red pens, blue pens
o USB
drive if student is not using Google docs
Syllabus
Students will read varied models of expository texts for specific purposes and will
analyze, distinguish, synthesize, create, and extend ideas that are presented in those
texts. They will synthesize the content from several sources from a single
author dealing with a
single subject. Students will paraphrase ideas and connect them to other
sources and related topics to demonstrate comprehension. They will also extend ideas through original
analysis, evaluation, and elaboration. Students will also be expected to write expository
compositions and deliver expository presentations that marshal evidence in support of a thesis and
related claims, convey information and ideas from primary and secondary
sources, and make distinctions between the
relative value and significance of specific data, facts, and ideas. To write effective expository compositions, students
will engage in research, marshal evidence, and utilize appropriate forms of
evidence and citation
formats. These expository compositions and presentations also need to include
visual aids, technical terms, and notations, as well as anticipate readers' potential
misunderstandings, biases, and expectations. Students will consider guiding ideas such as what are the elements of an effective analysis, how an author's use of evidence from multiple sources
supports a thesis, and what methods are used by an author to analyze,
interpret, and evaluate information.
Week 1 Review of Synthesizing Sources and Drawing Conclusions p. 66 PML
Allusions
pp. 104
Universal
themes
Read
Straw Into Gold Sandra Cisneros pp. 105-110
Learning
to Read and Write by Frederick Douglass pp. 111-120
The Autobiography of Malcolm X pp.
121-129
Reading/Analyzing
An Informational Text: KEY
IDEAS AND DETAILS
§
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn
from the text.
§ Analyze and explain changes in spatial patterns as a result of
the interactions among human and physical processes through time.
§ Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
§ Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.
§ Cultural Diffusion and Change
· Identify and explain examples of
cultural convergence.
· Identify and explain examples of
cultural divergence.
§ Analyze and explain the connections between sequences of
historical events and the geographic contexts in which they occurred. Sense of Place.
Essay #1: Write a 600-word Essay. Compare and Contrast “ Learning to Read and Write” by
Frederick Douglass and the excerpt from “The Autobiography of Malcolm X”
Remember to use transition phrases when arguing
in Academic Language. 6/ 19
• A
reasonable person might expect …
• According
to____, the problem …
• While
recognizing___________, it remains the case …
• Another
way of looking at this issue is …
• While
some people____________, others …
• When
considered from this perspective …
• Upon
reexamination, ….
• Unlike____________,
I hold that …
• On the
one hand______________, while on the other …
• Though
others may feel differently, clearly …
Week 2 Expository Writing: Analyzing A Character EOL p .164
Character Traits in Fiction and Non-Fiction
Narratives pp. 132 and pp. 144 EOL
The First Seven years Bernard Malamud
pp. 119-129 EOL
Distillation
Hugo Martinez Serros pp. 132-140 EOL
Powder Tobias Wolf pp. 140-1 EOL
Julius
Caesar Act III pp. 831-835 Funeral Oration Speeches
Essay #2: Analyze a Character from the
suggested list. Choose a
character. Gather Biographical and historical information. In your character analysis be sure that
you answer the following: Does the
writer show or tell? What’s the
personality (flat, stock, well-rounded/complex)? What is the character’s role? Does the character
change over time (static or dynamic)?
What motivates the character? 6/ 26
Week 3 Essays and History
Into Thin Air Jon Krakauer pp. 418-430
EOL
The Man in the Water Roger Rosenblatt pp. 471-476 EOL
Presentation of Whales Barry
Lopez pp. 433-444 EOL
Screening: The Cove
Man is the Lowest Animal Mark Twain EOL
Media Literacy
Midterm Exam: Academic Language of Exposition and Argument
Timed In class Essay: Evaluate the types of information in the selected
article. Identify the Appeals. Identify the type of emotional appeal
(loaded words, glittering generalities, bandwagon, and testimonial). Identify
the Logical Fallacies (hasty generalization, name-calling, either/or, false
cause and effect, red herring).
7/3
Week 4 The Informational Science Paper
Review
pp. 448-451 EOL
Review
Persuasion See It My Way pp, 468-469 PML
How
to Choose a Topic
Writing
the Abstract/ Rhetorical Précis
The role
of the Introduction
Materials
and Methods
Conducting
An Interview
Results
Discussion
Supporting
Evidence (charts, graphs)
Conclusion
Essay #3 1500 Word Informational/Expository Paper on a Science or
Technology Topic: Communicate and defend a scientific argument. Marshal evidence in support of a thesis
and related claims, including
information on all relevant
perspectives. Convey information and ideas from primary and
secondary sources accurately and coherently. Make distinctions
between the relative values of sources. Include
visual aids by employing appropriate technology
to organize and record on charts, maps, and graphs. Anticipate and
address readers' potential misunderstandings,
biases, and expectations. 7/10
Week 5 Informational Presentation
Skills
Students
will create a poster board, PowerPoint, or Précis
based on their paper. Timed 5 minute presentations with
Q and A will be scheduled for 7/15.
The TED Talk Model
·
Classroom rules and
expectations
Students are expected to follow all classroom rules and procedures
at all time. These include the following rules:
1) Follow directions the first time they are given.
2) Be in classroom
& seated when the bell rings.
3) Keep hands, feet, and objects to yourself.
4) Use appropriate
language; no put-downs, teasing, or other inappropriate words.
5) Students are expected to bring
all assignments and documents back by the due date and turn it in to the front
of the classroom at the beginning of class. NO LATE WORK ACCEPTED.
·
10th Grade Common Core State Standards are available
online. See attached for 10th grade Persuasive Unit standards.
·
Schoolwide Learner
Outcomes (SLOs) See Poster
----------------------------------------------------------------------------------------------------------
Please sign, detach, and return
this slip.
I have
read the syllabus and understand the requirements and expectations of English
10B.
____________________________ _______________________________
Parent/Guardian
Signature Student
Signature
____________________________ _______________________________
Print
Parent/Guardian Name Print
Student Name
__________________________________________________ ______________Date
Parent/Guardian
Phone Number (list more than one if applicable):
________________________________________Parent/Guardian
E-mail
Subscribe to:
Posts (Atom)