Ms. Degenhardt's CyberEnglish

Today y0u are to continue your individual research of your inquiry question. By the end of class, you need to have found one credible source that gives you more insight into your inquiry question. You need to read and maintain a T-chart of notes. Once you have completed the reading and notes, create a new annotated citation in your EasyBib Annotated Bibliography.

Today, while I am at NEWSPA, you will finish watching Forks Over Knives. While watching the documentary, you will maintain one final set of notes in a Word document.

There are no specific requirements for the types of notes you take today. You can record specific types of evidence, site examples of the three appeals, or simply record information that intrigues you or causes a specific emotional response in you.

At the end of the class period, write one final reflection on what you learned throughout the documentary; how you felt during during the documentary; what questions you still want answered. This final reflection will be turned into a cyberjournal, which you will publish on your blog on Thursday. Category: cyberjournal Sub-category: food identity

Today you will continue taking notes in your Documentary Appeals Word file. Please continue to document ways in which the film attempts to persuade you as the view through appeals of logic, emotions and character.

With ten minutes remaining, we will again stop the film to allow time for reflection, comments and recording of questions.

As we continue Forks Over Knives , you will consider the filmmaker’s use of appeals: Documentary Appeals. An appeal is a device used in nonfiction to persuade you as the audience to feel and react in a specific way. There are three different types of appeals.

Before we begin watching the documentary, lets review the definitions of these three appeals. We will also watch three corresponding videos and discuss how these videos might be attempting us as the audience to feel a certain way and how they are attempting to do that. In order to determine how you feel as the viewer, consider diction (the words the filmmaker uses), tone (the emotional way the film is told), and of course, the type of evidence used to support the argument.

Logos (appeal to logic): this is when the filmmaker (or writer) uses facts, evidence, statistics, graphs, basically any type of reason to make the audience believe their audience.

Pathos (appeal to emotion): this is when the filmmaker attempts to make the audience feel a certain way, emotionally, in order to make the argument more believable.

Ethos (appeal to character): this is when the filmmaker attempts to present an authoritative or credible self-image to convince the audience of the argument.

Today we will begin the documentary Forks Over Knives. Each day we watch the documentary, you will be given a specific set of notes to maintain throughout the viewing process. These notes will later serve as a source for your multigenre research project and appear in  your annotated bibliography.

These notes will be created in a Word document, so you will have your computer on during the documentary; however, you are not allowed to have any other documents or Internet sites open during this time. If you are caught with some open, your computer privileges will be revoked for the remainder of the documentary and you will need to maintain handwritten notes.

Our first set of notes will focus on the evidence the documentary produces in support of the argument: eating a primarily plant-based diet can prevent and reverse many health diseases prominent in the United States (cancer, heart disease, diabetes). 

Any type of argument, whether it takes the form of an essay or a documentary cannot simply ask its audience to believe the argument. It must convince the audience. To do so, evidence is used to express that the argument is valid. Documentary Evidence is the Word doc you will maintain during today’s viewing. When taking notes, please be as specific as possible, you may need this information when creating your multigenre research project.

At the end of class, be sure to save your notes using the Save As tab under File. You will lose your work if you merely click the save disk button.

Today you will complete The New York Time: The Learning Network’s food communities research project. To do so, we will divide the class into five groups. Each group will be assigned a different food community to research during class today. Visit Organic, Slow or Local: Exploring Food-Based Communities and Movements to find the resources associated with your food community.

Each group will  maintain a T-Chart in order to keep notes on each of the studied sources. On the left side of your T-Chart record quotes of importance. On the right side of your T-Chart describe in your own words why the quote is important and what it teaches you about the food community.

As a group, you will present your findings to the class tomorrow. To properly inform your audience of your studied food community, you must offer them the following:

1. Provide the name and definition of the food community you studied.
2. Provide details about the distinguishing characteristics of the food community.
3. Recognize both the pros and cons of this type of food community.
4. State how the studied food community differs from the food community your group generally associates itself with.

Today’s class plan:

1. Twenty minutes silent reading. Despite this only being day two of this quarter’s silent reading schedule, I will be checking that you have your reading logs with you in class and assigning participation points.
2. Finish the Anticipation Post that we started last Friday for the new unit.
3. Explore these Living Histories Multigenre Research Projects that students made a couple of years ago.
1. Vietnam Riots
2. September 11 Disaster
3. Life in the Great Depression 
4. Answer the following questions to discuss in class tomorrow:
1. What do you know about research papers? What are the point of research papers?
2. How are these projects different than what you expected out of research papers?
3. What types of things did you specifically notice about the type of writing that exists within these projects?