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

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00:04	Learning Target 1 2 3 . Let's go . OK
00:13	. We've already done our journal . We know that
00:15	we've read to nonfictional texts , not to nonfictional .
00:19	We've read to fictional texts , correct . Now we're
00:23	going to look at a speech . So everybody ,
00:25	the first sheet of paper we're looking at or the
00:28	first set of papers we're looking at is our speech
00:32	. Now , you know , we normally do a
00:33	time type of routine to allow you all to discuss
00:36	whatever you need to discuss . We're going to look
00:39	at the following questions now that you got your sheets
00:42	out . Let's look at the board literature . Big
00:45	question Can truth change . That's what we're looking at
00:48	. Overall , we learned that truth could change in
00:50	the 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
01:01	in the speech that we've been kind of molding over
01:04	for the past two nights . Then it says ,
01:07	if we scroll down , we're looking at all these
01:09	six topics in here to determine our theme , we
01:12	got questions that we need to answer . Number one
01:14	, identify Clinton's purpose for this speech . You got
01:18	your alphabet , explain how you came to this conclusion
01:22	, determine how the title could have assisted you in
01:25	the conclusion . So you can't just say , well
01:27	, this is my thing . What do you have
01:29	to do ? What we've been talking about since day
01:31	one ? What you got to provide textual evidence ?
01:34	Textual evidence ? Because Miss Jones won't believe you .
01:37	If you don't have evidence now , I need somebody
01:39	to really be . Not all at once . Come
01:43	on Melissa . Okay , locate any direct statements and
01:46	analyze how they create or suggest a certain tone .
01:50	Explain how this tone is appropriate . Does it create
01:53	a necessary build and why or why not ? So
01:58	what am I asking ? You see if there's anything
02:02	that 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 saying
02:09	tone . What am I really asking you for ?
02:12	What am I asking you to look at ? All
02:14	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 . See
02:23	No , let's try to get someone else . Probably
02:27	somebody in the far back of the classroom . Yes
02:32	, thank you Shelby Fox detail and discuss what you
02:35	learn about the roles of women . Explain how these
02:40	roles can could be solutions or casual conflict . What
02:48	? Yeah , casual conflict . So what am I
02:49	asking you ? Um Right . You can describe what
02:59	the women do and also explain why that could be
03:05	a problem or a solution . All right . That's
03:08	what I'm looking for exactly . D I need somebody
03:10	on this side . Yes . Eric awesome . What
03:16	you learn about the roles of women , explain how
03:19	the no eric we just did that . You got
03:21	to explain how the clinton structures the speech as one
03:27	event idea greater than the other . What did you
03:32	say ? If so , explain why or why not
03:38	? All of the idea points needed , locate transition
03:44	, if any , What type of tone does the
03:46	usage of personal pronouns create ? Mm . Welcome .
03:53	Talk . Walk back to the , to the desk
03:55	and tell me what do you think I'm asking ?
03:58	Okay if you need some assistance , let me know
04:02	some 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 greater
04:17	than the other . If so , explain why or
04:20	why not ? All of the ideas of points needed
04:22	, locate transitions , if any . What types of
04:25	tone deaf ? What type of tone does her usage
04:28	of personal pronouns create ? What you're asking is for
04:33	us to point out main things in the speech and
04:36	how they switch from one topic to another . Sweetness
04:39	. That's what I'm looking for . All right .
04:41	We got a couple more alphabets . Do you want
04:43	me to read them or do you think that you
04:44	can just go on and get started ? Go on
04:48	and get started . All right . So , we
04:49	normally do about 20-25 22 minutes . Will that suffice
04:54	? All right . Take a look at these questions
04:56	. Talk to each other . I'm coming around to
04:58	hear your feedback . Are you ready ? You got
05:01	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 idea
05:18	. Now , if you need some help with that
05:20	, open up your elements of literature texts to page
05:22	4:30 PM . We've been there . So let's go
05:26	back to refresh our memories . Exactly . The colourful
05:30	chart . That's what I'm talking about . Caylee .
05:37	So you're going to use these and be mindful look
05:41	at the board , isn't it the same wording as
05:44	right here . All right . So , what I'm
05:46	trying to do is make sure you connect what we
05:48	did yesterday to what we're gonna do today . So
05:50	you gotta use all of these to come up with
05:52	your things . So if I come back , you
05:54	have something for me . You will . I believe
05:58	you , Katie , I believe you . I believe
05:59	you . What have you come up with or with
06:03	what have you come up ? Uh So you think
06:09	it's descriptive too ? So it is twofold . Okay
06:11	. So how do you know that It's informative ?
06:13	She's informing people about how everything in this . Like
06:20	think about the problem . Yeah . What is the
06:24	problem ? What's the problem ? Women are treated unfairly
06:28	. How are they treated unfairly ? Give me evidence
06:31	. What is she saying ? What is she pointing
06:33	out ? Every woman deserves the chance to realize her
06:44	own God given potential . But we must recognize that
06:46	women will never gain full dignity until their human rights
06:49	are respected and protected . I have that highlighted two
06:53	. Okay . So how can it be descriptive ?
06:56	She's describing ? She's describing the problems that women are
07:00	facing ? All right . What's the second part of
07:03	this ? How did you come up to ? How
07:06	did you come to that conclusion adam ? Is that
07:09	gun in your mouth ? Find a trash can ?
07:13	All right . How did you come up with ?
07:18	Okay . What are the statistics take me to them
07:22	? Women compromise . More than half the world's population
07:25	, 70% of the world's poor . In two thirds
07:28	of those who are not talked to read , agree
07:30	. Okay . Alright . That's one statistic . Now
07:33	, here's my question . If that statistic was taken
07:36	out with this still have purpose with this speech ,
07:39	still do what it needs to do . Okay ,
07:42	move on to the next alphabet . Because I think
07:44	you all have what you need to have with .
07:50	Uh All right , wrap up your discussions . We
07:57	have 15 minutes . Now , here's what I'm going
08:01	to suggest . Several of us have gotten to d
08:04	correct yes . Okay . So if we've gotten to
08:07	de we really don't need to do too much discussion
08:09	about that , correct ? All right . So ,
08:12	the focus for the next 15 minutes is the graphic
08:15	organizer filling in the blank and the big objective summary
08:21	that you're going to create . Ladies and gentlemen ,
08:24	I'm going to give each group a poster board on
08:27	this poster board . You are going to summarize everything
08:32	from the girl who can rules of the game to
08:34	Hillary Clinton's speech . And when I say summarize ,
08:38	what am I definitely asking for ? You should know
08:41	it by now . Key details , textual evidence and
08:47	academic vocabulary . I need definitely all of that .
08:51	So while I get the poster boards start mulling over
08:55	what you want to think about . As far as
08:57	your objective summary , I will provide the markers person
09:02	. Yeah . one big thing . No splitting up
09:09	. Yeah . You can battle I suite . That's
09:19	what I'm talking about . I prefer it in one
09:27	big summary . One big sentence . So whoever is
09:30	going to get up and say miss jones , this
09:32	is what we're doing . Yeah , yeah , yeah
09:33	, yeah , yeah . You need to put it
09:35	in one big sentence . You got me All right
09:38	, you are correct . Thank you . Clara for
09:45	pointing that out thing . What does that mean ?
09:54	I 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 yes
10:26	Shelby . You can make it as pretty as you
10:28	want . All right . Here's your marker . Here's
10:33	your marker . Yes . Shell , you can have
10:38	orange . Here's blue . Someone had a question and
10:43	I forget who it was . Truck . You had
10:46	a question . All right , everybody received the marker
10:50	. Did you wanna get a marker ? You got
10:52	black and brown you choose . Alright , alright .
10:56	Truck , what's your question ? Graphic organizer . Alright
11:00	notice it says right , the central idea . So
11:03	just let me interject . Let me interject the graphic
11:09	organizer . Let me interject . The very first one
11:12	is going to be the girl who can if you've
11:15	already started writing make sure you have titled it .
11:18	All right . The second one is going to be
11:20	rules of the game and the very last one is
11:23	going to be Hillary Clinton's speech . Now be mindful
11:28	. Whatever theme you choose , it should be able
11:30	to fit in each literature piece that we've read .
11:34	Okay , so once you filled out the graphic organizer
11:40	, you're gonna put your big summary on the poster
11:42	board . I'm setting the clock . Yes this is
11:45	you want three point and then the details that lead
11:48	to it . All right , to summarize the whole
11:51	story , everything put together everything together . So how
11:56	it all relates to each other . You want this
11:59	one thing . Yes ma'am ? Okay . 11 big
12:04	one . Okay . Okay . Yes , because you're
12:10	gonna have to get up and tell us . Okay
12:14	, so how long do you want one ? All
12:18	right , Sidney . Sidney raised a good question .
12:21	Sydney said . So how long do you want it
12:23	to be ? Do you want to be one sentence
12:24	to sentence or more ? If you can sum it
12:26	up in one sentence ? I'm fine with that .
12:29	If it takes more information and you got to go
12:31	2-3 , 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 . We
12:40	don't have enough time to read your dissertations . Yes
12:43	, ma'am . Do you want us to do a
12:45	summary for each passage or just one entire find commonality
12:49	? One big one . We found like a good
12:52	sentence on the speech that trying to incorporate all of
12:55	this sense and write that our point of view of
12:59	why we think that sentence describes it all . You
13:01	just made me feel so much better because of what
13:03	did you just uh I think you were fined for
13:13	one sentence that sums up everything . And since our
13:15	main point was discrimination . Mm Now if you choose
13:20	discrimination , remember you gotta have evidence , you got
13:24	evidence . So I would suggest that you write your
13:27	sentence on paper , make sure it , make sure
13:29	you all agree with it . And if you're ready
13:31	to put it on that paper , let's wrong with
13:33	it . Make sure you have your evidence stuff .
13:36	Okay ? We don't have to say . And rules
13:38	of the game or and no , it should be
13:40	clear and apparent to everyone that's listening to you .
13:42	All right . So what is Christine doing ? And
13:50	what are what are actually in Sydney doing what I
13:52	wanted to do since we only have a little bit
13:54	of time last year and uh skin back over the
13:58	stories 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
14:07	come together and they got together and correlate . Don't
14:10	forget good wording . Don't forget to allow that graphic
14:14	organizer to guide you . That's why it's there to
14:17	help you out , Okay .

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DESCRIPTION:

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

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