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Wednesday, February 21st
FIRST PERIOD, THIRD PERIOD, & FOURTH PERIOD
Students were asked to give feedback on English 9A, discussed the meaning and purpose of respect, then created classroom norms.
Homework: Finish the 20 questions assigned in class and get the 9B acknowledgement form signed by a guardian.
Students were asked to give feedback on English 9A, discussed the meaning and purpose of respect, then created classroom norms.
Homework: Finish the 20 questions assigned in class and get the 9B acknowledgement form signed by a guardian.
seond_tri_acknowledgement.pdf |
Thursday, February 22nd
FIRST PERIOD, THIRD & FOURTH PERIOD
Students talked between themselves, discussing how technology - cellphones, computers, internet - make their world different from the world of their parents. Students then shared their thoughts as a class, engaging in a quasi-debate asking if technology has made the world a worse or better place.
Follow all of the instructions for today carefully so you don't accidentally miss something and harm your grade.
Step #1 - Go to EDpuzzle.com and create a new account as a student (if you do not have an account already). Use your school email to create this account.
Step #2 - Using the link for YOUR PERIOD in the black box below, join my class. Make sure you are in the right class or you will not get credit for your work.
Step #3 - Watch the video and answer all of the questions that come with it. You answer the questions on EDpuzzle itself.
Homework: This assignment is due at midnight today. Give the amount of time given to complete this assignment, the grade can not be changed and the video can not be made up.
Students talked between themselves, discussing how technology - cellphones, computers, internet - make their world different from the world of their parents. Students then shared their thoughts as a class, engaging in a quasi-debate asking if technology has made the world a worse or better place.
Follow all of the instructions for today carefully so you don't accidentally miss something and harm your grade.
Step #1 - Go to EDpuzzle.com and create a new account as a student (if you do not have an account already). Use your school email to create this account.
Step #2 - Using the link for YOUR PERIOD in the black box below, join my class. Make sure you are in the right class or you will not get credit for your work.
Step #3 - Watch the video and answer all of the questions that come with it. You answer the questions on EDpuzzle itself.
Homework: This assignment is due at midnight today. Give the amount of time given to complete this assignment, the grade can not be changed and the video can not be made up.
First Period - https://edpuzzle.com/assignments/5a8ed49dec327b4164c13db7/watch
Third Period - https://edpuzzle.com/assignments/5a8ed49df1c06e40fd6c5b2d/watch
Fourth Period - https://edpuzzle.com/assignments/5a8ed49db504ca412ad75efd/watch
Fifth Period - https://edpuzzle.com/assignments/5a8ed49dd851a24136a9b87b/watch
Third Period - https://edpuzzle.com/assignments/5a8ed49df1c06e40fd6c5b2d/watch
Fourth Period - https://edpuzzle.com/assignments/5a8ed49db504ca412ad75efd/watch
Fifth Period - https://edpuzzle.com/assignments/5a8ed49dd851a24136a9b87b/watch
FIFTH PERIOD
Students were asked to give feedback on English 9A, discussed the meaning and purpose of respect, then created classroom norms. See slides under February 21st
Homework: Finish the 20 questions assigned in class and get the 9B acknowledgement form signed by a guardian. Document can be found under February 21st.
Students were asked to give feedback on English 9A, discussed the meaning and purpose of respect, then created classroom norms. See slides under February 21st
Homework: Finish the 20 questions assigned in class and get the 9B acknowledgement form signed by a guardian. Document can be found under February 21st.
Friday, February 23rd
FIRST PERIOD, THIRD PERIOD, & FOURTH PERIOD
Due to technical issues, students were given 20 minutes to finish the homework that was originally due last night.
Upon completing the assignment, the class officially started the Logical Fallacy Unit. First the students looked at some fallacious arguments/discussion, which have been posted below. Then students discussed what "logic" is, what a "fallacy" is, and what a "logical fallacy" is. They also discussed the dangers of logical fallacies, calling back to the discussion about the spread of misinformation yesterday.
Homework: None
Due to technical issues, students were given 20 minutes to finish the homework that was originally due last night.
Upon completing the assignment, the class officially started the Logical Fallacy Unit. First the students looked at some fallacious arguments/discussion, which have been posted below. Then students discussed what "logic" is, what a "fallacy" is, and what a "logical fallacy" is. They also discussed the dangers of logical fallacies, calling back to the discussion about the spread of misinformation yesterday.
Homework: None
FIFTH PERIOD
Students talked between themselves, discussing how technology - cellphones, computers, internet - make their world different from the world of their parents. Students then shared their thoughts as a class, engaging in a quasi-debate asking if technology has made the world a worse or better place.
Follow all of the instructions for today carefully so you don't accidentally miss something and harm your grade.
Step #1 - Go to EDpuzzle.com and create a new account as a student (if you do not have an account already). Use your school email to create this account.
Step #2 - Using the link for YOUR PERIOD in the black box below, join my class. Make sure you are in the right class or you will not get credit for your work. This link can be found ABOVE under February 22nd.
Step #3 - Watch the video and answer all of the questions that come with it. You answer the questions on EDpuzzle itself.
Homework: This assignment is due at midnight today.
Students talked between themselves, discussing how technology - cellphones, computers, internet - make their world different from the world of their parents. Students then shared their thoughts as a class, engaging in a quasi-debate asking if technology has made the world a worse or better place.
Follow all of the instructions for today carefully so you don't accidentally miss something and harm your grade.
Step #1 - Go to EDpuzzle.com and create a new account as a student (if you do not have an account already). Use your school email to create this account.
Step #2 - Using the link for YOUR PERIOD in the black box below, join my class. Make sure you are in the right class or you will not get credit for your work. This link can be found ABOVE under February 22nd.
Step #3 - Watch the video and answer all of the questions that come with it. You answer the questions on EDpuzzle itself.
Homework: This assignment is due at midnight today.
Monday, February 26th
FIRST PERIOD, THIRD PERIOD, & FOURTH PERIOD
Students learned four types of Ad Hominems and observed the lesson they will be expected to create in practice four times. Students then picked their logical fallacy and began working on their lesson. All slides, instructions, and materials can be found below.
Instructions
1. Click on the Google Slide link below
2. Make a copy of this slide for yourself
3. Title the presentation the name of your chosen fallacy
4. Look over the rubric provided to make sure you understand all that required of you for this project
Homework: Research your fallacy for a solid understanding of it
Students learned four types of Ad Hominems and observed the lesson they will be expected to create in practice four times. Students then picked their logical fallacy and began working on their lesson. All slides, instructions, and materials can be found below.
Instructions
1. Click on the Google Slide link below
2. Make a copy of this slide for yourself
3. Title the presentation the name of your chosen fallacy
4. Look over the rubric provided to make sure you understand all that required of you for this project
Homework: Research your fallacy for a solid understanding of it
logical_fallacy_instructions.pdf |
FIFTH PERIOD
the class officially started the Logical Fallacy Unit. First the students looked at some fallacious arguments/discussion, which have been posted under Friday, February 23rd. Then students discussed what "logic" is, what a "fallacy" is, and what a "logical fallacy" is. They also discussed the dangers of logical fallacies, calling back to the discussion about the spread of misinformation yesterday.
Homework: None
the class officially started the Logical Fallacy Unit. First the students looked at some fallacious arguments/discussion, which have been posted under Friday, February 23rd. Then students discussed what "logic" is, what a "fallacy" is, and what a "logical fallacy" is. They also discussed the dangers of logical fallacies, calling back to the discussion about the spread of misinformation yesterday.
Homework: None
Tuesday, February 27th
FIRST PERIOD, THIRD PERIOD, & FOURTH PERIOD
Students watched the video "You're Not Going to Believe What I'm About to Tell You", which can be found below, then defined the terms "cherry picking", "core belief", "worldview", and "backfire effect". After discussion of the video, students continued working on their fallacy lessons.
Students watched the video "You're Not Going to Believe What I'm About to Tell You", which can be found below, then defined the terms "cherry picking", "core belief", "worldview", and "backfire effect". After discussion of the video, students continued working on their fallacy lessons.
FIFTH PERIOD
Students finished learning the types of Ad Hominems and observed the lesson they will be expected to create in practice four times. Students then picked their logical fallacy and began working on their lesson. All slides, instructions, and materials can be found below.
Instructions
1. Click on the Google Slide link below
2. Make a copy of this slide for yourself
3. Title the presentation the name of your chosen fallacy
4. Look over the rubric provided to make sure you understand all that required of you for this project
Homework: Research your fallacy for a solid understanding of it
Students finished learning the types of Ad Hominems and observed the lesson they will be expected to create in practice four times. Students then picked their logical fallacy and began working on their lesson. All slides, instructions, and materials can be found below.
Instructions
1. Click on the Google Slide link below
2. Make a copy of this slide for yourself
3. Title the presentation the name of your chosen fallacy
4. Look over the rubric provided to make sure you understand all that required of you for this project
Homework: Research your fallacy for a solid understanding of it
logical_fallacy_instructions.pdf |
Wednesday, February 28th
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH
Students watched a critical thinking video that showcased some additional fallacies. In their notes, students were asked to first guess what that fallacy might be based off the name alone then, after water the video, guess when the fallacy happened, and finally writing down the correct definitions of the fallacies.
Students then continued working on their Logical Fallacy Lessons and where shown how to create a fake Facebook status, the website for which can be found below. (Students may use one of the other fake conversation options proved by this site if they so desire.
A THINGS FOR STUDENTS TO REMEMBER:
1 - Do not use Google Translate to find the Latin form of your fallacy
a. Moving the Goalpost will not have a Latin form
b. Non-Sequitur is already in the Latin, so you need to find the English form
2 - You need to be able to explain the fallacy to your classmates, not just define it
3 - The examples should be of your own creation
4 - The final slide, "when the fallacy is not a fallacy", should be an example of when you would be allowed to use the fallacy. This is not something you can just Google the answer for, you will need to work it out for yourself using your understanding of the fallacy.
5 - When making your fake conversation, you may not use the pictures or names of classmates without permission nor may you refer to them.
Students watched a critical thinking video that showcased some additional fallacies. In their notes, students were asked to first guess what that fallacy might be based off the name alone then, after water the video, guess when the fallacy happened, and finally writing down the correct definitions of the fallacies.
Students then continued working on their Logical Fallacy Lessons and where shown how to create a fake Facebook status, the website for which can be found below. (Students may use one of the other fake conversation options proved by this site if they so desire.
A THINGS FOR STUDENTS TO REMEMBER:
1 - Do not use Google Translate to find the Latin form of your fallacy
a. Moving the Goalpost will not have a Latin form
b. Non-Sequitur is already in the Latin, so you need to find the English form
2 - You need to be able to explain the fallacy to your classmates, not just define it
3 - The examples should be of your own creation
4 - The final slide, "when the fallacy is not a fallacy", should be an example of when you would be allowed to use the fallacy. This is not something you can just Google the answer for, you will need to work it out for yourself using your understanding of the fallacy.
5 - When making your fake conversation, you may not use the pictures or names of classmates without permission nor may you refer to them.
Fake Conversation Generator
http://igenerator.eu/
http://igenerator.eu/
Thursday, March 1st
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH
Students looked over a real Facebook conversation to dissect the logically fallacies being used and discuss how the conversation would effect the world.
Students then continued working on their Logical Fallacy Lessons and Mrs. Love called each student to her to check on their progress and understanding of their fallacy. Additionally, the class reviewed the Logical Format, which can be found below.
A THINGS FOR STUDENTS TO REMEMBER:
1 - Do not use Google Translate to find the Latin form of your fallacy
a. Moving the Goalpost will not have a Latin form
b. Non-Sequitur is already in the Latin, so you need to find the English form
2 - You need to be able to explain the fallacy to your classmates, not just define it
3 - The examples should be of your own creation
4 - The final slide, "when the fallacy is not a fallacy", should be an example of when you would be allowed to use the fallacy. This is not something you can just Google the answer for, you will need to work it out for yourself using your understanding of the fallacy.
5 - When making your fake conversation, you may not use the pictures or names of classmates without permission nor may you refer to them.
Students looked over a real Facebook conversation to dissect the logically fallacies being used and discuss how the conversation would effect the world.
Students then continued working on their Logical Fallacy Lessons and Mrs. Love called each student to her to check on their progress and understanding of their fallacy. Additionally, the class reviewed the Logical Format, which can be found below.
A THINGS FOR STUDENTS TO REMEMBER:
1 - Do not use Google Translate to find the Latin form of your fallacy
a. Moving the Goalpost will not have a Latin form
b. Non-Sequitur is already in the Latin, so you need to find the English form
2 - You need to be able to explain the fallacy to your classmates, not just define it
3 - The examples should be of your own creation
4 - The final slide, "when the fallacy is not a fallacy", should be an example of when you would be allowed to use the fallacy. This is not something you can just Google the answer for, you will need to work it out for yourself using your understanding of the fallacy.
5 - When making your fake conversation, you may not use the pictures or names of classmates without permission nor may you refer to them.
Friday, March 2nd
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH PERIOD
Students took a quiz on respect and logical fallacies, then completed a journal entry.
Homework: Finish Logical Fallacy Lesson, if not done already, and prepare to present on Monday.
Students took a quiz on respect and logical fallacies, then completed a journal entry.
Homework: Finish Logical Fallacy Lesson, if not done already, and prepare to present on Monday.
Monday, March 5th
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH PERIOD
Students presented their logical fallacy lessons.
Homework: Prepare to present tomorrow if you did not do so today.
Students presented their logical fallacy lessons.
Homework: Prepare to present tomorrow if you did not do so today.
Tuesday, March 6th
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH PERIOD
Students presented their logical fallacy lessons.
Homework: Prepare to present tomorrow if you did not do so today.
Students presented their logical fallacy lessons.
Homework: Prepare to present tomorrow if you did not do so today.
Wednesday, March 7th
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH PERIOD
Took notes additional notes on the logical fallacies covered in English 9 by breaking each into four parts: Definition, Example, Easy Phrase, Image.
Homework: Create all flashcards using "My StudyStack" and proceed to study for Tuesday's test.
Took notes additional notes on the logical fallacies covered in English 9 by breaking each into four parts: Definition, Example, Easy Phrase, Image.
Homework: Create all flashcards using "My StudyStack" and proceed to study for Tuesday's test.
Flashcard Tool
https://www.studystack.com/MyStudyStack.jsp
https://www.studystack.com/MyStudyStack.jsp
Thursday, March 8th
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH PERIOD
Finished taking additional notes on the logical fallacies covered in English 9 by breaking each into four parts: Definition, Example, Easy Phrase, Image.
Homework: Create all flashcards using "My StudyStack" and proceed to study for Tuesday's test.
Finished taking additional notes on the logical fallacies covered in English 9 by breaking each into four parts: Definition, Example, Easy Phrase, Image.
Homework: Create all flashcards using "My StudyStack" and proceed to study for Tuesday's test.
Flashcard Tool
https://www.studystack.com/MyStudyStack.jsp
https://www.studystack.com/MyStudyStack.jsp
Below are pictures of some of the additional notes taken in class this week. Please note that each period may have had different examples, phrases, and images as well as differently worded definitions. However, the general idea is the same, so students do not have to change their personal notes, but they can add to them if they would like.
Friday, March 9th
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH PERIOD
Students took a second quiz on logical fallacies then had the rest of the class to study for Wednesday's test.
This test, which is worth 100 points and not small in size, will be on the logical fallacies covered in English 9B and will ask students to know definitions, give examples, and be able to identify a fallacy in action.
Homework: Student for Wednesday's test.
Students took a second quiz on logical fallacies then had the rest of the class to study for Wednesday's test.
This test, which is worth 100 points and not small in size, will be on the logical fallacies covered in English 9B and will ask students to know definitions, give examples, and be able to identify a fallacy in action.
Homework: Student for Wednesday's test.
Tuesday, March 13th
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH PERIOD
Students went on a scavenger hunt in which they, working groups, looked at fake social media posts and had to figure out which logical fallacy was taking place in it.
Homework: Study for tomorrow's test.
Students went on a scavenger hunt in which they, working groups, looked at fake social media posts and had to figure out which logical fallacy was taking place in it.
Homework: Study for tomorrow's test.
Wednesday, March 14th
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH PERIOD
Students took the Logical Fallacy Test.
Homework: None
Students took the Logical Fallacy Test.
Homework: None
Thursday, March 15th
FIRST PERIOD, THIRD PERIOD, FOURTH PERIOD, & FIFTH PERIOD
Working in groups of 3-4, students looked over their graded tests from yesterday and next to each answer they got incorrect...
1. Wrote the correct answer
2. Explained the reasoning that led them to the incorrect answer
Students were also given the opportunity to contest any answers that were marked as wrong but they felt should be marked as correct. Those points salvaged today will be applied to the student's test grade over the weekend.
Homework: None
Working in groups of 3-4, students looked over their graded tests from yesterday and next to each answer they got incorrect...
1. Wrote the correct answer
2. Explained the reasoning that led them to the incorrect answer
Students were also given the opportunity to contest any answers that were marked as wrong but they felt should be marked as correct. Those points salvaged today will be applied to the student's test grade over the weekend.
Homework: None