ENGLISH 351

ENGLISH 351Common CoreBell workAgree or Disagree: On a sheet of paper, write whether you agree or disagree with the following statements. Explain your answers.

1. Stories have to be exciting in order to fulfill their purpose.2. Your style tells people who you are as a person.3. You shouldnt have to change the way you speak around different people.

Agenda 8-5-131. Introduction2.Check bell work3. Rules and procedures4. introduction to overarching question5. Read and discuss Of Plymouth Plantation6. Homework assigned7. Exit ticketRules: The 3 BesBe Ready to learnBe ResponsibleBe RespectfulBe Ready to LearnHave all of your supplies every day

Be in your seat and working on the bell work when the bell ringsBe ResponsibleFollow DirectionsBe organizedTurn in your work on timeOwn up to your mistakes and/or bad choicesBe RespectfulRaise your hands and wait to be called on before speaking during lectures.Respect the opinions of othersDo not talk while anyone else is talking. Only one person can have the floor at a time. Expand your vocabulary past the use of profanityMY MOTTOI RESERVE THE RIGHT TO CHANGE MY MINDIN TIMES WHEN YOU GET OUT OF LINE.CLASS MottoWE WILL WORK.WE WILL LEARN.WE WILL HAVE ORDER.NO DAYS OFF!Plain stylePrefer the familiar word to the far-fetched: choose words that don't stand out as unusual. Words should facilitate reading, not obstruct it.

Prefer the concrete word to the abstract: be specific, not vague; give examples, not generalities; illustrate instead of forcing the reader to cast about for your meaning. The Fowlers add that writers tend to use too many nouns. Get rid of extra nouns, they say, and the writing becomes more concrete.

Plain StylePrefer the single word to the circumlocution: keep it simple -- use a word, not a phrase. One example they give: often, not, in many cases . . .

Prefer the short word to the long: stinky, not redolent. In general, they seem to think that writers have a tendency to say too much. Learn to prune, shorten, simplify.

Prefer the Saxon word to the Romance: native words are better than borrowed ones. Instead of unfavorable climatic conditions, say, bad weather

Bell work 8-6 Tell whether or not the following sentence would be considered plain style. Explain your answer.

A. The house stood upon the edge of a hill; some of the Indians got behind the hill, others into the barn, and others behind anything that could shelter them; from all which places they shot against the house, so that the bullets seemed to fly like hail; and quickly they wounded one man among us, then another, and then a third.

Agenda 8-6-13Go over syllabusGo over bell workReview homeworkGroup activityClass discussionHomework assignedExit ticketBell work 8-7Choose the appropriate audience for the following statements. Explain your answer.1. Everyone please make sure that you are punctual so that we may begin on time.2. You all need to make sure you put your things away neatly so that no one gets hurt.

A. college studentsB. lawyers in a firmC. elementary studentsRules: The 3 BesBe Ready to learnBe ResponsibleBe RespectfulCLASS MottoWE WILL WORK.WE WILL LEARN.WE WILL HAVE ORDER.NO DAYS OFF!CLASS MottoWE WILL WORK.WE WILL LEARN.WE WILL HAVE ORDER.NO DAYS OFF!Agenda 8-7Go over bell workClass discussionSOAPSTone analysisGroup workHomework assignedExit ticketBell work 8-8Write two different arguments where they are: 1. trying to convince their best friend to throw a party with them 2. Trying to convince Dr. Holcomb to allow them to have a dance at the school.

Bell work 8-9Based off of what we have learned this week and our reading of Of Plymouth Plantation, answer one of the following over arching questions: What is the relationship between literature and place? What makes American literature American? Agenda 8-9Go over bell workReview yesterdays lesson Group workBell work 8-12Get in your groups and finish your SOAPSTone and prcis from last week. If your group is finished, start reading Sinners in the Hands of an Angry God.Agenda 8-12Turn in bell workReview precis and soapstone Read and annotate SinnersHomeworkExit ticket Bell work 8-13Share and discuss your SOAPSTone analysis with your partner. Determine the best answers and the best quotes that support those answers. Also, determine what the main argument is in the sermon and annotate it.Agenda 8-13Go over bell workBook ordersrhetorical prcis Most persuasive momentHomeworkExit ticket

Bell work 8-14Discuss the moment you chose as the most persuasive moment in Sinners in the Hands of an Angry God with your partner. EVERYONE NEEDS TO BE PREPARED TO SHARE DURING DISCUSSION!!!!!!!Agenda 8-14Book moneyClass discussionTurn in homeworkRhetorical devices lectureHomeworkExit ticket

Rhetorical DevicesAlliteration"Let us go forth to lead the land we love.

28RepetitionRepeating key words or phrases for impactMartin Luther Kings I Have a Dream speech

Types of RepetitionAlliteration AnadiplosisAnaphoraEpistrophy

Rhetorical DevicesAnadiplosis [an-uh-di-ploh-sis]: ("doubling back") the rhetorical repetition of one or several words; specifically, repetition of a word that ends one clause at the beginning of the next.

"Men in great place are thrice servants: servants of the sovereign or state; servants of fame; and servants of business."

Yoda says:"Fear is the path to the dark side. Fear leads to anger. Anger leads to hate. Hate leads to suffering. I sense much fear in you.

Rhetorical DevicesAnaphora [uh-naf-er-uh] : the repetition of a word or phrase at the beginning of successive phrases, clauses or lines.

"We shall not flag or fail. We shall go on to the end. We shall fight in France, we shall fight on the seas and oceansCasablanca!!!"Of all the gin joints in all the towns in all the world, she walks into mine."Anaphora is Fun.Some nights I stay up cashing in my bad luck. Some nights I call it a draw.Fun.All Gold AnaphoraGold all in my chain/ Gold all in my ring/ Gold all in my watch.Trinidad James

Rhetorical DevicesEpistrophy: repetition of the same word or phrase at the end of successive clauses.

"In 1931, ten years ago, Japan invaded Manchukuo -- without warning. In 1935, Italy invaded Ethiopia -- without warning. In 1938, Hitler occupied Austria -- without warning.Jack Nicholson Says:"You have the luxury of not knowing what I know -- that Santiago's death, while tragic, probably saved lives, and my existence, while grotesque and incomprehensible to you, saves lives." Epistrophy with SongzI need your love, need your loveTrey SongzNo Worries with EpistrophyYou see money right there/ Yeah thats Tunechi right there/ Yeah thats Mack Maine right there/ and we aint got no worries!Lil WayneParallelismBalancing a sentence or presenting ideas in a similar form for affect. Ask not what your country can do for you, ask what you can do for your country.JFKKentucky Fried Parallelism"Buy a bucket of chicken and have a barrel of fun."(slogan of Kentucky Fried Chicken)Rhetorical DevicesAntithesis [an-tith-uh-sis] : opposition, or contrast of ideas or words in a balanced or parallel construction.

"Not that I loved Caesar less, but that I loved Rome more". On Commercials Too!!!!

"Everybody doesn't like something, but nobody doesn't like Sara Lee."Painful antithesis Its not you; Its me.Every liar breaking up with a loser They are laughing at you not with you.Every teacher in the world

Rhetorical DevicesApostrophe [uh-pos-truh-fee] : a sudden turn from the general audience to address a specific group or person or personified abstraction absent or present.

"For Brutus, as you know, was Caesar's angel.Judge, O you gods, how dearly Caesar loved him". Children do it too!!!"Twinkle, twinkle, little star,How I wonder what you are.Up above the world so high,Like a diamond in the sky."Rhetorical DevicesAsyndeton [uh-sin-di-ton, -tuhn]: lack of conjunctions between coordinate phrases, clauses, or words.

"We shall pay any price, bear any burden, meet any hardships, support any friend, oppose any foe to assure the survival and the success of liberty." Bubba Gump Rhetoric"Anyway, like I was saying, shrimp is the fruit of the sea. You can barbecue it, boil it, broil it, bake it, saute it. Dey's uh, shrimp-kabobs, shrimp creole, shrimp gumbo. Pan fried, deep fried, stir-fried. There's pineapple shrimp, lemon shrimp, coconut shrimp, pepper shrimp, shrimp soup, shrimp stew, shrimp salad, shrimp and potatoes, shrimp burger, shrimp sandwich. That--that's about it."Rhetorical DevicesEuphemism [yoo-fuh-miz-uhm] : substitution of an agreeable or at least non-offensive expression for one whose plainer meaning might be harsh or unpleasant.

A few fries short of a Happy Meal.Simpsons Did It!Mr. Prince: We'll see you when you get back from image enhancement camp.Martin Prince: Spare me your euphemisms! It's fat camp, for Daddy's chubby little secret!Rhetorical DevicesIrony: expression of something which is contrary to the intended meaning; the words say one thing but mean another.

*Yet Brutus says he was ambitious;And Brutus is an honourable man. Taken from FacebookI am sick and tired of people ranting and raving on facebook!!! No one cares if your friends and boss are (making you mad) but you!! So do me a favr and keep it to yourself!!!!!!!!!Rhetorical DevicesRhetorical Question: a question asked solely to produce an effect or to make an assertion and not to elicit a reply

Do I have stupid written on my forehead?

Rhetorical QuestionA question to consider, not to be answered out loud Geico commercials- "Could switching to Geico save you 15 percent or more on car insurance?". "Does Elmer Fudd have trouble with the letter R?

Bob Dylan"How many roads must a man walk down/Before you call him a man?BELL WORK 8-15Begin reading Speech in the Virginia Convention. Try to identify some of the rhetorical devices we discussed yesterday.Agenda 8-15Book ordersReview rhetorical devices Get text booksBell work 8-16Go over your rhetorical devices with a partnerAGENDA 8-16NO QUIZ TODAY!!!!!!!!!Novel moneyComplete yesterdays assignmentRhetorical devices assignmentGet textbooksSTUDY FOR QUIZ MONDAY!!!!! Bell work 9-4Begin reading The Life of Olaudah Equiano. Agenda 9-4Bell workTeacher readMost powerful/ interesting momentPair shareClass discussionsHomework: Finish reading Equiano and complete a SOAPSTone Exit ticket: Based off of what we read and our discussion, what is one element of a narrative?

Bell work 9-5Turn in SOAPSTone for Equiano and pick up handouts from tableWwilt? 9-5CCSS.ELA-Literacy.W.11-12.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Agenda 9-5Bell workDescriptive writing lecture Descriptive writing exerciseGroup workHomework Exit ticketSix elements of a NarrativePlot: the sequence of events that take place in a story. Setting: the time and place in which the events of a story take place. Characterization: the methods used to present the personality of a character in a narrative. Direct--the author describes the character. Example--She was a large woman with a large purse.

Indirect--the reader judges what the character is like based on what they say or do, or what other characters say about them. Example--We believe the narrator of "The Tell-Tale Heart" is crazy because he talks nervously and frequently repeats himself. Six elements of a NarrativeAtmosphere: the general mood or feeling established in a piece of literature. Atmosphere is created through word choice and pacing. Word Choice--the author uses words that make the reader feel a certain way. A spooky atmosphere is created in "The Tell-Tale Heart" through the use of words like "hideous," "marrow," "chilled," and "nervous."Pacing--the author controls the speed at which we read through sentence length, punctuation, repetition of words and other techniques. Point of View: who is narrating the story (2 main types: First Person, Third Person) First person: the narrator uses "I" to tell the action, and is involved in the story. Third person: the story is told from a perspective outside the story. The characters are referred to by name, or as he, she or they.

Six elements of a NarrativeConflict: the central problem that drives the action of a story. (two main types) Internal: The conflict happens in a character's mind. A character with a guilty conscience is an example of internal conflict.

External: The conflict happens between characters, or between a character and some outside force, like nature. Sherlock Holmes pursuing a criminal is an example of external conflict.

Vivid VerbsHelps the writer completely share an experience with his or her audience. Group workRead your given narratives and annotate for the narrative elements and 10 vivid verbs.Complete a group SOAPSTone, Precis, and write most interesting moment. Bell work 9-8Finish your group work from Friday

WWILT? 9-8CCSS.ELA-Literacy.W.11-12.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Agenda 9-8Bell workDescriptive writing reviewDescriptive writing practiceNo homework!

Narrate the following scenehttp://www.imdb.com/video/screenplay/vi2807563033/

http://www.imdb.com/video/screenplay/vi865796377?ref_=ttvi_vi_7

10 minute sand timer10 minutesEndThis sand timer will start on a mouse click anywhere on the slide. The sand will drain from the top section to the lower section and when completed will show the word End.

To change the timings of this timer, you need to enter the animation settings, and change the timings for the Isosceles Triangles. There will be 2 that need changing (to the same amount) one animates the top triangle emptying, whilst the other animates the bottom triangle filling.

When you change the timings these have to entered as a number of seconds.

75Bell work 9-10Turn in your homework and get the paper from the tableWWILT? 9-10CCSS.ELA-Literacy.W.11-12.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Agenda 9-10Bell workWitch trials lectureNarrative assignment

Get your mind right!!Quiz!What is one characteristic of The character Abigail? Introduce and analyze quote that supports your idea.5 minutesEndThis sand timer will start on a mouse click anywhere on the slide. The sand will drain from the top section to the lower section and when completed will show the word End.

To change the timings of this timer, you need to enter the animation settings, and change the timings for the Isosceles Triangles. There will be 2 that need changing (to the same amount) one animates the top triangle emptying, whilst the other animates the bottom triangle filling.

When you change the timings these have to entered as a number of seconds.

80Bell WorkRead back over the interaction between Proctor and Abigail. WWILT? 9-16CCSS: CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Agenda 9-16Bell workClass discussionGroup work

Agenda 9-15QuizClass discussionGroup workbELL WORK 9-17Write a most interesting moment paragraph for act 1 of The Crucible. WWILT? 9-17CCSS: CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Agenda 9-17Bell work reviewHomework recapMotivation lessonGroup work

Homework recapSummary?Questions?

motivationThe driving force of a characters actionWhat is influencing the characters thought process?Why is the character doing what he or she is doing?What does the character hope to accomplish with his or her actions?Group work 9-17Identify and explain the motivation for the following characters:

AbigailParrisMrs. PutnamTitubaThe girlsWWILT? 8-21How to: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

How to: Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Bell work 8-22Get in your groups and finish your SOAPSToneAgenda 8-22Bell workPSAT and novel moneyGallery walkRead and annotate Douglasss narrativeMost powerful momentClass SOAPSToneHomeworkExit ticket

WWILT 8-22How to: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

How to: Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

bell WORK 8-26Get in your groups. Look back over Equianos and Douglasss narratives and compare their styles of writing in a list. Agenda 8-26Bell workClass discussionNarrative notesGroup workHomeworkExit ticketBell work 8-27In your groups, look at the first paragraph of the narrative you were given yesterday. Discuss the techniques used to begin the narratives.

WWILT 8-27Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Agenda 8-27Bell workPSAT MoneyClass discussionsIntroduction notesWrite introductionHomeworkExit ticket

1. Dialogue Hurry or youll be late! called my mother from the bottom of the stairs. Today of all days you want to be on time. If I had only know what that day would bring, I would have stayed in bed. 2. A Question Have you ever had a day when you wished you had stayed in bed? As I rushed to catch the bus on what seemed to be a perfectly normal day I had no idea what was ahead of me. 3. A Vivid Description The sun was warm on my back as I raced toward the waiting yellow school bus. As I nestled into the worn leather seat I was greeted by the friendly voices of other excited children. The look on my face was one of confidence and contentment. With a jerk the bus rumbled down the road and I was on my way into one of the worst days of my life. 4. An Interesting Fact Shock has been known to kill ten year olds. It can cause their brains to explode and their heart to stop dead still. These facts raced through my mind as I stood dumbfounded in front of my fourth grade classmates. I wish I had stayed in bed! 5. Sound Effects Buzzzzzz! The sound of my alarm clock droned in my ears as I struggled to come awake. With a start I sat straight up in my bed. This was my big day and I had to be on time.

Bell work 8-28 Using your pairs, read your partners introduction for his or her narrative. Discuss their use of one of the five ways to begin a narrative. Discuss and answer the following questions:1. Does the first sentence make me want to read the second sentence?2. Does the first paragraph make me want to read the second paragraph?WWILT 8-28Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Agenda 8-28Bell workPSAT money (last day!!!!)Discuss transitions in the body paragraphs and conclusion paragraphsWrite body paragraphs and conclusionHomeworkExit ticket

Get your mind right!!!!Quiz!!!Introduce and analyze a quote from act 2 that further reveals Abigails motivation.3 minutesEndThis sand timer will start on a mouse click anywhere on the slide. The sand will drain from the top section to the lower section and when completed will show the word End.

To change the timings of this timer, you need to enter the animation settings, and change the timings for the Isosceles Triangles. There will be 2 that need changing (to the same amount) one animates the top triangle emptying, whilst the other animates the bottom triangle filling.

When you change the timings these have to entered as a number of seconds.

106Bell work 9-22Get in pairs. Discuss who you believe will be the most powerful character in the play and why. WWILT? 9-22CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Agenda 9-22Bell workDiscussionGroup workContinue reading act 3HomeworkExit ticketBell work 9-23Finish chart from yesterday if you have not alreadyWWILT? 9- 23CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Agenda 9-23Bell workGroup workHomework

Get your mind right!!2 minute Quiz!!!2 minutesEndThis sand timer will start on a mouse click anywhere on the slide. The sand will drain from the top section to the lower section and when completed will show the word End.

To change the timings of this timer, you need to enter the animation settings, and change the timings for the Isosceles Triangles. There will be 2 that need changing (to the same amount) one animates the top triangle emptying, whilst the other animates the bottom triangle filling.

When you change the timings these have to entered as a number of seconds.

114WWILT? 9-24CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Agenda 9-24Quiz Finish Character posterBegin Character analysis chart for acts 3 and 4Homework- finish reading act 4

Bell Work 9-5Write down a characteristic of the following characters. Be able to support their opinion with a quote from the story.

Betty ParrisGiles CoreyMarry WarrenWWILT? 9-5CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Agenda 9-5Bell workClass discussionLectureGroup workHomework

Bell work 9-9Finish Character Charts WWILT? 9-9CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Agenda 9-9Bell workClass discussionMotive lessonGroup workHomeworkExit ticket

Act 3 Quiz 1Directions: Explain the situation in which this quote is given and how the situation is an example of how twisted and corrupt the court is. Francis: I have brought trouble on these people.

Motivationthe driving force of a characters actions Be as specific as possibleIt is not just something that the character wantsMotive statementIn (authors name) (type of literature), (title), (characters name) is motivated by (characters motivation). Act 4 Quiz 1Given what we know about Abigails motivation, why do you think she left Salem?Act 4 quiz 2Given what we know about Elizabeths motivation, why did she not go after John to get him to change his mind?Bell work 9-16Get in your groups and discuss how you will present your poster.Wwilt 9-16CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Agenda 9-16Bell workPresentationsCharacter charts for acts 3 and 4Character analysis paper Home workBell work 9-17Proof read motive paragraphs in your pairsNotes for essaysNo first or second person pronouns (keeps the writing objective)Type/ write out all numbers from 0-100Introduce and analyze all quotes and summariesUse a variety of sentence structuresNo fragments or run-on sentencesWatch for comma splicesWatch for vague pronoun references

1st and 2nd person pronounsYou should consider the health risk for every cigarette you smoke.

Smokers should consider the health risk for every cigarette they smoke.

Introducing and analyzing quotesIn act 2, Marry Warren shows her fear for Abigail when she says, I cant charge murder on Abby. I cant. I cant. This quote takes place after John Proctor tells Marry that he is taking her to the court to confess that they are making everything up. Marry is crying in quote because she is clearly more afraid of Abigails wrath than Proctors. The desperation of her tone is felt in the repeating of the phrase, I cant. This proves that Abigail is the strongest figure in the play.Varied sentence structuresSimple: Marry Warren is timid.Compound: Mary Warren is timid, but she is a powerful character.Complex: Though some may disagree, Mary Warren is a powerful character.Compound Complex: Although Marry Warren is timid, she is still a powerful character, and she controls the twist the story takes at the end. Common mistakesVague pronoun referenceProctor and Hale were speaking outside when he decided to confess to being a witch.FragmentBecause she was scared.Run- onShe ran away from Proctor and she claimed he was a witch.Comma spliceI couldnt believe it, I was actually getting a car!

Paper requirementsParagraph 1: motive paragraphParagraph 2: discuss one section of both character analysis charts. Paragraph 3: discuss a different section of both character analysis charts.Paragraph 4: conclusion that includes the significance of the character Motive paragraphFirst sentence should be an attention grabber sing one of the five strategies we discussed for starting an essay. In (authors name) (type of literature), (title), (characters name) is motivated by (characters motivation). This is evident through (characters name)s (one part of the character analysis chart) and his/her (another part of the character analysis chart) throughout the (type of literature).

WWILT? 9-27CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.AGENDA 9-27Presentation instructionGroup workHomework

presentingPoints not paragraphsVisual aidsTransitions to a minimumEye contact