apparently....hypocrisy abounds: liberals whine about bush speech

[RetiredGySgt]

Ah, now we start the deflections.

We're on the speech and the lesson plans, remember? Find the politics in the speech...kind of like an adult's version of "find Waldo".

not a deflection at all, it's along the same lines, don't want to follow? don't.

How about you address the lesson plan that goes with the speech. And yes, it is a not very subtle attempt at deflection.

I did dumb ass.

 

[Luissa]

both of those statements were wrong.

did I say they were going to harm the president?
and how is the other statement wrong?

well if he wasn't doing harm then you have no reason to bitch.

and to clarify.. the statements were wrong ......to make! got it now?

I don't care if he wasn't doing any harm, you don't bring your gun when you are protesting the president to make a point.

 

[bodecea]

not a deflection at all, it's along the same lines, don't want to follow? don't.

How about you address the lesson plan that goes with the speech. And yes, it is a not very subtle attempt at deflection.

I already addressed it twit. I said I didn't think there should be lesson plans. got it now?

Here it is again...and no you have not shown the political aspect...you just mumbled something about book stores and their choice of books (while forgetting that bookstores are out to make money. They don't put out LOTS of a genre unless it sells. Do you hate capitalism? )

Grades 7-12 Menu of Classroom Activities: President Obama’s Address to Students Across America
Produced by Teaching Ambassador Fellows, U.S. Department of Education
September 8, 2009

Before the Speech:
• Quick Write or Think/Pair/Share (Students spend a few minutes Thinking and writing about the question; Paired with another student to discuss, then Sharing their ideas with the class as a whole). What do we associate with the words responsibility, persistence, and goals? How would we define each term? A teacher might create a web of student ideas for each of the words.
• Quick Write or Brainstorm: What are your strengths? At what are you successful as a person/student? What makes you successful at these efforts? List at least three things you are successful at and why you feel successful with these tasks.
• Short readings. Notable quotes excerpted (and posted in large print on board) from President Obama’s speeches about education. Teacher might ask students to think alone, compare ideas with a partner, and share their collaborations with the class (Think/Pair/Share) about the following: What are our interpretations of these excerpts? Based on these excerpts, what can we infer the President believes is important to be successful educationally?
• Brainstorm or Concept Web: Why does President Obama want to speak with us today? How will he inspire us? How will he challenge us? What might he say?
• Brainstorm or Concept Web: What other historic moments do you remember when the President spoke to the nation? What was the impact? Students could create a Cause/Effect graphic organizer.

During the Speech:
• Listening with a purpose: personal responsibility, goals, persistence. Teachers might ask pairs of students to create a word bank from the web of any one of the terms (personal responsibility, goals, or persistence) at the top of a double-column style notes page. On the right-hand side, students could take notes while President Obama talks about personal responsibility, or goals, or persistence, trying to capture direct quotations. At the end of the speech, students could then write the corresponding terms from the word bank in the left hand column, to increase retention and deepen their understanding of an important aspect of the speech.
• Listening with a purpose: Inspiration and Challenges. Using a similar double-column style notes page as the one above, the teacher could focus students on quotations that either propose a specific challenge to them or inspire them in some meaningful way. Students could do this individually, in pairs or groups.

Transition/Quick Review: Teachers could ask students to look over the notes and collaborate in pairs or small groups. What more could we add to our notes? Teachers might circulate and ask students questions such as: What are the most important words in the speech? What title would you give it? What’s the thesis?

After the Speech:
Guided Discussion:
• What resonated with you from President Obama’s speech? What lines/phrases do you remember?
• Who is President Obama addressing? How do you know? Describe his audience.
• We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of personal responsibility? How? Give examples.
• How are we as individuals and as a class similar? Different?
• Suppose President Obama were to give another speech about being educationally successful. Who could he speak to next? Who should be his next audience? Why? What would he say?
• What are the three most important words in the speech? Rank them. What title would you give this speech? What’s the thesis?
• What is President Obama inspiring you to do? What is he challenging you to do?
• What do you believe are the challenges of your generation?
• How can you be a part of addressing these challenges?
Video Project:
• Teachers could encourage students to participate in the Department of Education’s “I Am What I Learn” video contest. On September 8th the Department will invite K-12 students to submit a video no longer than 2 min, explaining why education is important and how their education will help them achieve their dreams. Teachers are welcome to incorporate the same or a similar video project into an assignment. More details will be released via U.S. Department of Education Home Page.

 

[RetiredGySgt]

He did...about our reasons for going into Iraq.


Ah, you got me there...no one died in Iraq.



They sure do...nice to see you remember them too.

Funny how you repeat the lie. Be so kind as to post some actual proof Bush lied. And Congress will be no help since they did 3 investigations and all 3 determined no lies were told at all. Go ahead provide us some actual proof and then explain why no democrat has acted on this evidence when they INSISTED they would.

Further Bush did not kill anyone, unless of course we can now claim Obama has killed all those that have died in Afghanistan and Iraq since he allowed them to continue? Sound fair? Can we now say Obama lied people died?

I will be glad to do that...we can make an entire thread out of it with all the research I will do.

But...for now, how about you address the lesson plans. Find anything political in them?

Reading for comprehension is not your strong point is it? Already done, actually look for the post after your whining cause no one responded in 2 minutes to you.

 

[bodecea]

not a deflection at all, it's along the same lines, don't want to follow? don't.

How about you address the lesson plan that goes with the speech. And yes, it is a not very subtle attempt at deflection.

I did dumb ass.

No, you did not. Please try to actually not lie so blatantly. It demeans you.

 

[Luissa]

After the Speech:
Guided Discussion:
• What resonated with you from President Obama’s speech? What lines/phrases do you remember?
• Who is President Obama addressing? How do you know? Describe his audience.
• We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of personal responsibility? How? Give examples.
• How are we as individuals and as a class similar? Different?
• Suppose President Obama were to give another speech about being educationally successful. Who could he speak to next? Who should be his next audience? Why? What would he say?
• What are the three most important words in the speech? Rank them. What title would you give this speech? What’s the thesis?
• What is President Obama inspiring you to do? What is he challenging you to do?

There ya go. All the effort to identify Obama within the GUIDED discussions.

have you visited the children's book section in a book store yet? It's all obama all the way. Never saw that when President Bush was in office.

I remember seeing many books with Bush, his dogs, and Laura.
You see what you want to see.
and God forbid we encourage our children to read.

 

[bodecea]

And here it is again.

Grades 7-12 Menu of Classroom Activities: President Obama’s Address to Students Across America
Produced by Teaching Ambassador Fellows, U.S. Department of Education
September 8, 2009

Before the Speech:
• Quick Write or Think/Pair/Share (Students spend a few minutes Thinking and writing about the question; Paired with another student to discuss, then Sharing their ideas with the class as a whole). What do we associate with the words responsibility, persistence, and goals? How would we define each term? A teacher might create a web of student ideas for each of the words.
• Quick Write or Brainstorm: What are your strengths? At what are you successful as a person/student? What makes you successful at these efforts? List at least three things you are successful at and why you feel successful with these tasks.
• Short readings. Notable quotes excerpted (and posted in large print on board) from President Obama’s speeches about education. Teacher might ask students to think alone, compare ideas with a partner, and share their collaborations with the class (Think/Pair/Share) about the following: What are our interpretations of these excerpts? Based on these excerpts, what can we infer the President believes is important to be successful educationally?
• Brainstorm or Concept Web: Why does President Obama want to speak with us today? How will he inspire us? How will he challenge us? What might he say?
• Brainstorm or Concept Web: What other historic moments do you remember when the President spoke to the nation? What was the impact? Students could create a Cause/Effect graphic organizer.

During the Speech:
• Listening with a purpose: personal responsibility, goals, persistence. Teachers might ask pairs of students to create a word bank from the web of any one of the terms (personal responsibility, goals, or persistence) at the top of a double-column style notes page. On the right-hand side, students could take notes while President Obama talks about personal responsibility, or goals, or persistence, trying to capture direct quotations. At the end of the speech, students could then write the corresponding terms from the word bank in the left hand column, to increase retention and deepen their understanding of an important aspect of the speech.
• Listening with a purpose: Inspiration and Challenges. Using a similar double-column style notes page as the one above, the teacher could focus students on quotations that either propose a specific challenge to them or inspire them in some meaningful way. Students could do this individually, in pairs or groups.

Transition/Quick Review: Teachers could ask students to look over the notes and collaborate in pairs or small groups. What more could we add to our notes? Teachers might circulate and ask students questions such as: What are the most important words in the speech? What title would you give it? What’s the thesis?

After the Speech:
Guided Discussion:
• What resonated with you from President Obama’s speech? What lines/phrases do you remember?
• Who is President Obama addressing? How do you know? Describe his audience.
• We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of personal responsibility? How? Give examples.
• How are we as individuals and as a class similar? Different?
• Suppose President Obama were to give another speech about being educationally successful. Who could he speak to next? Who should be his next audience? Why? What would he say?
• What are the three most important words in the speech? Rank them. What title would you give this speech? What’s the thesis?
• What is President Obama inspiring you to do? What is he challenging you to do?
• What do you believe are the challenges of your generation?
• How can you be a part of addressing these challenges?
Video Project:
• Teachers could encourage students to participate in the Department of Education’s “I Am What I Learn” video contest. On September 8th the Department will invite K-12 students to submit a video no longer than 2 min, explaining why education is important and how their education will help them achieve their dreams. Teachers are welcome to incorporate the same or a similar video project into an assignment. More details will be released via U.S. Department of Education Home Page.

SPOT THE POLITICS!

 

[RetiredGySgt]

How about you address the lesson plan that goes with the speech. And yes, it is a not very subtle attempt at deflection.

I already addressed it twit. I said I didn't think there should be lesson plans. got it now?

Here it is again...and no you have not shown the political aspect...you just mumbled something about book stores and their choice of books (while forgetting that bookstores are out to make money. They don't put out LOTS of a genre unless it sells. Do you hate capitalism? )

Grades 7-12 Menu of Classroom Activities: President Obama’s Address to Students Across America
Produced by Teaching Ambassador Fellows, U.S. Department of Education
September 8, 2009

Before the Speech:
• Quick Write or Think/Pair/Share (Students spend a few minutes Thinking and writing about the question; Paired with another student to discuss, then Sharing their ideas with the class as a whole). What do we associate with the words responsibility, persistence, and goals? How would we define each term? A teacher might create a web of student ideas for each of the words.
• Quick Write or Brainstorm: What are your strengths? At what are you successful as a person/student? What makes you successful at these efforts? List at least three things you are successful at and why you feel successful with these tasks.
• Short readings. Notable quotes excerpted (and posted in large print on board) from President Obama’s speeches about education. Teacher might ask students to think alone, compare ideas with a partner, and share their collaborations with the class (Think/Pair/Share) about the following: What are our interpretations of these excerpts? Based on these excerpts, what can we infer the President believes is important to be successful educationally?
• Brainstorm or Concept Web: Why does President Obama want to speak with us today? How will he inspire us? How will he challenge us? What might he say?
• Brainstorm or Concept Web: What other historic moments do you remember when the President spoke to the nation? What was the impact? Students could create a Cause/Effect graphic organizer.

During the Speech:
• Listening with a purpose: personal responsibility, goals, persistence. Teachers might ask pairs of students to create a word bank from the web of any one of the terms (personal responsibility, goals, or persistence) at the top of a double-column style notes page. On the right-hand side, students could take notes while President Obama talks about personal responsibility, or goals, or persistence, trying to capture direct quotations. At the end of the speech, students could then write the corresponding terms from the word bank in the left hand column, to increase retention and deepen their understanding of an important aspect of the speech.
• Listening with a purpose: Inspiration and Challenges. Using a similar double-column style notes page as the one above, the teacher could focus students on quotations that either propose a specific challenge to them or inspire them in some meaningful way. Students could do this individually, in pairs or groups.

Transition/Quick Review: Teachers could ask students to look over the notes and collaborate in pairs or small groups. What more could we add to our notes? Teachers might circulate and ask students questions such as: What are the most important words in the speech? What title would you give it? What’s the thesis?

After the Speech:
Guided Discussion:
• What resonated with you from President Obama’s speech? What lines/phrases do you remember?
• Who is President Obama addressing? How do you know? Describe his audience.
• We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of personal responsibility? How? Give examples.
• How are we as individuals and as a class similar? Different?
• Suppose President Obama were to give another speech about being educationally successful. Who could he speak to next? Who should be his next audience? Why? What would he say?
• What are the three most important words in the speech? Rank them. What title would you give this speech? What’s the thesis?
• What is President Obama inspiring you to do? What is he challenging you to do?
• What do you believe are the challenges of your generation?
• How can you be a part of addressing these challenges?
Video Project:
• Teachers could encourage students to participate in the Department of Education’s “I Am What I Learn” video contest. On September 8th the Department will invite K-12 students to submit a video no longer than 2 min, explaining why education is important and how their education will help them achieve their dreams. Teachers are welcome to incorporate the same or a similar video project into an assignment. More details will be released via U.S. Department of Education Home Page.

Hey stupid, check the posts, I answered you and am not going to spoon feed your ignorance. This is almost as funny as you bitching after 2 minutes that no one responded.

 

[RetiredGySgt]

How about you address the lesson plan that goes with the speech. And yes, it is a not very subtle attempt at deflection.

I did dumb ass.

No, you did not. Please try to actually not lie so blatantly. It demeans you.

Look you fucking MORON go actually READ the posts you are a waste of space.

 

[bodecea]

There ya go. All the effort to identify Obama within the GUIDED discussions.

have you visited the children's book section in a book store yet? It's all obama all the way. Never saw that when President Bush was in office.

I remember seeing many books with Bush, his dogs, and Laura.
You see what you want to see.
and God forbid we encourage our children to read.

One cannot help but wonder if certain people would prefer all those Obama books be the guest of honor at a BBQ....

 

[RetiredGySgt]

After the Speech:
Guided Discussion:
• What resonated with you from President Obama’s speech? What lines/phrases do you remember?
• Who is President Obama addressing? How do you know? Describe his audience.
• We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of personal responsibility? How? Give examples.
• How are we as individuals and as a class similar? Different?
• Suppose President Obama were to give another speech about being educationally successful. Who could he speak to next? Who should be his next audience? Why? What would he say?
• What are the three most important words in the speech? Rank them. What title would you give this speech? What’s the thesis?
• What is President Obama inspiring you to do? What is he challenging you to do?

There ya go. All the effort to identify Obama within the GUIDED discussions.

Since you are to FUCKING ignorant to read past posts done AFTER you asked for something here ya go bitch. Now who is the LIAR?

 

[bodecea]

I already addressed it twit. I said I didn't think there should be lesson plans. got it now?

Here it is again...and no you have not shown the political aspect...you just mumbled something about book stores and their choice of books (while forgetting that bookstores are out to make money. They don't put out LOTS of a genre unless it sells. Do you hate capitalism? )

Grades 7-12 Menu of Classroom Activities: President Obama’s Address to Students Across America
Produced by Teaching Ambassador Fellows, U.S. Department of Education
September 8, 2009

Before the Speech:
• Quick Write or Think/Pair/Share (Students spend a few minutes Thinking and writing about the question; Paired with another student to discuss, then Sharing their ideas with the class as a whole). What do we associate with the words responsibility, persistence, and goals? How would we define each term? A teacher might create a web of student ideas for each of the words.
• Quick Write or Brainstorm: What are your strengths? At what are you successful as a person/student? What makes you successful at these efforts? List at least three things you are successful at and why you feel successful with these tasks.
• Short readings. Notable quotes excerpted (and posted in large print on board) from President Obama’s speeches about education. Teacher might ask students to think alone, compare ideas with a partner, and share their collaborations with the class (Think/Pair/Share) about the following: What are our interpretations of these excerpts? Based on these excerpts, what can we infer the President believes is important to be successful educationally?
• Brainstorm or Concept Web: Why does President Obama want to speak with us today? How will he inspire us? How will he challenge us? What might he say?
• Brainstorm or Concept Web: What other historic moments do you remember when the President spoke to the nation? What was the impact? Students could create a Cause/Effect graphic organizer.

During the Speech:
• Listening with a purpose: personal responsibility, goals, persistence. Teachers might ask pairs of students to create a word bank from the web of any one of the terms (personal responsibility, goals, or persistence) at the top of a double-column style notes page. On the right-hand side, students could take notes while President Obama talks about personal responsibility, or goals, or persistence, trying to capture direct quotations. At the end of the speech, students could then write the corresponding terms from the word bank in the left hand column, to increase retention and deepen their understanding of an important aspect of the speech.
• Listening with a purpose: Inspiration and Challenges. Using a similar double-column style notes page as the one above, the teacher could focus students on quotations that either propose a specific challenge to them or inspire them in some meaningful way. Students could do this individually, in pairs or groups.

Transition/Quick Review: Teachers could ask students to look over the notes and collaborate in pairs or small groups. What more could we add to our notes? Teachers might circulate and ask students questions such as: What are the most important words in the speech? What title would you give it? What’s the thesis?

After the Speech:
Guided Discussion:
• What resonated with you from President Obama’s speech? What lines/phrases do you remember?
• Who is President Obama addressing? How do you know? Describe his audience.
• We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of personal responsibility? How? Give examples.
• How are we as individuals and as a class similar? Different?
• Suppose President Obama were to give another speech about being educationally successful. Who could he speak to next? Who should be his next audience? Why? What would he say?
• What are the three most important words in the speech? Rank them. What title would you give this speech? What’s the thesis?
• What is President Obama inspiring you to do? What is he challenging you to do?
• What do you believe are the challenges of your generation?
• How can you be a part of addressing these challenges?
Video Project:
• Teachers could encourage students to participate in the Department of Education’s “I Am What I Learn” video contest. On September 8th the Department will invite K-12 students to submit a video no longer than 2 min, explaining why education is important and how their education will help them achieve their dreams. Teachers are welcome to incorporate the same or a similar video project into an assignment. More details will be released via U.S. Department of Education Home Page.

Hey stupid, check the posts, I answered you and am not going to spoon feed your ignorance. This is almost as funny as you bitching after 2 minutes that no one responded.

Still waiting. BTW, most of us are on to the "I answered your question but I have no evidence of having answered your question and will not give you any evidence of having answered your question" trick.

Just saying....

 

[WillowTree]

well if he wasn't doing harm then you have no reason to bitch.

and to clarify.. the statements were wrong ......to make! got it now?

I don't care if he wasn't doing any harm, you don't bring your gun when you are protesting the president to make a point.

He did, and he did so legally. It's a freedom we enjoy here in AMERICA he harmed no one, he threatened no one.

 

[Luissa]

RGS maybe you should just admit you were wrong instead of deflecting.

 

[RetiredGySgt]

Here it is again...and no you have not shown the political aspect...you just mumbled something about book stores and their choice of books (while forgetting that bookstores are out to make money. They don't put out LOTS of a genre unless it sells. Do you hate capitalism? )

Grades 7-12 Menu of Classroom Activities: President Obama’s Address to Students Across America
Produced by Teaching Ambassador Fellows, U.S. Department of Education
September 8, 2009

Before the Speech:
• Quick Write or Think/Pair/Share (Students spend a few minutes Thinking and writing about the question; Paired with another student to discuss, then Sharing their ideas with the class as a whole). What do we associate with the words responsibility, persistence, and goals? How would we define each term? A teacher might create a web of student ideas for each of the words.
• Quick Write or Brainstorm: What are your strengths? At what are you successful as a person/student? What makes you successful at these efforts? List at least three things you are successful at and why you feel successful with these tasks.
• Short readings. Notable quotes excerpted (and posted in large print on board) from President Obama’s speeches about education. Teacher might ask students to think alone, compare ideas with a partner, and share their collaborations with the class (Think/Pair/Share) about the following: What are our interpretations of these excerpts? Based on these excerpts, what can we infer the President believes is important to be successful educationally?
• Brainstorm or Concept Web: Why does President Obama want to speak with us today? How will he inspire us? How will he challenge us? What might he say?
• Brainstorm or Concept Web: What other historic moments do you remember when the President spoke to the nation? What was the impact? Students could create a Cause/Effect graphic organizer.

During the Speech:
• Listening with a purpose: personal responsibility, goals, persistence. Teachers might ask pairs of students to create a word bank from the web of any one of the terms (personal responsibility, goals, or persistence) at the top of a double-column style notes page. On the right-hand side, students could take notes while President Obama talks about personal responsibility, or goals, or persistence, trying to capture direct quotations. At the end of the speech, students could then write the corresponding terms from the word bank in the left hand column, to increase retention and deepen their understanding of an important aspect of the speech.
• Listening with a purpose: Inspiration and Challenges. Using a similar double-column style notes page as the one above, the teacher could focus students on quotations that either propose a specific challenge to them or inspire them in some meaningful way. Students could do this individually, in pairs or groups.

Transition/Quick Review: Teachers could ask students to look over the notes and collaborate in pairs or small groups. What more could we add to our notes? Teachers might circulate and ask students questions such as: What are the most important words in the speech? What title would you give it? What’s the thesis?

After the Speech:
Guided Discussion:
• What resonated with you from President Obama’s speech? What lines/phrases do you remember?
• Who is President Obama addressing? How do you know? Describe his audience.
• We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of personal responsibility? How? Give examples.
• How are we as individuals and as a class similar? Different?
• Suppose President Obama were to give another speech about being educationally successful. Who could he speak to next? Who should be his next audience? Why? What would he say?
• What are the three most important words in the speech? Rank them. What title would you give this speech? What’s the thesis?
• What is President Obama inspiring you to do? What is he challenging you to do?
• What do you believe are the challenges of your generation?
• How can you be a part of addressing these challenges?
Video Project:
• Teachers could encourage students to participate in the Department of Education’s “I Am What I Learn” video contest. On September 8th the Department will invite K-12 students to submit a video no longer than 2 min, explaining why education is important and how their education will help them achieve their dreams. Teachers are welcome to incorporate the same or a similar video project into an assignment. More details will be released via U.S. Department of Education Home Page.

Hey stupid, check the posts, I answered you and am not going to spoon feed your ignorance. This is almost as funny as you bitching after 2 minutes that no one responded.

Still waiting. BTW, most of us are on to the "I answered your question but I have no evidence of having answered your question and will not give you any evidence of having answered your question" trick.

Just saying....

You fucking moron, read the post above yours, I won't hold my breath for an actual apology from some one so obviously incompetent and STUPID.

 

[bodecea]

After the Speech:
Guided Discussion:
• What resonated with you from President Obama’s speech? What lines/phrases do you remember?
• Who is President Obama addressing? How do you know? Describe his audience.
• We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of personal responsibility? How? Give examples.
• How are we as individuals and as a class similar? Different?
• Suppose President Obama were to give another speech about being educationally successful. Who could he speak to next? Who should be his next audience? Why? What would he say?
• What are the three most important words in the speech? Rank them. What title would you give this speech? What’s the thesis?
• What is President Obama inspiring you to do? What is he challenging you to do?

There ya go. All the effort to identify Obama within the GUIDED discussions.

Since you are to FUCKING ignorant to read past posts done AFTER you asked for something here ya go bitch. Now who is the LIAR?

GOOD LORDS! You call that political?



That's how lesson plans HAVE to be written. Identify the speaker. If it had been President Bush, that's what it would have kept saying. If it were Bill Gates, that's what it would have kept saying.

What a dumbshit you are!

 

[RetiredGySgt]

RGS maybe you should just admit you were wrong instead of deflecting.

Look another Moron. Responded twice now to this drivel and neither of the enlightened can find them.

 

[WillowTree]

And here it is again.

Grades 7-12 Menu of Classroom Activities: President Obama’s Address to Students Across America
Produced by Teaching Ambassador Fellows, U.S. Department of Education
September 8, 2009

Before the Speech:
• Quick Write or Think/Pair/Share (Students spend a few minutes Thinking and writing about the question; Paired with another student to discuss, then Sharing their ideas with the class as a whole). What do we associate with the words responsibility, persistence, and goals? How would we define each term? A teacher might create a web of student ideas for each of the words.
• Quick Write or Brainstorm: What are your strengths? At what are you successful as a person/student? What makes you successful at these efforts? List at least three things you are successful at and why you feel successful with these tasks.
• Short readings. Notable quotes excerpted (and posted in large print on board) from President Obama’s speeches about education. Teacher might ask students to think alone, compare ideas with a partner, and share their collaborations with the class (Think/Pair/Share) about the following: What are our interpretations of these excerpts? Based on these excerpts, what can we infer the President believes is important to be successful educationally?
• Brainstorm or Concept Web: Why does President Obama want to speak with us today? How will he inspire us? How will he challenge us? What might he say?
• Brainstorm or Concept Web: What other historic moments do you remember when the President spoke to the nation? What was the impact? Students could create a Cause/Effect graphic organizer.

During the Speech:
• Listening with a purpose: personal responsibility, goals, persistence. Teachers might ask pairs of students to create a word bank from the web of any one of the terms (personal responsibility, goals, or persistence) at the top of a double-column style notes page. On the right-hand side, students could take notes while President Obama talks about personal responsibility, or goals, or persistence, trying to capture direct quotations. At the end of the speech, students could then write the corresponding terms from the word bank in the left hand column, to increase retention and deepen their understanding of an important aspect of the speech.
• Listening with a purpose: Inspiration and Challenges. Using a similar double-column style notes page as the one above, the teacher could focus students on quotations that either propose a specific challenge to them or inspire them in some meaningful way. Students could do this individually, in pairs or groups.

Transition/Quick Review: Teachers could ask students to look over the notes and collaborate in pairs or small groups. What more could we add to our notes? Teachers might circulate and ask students questions such as: What are the most important words in the speech? What title would you give it? What’s the thesis?

After the Speech:
Guided Discussion:
• What resonated with you from President Obama’s speech? What lines/phrases do you remember?
• Who is President Obama addressing? How do you know? Describe his audience.
• We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of personal responsibility? How? Give examples.
• How are we as individuals and as a class similar? Different?
• Suppose President Obama were to give another speech about being educationally successful. Who could he speak to next? Who should be his next audience? Why? What would he say?
• What are the three most important words in the speech? Rank them. What title would you give this speech? What’s the thesis?
• What is President Obama inspiring you to do? What is he challenging you to do?
• What do you believe are the challenges of your generation?
• How can you be a part of addressing these challenges?
Video Project:
• Teachers could encourage students to participate in the Department of Education’s “I Am What I Learn” video contest. On September 8th the Department will invite K-12 students to submit a video no longer than 2 min, explaining why education is important and how their education will help them achieve their dreams. Teachers are welcome to incorporate the same or a similar video project into an assignment. More details will be released via U.S. Department of Education Home Page.

SPOT THE POLITICS!

you are a bossy little bitch. what part of "there shouldn't be any lesson plans" do you not comprehend.

 

[Luissa]

well if he wasn't doing harm then you have no reason to bitch.

and to clarify.. the statements were wrong ......to make! got it now?

I don't care if he wasn't doing any harm, you don't bring your gun when you are protesting the president to make a point.

He did, and he did so legally. It's a freedom we enjoy here in AMERICA he harmed no one, he threatened no one.

and you would have been alright with someone bringing a gun to protest Bush?
If you say yes, I call Bullshit.
And I don't give a shit if you have thr right, I have the right to call anyone I want a ****** doesn't mean I am going to do it. It is called respect.

 

[bodecea]

Pardon me, I simply have to: