9th Grade ELA - Free Educational videos for Students in K-12

9th Grade ELA - By Lumos Learning

Transcript


00:04	learning target . 123 Let's go ! OK , we've
00:13	already done our journal . We know that we've read
00:16	to nonfictional texts not to nonfictional . We've read to
00:20	fictional texts . Correct . Now we're going to look
00:23	at a speech . So everybody , the first sheet
00:26	of paper we're looking at or the first set of
00:29	papers we're looking at is our speech . Now ,
00:32	you know , we normally do a time type of
00:34	routine to allow you all to discuss whatever you need
00:37	to discuss . We're going to look at the following
00:40	questions . Now that you got your sheets out .
00:42	Let's look at the board literature . Big question .
00:45	Can truth change ? That's what we're looking at .
00:48	Overall , we learned that truth could change in the
00:51	girl who can . Correct ? All right , so
00:53	then we got to look at Cannes . Truth change
00:56	in the rules of the game , right ? And
00:59	now we have to look at Cannes Truth change in
01:01	the speech that we've been kind of molding over for
01:04	the past two nights . Then it says , if
01:07	we scroll down , we're looking at all these six
01:09	topics in here to determine our theme . We got
01:12	questions that we need to answer . Number one identify
01:15	Clinton's purpose for this speech . You got your alphabet
01:19	. Explain how you came to this conclusion . Determine
01:22	how the title could have assisted you in the conclusion
01:26	. So you can't just say . Well , this
01:27	is my thing . What do you have to do
01:29	? What we've been talking about since day one .
01:31	What you got to provide textual evidence , textual evidence
01:35	? Because Miss Jones won't believe you if you don't
01:37	have evidence Now , I need somebody to really be
01:41	. Not all at once . Come on , Melissa
01:44	. Okay . Locate any direct statements and analyze how
01:47	they create or suggest a certain tone . Explain how
01:51	this tone is appropriate . Does it create a necessary
01:54	build ? And why or why not ? So what
01:58	am I asking you ? See if there's anything that
02:02	kind of goes into the theme or what ? You're
02:05	trying to look for evidence . Okay . All right
02:08	. Give me a few more words . When I'm
02:09	saying tone , what am I really asking you for
02:12	? What am I asking you to look at ?
02:13	All right , Hannah m the word choice or how
02:17	you direct the audience . Okay , good . Alright
02:20	. See , I need someone else to do .
02:22	See ? No , let's try to get someone else
02:27	. Probably somebody in the far back of the classroom
02:32	. Yes , Thank you , Shelby Fox detail and
02:34	discuss what you learn about the roles of women .
02:39	Explain how these roles can could be solutions or casual
02:45	conflict . What ? Yeah , casual conflict . So
02:49	what am I asking you ? Um right . You
02:56	can describe what the women do and also explain why
03:04	that could be a problem or a solution . All
03:07	right , That's what I'm looking for . Exactly .
03:09	D I need somebody on this side . Yes ,
03:14	Eric . Awesome . What you learn about the roles
03:17	of women ? Explain how the No , Eric ,
03:20	we just did that . You got to explain how
03:23	the Clinton structures the speech as one event idea .
03:28	Greater than the other . What did you say ?
03:34	If so , explain why or why not All of
03:38	the idea points needed . Locate transition , if any
03:44	. What type of tone does the usage of personal
03:49	pronouns create ? Mm . Welcome . Talk . Walk
03:54	back to the to the desk and tell me ,
03:55	what do you think I'm asking ? Okay . If
04:00	you need some assistance , let me know . Some
04:02	assistance can help out . Eric . Tristan , Can
04:07	you repeat what the question is ? I'll repeat it
04:10	. I'll read it . Explain how she she being
04:12	Clinton structures . The speech is one event or idea
04:16	greater than the other . If so , explain why
04:20	or why not All of the ideas of points needed
04:22	locate transitions , if any . What types of tone
04:26	deaf ? What type of tone does her usage of
04:29	personal pronouns create ? What you're asking is for us
04:33	to point out main things in the speech and how
04:36	they switch from one topic to another sweetness . That's
04:40	what I'm looking for . All right , we got
04:41	a couple more alphabets . Do you want me to
04:43	read them , or do you think that you can
04:45	just go on and get started ? Go on and
04:48	get started . All right . So we normally do
04:50	about 20 to 25 . 22 minutes . Will that
04:53	suffice ? All right . Take a look at these
04:55	questions . Talk to each other . I'm coming around
04:57	to hear your feedback . Are you ready ? You
05:01	got a theme already You're still talking about Okay .
05:07	All right . You got your speech . So when
05:11	I say theme , what am I saying ? What
05:14	? What's the main message ? Okay , the central
05:18	idea . Now , if you need some help with
05:20	that , open up your elements of literature . Texts
05:22	to page 4 . 30 . We've been there .
05:25	So let's go back to refresh our memories . Exactly
05:29	. The colourful chart . That's what I'm talking about
05:37	, Caylee . So you're going to use these and
05:40	be mindful . Look at the board . Isn't it
05:42	the same wording as right here ? All right ,
05:46	So what I'm trying to do is make sure you
05:47	connect what we did yesterday to what we're gonna do
05:49	today . So you gotta use all of these to
05:51	come up with your things . So if I come
05:53	back , you have something for me . You will
05:57	. I believe you . Katie . I believe you
05:59	. I believe you . What have you come up
06:02	with or with what ? Have you come up ?
06:05	Uh , so you think it's descriptive too ? So
06:09	it is twofold . Okay , So how do you
06:12	know that ? It's informative . She's informing people about
06:16	how everything in this like , think about the problem
06:23	. Yeah . What is the problem ? What's the
06:25	problem ? Women are treated unfairly . How are they
06:29	treated unfairly ? Give me evidence . What is she
06:32	saying ? What is she pointing out ? Every woman
06:41	deserves the chance to realize her own God given potential
06:45	, but we must recognize that women will never gain
06:47	full dignity until their human rights are respected and protected
06:50	. I have that highlighted two . Okay , so
06:54	how can it be descriptive ? She's describing . She's
06:59	describing the problems that women are facing . All right
07:02	, what's the second part of this ? How did
07:05	you come up to ? How did you come to
07:06	that conclusion ? Adam ? Is that gun in your
07:09	mouth ? Find a trash can ? All right .
07:14	How did you come up with ? Okay , what
07:19	are the statistics ? Take me to them . Women
07:22	compromise more than half the world's population . 70% of
07:26	the world's poor in two thirds of those who are
07:28	not talked to read . Agree . Okay , Alright
07:31	, that's one statistic . Now , here's my question
07:34	. If that statistic was taken out with this still
07:37	have purpose with this speech , still do what it
07:40	needs to do . Okay , move on to the
07:42	next alphabet because I think you all have what you
07:45	need to have with , uh All right , wrap
07:53	up your discussions . We have 15 minutes . Now
08:00	, here's what I'm going to suggest . Several of
08:03	us have gotten to D Correct ? Yes . Okay
08:06	, So if we've gotten to De , we really
08:08	don't need to do too much discussion about that .
08:10	Correct . All right , So the focus for the
08:13	next 15 minutes is the graphic organizer filling in the
08:17	blank and the big objective summary that you're going to
08:22	create . Ladies and gentlemen , I'm going to give
08:25	each group a poster board on this poster board .
08:28	You are going to summarize everything from the girl who
08:32	can rules of the game to Hillary Clinton's speech .
08:36	And when I say summarize , what am I definitely
08:39	asking for ? You should know it by now .
08:42	Key details , textual evidence and academic vocabulary . I
08:49	need definitely all of that . So while I get
08:53	the poster boards , start mulling over what you want
08:55	to think about . As far as your objective summary
08:58	, I will provide the markers person . Yeah ,
09:06	One big thing . No splitting up . Yeah ,
09:10	you can battle I suite . That's what I'm talking
09:19	about . I prefer it in one big summary .
09:28	One big sentence . So whoever is going to get
09:31	up and say Miss Jones , this is what we're
09:33	doing . Yeah , yeah , yeah , yeah ,
09:34	yeah . You need to put it in one big
09:35	sentence . You got me . All right . You
09:40	are correct . Thank you , Clara , for pointing
09:46	that out thing . What does that mean ? I
09:54	think Yes , ma'am . Truck . I will .
10:00	Here you go . I'm going to give the markers
10:04	. Hannah , I'm gonna get the Marcus . Here
10:07	you go . What's your question ? Do all three
10:12	like our stories ? Are they all in one summary
10:19	or All right , so we're connecting . Exactly .
10:25	Yes . Shelby , you can make it as pretty
10:28	as you want . All right , here's your marker
10:33	. Here's your marker . Yes , Shell . You
10:37	can have orange . Here's blue . Someone had a
10:42	question and I forget who it was . Truck .
10:46	You had a question . All right . Everybody received
10:49	the marker . Did you wanna get a marker ?
10:51	You got black and brown . You choose . Alright
10:55	. Alright . Truck . What's your question ? Graphic
10:58	organizer . Alright , Notice it says right . The
11:01	central idea . So just let me interject . Let
11:08	me interject the graphic organizer . Let me interject .
11:11	The very first one is going to be the girl
11:14	who can . If you've already started writing , make
11:16	sure you have titled it . All right . The
11:19	second one is going to be rules of the game
11:21	and the very last one is going to be Hillary
11:24	Clinton's speech . Now be mindful . Whatever theme you
11:29	choose , it should be able to fit in each
11:32	literature piece that we've read . Okay , So once
11:38	you filled out the graphic organizer , you're gonna put
11:40	your big summary on the poster board . I'm setting
11:43	the clock . Yes , this is You want three
11:45	point and then the details that lead to it .
11:49	All right . To summarize the whole story , everything
11:53	Put together everything together . So how it all relates
11:57	to each other . You want this one thing ?
11:59	Yes , ma'am . Okay . 11 big one .
12:04	Okay . Okay . Yes , Because you're gonna have
12:10	to get up and tell us . Okay , So
12:15	how long do you want ? One . All right
12:18	, Sidney . Sidney raised a good question . Sydney
12:21	said so . How long do you want it to
12:23	be ? Do you want to be one sentence to
12:24	sentence or more ? If you can sum it up
12:27	in one sentence . I'm fine with that . If
12:29	it takes more information and you got to go to
12:31	2 to 3 once again , I'm fine with that
12:34	. Okay ? Just do not give me a dissertation
12:38	. Are we clear on that one ? Okay .
12:40	We don't have enough time to read your dissertations .
12:43	Yes , ma'am . Do you want us to do
12:45	a summary for each passage or just one entire find
12:49	commonality . One big one . We found , like
12:51	, a good sentence on the speech , that trying
12:54	to incorporate all of this sense and write that our
12:58	point of view of why we think that sentence describes
13:00	it all . You just made me feel so much
13:02	better because of what did you just , uh ,
13:09	I think you were fined for one sentence That sums
13:14	up everything . And since our main point was discrimination
13:17	Mm . Now , if you choose discrimination , remember
13:21	, you gotta have evidence . You got evidence .
13:25	So I would suggest that you write your sentence on
13:27	paper , make sure it make sure you all agree
13:29	with it . And if you're ready to put it
13:31	on that paper , let's wrong with it . Make
13:34	sure you have your evidence stuff , Okay ? We
13:37	don't have to say and rules of the game or
13:38	and no , it should be clear and apparent to
13:41	everyone that's listening to you . All right , So
13:48	what is Christine doing and what are what are actually
13:51	in Sydney doing what I wanted to do , since
13:54	we only have a little bit of time last year
13:55	, and , uh , skin back over the stories
13:59	and each story . So she has a speech .
14:01	She has that kind of thing in the game .
14:03	And then we're gonna write out each and then come
14:07	together and they got together and correlate . Don't forget
14:11	good wording . Don't forget to allow that graphic organizer
14:15	to guide you . That's why it's there to help
14:17	you out , okay ?

Summarizer

DESCRIPTION:

9th grade ELA lesson on using evidence to identify common themes across multiple texts.

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