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Welcome to CHS Argument and Rhetoric! Mr. Duchin Room 302 Quaker Valley High School
S.W.E.A.T. pledge (Skill and Work Ethic Aren’t Taboo) NOTE: The following guidelines were borrowed from Mike Rowe [Dirty Jobs].http://profoundlydisconnected.com/skill-work-ethic-arent-taboo/http://profoundlydisconnected.com/skill-work-ethic-arent-taboo/ 1. I believe that I have won the greatest lottery of all time. I am alive. I walk the Earth. I live in America. Above all things, I am grateful. [Value your life, yourself and others around you.] 2. I believe that I am entitled to life, liberty, and the pursuit of happiness. Nothing more. I also understand that “happiness” and the “pursuit of happiness” are not the same thing. [Seize the day!] 3. I believe there is no such thing as a “bad job.” I believe that all jobs are opportunities, and it’s up to me to make the best of them. [Every assignment is an opportunity to learn and grow as a person.] 4. I do not “follow my passion.” I bring it with me. I believe that any job can be done with passion and enthusiasm. [Maintain a positive attitude throughout every task in every lesson. Create energy!] 5. I deplore debt, and do all I can to avoid it. I would rather live in a tent and eat beans than borrow money to pay for a lifestyle I can’t afford. [Invest in yourself; earn your best grade; don’t fear failure.] 6. I believe that my safety is my responsibility. I understand that being in “compliance” does not necessarily mean I’m out of danger. [Powerschool is not a safety net – it’s a scoreboard.]
S.W.E.A.T. pledge (Skill and Work Ethic Aren’t Taboo) NOTE: The following guidelines were borrowed from Mike Rowe [Dirty Jobs].http://profoundlydisconnected.com/skill-work-ethic-arent-taboo/http://profoundlydisconnected.com/skill-work-ethic-arent-taboo/ 7. I believe the best way to distinguish myself at work is to show up early, stay late, and cheerfully volunteer for every crappy task there is. [Feel free to come in before/after school to check progress.] 8. I believe the most annoying sounds in the world are whining and complaining. I will never make them. If I am unhappy in my work, I will either find a new job, or find a way to be happy. [Enough said.] 9. I believe that my education is my responsibility, and absolutely critical to my success. I am resolved to learn as much as I can from whatever source is available to me. I will never stop learning, and understand that library cards are free. [Take initiative to catch up or move ahead. Challenge yourself.] 10. I believe that I am a product of my choices – not my circumstances. I will never blame anyone for my shortcomings or the challenges I face. And I will never accept the credit for something I didn’t do. [Take responsibility for your learning and protect your integrity (no cheating) for future opportunities.] 11. I understand the world is not fair, and I’m OK with that. I do not resent the success of others. [Respect and support everyone’s right to learn; do not distract others with off-task behavior/attitude.] 12. I believe that all people are created equal. I also believe that all people make choices. Some choose to be lazy. Some choose to sleep in. I choose to work my butt off. [Make the choice everyday.]
Required Materials CHS Argument Pencil/pen Assigned text Completed homework Calendar book for deadlines Folder to organize class materials Notebook for class discussions/activities Laptop (to be issued/authorized by QVHS)
Mr. Duchin’s Class Procedures Arrive to class on time – before the bell. If you’re outside the door when the bell rings, you’re late. Three late arrivals will result in a detention. NOTE: Punctuality is a part of integrity/ethical argumentation. Immediately take out your notebook and pen for the following tasks. Look up at the front board and copy the day’s date. Copy the day’s quote (including the name of the author/speaker). Copy the learning targets for the day. Check out the board behind Mr. Duchin’s desk for deadline information. NOTE: Responsibility is a part of integrity/ethical argumentation. Fully participate in the lesson. Treat the lesson like an important meeting – politely listen/respond to others. Use your notebook to take notes on information shared. Write down questions in your notebook – ask them! Write down deadline information from the board behind Mr. Duchin’s desk. NOTE: Respecting others is also a part of integrity/ethical argumentation Turn in all assignments on time – especially after an absence.
Powerschool vs. Blackboard Check Powerschool for grades and overdue assignments. Assignments turned in on time will remain blank until graded. “Ex” in Powerschool indicates an excused assignment. “M” in Powerschool indicates a missing assignment. “L” in Powerschool indicates a late assignment. Late assignments will be penalized 20% for each day past. Use Blackboard for assignment information/deadlines. Students will self-enroll on Bb after laptop distribution. Students should check Bb daily for lessons, deadlines, etc.
CHS Argument Assessments Assessment FOR learning (formative) = 10% “First look” analysis of relevant issues (for argumentation) Process writing Chapter assignments (following assigned reading) First drafts of debate speeches/outlines Regular/proper use of Noodle Tools for collection of evidence. Class activities/discussions Fluency drills and SPAR debates (including the use of flowing) A 20 percent penalty will be imposed for each day work is late. NOTE: Students must take the initiative to submit excused or unexcused late work. Assessment OF learning (summative) = 90% Formal and finalized (revised) “first look” analysis/essays Extended chapter assignments Quizzes and exams (online and on paper), and presentations Independent and collaborative projects AND formal debates Evaluations of formal debates and other examples of argumentation A 20 percent penalty will be imposed for each day work is late. NOTE: Students must take the initiative to submit excused or unexcused late work.
CHS Argument – Terms A and B Argument Theory The historical, cultural and philosophical elements that shape argument The importance of language/rhetoric in communicating an argument Constructing a valid and ethical argument The use of values in argument The role of the audience The narrative paradigm The nature of evidence The research process Reasoning vs. fallacies of logic Effective elements of public speaking The demands/challenges of formal debate The use of Shakespeare to enhance argumentation Evaluation and criticism of arguments in today’s society Evaluation of debate performances within class and beyond Argument Practice Informal and formal seminar discussions, presentations, role play and spar debates Performance of extemporaneous and manuscript pieces of argumentation Preparation/performance for this year’s CHS Argument Forum Resolved: “All Americans have a fair opportunity to succeed.” Lincoln-Douglas – team debate Parliamentary – team debate Policy – team debate
CHS Argument – Term C Argument Theory Within The Law Due process within our civil and criminal justice systems Student rights within public education Current challenges/issues for the Supreme Court Argument Theory and Practice for Mock Trial Elements of effective opening and closing statements Elements of effective witness testimony Elements of effective direct and cross examination Rules of Evidence and Rules of Competition - objections Procedural law vs. substantive law Participation in Ethics Symposium Duquesne University sponsorship Socratic seminars Contributions for next year’s CHS Argument Forum
Contact Information Mr. Duchin at Start your subject heading with your first and last name. Title all attachments with your full name followed by a title. Check for Mr. Duchin’s response within 24 hours – save it. Feel free to see/call Mr. Duchin before/after school. Find Mr. D in room no appointment is necessary. Call Mr. D at (X-6704) and leave a message. Contact Mr. Duchin within 24 hours after an absence. Use ! (Follow the above guidelines.) See Mr. Duchin before or after school. (Class time is limited.)