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AGENDA Thurs 9/29

AGENDA Thurs 9/29. Ticket in: Progress Report Mind Mover #12: Superior People Calendar & Announcements GPA/Tutorial Analysis Selective & Purpose Driven Reading Great Leaders Grow Deep Roots Ticket Out: Notes on reading HW: Tutorial Form DUE: TUES 10/4

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AGENDA Thurs 9/29

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  1. AGENDA Thurs 9/29 • Ticket in: Progress Report • Mind Mover #12: Superior People • Calendar & Announcements • GPA/Tutorial Analysis • Selective & Purpose Driven Reading • Great Leaders Grow Deep Roots • Ticket Out: Notes on reading • HW: Tutorial Form DUE: TUES 10/4 • Progress Report DUE: Thurs 10/6

  2. Mind Mover #12: Superior People “Good leadership consists of showing average people how to do the work of superior people.” • John D. Rockefeller • What are your first impressions of this quote? • What do you think Rockefeller meant by “average people? • In what historical time period did Rockefeller live? • Does the historical time period have an impact on the message of the quote? • Does Rockefeller’s position in society have an influence on his attitude toward leadership? Why/why not?

  3. Calendar & Announcements • Notes Summary Due Date: Thurs 10/6 • Next SAT: Nov 5 (Register by Oct 7) • Next ACT: Dec 10 (Register by Nov 7) • CSF Applications??? • College Night @ VHS Mon. 10/3 • PSAT: Oct. 12th • Scholarship Alert!!—2 applications for next grading period • Community Service—min. of 10 hours for Fall semester

  4. Selective and Purpose Driven Reading • Step 1: Scan the entire text • Long texts (book, novel, textbook) • Table of contents • Chapter Headings/subheadings • Index • Short texts (editorial, speech, essay, letter) • Paragraph focus or function • Introduction/examples, making an argument

  5. Selective and Purpose Driven Reading • Step 2: Examine historical & rhetorical context • Answer these questions before or during reading: • What was taking place when this text was written? • What events of circumstances might have influenced the writing of this text? • Who is the author/artist? What do we know about this person and his/her background or experiences? • What words would you use to discuss the way he or she writes (paints, or…)? • Is the writer’s language academic? Personal? • What might the author’s purposes be for producing this text? Is there more than one? • What might be the author’s point of view or interests? How do you know? • Who is the audience for this text? How do you know? Is there more than one audience? • What is the writer’s relationship with the audience? Does s/he agree with them? Disagree? On what issues?

  6. Selective and Purpose Driven Reading • Step 3: Review purpose for reading • Review prompt and parts of reading • For example, when studying historical context, use these categories: • Historical events that affected the leader’s life, chronological • Specific leader actions in response to historical events • Influences upon leader’s life: family, historical events, cultural influences • Step 4: Plan for notes/ recording information • How will you identify parts of the text that are important to the prompt? • How will your organize information into categories? • Highlight usingdifferentcolorsfor each category • Cornell notes for each category/topic • Step 5: Read and take notes

  7. Selective and Purpose Driven Reading • Step 6: Pause at various points during reading and respond to the following questions: • Do I understand what I am reading? If not, what can I do to better understand? • Is this text helping me answer my prompt? Why/not? • What is the central point of the text? What appears to be most important to the author? • How does the author tell me what s/he believes? • What is missing from the text that I need to know? • Step 7: Review the text structure • How is the text organized? How does understanding the organization help to understand the text? • Write a summary of what you have read. • If others are reading the same text, compare with other students.

  8. Selective and Purpose Driven Reading • Step 8: After reading, determine how to integrate into writing: • Look at notes to find information to use in writing. • Is there a quote or paraphrase that stands out? • Is there information similar to another source you have read? • Is there information that is new/original you need to add to your outline? • Combine information from all sources using paraphrasing/outlining. • Add notes/citations to drafts of work immediately after finish reading/note-taking. • Review the purpose for reading and determine next steps. • Do you need more sources? • Are the sources you’ve read so far have similar or difference perspectives?

  9. “Great Leaders Grow Deep Roots”(a.k.a. the “oak” article) • Practice selective & purpose driven reading • Campbell’s article provides material for identification & discussion of characteristics of great leaders who were catalysts for change • Using steps just introduced, dissect and analyze article. • Step 2: Written about business leaders to business people

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