http wwwyoutubecomwatchvELqEGx46Iiw Elois Zeanah is the 18th president of the Alabama Federation of Republican Women Prior to her election Elois served as AFRWs 3rd vice president and 1st vice president and as chair of AFRWs illegal immigration issues committee She rece ID: 495190
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Slide1
Our Minds Have been Changed
http://www.youtube.com/watch?v=ELqEGx46Iiw
Elois
Zeanah
is the 18th president of the Alabama Federation of Republican Women. Prior to her election,
Elois
served as AFRW’s 3rd vice president and 1st vice president and as chair of AFRW’s illegal immigration issues committee. She received the 2006-2007 biennial award as the “Most Valuable Member of the Alabama Federation of Republican
Women.”
She
is a member of the State Executive Committee and has served as secretary of the Alabama Republican Party 6th District and of the GOP Tuscaloosa County Executive Committee.
Elois
was appointed by Governor Riley as a commissioner to Alabama’s Patriotic Immigration Panel in 2007.
In
addition,
Elois
served as a commissioner on the Santa Monica Mountains National Recreational Area. Before moving to California,
Elois
worked in Washington, D.C., for several presidential appointees. These included the White House, the U.S. Department of Commerce and the U.S. Consumer Product Safety Commission.
Since retiring to Alabama,
Elois
has also been active in non-partisan organizations and received the West Alabama Distinctive Woman of the Year Award for Lifetime Achievement in 2009. Slide2
Saturday Seminar: Art & Argument
March 23, 2013Slide3
Two Goals
1. Claims, Reasoning, & Evidence In Art2. Practice
with Non-Plop QuotationsHow can we use visual sources to provide practice in writing argument?How can we practice writing quotations with attribution and reasoning?Slide4
Art & Argument
Art sources can provide a great visual entrée to writing and substantiating claims.Appeals to visual learnersForces students to think as writers without a basis in textQuickSlide5
Claim:
a simple statement that asserts a main point of an argument
Reasoning: 2 parts – a) the “because” part of an argument and the explanation for why a claim is made; b) the explicit links between the evidence and the claim; the explanation for why a particular piece of evidence is important to the claim and to the argument
Evidence:
support for the reasoning in an argument; the “for example” aspect of an argument; the best evidence is text-based, reasonable, and reliable. Slide6
The Problem We all Live With
Norman Rockwell, 1963 oil on canvasSlide7
Make a list of all of the details (evidence) you see.
You do not yet need to know where the evidence leads…just that it is there.Slide8
What can you assert about this painting?
How can you make your assertion?
With a partner, discuss what type of claim you can make for which there is evidence in the picture and for which you can reason.In 30 words or less, write your claim and include reasoning and evidence.Slide9
How could we find out if our claims and reasoning are true?Slide10
American Progress
John Gast, 1872Slide11
What can you assert about this painting?
How can you make your assertion?With a partner, discuss what type of claim you can make for which there is evidence in the picture and for which you can reason.In 30 words or less, write your claim and include reasoning and evidence.Slide12
Theodor Seuss
Geisel
May 22, 1941Slide13
Theodor Seuss
Geisel
May 22, 1941
With
a partner, discuss what type of claim you can make for which there is evidence in the picture and for which you can reason.
In 30 words or less, write your claim and include reasoning and evidence.Slide14
Your Job (15 minutes)
Find a partner.Explore until you find a piece of art (does not have to be a painting) that speaks to you.Write a fully developed claim with evidence and reasoning. Make sure your sentence(s) are clear, concise, and specific.
Come back ready to share. Slide15
Plop (N.): to drop or fall with heavy impact
(He plopped into a chair.)
Plop (V.): to drop or set down heavily (She plopped her books on the desk.)
Non-Plop QuotationsSlide16
How not to plop…
Choose only to quote the “juiciest” part of a text (that which you can’t say better, which lends expertise, or just sounds amazing).Attribute the quote: Who said it? When? Provide context: Why was this said? How does it relate to your point?Choose to quote the shortest amount possible to retain the meaning and make your point.Slide17
Read through some of the rules about quoting in the text box. With what do your students struggle most?
Silently read the text from “Reading Between the Brushstrokes.”With a partner, follow steps 1-4 and write a power sentence with a non-plop quote.Slide18
Quoting
What is the hardest aspect of quoting correctly?What do you already do to teach quoting to students?An exercise from the OWL at Purdue…Slide19
Foldable Organizer
Thank you so much, Marcia!Slide20
Upcoming
April 19th – email to SueWriting promptRubricModel essayApril 27
th – last Saturday Dialogue at MatleyMay 3rd – entire lesson with all components due to Sue