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Composition 1BLESLIE TEAGUE/ lteague@iwacademy.orgLAP 3/Clauses, Research, and Speeches, Oh My!16 CLASS MEETINGS

Materials needed for LAP:Text: English Workshop, Third Course. Text: Wordly Wise 3000, Third Edition, Book 9Binder, notebooks, different color pens and pencils for revising, correcting and editing.

RATIONALE: During this LAP you will continue to help your writing style grow in complexity by learning to write three new writing types: Classification, Comparison/Contrast, and Evaluative. We will also learn to identify three different types of clauses and the different sentence types. We will demonstrate our knowledge of all of these areas by labeling clauses in a final draft of your evaluative essay

We also will begin learning how to use outside sources within our paragraphs and will create a short essay. The same essay topic will be presented as a speech during the last few days of class. This is a culminating project for this class that is meant to demonstrate how far you have come throughout your time so far at IWA. It will be a lot of work, but I know all of you are up to the challenge!

OBJECTIVES: Upon Completion of this LAP, students will be able to:1. Identify and effectively write paragraphs that contain topic sentences, details that support the topic, coherence, and clincher sentences.2. Define "clause."3. Identify subordinate clauses as adjective or adverb.4. Identify, utilize, and classify noun clauses.5. Identify and classify sentences as simple, compound, complex, and compound-complex.6. Produce an essay characterized by varied sentence structure.7. Write an interesting and effective essay that includes an introduction, a body paragraph, and a conclusion.8. Learn how to use information from a website and from a database and properly document it within the body of their writing as well as learn to write a Works Cited page.9. Learn to evaluate websites for validity.10. Improve their library research skills.11. Use speaking skills to clearly and effectively persuade an audience.

Independent and/or Open Lab Assignments: 1. Vocabulary Lesson 5 Work Due Date: C day, Nov. 6

2. Vocabulary Lesson 6 Work Due Date: C day, Nov. 20

3. LAP 3 Conference Due Date: E day, 12/11

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LAP Summative Assessments:1. Vocabulary Lesson 5 Summative Test Available D day, 11/7-F day, 11/11 in Testing Center

2. Vocabulary Lesson 6 Summative Test Available D day, 11/21-F day, 11/25 in Testing Center

3. LAP 3 Paper, final draft Due Date: F day, 12/12CLASS MEETINGS: DATE/DAY DUE

1. DUE AT THE BEGINNING OF THE CLASS: Read and take notes over page 23 in English Workshop Read and take notes over page 169 in English Workshop

Introduce LAP 3Quickwrite #4: Classification Paragraph.Start Clauses notes—go over simple, compound, complex, and

compound/complex sentences

A day, 11/1

2. DUE AT THE BEGINNING OF THE CLASS: Quickwrite #4: Classification Paragraph— see LAP Handout

#1. Read and take notes over page 163 Read and take notes over p. 24

Go over Quickwrite #4Quickwrite #5: Comparison/Contrast ParagraphContinue Clauses Notes, go over adjective clauses

B day, 11/5

3. DUE AT THE BEGINNING OF THE CLASS: Complete page 164, exercise 2, adjective clauses Quickwrite #5—Comparison/Contrast Paragraph—see LAP

Handout #1 Read and take notes over p. 165, adverb clauses

Go over Quickwrite #5Go over adjective clause homeworkAdverb Clauses

D day, 11/7

4. DUE AT THE BEGINNING OF THE CLASS: Read English Workshop pages 166. Complete Exercise 4,

noun clauses Read and take notes over page 167 and page 20.

Go over adverb clauses homeworkFinish Clauses Notes—noun clausesEvaluating Websites, Evaluative essay, LAP Handout #2

F day, 11/11

5. DUE AT THE BEGINNING OF THE CLASS: Complete exercise 6 on page 167-168, noun clauses Start looking for a website for your Evaluative Essay—web

evaluation form is due by B day via e-mail or Google Docs to lteague@iwacademy.org

Go over noun clause homeworkFinish Evaluating Websites information

H day, 11/13

6. DUE AT THE BEGINNING OF THE CLASS: Find a website for your evaluative essay—form is due D day via e-

K day, 11/15

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mail or Google Docs.Meet in the library—databases.

7. DUE AT THE BEGINNING OF THE CLASS: Web evaluation form is due today via e-mail attachment or

shared google doc to lteague@iwacademy.org Read pages 171-172, complete Review Exercises A and B and

page 81, exercise 13.Review Clauses

B day, 11/19

8. DUE AT THE BEGINNING OF THE CLASS: Study for your clauses quiz Find a database article relating to your topic for your

evaluative essay—print it out and bring it to class or be able to access it via computer.

Bring a printout of or access to your website to class too.Clauses QuizContinue going over evaluative essay, LAP Handout #2-- outlining

D day, 11/21

9. DUE AT THE BEGINNING OF THE CLASS: Finish the outline of your evaluative essay

Drafting your evaluative essay—using quotes

F day, 11/25

10. DUE AT THE BEGINNING OF THE CLASS: Start to write a draft of your evaluative essay using at least 1

quote from your website and 1 quote from your database—due K day.

Bring a printout or computerized access to both your website and your database to class.

If you have a BYOD, bring it to class.Finish drafting informationWorks Cited EntriesParenthetical Citations

H day, 12/2

11. DUE AT THE BEGINNING OF THE CLASS: Finish your first draft of your evaluative essay using at least

1 quote from your website and at least 1 quote from your database.

Start typing a draft of your evaluative essay, including finding clauses and sentence types in the essay—this is due by B day

If you have a BYOD, bring it to class.Continue Works Cited and parentheticals information

K day, 12/4

12. DUE AT THE BEGINNING OF THE CLASS: Start working on your speech note cards and visual aid.

Conclude parentheticals and works cited informationSpeech information—note cards, visual aids, guidelinesSpeech anxiety

A day, 12/5

13. DUE AT THE BEGINNING OF THE CLASS: Work on your speech note cards and visual aid

Finish Speech notes

B day, 12/6

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Sign up for speech timesPeer editing time

14. DUE AT THE BEGINNING OF THE CLASS: Work on your speech note cards and visual aid. Finish the peer edit form

Peer Editing TimePractice Giving speeches

D day, 12/10

15. DUE AT THE BEGINNING OF THE CLASS: Finish your final draft Finish your speech—don’t forget your visual aid

Turn in final draftSpeeches

F day, 12/12

16. DUE AT THE BEGINNING OF THE CLASS: Finish your speech, if necessary

Finish speechesTalk about final exam

H day, 12/16

LAP Handouts:1. Quickwrite #4 and 52. Quickwrite #63. LAP 3 Essay Guidelines4. Coping with Speech Anxiety5. Website Evaluation Form6. Peer Editing Form7. Rubric8. Stamp Sheets

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LAP Handout #1: Quickwrites #4 and 5

Quickwrite #4: Classification ParagraphThis paragraph type attempts to do one of three things:

1. Divide: When dividing something, you are attempting to break something down into parts. Ex. The parts of IWA.2. Define: Explain what something is and how it is different from other things. Ex. Defining an open lab.3. Comparison/ Contrast: Discussed in Quickwrite #5.

Here are your options for this paragraph:Divide: 1. Describe an object of yours by breaking down the parts of it.

2. Describe the different buildings at IWA.3. Describe the different parts of your room.

Define: 1. What is a true friend?2. What makes up the perfect guy?3. Describe the perfect super-hero or villain.

Quickwrite #5: Comparison/ContrastThis is a form of a Classification paragraph. Its purpose is to show the similarities and differences between two people, places, or things. Comparison/Contrast paragraphs can be written using one of two methods: alternating or block.

Alternating: 1. Give a topic sentence.2. State one quality of the first thing you are comparing3. State how the quality you stated on the first item compares to the second thing

you are comparing.4. State a second quality of the first thing you are comparing.5. State how that quality relates to the second thing you are comparing.6. Keep going back and forth between the two things you are comparing until you

are done.7. End with a clincher sentence.

Block: 1. Give a topic sentence.2. State all the things you want your audience to know about the first thing you are comparing.

3. State all the things you want your audience to know about the second thing you are comparing and how that relates to the first thing you were talking about.4. End with a clincher sentence.

Topics: -Compare yourself with your best friend, sibling, worst enemy, etc.-Compare two of your hobbies.-Compare two of your friends/family members.-Compare your grade school to IWA.-Compare your two favorite subjects.-Create your own topic.

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LAP Handout #2:

Quickwrite #6: Evaluative WritingEvaluative Writing is writing that makes a statement or a judgment about a topic. The writer has to state her opinion and give reasons to back up her opinion.

1. Choose one of the following topics. This will be the topic for your evaluative paragraph:

-Incarnate Word should/should not become co-ed.-Incarnate Word should/ should not have uniforms.-IWA should/should not have only healthy options in the cafeteria-Students should/should not be required to do volunteer work as a part of high school-Students should/should not be able to bring their own devices to school

2. Fill out this table:

Your topic and your opinion on it:

Reason #1 to support your opinion:

Reason #2 to support your opinion:

Reason #3 to support your opinion:

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LAP Handout #3Like in LAP #2, you will be polishing your writing into a final draft that will demonstrate your grammar knowledge, but this time you will be creating an essay and a speech.

There are three parts to this assignment:1. You must create an essay that:-includes an introduction, body paragraph, and conclusion-use writing techniques as discussed in class: an interesting title, a hook in the introduction, use of transitions, descriptive details, and a clincher for the conclusion.-be free of grammatical and spelling errors.You will get detailed instructions in class about how to create an evaluative essay. You will hand in a hard copy of your essay, and you will be graded upon the quality of writing presented in your essay, particularly its ideas, organization, coherence, and grammatical correctness. This portion of the assignment is worth 32 points.

2. You must demonstrate the grammatical concepts we learned this semester in the typed version of your speech, just like we did last LAP. Again, create your speech before you insert/label these concepts, then label them using a text box. This portion is worth 38 points. This time you must demonstrate:

-noun clause-adjective clause-adverb clause-simple sentence-compound sentence-complex sentence-compound/complex sentence

You can gain extra points for using and properly identifying more methods than you have to (up to 6 extra points, 3 points per method) and lose points for not using the required techniques or failing to identify them correctly.

Your final draft must also include your peer edits and all prior drafts of the paper—this is worth 10 points.

3. You will present your 3-4 minute speech in class that is about the same topic as your evaluative essay during the last two days of class. We will go over speech-giving techniques in class. This speech is worth 35 points, and it must include:

-A Visual Aid must be used during your speech to provide interest for your audience. Be creative with this. It could be a pamphlet, a handout, an overhead slide, a poster, a PowerPoint, or any other number of visuals. If you use a PowerPoint, please make sure it will work effectively. I recommend saving it on Student Shared as well as keeping an additional copy of it in your e-mail or on your jump drive.

-Notes: You will be allowed to use notes for your speech—you’ll be shown two different methods for keeping speech notes during class. These should only contain the basics of what you plan to say. Do not read your entire speech off of the notes.

TURN OVER…

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Speech Time Slots: We will draw for speech time slots in class. If for any reason you are unable to complete your speech during your given time slot (such as an illness), you will have to make up your speech either during an Open Lab or after school. If you are absent on the day we draw for time slots, it is your responsibility to find out when you are giving your speech.

These three assignments present a huge opportunity for you to earn points:1. Written speech: 32 points2. Grammar identification: 38 points3. Rough Drafts and peer edit: 10 points 4. Speech presentation: 35 pointsTotal: 115 points

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LAP Handout #4 Tips for Coping with Speech Anxiety

Most people are nervous when faced with the prospect of giving a speech. Your aim is not to get rid of your nerves, but to manage them so they will work for you rather than against you. Learning to do this takes practice, but by following the tips given below, you can begin to deal with your nervousness and make it work for you.

1. Get to know the people in your class and find out about how they feel about giving speeches. Although you may get nervous because “all eyes are on you,” just remember that behind those eyes are people who are just as nervous as you are, and they have to make the same presentation that you are making.

2. Don’t worry that people in the audience will see your nervousness. In most cases students who are certain their audience can see their shaky legs and hands are told by their classmates, “Boy, I thought you looked really calm!” Remember—you are must more aware of your nervousness than other people are. If your nerves do happen to show, you’ll find your classmates are likely to be supportive rather than critical.

3. Be prepared!! Some students put off working on their speeches because they are nervous about the prospect of speaking. Unfortunately, waiting until the last minute to work on a speech only increases your tension and may result in a lower grade as well. Give yourself a chance to succeed. Take time to prepare your speeches well in advance.

4. Visualize family members and friends in the audience. Pick out three chairs—one on each side of the room, and one in the middle. Now visualize a supportive family member or friend in each chair. Visualize what they are wearing, how they are sitting, the positive expressions on their faces, nodding their heads in support of you, etc. Practicing this visualization at home as you practice your speech will make it even more effective.

5. Don’t worry that a single mistake will ruin your speech. Some students get quite upset whenever anything goes wrong while they are speaking such as hands shaking or mispronouncing a word. But one mistake does not destroy an entire speech any more than missing one question on an exam means that you will fail the entire test. Remember, you will be graded on many aspects of your speech in addition to just your delivery—interest level, transitions between ideas, organization, a memorable ending, etc. If you stumble for a moment or two in your delivery, you can still do very well on the speech as a whole.

6. Channel your nervousness in a positive manner. Take all of the nervous energy you have before delivering your speech, and turn it into enthusiasm for your speech topic. The adrenaline that is pumping through your body can be used to make your voice more audible, your eyes more alert, and your attitude more positive during your speech. Look at this presentation as an opportunity for experience in public speaking rather than a death sentence. Focus the energy in a positive way, and your results will surprise you.

*Tips adapted from The Art of Public Speaking Workbook, 1998.

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LAP Handout #5 Your Name: Date:

Your goal for this assignment is to determine whether the website you are evaluating is: 1. reliable and accurate2. if it is appropriate for the assignment you plan to use it for.

Highlight or underline your responses

Basic InformationGive the URL of the website:

Website name:

Highlight the domain type: .com .org .net .gov .mil .us .edu .biz other ________

What kind of website is this? Mark all that applyAdvocacy: it is attempting to persuade its audienceCommercial: it is trying to sell somethingReference: it is providing access to useful information and services

Is this a site that is designed for personal use? Look at the URL and watch for things like %, users, members, ~, or people-- this means it's a personal site and should not be used for your research: Yes No

AuthorshipGive the name of the author (webmaster is not the author) Say “none given” if there is no author listed: Give any e-mail or contact information for the author: Say “none given” if no contact information is available:Is the author qualified to write about this topic? Describe why the author is or is not qualified: No Yes:

Is the author affiliated with any organizations that are associated with the topic of this site? Keep in mind that you should disregard banner ads within the site—the author is not associated with those organizations. If yes, list the organizations No Yes:

Can the author be found on the Internet? If yes, what is known about him/her? No Yes:

Currency: When was the website created? Write “none given” if there is no date given.

When was the website last updated? Write “none given” if there is no date given.

Are the sources well-documented? Explain your answer: No Maybe Yes

TURN OVER…

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Are there links to other sources regarding your topic? Keep in mind that banner ads do not count as sources. No Yes. All links worked Yes. Some links worked. Yes. All links broken

Does the information contradict something you found elsewhere? If yes, explain. No Yes:

ObjectivityIs the purpose of the website clearly stated? Look for “About us” or “Our Philosophy” No Yes

Is the information biased? Explain your answer. No. Maybe Yes:

Could this site be satire or parody? No Yes

RelevanceIs the information on the site relevant to your research and will you use it in your paper? If no, move on and find a new source. No Maybe Yes

Is this website valid? If no, go find another website. No Yes

Helpful Hints:

In Google if you type

Link: and the URL you’re looking at, it’ll show all the other websites that link to the web address you plug in. Ex. Link:www.iwacademy.org would show us who links to IWA’s website.

Also, if you type

related: and the URL, it will give you websites that are related to the one you’re looking at. So related:www.iwacademy.org would give us websites related to IWA.

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LAP Handout #6Peer Editing Rubric for Essay

Author: _________________________ Editor: _____________________________Directions: Trade papers with a partner and fill out this form, rating each statement according to the key to the right. Mark any corrections on your partner’s paper. It is the AUTHOR’S responsibility to have this form completed and turned in with her final draft!

Ideas:____Does the introduction include a hook? Put a star next to it. Is it effective? Why or why not?

____Does the writing include a clear thesis? Underline it. Does the rest of the essay center clearly around this thesis? How can you tell?

____Does the body paragraph include 3 reasons in the body paragraph? Do they prove the thesis? How can you tell? Does the body paragraph include at least two quotes—one from the website, one from the database?

____Does the author give proper evaluation for each of the reasons in the body paragraph? How can you tell?

____Does the body paragraph include a topic and concluding sentence? Do they sum up the author’s main ideas? How can you tell?

____Does the conclusion includes a call to action? Circle it. Is it something specific the audience can do?

____Formal word choice is used throughout the essay—circle any problem areas you see.

Organization: ____Does the essay include an introduction, body paragraph, and conclusion? An interesting title?

____Is the essay easy to follow? Why or why not?

____Does the author use good transitions? Double underline all the transitions you see, and write “Trans” next to any areas where the author needs to use a better transition.TURN OVER….

Key:+= Excellent+√=good√=needs work√-=weak- = not present

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Grammar/ format: Write any corrections on your partner’s rough draft.____Correct spelling, punctuation, and grammar are used throughout the speech____Works Cited page is correctly formatted____Parenthetical citations are correctly used and formatted____MLA format is used correctly

Clauses/Sentence Types: Mark all that are present in the paper. If they are correct, mark +, if it is present but incorrect, mark √, if it’s not present at all, mark --.____Noun clause____Adjective clause____Adverb clause____Simple sentence____Compound sentence____Complex sentence____Compound complex sentence

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LAP Handout #7: Rubric for Essay

Ideas: _____/10____The essay includes a clearly followed thesis statement____The body paragraph includes 3 reasons, proper evaluation, and topic and concluding sentences____Body paragraph includes 2 quotes—one from a database, one from a website____Introduction contains a hook, conclusion includes a call to action

Organization: _____/ 10____The essay includes an introduction, body paragraph, a conclusion, and an interesting title____Transitions are used, essay is easy to follow

Grammar/ MLA format:_____/12____Correct spelling, punctuation, and grammar are used throughout the essay____Works Cited page is correctly formatted____Parenthetical citations are correctly used and formatted____MLA format is used correctly

Clauses/Sentence Types:____/38____Noun clause____Adjective clause____Adverb clause____Simple sentence____Compound sentence____Complex sentence____Compound complex sentence____All clauses and sentence types are easy to find and identify____Extra credit (6 points possible)

Peer Edit/ Rough Draft:___/10

Total: ______/80

Key:+= Excellent+√=good√=needs work√-=weak- = not present

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LAP Handout #8: Comp 1B Stamp

SheetAssignment Score Stamp

Classification and Sentence types notes: Read and take note over page 23 and page 169 in English Workshop

Comparison/contrast and adjectives notes: read and take notes over page 163 and p. 24

Adjective clauses: page 164, exercise 2 /10

Adverb clause notes, p. 165

Adverb clauses, Exercise 4./10

Noun clauses and evaluative paragraph notes, page167 and page 20.

Noun clauses, exercise 6 on pages 167-168

/10

Review Exercises A and B on p. 171-172

/20

Page 81, exercise 13 /15

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Evaluative Essay Stamp Sheet (5 points apiece)

Fill out LAP Handout #2 for Evaluative Essay

Find Website (evaluation form is a separate grade)

Find Database

First Draft