March 14, 2014-Unit 4 quiz. I gave you an example hook for my paper, and you should have handed in your hook by the end of the hour. We also looked at the student example analysis and determined how we want to break up this essay.
March 13, 2014-Prep work due! Quiz tomorrow! Jacob's discussion.
March 11, 2014-Media center.
March 10, 2014-Today you should have turned in your questionnaire for the model song we analyzed. Unit 4 prep work is due Thursday. Quiz Friday. Today and tomorrow we will be in the media center so you can chose your own song to analyze.
March 7, 2014-Today you worked with your groups using a resource packet I provided that had information you may find relevant in analyzing the song even more. The questionnaire is due Monday if you didn't complete it in class with your group.
March 6, 2014-Prep work due! Today we did a song analysis activity and we added layers to take our analysis even deeper. The final step will be completed in class tomorrow.
March 5, 2014-We started class with an explode the sentence activity. Next we discussed the homework since some of you expressed issues with it. We finished by talking about universal truths. Prep work is due tomorrow!
March 4, 2014-Today we went over the author's pupose chart. We practiced writing a rhetorical summary using the Tony Danza piece. For homework, read the short letter to the editor and write a rhetorical summary on your own. This is due tomorrow.
March 3, 2014-Unit 4 prep work will be due this Thursday. Today we discussed the appeals we found in the Danza article. Next, you were to fill out the chart ("Analyzing Author's Arguement"). You need to bring this into class completed tomorrow!
February 28, 2014-Prep work was due today and you took your vocab quiz. We went over the Dennis Rodman activity in class. I also gave you two more student example compare/contrast body paragraphs to aid you in your writing. Please read and annotate the Tony Danza article for Monday.
February 26, 2014-Prep work due tomorrow! Worked on packet at beginning of class. Discussed "How to Teach a Child to Argue" and you were to turn in your 3 varied sentence patterns with explanations. Read and complete Dennis Rodman tone activity for homework.
February 25, 2014-Rhetoric can save your life and clip from Breaking Bad to discuss the rhetorical appeals. Worked on packet about "How Appeals are Created." Read "How to Teach a Child to Argue" for homework. Annotate for two questions I had on board.
February 24, 2014-Unit 3 prep work is due Thursday and the quiz will be Friday. Today we started with an exploding the sentence exercise. Next, we went over two power points about rhetoric. Your Venn Diagrams were due today.
February 21, 2014-Today your unit 3, week 1 prep work was due. We spent the majority of class working on a sample synthesis for the Super Bowl ads we originally used to start this assignment. You should have shown me your Venn diagram, and on Monday, you should be prepared to show me your organizer.
February 20, 2014-Today I took you to the lab to make up for our lost time the other day. Remember, tomorrow your Venn diagram as well as prep work are due to me.
February 19, 2014-Today we had a discussion based on Molly's article.
February 18, 2014-Today I passed out a checklist of important dates for your compare/contrast essay. The first thing due this week is your Venn diagram (2/21). Your point-by-point or block method organizer will then be due on Monday. You were also given the rubric, which I will be using to asses your work. You also received a copy of Molly's article, which we will be discussing tomorrow in class. Unit 3 prep work will be due this Friday, NOT Thursday as usual. Lastly, your example body paragraph for the factory farming vs. natural farming is due to Turn it in by 2/19.
February 13, 2014-Today we started class off with a vocabulary quiz. Once finished, you should have been working on research for your compare contrast.
February 12, 2014-Today you should have turned in your prep work. We spent the rest of class in our discussion on Alexx's article. Tomorrow we will be in the computer lab doing some initial research for your compare/contrast topic. I also provided you with an example body paragraph. You are to submit a body paragraph based on the farming articles to Turn it in by next Wed. by 10PM so I can give you feedback before moving forward with your own paper.
February 11, 2014-Don't forget! Prep work is due tomorrow, not Thursday. Also, revision submissions are ABSOLUTELY due to Turn it in by 10 P.M. tonight or it's a zero. Today we started with a grammar exercise about gerund phrases before moving on to pulling out aspects we can discuss on factory vs. natural farming. We worked on writing the intro as a class. For tomorrow, please be sure to read and annotate Alexx's article on bullying for discussion.
February 10, 2014-Because we have two shortened weeks back-to-back, I have to adjust our vocabulary schedule. This week your prep work will be due on Wednesday, making our quiz on Thursday instead of Friday. We started class today with an explode the sentence example from Kurt Vonnugut. Next we moved on to discussing your annotations for possible compare/contrast aspects for factory vs. natural farming.
February 6, 2014-Today we held our discussion over Martin's article. Please annotate the farming articles I gave you in class for tomorrow.
February 4, 2014-Today we started class by talking about the articles you annotated for homework in smaller groups. Then, as a whole group, we discussed your findings. Next we talked about the point-by-point method and how we can break our two ads into this model. We will continue this tomorrow or Thursday. For homework, please read Martin's article for discussion. Also, be sure to upload your revised AXES paper to Turn it in by 10 PM Wednesday.
February 3, 2014-Today we went over unit 2 vocabulary words. Prep work is due Thusday, 2/6. Next we started talking about our upcoming essay: Compare/Contrast. Using two new Super Bowl ads, we will practice analyzing and writing a paper together before you have to do your own. For homework, please annotate the two student examples for strong verbs and diction choices as well as paragraph set up (you should see an AXES structure in some of them).
January 22, 2014-Today you broke into your same small groups as yesterday so you could grade your group's response using the rubric I will use to evaulate your summary and discussion questions. We then looked at the other groups' responses to see what went well and where improvements needed to be made.
January 21, 2014-Don't forget! Vocabulary prep work for week two of unit 7 is due Thursday and the quiz is Friday! Today we practiced summarizing and creating discussion questions within smaller groups. Each group read and annotated a different article, and then you guys created a summary and discussion questions as a group. We will evaluate these tomorrow in class.
January 17, 2014-Even though we don't have school on Monday, I still expect vocabulary on Thursday. Week two prep work is from the book: Completing the Sentence, Synonyms and Antonyms, and Vocabulary in Context.
Januaryday your vocabulary prep work for unit 1 was due. We did a bit of reflective writing today (STEW method) to respond to the shooting tragedy in our community. Next, you should have signed up for a day to present your current event. We spent the remainder of class using the article I assigned for homework from the University of Chicago Writing Center about the expectations in high school vs. those in college.
January 15, 2014-Today we went over the procedure for current even presentations. I provided you with a model of both an article, summary, and discussion questions. Then we discussed the article I had you read. For homework, please read the article I provided and annotate it for details regarding the expectations of college. Also, your unit 1 prep work is due tomorrow.
January 14, 2014-We started class by viewing a PP (and you took notes) about what it means to create good discussion questions. This will be helpful when you have to facilitate your current even discussion. I also gave you a model article to teach annotation. The article had to do with the issues of writing on the SAT. We ended class by discussing some of the after reading questions I provided.
Reminders: Your pretest is due to Turnitin by 10 PM today; vocabulary prep work for unit 1 is due Thursday
January 13, 2014-Today I showed you how to do vocabulary for my class. For this Thursday, be ready to turn in each of your 20 words spelled out 10x each as well as one stategy/word.
January 10, 2014-Our time today was spent in the computer lab, giving you the opportunity to sign up on Turnitin.com and begin working on your pre-test response.
January 9, 2014-Today we went over the syallabus and I had you fill out a questionnaire. I also distributed the pre-test, which is due to Turnitin.com by 10 P.M. on 1/14/14.
1/7/13: Warm-up questions. Went over course syllabus (attached below). Writing activity.
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1/8/13: Spend class forming your response for the pretest. If you forgot your copy at home, then you can download additional copies above. Please proofread your work and print a copy by the end of the hour.
1/9/13: Today we began talking about annotation and how it can benefit you in the college classroom. I gave you a packet in class (sorry, I don't have this one electronically) and you then got into groups to annotate the short story provided for five different things: imagery, characterization, syntax, figurative language, and repitition. Near the end of the hour I showed you what I will be expecting from you on Friday--an example of an experienced author using imagery.
1/10/13: Today we started class by going to the media center. Each of you was to check out a book by an author that uses imagery. We will be using these examples as models when we begin to draft our narratives. Please bring your example to class tomorrow. We spent the remainder of class going over your pretest and looking at examples of annotation and a student model of the pretest.
1/11/13: Today we began class by looking through our examples in order to pull out two examples of imagery. Each of you then came up to the board and placed your examples under the sense the author was trying to evoke: sight, sound, taste, smell, and touch. I will hang these up so we can have these models to pull from when we begin drafting our narratives. Next we started looking at how an author's use diction, especially the connotation of words (the emotional ties we have to them) can be used to convey tone. We began by looking at individual words I pulled from a model text. Each of you then brought your word up to the board and placed it under the positive, negative, or neutral category based on your own feelings toward that word. (For example, the word "house" can have a positive, negative, or neutral connotation depending one's circumstances. For someone that lives in a mansion, "house" is quite positive; for someone that lives in a house that is falling apart or a house where there is abuse, "house" has a very negative connotation.) Then we looked at the entire paragraph from the model where these words were found. When viewed in context, the connotation of a word can change drastically. In the model (attached below), diction with negative connotation is used to convey a specific tone. Many of you said the tone is fear, sad, etc. An author's word choice can also affect how we feel as readers, which is mood. Bottom line: selecting effective diction is crucial when writing. It has the power to make your reader feel how you want them to feel!
1/9/13: Today we began talking about annotation and how it can benefit you in the college classroom. I gave you a packet in class (sorry, I don't have this one electronically) and you then got into groups to annotate the short story provided for five different things: imagery, characterization, syntax, figurative language, and repitition. Near the end of the hour I showed you what I will be expecting from you on Friday--an example of an experienced author using imagery.
1/10/13: Today we started class by going to the media center. Each of you was to check out a book by an author that uses imagery. We will be using these examples as models when we begin to draft our narratives. Please bring your example to class tomorrow. We spent the remainder of class going over your pretest and looking at examples of annotation and a student model of the pretest.
1/11/13: Today we began class by looking through our examples in order to pull out two examples of imagery. Each of you then came up to the board and placed your examples under the sense the author was trying to evoke: sight, sound, taste, smell, and touch. I will hang these up so we can have these models to pull from when we begin drafting our narratives. Next we started looking at how an author's use diction, especially the connotation of words (the emotional ties we have to them) can be used to convey tone. We began by looking at individual words I pulled from a model text. Each of you then brought your word up to the board and placed it under the positive, negative, or neutral category based on your own feelings toward that word. (For example, the word "house" can have a positive, negative, or neutral connotation depending one's circumstances. For someone that lives in a mansion, "house" is quite positive; for someone that lives in a house that is falling apart or a house where there is abuse, "house" has a very negative connotation.) Then we looked at the entire paragraph from the model where these words were found. When viewed in context, the connotation of a word can change drastically. In the model (attached below), diction with negative connotation is used to convey a specific tone. Many of you said the tone is fear, sad, etc. An author's word choice can also affect how we feel as readers, which is mood. Bottom line: selecting effective diction is crucial when writing. It has the power to make your reader feel how you want them to feel!
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1/14/13: Today I introduced unit 1 vocabulary and showed you several different strategies you can use to learn new words. For this week, write down each word and use a strategy that helps you internalize that word (see the Power Point below). Prep work is ALWAYS due on Thursdays! We also finished up our lesson from Friday by pulling five words from our own examples and analyzing the tone the author was trying to employ based on our chosen words. This is leading us into a rough draft about how author's use devices in order to convey tone (see example below-my model using Ung).
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1/15/13: Today we began with a creative writing activity. I showed you a photograph by Peter Lik, and I asked you to use your imagination (and diction and imagery) in order to make this picture come to life. I then shared all of these aloud. For the second half of class you worked on your draft of the prompt we began on Monday. I also gave you a model to have with you. This draft is due tomorrow!
1/16/13: Today your drafts were due at the beginning of class. I only graded them on completion at this point. We then had a friendly competition (see attachment below). We then spent the second half of class in the lab typing up our drafts. Prep work is due tomorrow!
1/16/13: Today your drafts were due at the beginning of class. I only graded them on completion at this point. We then had a friendly competition (see attachment below). We then spent the second half of class in the lab typing up our drafts. Prep work is due tomorrow!
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1/17/13: Today we began class by announcing the winners of the figurative language scavenger hunt. Congrats to Ebony and Zach for finding the most examples! We will display a few of our examples around the room to use as models. I also passed back your prompt drafts and took you through a step-by-step editing process to help you see areas where you could improve. Lastly we began talking about gerunds as a way to vary sentence patterns in our writing.
1/18/13: Yesterday we were looking at a foundation lesson about gerunds. Gerunds are a great way to vary your sentence patterns, especially when used as a noun at the beginning of a sentence.
Turn It In: Please edit your prompt in your Word document. Then, using the instructions attached below, upload your prompt. This prompt will be for a grade, so please be sure to check your work before submitting. You DO NOT need to print out a hard copy. If you finish before the end of the hour, please go to www.chompchomp.com and click on "Exercises." Work on the first activities about comma splices and fused sentences.
1/18/13: Yesterday we were looking at a foundation lesson about gerunds. Gerunds are a great way to vary your sentence patterns, especially when used as a noun at the beginning of a sentence.
Turn It In: Please edit your prompt in your Word document. Then, using the instructions attached below, upload your prompt. This prompt will be for a grade, so please be sure to check your work before submitting. You DO NOT need to print out a hard copy. If you finish before the end of the hour, please go to www.chompchomp.com and click on "Exercises." Work on the first activities about comma splices and fused sentences.
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1/23/13: Because of the delays and no school, I have pushed back your prep work for vocabulary. The prep work will be due this Friday, and we will have the quiz on Monday (1/28). The assignment is always the same (see attachment below). Today you should also have turned in Activity D from the gerund packet. To practice using gerunds, we did another creative writing activity using a picture of penguins: ) Lastly, we looked at a student example of our upcoming narrative (attached below). I put you in groups so you could annotate the piece for specific things, such as diction/details that reveals character. We will be talking more about our upcoming essay over the next few days and we should begin drafting early next week.
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1/24/13: After annotating the sample student narrative from yesterday for details and diction that developed character, we started class off today by looking at my model pulled from the novel Speak. After reading the section about Nicole, a minor character in the novel, we were able to better understand not only Nicole, but the narrator's feelings toward her as well. Then, I gave you some time to look in your own models for an example of how your author built a character. A few of you shared these out to give us even more examples. Next, I showed you a picture of a woman, and we had seven minutes of writing time where the goal was to build her as a character. Who is she? What does she do? What are her hobbies? etc. We will share these in smaller groups tomorrow. (The image we used is attached below). Lastly, we began brainstorming possible ideas for our "Changing History Narrative." We thought of not only local events, but national and global as well. You want to find something that excites you! If you are into sports, write about sports. If you are into art, write something about that crazy VanGough. *Vocabulary prep work is due tomorrow!
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1/25/13: Many of you were out today, so please be sure to get notes from someone on Monday. We began class by going over the annotation of imagery and figurative language found in Colin's narrative. You did this with your assigned groups. Next, you shared the character you created yesterday based off of the picture I showed you. These were really interesting to hear! On Monday we will revise our characters by adding dialogue and gerunds. In groups you established the rules of dialogue based on the models you have been using. Prep work was due today and we went over the answers. The quiz is on Monday!
1/28/13: Vocabulary quiz! We will take a week off of vocabulary to focus on preparations for our upcoming paper. After the quiz I had you fill out the "Changing History Narrative" form. These questions may aid you in selecting a topic, building characters, establishing a setting, etc. We also went over the rubric. Lastly, we talked a bit about "messing with plot," which is something I will encourage you to try with this paper.
1/28/13: Vocabulary quiz! We will take a week off of vocabulary to focus on preparations for our upcoming paper. After the quiz I had you fill out the "Changing History Narrative" form. These questions may aid you in selecting a topic, building characters, establishing a setting, etc. We also went over the rubric. Lastly, we talked a bit about "messing with plot," which is something I will encourage you to try with this paper.
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1/29/13: Today class was devoted to researching information about our topics for our Changing History Narratives.
1/30/13: Today we practiced writing leads, which is a great strategy to start off a piece of writing. Attached below are the six different kinds of leads we discussed and my examples. Each of us then wrote three leads based on our topic and we shared one of them with the class. For tomorrow, create a basic plot chart about how you envision your story going.
1/30/13: Today we practiced writing leads, which is a great strategy to start off a piece of writing. Attached below are the six different kinds of leads we discussed and my examples. Each of us then wrote three leads based on our topic and we shared one of them with the class. For tomorrow, create a basic plot chart about how you envision your story going.
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1/31/13: We began class with a brainstorming session. Some of you created webs, others of you did organizers. The point of this exercise was to get all of your ideas out on paper. Next we discussed the issues we have when writing. Since writer's block seems to be a biggie, I had you write for 30 minutes with the goal of filling 2 pages. I don't care if it is perfect or not because the drafting step is about putting it all out there. Please bring your two pages in tomorrow.
FEBRUARY
2/4/13: Today we began class by going over the Unit 2 vocabulary words. Prep work 1 will be due this FRIDAY since we do not meet on Thursday. Next, you should have turned in your first two pages of you narrative draft. This was for participation credit only. Next, we discussed how a writer might go about building a character (see attachment below for ideas). You should bring a paragaph (about 5-7 paragraphs) where you have built a character.
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2/5/13: Today was a great work day. I began by showing you my character, Christopher. After letting you guys read it, you gave me suggestions for how he could be improved. Next, you guys did this same thing with your group. Several of you allowed us to hear more about your character. The last 25 minutes were dedicated to writing time. Your goal was to write another page either building off from what you already started, revising parts of what you already had, or trying something different. You were also to focus on one aspect of the rubric.
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2/6/13: Today I started class by showing you an example AXES paragraph that I thought was well done, especially the analysis (see below). Please use this to help with your revision. We then spent the rest of class in the computer lab typing up as much of our drafts as possible. We will workshop these on Friday.
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2/8/13: Today your unit 2 prep work 1 was due. I also introduced the concept of workshop groups to you. Unfortunately, only 12 of you were prepared to enter the workshop, so the rest of you continued to write. Don't forget, if you would like to revise your January prompt, it must be turned in by Wednesday. I will let you revise it as many times as you want, but I need it by that date for it to be counted.
2/11/13: Today we began class by going over some important due dates. Prep work for unit 2 will still be due this Thursday, but we will not take our quiz until next Tuesday (2/19). Next, I did set a due date for the "Changing History Narrative." It will be due next Wednesday (2/20). I have checked out several days of lab time, and we will have one more workshop day to help with revision. We spent the remainder of the period in a lab, and by the end of the hour you should have printed off what you have so that I could make copies for you for tomorrow's workshop. Otherwise, I MUST HAVE IT E-MAILED TO ME NO LATER THAN 7:30 AM TOMORROW!!!
2/12/13: Today you will be in your workshop groups working towards finalizing revisions to work on tomorrow and Thursday in the lab.
2/13/13: We will be in the lab today and tomorrow to finish revising and typing our narratives. Each of you should have given me your workshop group evaluation form if you were here for the workshop yesterday. Lastly, AXES paragraph revisions were due today!
2/14/13: Today we were in the Media Center doing additional revisions. Be sure to bring a copy to class on Tuesday for a revision excercise. Your Changing History Narrative is due tomorrow! No exceptions!!! It is a long-term assignment, so please consult my syllabus and your student handbook for policy information. I must have it by the beginning of class or you will be docked 10 points for each day it is late!
2/19/13: We went over the prep work before taking the quiz, and I also gave you a little time to study. Once you finished with the quiz, you were to begin looking over your final draft with the rubric at your side. In the last 20 minutes you should have exvhanged your paper with someone in order to have them check it against the rubric. If you missplaced your rubric, the attachment can be found above from January 28th.
2/20/13: Narrative due today! Today we began class by revisiting some terms that I'm sure you are already familiar with--ethos, pathos, and logos (See Power Point below). For the second half of class and for class tomorrow, you will be working on a mini presentation where you will find examples in advertising where the three appeals are used (handout below).
2/11/13: Today we began class by going over some important due dates. Prep work for unit 2 will still be due this Thursday, but we will not take our quiz until next Tuesday (2/19). Next, I did set a due date for the "Changing History Narrative." It will be due next Wednesday (2/20). I have checked out several days of lab time, and we will have one more workshop day to help with revision. We spent the remainder of the period in a lab, and by the end of the hour you should have printed off what you have so that I could make copies for you for tomorrow's workshop. Otherwise, I MUST HAVE IT E-MAILED TO ME NO LATER THAN 7:30 AM TOMORROW!!!
2/12/13: Today you will be in your workshop groups working towards finalizing revisions to work on tomorrow and Thursday in the lab.
2/13/13: We will be in the lab today and tomorrow to finish revising and typing our narratives. Each of you should have given me your workshop group evaluation form if you were here for the workshop yesterday. Lastly, AXES paragraph revisions were due today!
2/14/13: Today we were in the Media Center doing additional revisions. Be sure to bring a copy to class on Tuesday for a revision excercise. Your Changing History Narrative is due tomorrow! No exceptions!!! It is a long-term assignment, so please consult my syllabus and your student handbook for policy information. I must have it by the beginning of class or you will be docked 10 points for each day it is late!
2/19/13: We went over the prep work before taking the quiz, and I also gave you a little time to study. Once you finished with the quiz, you were to begin looking over your final draft with the rubric at your side. In the last 20 minutes you should have exvhanged your paper with someone in order to have them check it against the rubric. If you missplaced your rubric, the attachment can be found above from January 28th.
2/20/13: Narrative due today! Today we began class by revisiting some terms that I'm sure you are already familiar with--ethos, pathos, and logos (See Power Point below). For the second half of class and for class tomorrow, you will be working on a mini presentation where you will find examples in advertising where the three appeals are used (handout below).
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2/21-2/22: In Media Center working on mini project.
2/23/13: Change of plans due to internet being down. Began watching "The Words."
2/25/13: Introduced unit 3 words. Prep work due this Thursday. Started presentations.
2/26/13: Presentations.
2/27/13: Finished presentations and continued "The Words."
2/28/13: Finished "The Words."
2/23/13: Change of plans due to internet being down. Began watching "The Words."
2/25/13: Introduced unit 3 words. Prep work due this Thursday. Started presentations.
2/26/13: Presentations.
2/27/13: Finished presentations and continued "The Words."
2/28/13: Finished "The Words."
MARCH
3/1/13: Today I gave you your next mini assignment (see attachment below). You will have several days next week to work in the media center in order to prepare your presentation. Quite a few of you were absent, so if you would like to be in a group, check with your classmates to see if they have space. I also showed you several examples of what I will be looking for.
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3/4-3/6/13: In Media Center preparing PSA/product presentations. ALL GROUPS/INDIVIDUALS must be ready for class on Thursday!!!
3/7/13: Prep work was due today! Your quiz is tomorrow, so be sure to study! We began class by discussing the rhetorical triangle, whic goes hand-in-hand with the appeals. Each group did a skit where they had to change their purpose to fit the audience. Next, I gave you some background on Jonathan Swift to help you with your reading of his essay "A Modest Proposal." Tomorrow, be prepared to discuss how the rhetorical triangle fits with this piece. (Who is his primary audience? What is his message? Why is he delievering this message/Why is it important? (Purpose))
3/7/13: Prep work was due today! Your quiz is tomorrow, so be sure to study! We began class by discussing the rhetorical triangle, whic goes hand-in-hand with the appeals. Each group did a skit where they had to change their purpose to fit the audience. Next, I gave you some background on Jonathan Swift to help you with your reading of his essay "A Modest Proposal." Tomorrow, be prepared to discuss how the rhetorical triangle fits with this piece. (Who is his primary audience? What is his message? Why is he delievering this message/Why is it important? (Purpose))
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3/8/13: Unit 3 Quiz. Once you were finished, you were to respond to the questions (see attachment below) and turn them in. For homework this weekend, annotate "A Modest Proposal" for sections where Swift inserts satire. Presentations are Monday, so be ready!
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3/11/13: Went over Unit 4 words. Prep work is due on Thursday. About half of you still need to present tomorrow. Be sure to check the rubric handed out at the beginning of this project to make sure you have included everything you need to have! We spent the last 15 minutes discussing Swift's piece.
3/12/13: Today more of you gave your presentations. We finished discussing Swift, and then I gave you a new piece called "How to Teach a Child to Argue" (attached below). There is also a handout that goes with it (no electronic copy available). You should have annotated the piece for interesting diction, valid points, the appeals, or anything else you found interesting.
3/12/13: Today more of you gave your presentations. We finished discussing Swift, and then I gave you a new piece called "How to Teach a Child to Argue" (attached below). There is also a handout that goes with it (no electronic copy available). You should have annotated the piece for interesting diction, valid points, the appeals, or anything else you found interesting.
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3/13/13: At the beginning of class I came around to see whether or not you filled out the graphic organizer to the article. This was worth 20 points. We then spent the remainder of the hour building a rhetorical analysis together using "How to Teach a Child to Argue" as our example.
rhetorical_analysis_frame_paragraph.pdf | |
File Size: | 82 kb |
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rhetorical_analysis_example.docx | |
File Size: | 10 kb |
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3/14/13: Prep work due today! I was not here today because I didn't have a voice. You should have spent the first 15 minutes of class with your workshop groups in order to finish the example rhetorical analysis together. You should have spent the remainder of the hour working on your rough draft of your March AXES prompt. We will be in the lab tomorrow to type this up. Also, you received our final piece for this unit: Al Gore's Nobel Peace Price acceptance speech. You can find this speech online with a Goodle search. You need to have this read and annotated for the three appeals for class on Monday.
march_axes_prompt.docx | |
File Size: | 15 kb |
File Type: | docx |
3/15/13: In the lab to type up your AXES prompt. Don't forget to read and annotate the Al Gore speech.
3/18/13: Unit 4 prep work #2 is due Thursday. This will be our last unit before spring break. We will complete units 5 & 6 when we come back. Today you were given a handout (see below) to aid you in setting up your rhetorical analysis of Gore's acceptance speech. You were given time in your workshop group to discuss the different ways Gore uses the logos appeal (we discussed how this is the appeal he relies on the most). This could be in the form of facts, statistics, research, etc. You should have been able to locate several examples. Next, we discussed the handout. As a group, you should have filled in the bullet points for the introduction, and then I helped you get your thesis started, using the same template we already used as a guide. When you come into class tomorrow, you should have both of your topic sentences ready to go. We will spend class tomorrow drafting the essay.
3/18/13: Unit 4 prep work #2 is due Thursday. This will be our last unit before spring break. We will complete units 5 & 6 when we come back. Today you were given a handout (see below) to aid you in setting up your rhetorical analysis of Gore's acceptance speech. You were given time in your workshop group to discuss the different ways Gore uses the logos appeal (we discussed how this is the appeal he relies on the most). This could be in the form of facts, statistics, research, etc. You should have been able to locate several examples. Next, we discussed the handout. As a group, you should have filled in the bullet points for the introduction, and then I helped you get your thesis started, using the same template we already used as a guide. When you come into class tomorrow, you should have both of your topic sentences ready to go. We will spend class tomorrow drafting the essay.
gore_intro.docx | |
File Size: | 12 kb |
File Type: | docx |
writing_a_developed_and_detailed_introduction.docx | |
File Size: | 15 kb |
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3/19/13: Today you were to submit your thesis statement and two topic sentences to me to look over before you proceed. Next you should have worked on your outline (due tomorrow). I pushed our typing day to Thursday so you have tomorrow to write out a draft and meet with me if needed.
3/20/13: Today you should have shown me your organizer for the Gore analysis. You were given the entire class period to draft your essay and ask me for help as needed. I will expect to see a finished draft tomorrow at the beginning of class. PREP WORK DUE TOMORROW!!!
3/21/13: Prep work was due at the beginning of the hour. B107 to type final draft of Gore analysis.
3/22/13: Unit 4 vocabulary quiz. When you finished, we started looking ahead to our next project, the Unfamiliar Genre Project. We will start by looking at genres that are a bit more familiar to us, such as the one we will look at today and finish up on Monday--letters. I gave you a sample of six letters, all written by famous people, and in your workshop groups you began developing a list of rules based on what the samples revealed. This is practice for when you have to do this with a genre that is unfamiliar to you, which you will encounter often in your adult life.
3/25/13: Today you should have spent class time continuing to work on what we began on Friday. No vocabulary this week!
3/26/13: Now that we have established the rules for letters, let's look at another genre that you are probably somewhat familiar with--cereal boxes! Again, you should have been with your workshop groups discussing the rules that make up this genre of reading and writing. We will discuss what you found tomorrow in class.
3/20/13: Today you should have shown me your organizer for the Gore analysis. You were given the entire class period to draft your essay and ask me for help as needed. I will expect to see a finished draft tomorrow at the beginning of class. PREP WORK DUE TOMORROW!!!
3/21/13: Prep work was due at the beginning of the hour. B107 to type final draft of Gore analysis.
3/22/13: Unit 4 vocabulary quiz. When you finished, we started looking ahead to our next project, the Unfamiliar Genre Project. We will start by looking at genres that are a bit more familiar to us, such as the one we will look at today and finish up on Monday--letters. I gave you a sample of six letters, all written by famous people, and in your workshop groups you began developing a list of rules based on what the samples revealed. This is practice for when you have to do this with a genre that is unfamiliar to you, which you will encounter often in your adult life.
3/25/13: Today you should have spent class time continuing to work on what we began on Friday. No vocabulary this week!
3/26/13: Now that we have established the rules for letters, let's look at another genre that you are probably somewhat familiar with--cereal boxes! Again, you should have been with your workshop groups discussing the rules that make up this genre of reading and writing. We will discuss what you found tomorrow in class.