Purple Weeks (May 7-25)
Monday, May 21, 2018 Final Projects presented as scheduled. HW: Work on Final Project (visual essay) assignment (due May 17-24, depending upon date assigned). All make-up work from May 14-17 must be completed by May 22! Tuesday, May 22, 2018 Final Projects presented as scheduled. HW: Work on Final Project (visual essay) assignment (due May 17-24, depending upon date assigned). All make-up work from May 14-17 must be completed by May 22 (today)! Wednesday, May 23, 2018: Final Projects Final Projects presented as scheduled. HW: Work on Final Project (visual essay) assignment (due May 17-24, depending upon date assigned). Thursday, May 24, 2018 Pre-scheduled Final Projects presented during class. This is our final class meeting! Monday, May 14, 2018 Synthesis Essays returned / discussed. Rubric for Visual Essay distributed. Othello Test, Part II (multiple-choice rhetorical analysis of selected passages of the tragedy). Make-ups of Othello Test, Part I available. HW: Work on Final Project (visual essay) assignment (due May 17-24, depending upon date assigned). All make-up work from May 7-10 must be completed by May 17! Tuesday, May 15, 2018 Work Day: Make-ups and Final Projects. HW: Work on Final Project (visual essay) assignment (due May 17-24, depending upon date assigned). All make-up work from May 7-10 must be completed by May 17! Wednesday, May 16, 2018: AP Lang Test, 8 am -- 12 noon today in Administration Building! Work Day: Make-ups and Final Projects. Othello tests returned / discussed. HW: Work on Final Project (visual essay) assignment (due May 17-24, depending upon date assigned). All make-up work from May 7-10 must be completed by May 17! Thursday, May 17, 2018 Pre-scheduled Final Projects presented during class. HW: Work on Final Project (visual essay) assignment (due May 17-24, depending upon date assigned). All make-up work from May 7-10 must be completed by 4:30 pm today! Monday, May 7, 2018 Substitute Teacher Viewed remainder of Othello, Acts IV & V HW: Read remainder of Othello: Act V (pp. 121-145) & complete study guide. Prepare for comprehensive test on Othello, including, assigned memorized line during class this Thursday, May 10. Tuesday, May 8, 2018 Lesson 21 from Shakespeare Set Free & Performances (handout). Conclude discussion of Othello & review for test. Return & discuss in-class rhetorical strategies essay & test preparation. Discuss strategies for in-class, graded & scored synthesis essay tomorrow, May 9. HW: Prepare for in-class essay tomorrow & Othello test, Thursday. Wednesday, May 9, 2018 In-class, graded & scored essay (AP Exam Practice Synthesis Essay) Return Reading Day Logs from May 3. HW: Prepare for comprehensive test on Othello, including, assigned memorized line. Students must be able to write their assigned one line from Othello from memory. At the same time, they must also write from memory: the location of the line (Act, scene, line in our textbook), the name the speaker, a description of the context, paraphrase & significance of their line. Thursday, May 10, 2018 Comprehensive test on Othello & memorized line. HW: Work on Final Project (visual essay) assignment (due May 17-24, depending upon date assigned) & prepare for AP Lang Exam this coming Wednesday. Bring questions to class on Monday. Monday, April 30, 2018 Return & Discuss Othello Test (Acts I & II) These must be returned to Dr. Dean promptly because some have not yet completed this test. Reading Day announced for Thursday, May 3. Return Reading Day Logs for Reading Day this Thursday. Extra-credit reports on Epilepsy (historic & contemporary medical knowledge) by Bailey, Cecilia & Max. Discuss scenes featuring epilepsy: Act III, scene iii, lines 279-288 & Act IV, lines 35-51 (pages 75 & 95). Show remainder of Othello, Act III & Discuss Study Guide (#10, 11, 12) & Questions #5 & 3 of 7. Assign parts for "The Slap": Iago, Ludovico, Desdemona, Othello. HW: Prepare Lesson 20 from Shakespeare Set Free & Performance (handout). Read Othello: Act IV, scene i (pp. 93-105). Tuesday, May 1, 2018 Perform "The Slap", Act IV, scene i, lines 210-276 (p.102-105) Respond to questions in Lesson 20 (above): "Discussion: Othello's Breakdown." HW: Complete reading Othello, Act IV (scenes ii-iii--pages 105-120). Prepare for in-class essay tomorrow. Wednesday, May 2, 2018 In-class, graded essay (AP Exam Practice Rhetorical Analysis) HW: Complete reading Othello, Act IV. Bring hard copy of selected Reading Day Book & Reading Day Log to class on Thursday. Thursday, May 3, 2018 Reading Day Today--You may change your selected book, but you must tell me why (on your Reading Log) you have done so and your book must be by an American author from the AP List (posted on this website). Final Exam (visual essay on American culture) distributed & discussed. HW: Prepare for next week's test on Othello, Acts III & IV. Students must be able to write their assigned one line from Othello from memory. At the same time, they must also write from memory: the location of the line (Act, scene, line in our textbook), the name the speaker, a description of the context, paraphrase & significance of their line. Read through Final Exam (visual essay) assignment & bring questions to class on Monday. Monday, April 23, 2018 Discuss returned Literary Analysis Research Essays Reading Day announced for Thursday, April 26. Return Reading Day Logs for Reading Day this Thursday, April 26 Show remainder of Othello, Act II & Discuss Study Guide & Question #5 & 3 of 7 Discuss text hand-out from last week, focussing on rhetorical techniques Lesson 12 from Shakespeare Set Free & Handout 7. HW: Prepare for Quiz on Othello, Acts I & II. Tuesday, April 24, 2018 Open-note & open-text Quiz on Othello, Acts I & II HW: Complete reading Othello, Acts I--III. Bring hard copy of selected Reading Day Book & Reading Day Log to class on Thursday. Wednesday, April 25, 2018 Show Othello, Act III & Discuss Study Guide # 9- 11 & Question #1 & 7 of 7. HW: Complete reading Othello, Acts I--III. Bring hard copy of selected Reading Day Book & Reading Day Log to class on Thursday. Thursday, April 26, 2018 Reading Day Today--You may change your selected book, but you must tell me why (on your Reading Log) you have done so and your book must be by an American author from the AP List (posted on this website). HW: Prepare for next week's test on Othello, Act III. Monday, April 16, 2018 Discuss Revision Strategy for Literary Analysis Research Essay (due no later than classtime, April 19). This Final Version of the essay must be submitted to Turnitin.com and must be submitted along with the draft from April 9 to a new file within your AP Lang Google Drive entitled "Dr. Dean." Additionally, you must give Dr. Dean a hard copy of this same Final Version, no later than classtime, April 19 (earlier submissions are welcome). Reading Day announced for Thursday, April 19. Return Reading Day Logs for Reading Day this Thursday, April 19 Show Othello, Act II & Discuss Study Guide & Question #5 of 7 HW: Complete revisions of Literary Analysis Research Essay. Tuesday, April 17, 2018 No Class--Junior Science Tests in Room 200, 8--noon Wednesday, April 18, 2018 Show Othello, Act III & Discuss Study Guide & Question # 3 of 7 HW: Complete reading Othello, Acts I--III. Bring hard copy of selected Reading Day Book & Reading Day Log to class on Thursday. Thursday, April 19, 2018, classtime: Final Version of Literary Analysis Research Essay due in hard copy A Google Document file of this version must also be turned in to Turnitin.com Reading Day Today--You may change your selected book, but you must tell me why (on your Reading Log) you have done so and your book must be by an American author from the AP List (posted on this website). HW: Prepare for next week's test on Othello, Acts I, II & III. Monday, April 9, 2018 Review rubric for literary analysis research paper. Due by midnight today: Click here. Return/discuss in-class Argument Essay from April 4. Introduction to Othello, Act I. Homework: Select an American novel from the AP list for this Thursday's Reading Day. Review requirements here. AND Read Othello, Act I, in textbook, pp.1-31. Tuesday, April 10, 2018 No class: Junior Testing (SAT), 8 am-noon. Wednesday, April 11, 2018 Conferences on literary research paper complete drafts. Othello, Act I. Homework: Select an American novel from the AP list for Reading Day. Review requirements here. Thursday, April 12, 2018 Reading Day Conferences continue on literary research paper complete drafts. Othello, Act I. Homework: Read Othello, Act II, in textbook, pp.31-59. If eligible, revise complete drafts of literary research paper for submission by midnight April 16. April 2, 2018 Review rubric for literary analysis research paper. Due April 9th. Click here. To think about:
April 3, 2018 Read "Civil Disobedience" by Henry David Thoreau Class discussion and analysis April 4, 2018 In-class essay April 5, 2018 Continue discussion of "Civil Disobedience" and what prompt you argued. Be ready to share. Essays - Review of organization: blue, green and yellow.
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March 19, 2018
Evaluate class gender synthesis essays to then look at your own. Click here for assignment. Due Tuesday. Thesis due today in Google Drive for analytic essay. 5 points for 4th quarter. ---- March 20th Discuss examples of literary analysis with research, thesis and citing sources. Writing Workshop - Analytic essay Resources: Literary Analysis (Purdue OWL site) and Literary Analysis Research Paper (Professor notes); Purdue Writing Center MLA guide, Click here. _______ March 21st Mock exam - check multiple choice and let Mrs. Gamache know what two essays (of the three) you would like her to look at and score. Dead Poet's Society - Track themes ______ March 22nd Due: Revised thesis, one OR two body paragraphs and outline for analytic essay. This can be in Google Drive. Dead Poet's Society ________________________________________________________________ Weekend Homework: Synthesis Outline (Thesis and Argument 1 & 2). Example student essays with the following prompt: Click here. Student essays and scoring guideline: Click here. -------------> MARCH AGENDA AND DUE DATES THROUGH 3RD QUARTER: CLICK HERE! Monday, March 5th
Monday, February 26:
Discussion of sources and formulating your position Wednesday, February 28: Rhetorical analysis of one of the sources. In-class, due Thursday. Thursday, March 1: Writing Workshop: Synthesis Essay _____________________________________________________________________________ Monday, February 19 Review Multiple Choice: Goal - Articulate WHY your answer is the incorrect answer. Discussion & finish as homework. Click here for questions. Click here for rational. Low Stakes Writing: Click here for article. Answer and discuss these questions with your writing group: What did you do? What were you trying to accomplish? Where did it work? Where did it fall apart? Using the scoring guide, what would you score yourself? Scoring Guidelines. Click here. HOMEWORK: Prepare for Socratic Dialogue w/ questions and consider the following: - What stereotypes do we have of the "ideal" woman today? Does Woolf's association with the "angel" remain? - How does Woolf characterize a woman as a writer? Do you think some of the same characteristics remain? Tuesday, February 20 Turn in homework (questions) and self-scored and annotated essay Quick Quiz - Woolf Socratic Dialogue: Woolf's "Professions for Women" Wednesday, February 21 Intro to Synthesis using gender discussion Handouts are available in class. Please have Sources A-E read and evaluated in graphic organizer by Monday. TED TALK for Source B. Click here. Important lesson! Thursday, February 22 Reading Day - First book must be finished by March 1st. As you read, think about how the author of your book approaches gender issues. Monday, February 12th
Quick Quiz - Twain's "Corn-Pone Opinions" Claims and Four-Corner Debate Tuesday, February 13th Continue Four-Corners Debate Revisions: Argument Essay. Revision Targets. Click here. Rhetorical devices in Twain's "Corn-Pone Opinions". Study guide for quiz tomorrow. Study Guide: Rhetorical Devices in Twain’s “Corn-Pone Opinions”: Twain’s purpose: The essay is a criticism against conformity. He begins by repeating the philosophy of a self-proclaimed philosopher (Jerry) and then extends his argument to the entire human race. He makes readers uncomfortable as they recognize that the behaviors Twain describes, such as that of following fashion trends and devotion to one political party, are, uncannily, their own behaviors revealed. 1. What is the primary function of Twain’s story about Jerry in paragraphs 1-4? 2. How is Jerry characterized? 3. The term “corn-pone” opinions signifies what? 4. After paragraph 5, Twain numbers off two points (paragraphs 6 & 7). What is he saying in those two points? What is his purpose? 5. As the essay progresses, how does Twain’s focus shift? What is the rhetorical organization? 6. At the end of paragraph 7, Twain alludes to Eve. What does his allusion to Eve suggest? What purpose does it serve? 7. Think about the author’s argument. Yes, Twain is making a point in this essay. What are statements that he uses to support this argument? 8. What is the author’s attitude toward his subject? Sentimental? Appreciative? Objective and indifferent? Amused? Critical? Nostalgic? Condescending? Sarcastic? Wednesday, February 14th Multiple Choice Quiz over Twain's "Corn-Pone Opinions" Prep for in-class essay tomorrow Thursday, February 15th Transcendentalism Argument Essay Due - Printed (You may turn it in on Monday instead) Rhetorical Journal DUE In-class argument essay Homework: "Professions for Women" by Virginia Woolf. Click here for essay. Click here for questions. ALL Due Tuesday. ___________________________________________________________________________ Monday, February 5th Independent Reading Assignment and Discussion. Click here. Argument Essay: Discuss elements of improvement for draft. Review thesis statement. Revision Target #1: An argument fails if a strong thesis is not present. Make sure you are addressing the prompt, which doesn't ask you to explain Thoreau's position but instead for YOU to take a position. Thesis should be clear, specific and should take a position. A thesis is always arguable - it can't state the obvious. Not this: Henry David Thoreau argues in "Where I Lived, and What I Lived For" that only when living within nature do humans live "deliberately". To do something deliberately means to do something intentionally or with a conscious effort. So Thoreau is that humans can only reach a true conscious state of mind when living in an environment that is fully natural and free of human invention and distraction. Overall, Thoreau claims that humans must be free of distraction in order to live a life that is fully engaged with the world in which they live in. But this: The Transcendentalist ideal of action based on individual instinct, is radical to say the least, especially in a modern day American society fueled by social interaction. However, it is not one to be completely overlooked. Acting upon instinct and finding knowledgeable answers within oneself is a completely viable method of living, but it must be used sparingly. Although the transcendentalists’ ideals do hold some merit, living a life completely absorbed in yourself is destined to create failure. Revision Target #2: Defending your thesis throughout the essay. Always, always, always return to your thesis and defend your argument. Don't assume the reader makes the connection between your evidence and the argument. You must lead them. Revision Target #3: Counterargument and Concession Addressing a counterargument or conceding to the counterargument must not distract or weaken your argument but should instead ADD merit to your argument. You must refute the counterargument or just simply address. If you devote an entire paragraph to a counterargument and then you don't go refute how that counterargument is just that - a counter to your argument - then your essay is greatly weakened. The following example is a good start (still needs revision): Many people who would support the transcendentalists would bring up how personal issues can only be best dealt with in one’s own company. They might say things like, “how can other people understand MY problems,” or, “I know myself better than anyone else, so I am the only one capable of helping myself.” These ideals do hold some shred of logic to them, which could lead to many individuals agreeing, but think about it this way: why should you carry the weight of the world on your shoulders if others are willing to help? Isn’t two people working together going to half the workload of a task? And why wouldn’t they know about the problems you face? Although we are all unique individuals, humanity is capable of a very special emotion: empathy. We can relate to those around us in order to understand what is troubling them, because we are all full of different experiences. And from those experiences, we learn how to best cope with the problems that have been faced. People can help others get through adversity by showing them how they themselves got through. It’s just a whole circle of compassion, but by shutting out society, you become forced to make a conclusion on your own. Although some may enjoy that pain and suffering, I’d rather find a way to get rid of it as soon as possible. Tuesday, February 6th Read the following prompt and respond in your writer's notebook (address the prompt & discuss - 10 minutes) Argument Prompt: 2014 For centuries, prominent thinkers have pondered the relationship between ownership and the development of self (identity), ultimately asking the question, “What does it mean to own something?” Plato argues that owning objects is detrimental to a person’s character. Aristotle claims that ownership of tangible goods helps to develop moral character. Twentieth-century philosopher Jean-Paul Sartre proposes that ownership extends beyond objects to include intangible things as well. In Sartre’s view, becoming proficient in some skill and knowing something thoroughly means that we “own” it. Think about the differing views of ownership. Then write an essay in which you explain your position on the relationship between ownership and sense of self. Use appropriate evidence from your reading, experience, or observations to support your argument. ____ Student example introduction, thesis and first body paragraph: I believe that the term "ownership" applies to both the tangible and the intangible. It's possible to own both a physical object, such as a watch, and something that will only exist in our minds, such as a concept or an idea. The verb to "own" doesn't just mean to have something, it means that we know something or have made it a part of ourselves. Here's an example: I own Voltaire's Candide. I own a physical copy of his work, in the original French. However, through reading it, I also own the story of Candide, because I know it, and Pangloss's theory that everything that happens happens for the best because I've chosen to remember it. I don't have the right to sell Candide or to claim credit for it because I don't own it the way we legally define ownership. I own it because I've added the experience and memory of reading it to my personal concept of myself and my story. Writing Workshop - Time to discuss writing with Mrs. Gamache and classmates and WRITE. Wednesday, February 7th DRAFT DUE! At the top of your draft in Google Drive, identify the following:
Rhetorical Journal terms: Types of syntax - cumulative/loose; periodic; inverted Due Thursday of next week. Click here for lesson. Click here for Yoda article. Talk backwards I do. Reading for Monday: "Corn Pone Opinions" by Mark Twain. Click here. 1. What is Twain's purpose, and who, do you think, are Twain's intended readers? 2. What elements of Realism do you see displayed in Twain's work? What contrasts do you see from Transcendentalism? 3. What are "corn pone opinions", according to Twain? Do you see them around you today? Thursday, February 8th Deadline for 1st book to be finished: March 1st Reading Day w/ written response __________________________________________________________________________ ________________________________________________________________________ Monday, January 29th* Please note that pacing depends on how far we get in class and in discussion. Transcendentalism Week!
Monday, January 22 Socratic Dialogue - "A Modest Proposal": Insights and Questions for Class Discussion_Turn in notes from reading of the analysis and summary. Discuss book choices. Click here. Tuesday, January 23 Satire writing due in Google Drive Romanticism Lesson and reading Whitman/Poe Check quiz and answers here for homework. Click here. HW: Reading & reflection questions The Method of Scientific Investigation by T.H. Huxley. Click here for excerpt of essay. Discussion Questions to answer for homework: 1. What important implication about the faculty of reason does Huxley make in paragraphs 2 and 3? 2. Huxley is considered a scientific rationalist and a "quintessential rationalist". Explain how that is demonstrated in this excerpt. 3. How might Whitman and Poe regard Huxley's essays and ideas? Explain the contrast in Romanticism thought. Wednesday, January 24 Romanticism discussion and close reading Mary Shelley's Frankenstein and/or Hawthorne's Scarlet Letter Thursday, January 25 Short multiple choice practice. In class and finish as homework: Read satire pieces and reflection: Period 2 Satire (Click here) and Period 3 Satire (Click here). Choose four of your fellow classmates' satires to reflect on. Don't choose the first few, but read/skim through all of them, then choose the ones you'd like to reflect on. For each satire, answer the following. You will turn this in on Monday. 1. While the piece is a satire, remember the speaker is making a claim or developing an argument. Write a sentence stating the claim. For example, the speaker in Satire #15 makes the claim that... or makes the argument that... or argues that. 2. Who is/are the intended reader(s) of the piece? Explain why. 3. Was the satire effective? Did it border on cruel instead of persuasive? Does it truly meet the criteria of a satire, or is the piece more of a "rant" of sorts? ________________ Click here. We will be reading both of these pieces next week and answering the discussion questions. You can choose to read them in advance or you may read them as they're assigned next week. We will begin with Thoreau's piece on Monday, and Tuesday or Wednesday we will move on to Emerson. If you want a head start, you may read these pieces. ____________________________________________________________________________ Monday, January 15th Martin Luther King, Jr. Day
Monday, January 8th: Weekly/monthly agenda and goals discussion Review and reflection of rhetorical analysis and argument essays: DUE TUESDAY
Discussion of rhetorical analysis and argument essay w/ note taking Article: "Too Dumb for Complex Texts" and analyzing the rhetorical situation. DUE WEDNESDAY Click HERE for article. Wednesday, January 10th: Debate and Discuss - "Too Dumb for Complex Texts" Thursday, January 11th Listen to and "What Really Happened at the School Where Every Graduate Got Into College" Write a thesis statement and use three pieces of support for one of the following prompts. See this document to get assignment! Due MONDAY. Click here. HOMEWORK: Enlightenment Reading Packet and Annotations. Click here. Due MONDAY. New rhetorical journal terms will be assigned Monday. Schedule Leading Up to Finals (subject to some change)
Wednesday, November 29th: Introduce Independent Reading Project 11/30: Vocabulary Exchange, Finish Act IV and prepare for Socratic Dialogue 12/4: Socratic Dialogue (theme): Will help with argument essay 12/5: Begin argument essay 12/6: Argument essay & time to work with group for project 12/7: Continue working on Argument Essay 12/8 Essay (solid draft) due in Google Drive FOLDER by 5 p.m. 12/11: Discuss revisions to argument essay_Final DRAFT due Thursday in turnitin.com AND printed. 12/12: Vocabulary Review; Time to work w/ independent group and/or revise argument paper. 12/13: Important Day: Example Rhetorical Analysis prompt and Student Essay 12/14: Practice In-Class Rhetorical Analysis essay 12/15: Friday School: Can come for help with essays, group project, study for final: 8-9 a.m. 12/18: Present Independent Book project 12/19: Present Independent Book project 12/21: Multiple choice final over rhetorical devices studied this semester, vocabulary and a timed rhetorical analysis or argument essay. ____________________________________________________________________________ Monday, December 11th Review weekly agenda and due dates If your rough draft was not complete by the due date (which I didn't fully review until Sunday, so there was extra time), no comments will be made on your essay. You will have to come to me to discuss the essay on your own time. FINAL DUE THURSDAY - NEED A PRINTED COPY and YOU WILL TURN IT INTO TURNITIN.COM by Thursday. Revisions to Argument Essay - Review student examples as class Rhetorical analysis prompt example - Read speech and identify rhetorical organization and rhetorical purpose through finishing the graphic organizer. Tuesday, December 12th Vocabulary Review - Apply to writing and multiple choice Analyze Florence Kelley's speech No homework (for those absent) Wednesday, December 13th - IMPORTANT INSTRUCTION DAY Vocabulary Review Example of rhetorical analysis and student essay Sign up to present Independent Book project (hopefully time to work with groups - 15 minutes) Thursday, December 14th Practice in-class rhetorical analysis essay ____________________________________________________________________________ Monday, December 4th Socratic Dialogue related to themes in The Crucible: Topics to create thematic statements by: Hypocrisy, Justice, Lust, Religion, Morality, Vanity and Fear.
Stick to your morals even if they contradict authority. Fear and suspicion are contagious and can produce mass hysteria that destroys public order and rationality. Unresolved conflicts and resentment between people can have tragic results. Fear and hypocrisy are a deadly combination. Tuesday, December 5 Continue Socratic Dialogue Argument essay: Prompts and requirements:
Wednesday, December 6 Review test and discuss; Click here. Argument essay based on a literary analysis prompt: Student Example Time to write in class Thursday, December 7 Argument essay: transitions and adding textual support Conferencing and writing workshop Solid draft of essay due in Google Drive FOLDER by 5 p.m. on FRIDAY. _____________________________________________________________________________ Monday, November 27 Writing prompt and discussion based on articles read over weekend. Begin Act III. Tuesday, November 28th Vocabulary Assignment_Due Thursday Read Act III. Finish as homework. Wednesday, November 29th Independent Reading Book - Final Group Project and Due Dates Act III Short Reading Quiz Begin Act IV (finish as homework) As you read Act IV, be able to discuss the following Thursday:
Thursday, November 30th Vocabulary Exchange Prepare for Socratic Dialogue (taking the entire play into account) Argument Essay Prompt Read your independent reading book. DO NOT DO READING RESPONSE #3. We are going to start a project instead and work on developing our own multiple choice questions. So, just read and enjoy.
READ the following articles related to The Crucible over break (there are four). As you read, annotate and be prepared to discuss the connections to The Crucible in a Socratic Dialogue the week we return. Click here for the articles. HAVE A GREAT BREAK! AND THANKS FOR ALL YOUR HARD WORK. =-) Monday, November 13th
Application of argument terms in analyzing Miller's dramatic exposition. Click here for assignment. Read Act 2 Tuesday, November 14th Thematic writing prompt and discussion Read Act 2 Analysis of language, particularly figurative Wednesday, November 15th - For as much as you've read, what is the author's purpose in writing this book? What is the author trying to say about society, race, relationships, humanity, etc.? Write your claims as a statement. Connect these issues to something in modern-day society, history, politics, education, gender roles, parenting, etc. If you were to research a social issue that the book sheds light on, what would that be? Where might you begin in your research? Independent Book Club Discussion - Reader's Response #3 DUE in Google Drive - Apply argument terms to independent reading book Read Act 2 and prepare for test (finish reading Act 2 for homework if not complete in class) Thursday, November 16th Acts 1 and 2 test and application of vocabulary Monday, November 6th
Pre-reading for The Crucible: Read information about Arthur Miller and Background in the Red Literature Books in the back of the room (pages 1230-1231). You are responsible for knowing the information presented in these three articles. As you read, take the following notes:
As you read, take the following notes:
Tuesday, November 7th The Crucible Read and understand rhetorical purpose for the 1st dramatic exposition. Wednesday, November 8th Independent Book Reading Circle: Short meeting today (15 minutes) The Crucible Thursday, November 9th - New rhetorical journal terms: claim, concession, counterargument and evidence/data. Due Thursday, November 16th The Crucible - Act 1 Read the rest of Act 1 as homework, using study and annotation guides. Take notes in order to write an argumentative paragraph (argument and application of terms): Miller provides a long dramatic exposition on pages 1252-1254. Explain Miller's argument about the devil in society and human beliefs about the devil. What is his claim? How does he support his claim, and what evidence does he use? Is his evidence convincing? Please be ready to share your notes on Monday. STUDENT FOUND POEMS!
PERIOD 2 - CLICK HERE. PERIOD 3 - CLICK HERE. Monday, October 30 Sample Independent Reading Response #1. Click here and here. Visual Rhetoric: Class Example Visual Rhetoric Group Activity: New Yorker Cartoons. Click here. Tuesday, October 31 BOO! Work Day Wednesday, November 1 Independent Book Club discussion with group Revision to Rhetorical Analysis Thursday, November 2 Found Poem due Go to Turnitin.com, discussion boards, and respond to the two prompts as well as respond to each other. The directions and prompts are on turnitin.com. This is due Monday. Monday, October 23
Tuesday, October 24
Monday, October 16
Independent Reading Assignment and Schedule; Click here. Share "Partly Cloudy" piece in small groups. Discuss. Tuesday, October 17 Present poem/lyric analysis Wednesday, October 18 Present poem/lyric analysis Thursday, October 19 Con't presentations Monday if necessary. In-class assignment DUE Monday. Important one. Click here for the assignment. Rhetorical Handbook available here. |
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