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

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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9th Grade ELA is a free educational video by Lumos Learning.

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