Monday: College Essay Writing Workshop:Revise 2 UC Questions and/or Revise Common App Essay Homework: Typed 2nd draft of 2 UC Questions and/or Typed Second Draft of Common App Essay Due Friday: All final, typed (MLA format, Times New Roman) College Essays: DO NOT EMAIL!! HARD COPY ONLY!!
Tuesday: College Essay Writing Workshop: 3rd UC Question and/or Revise Common App Essay Draft 2 Homework: Typed Third Draft of 3 UC Questions and/or Typed Third Draft of Common App Essay
Wednesday: College Essay Writing Workshop
Thursday: 1. Understanding your essay in the context of the rhetorical framework, please answer all of the questions that apply to your essay(s). 2. College Essay Writing Workshop
Friday: All final, typed (MLA format, Times New Roman) College Essays: DO NOT EMAIL! HARD COPY ONLY!! Revision Workshop Day 1: Modified Read Aloud in groups
Week of 10/10-10/14
Monday: Purpose: To start using the power of the peer editing workshop to help revise college essay. To look at how "taking a stance" drives writing choices. Outcome: After experiencing the modified read-aloud workshop, students will be able to take suggestions and apply them to the next revised draft of their college essay. Students will reevaluate their purpose for writing after evaluating their chosen stance. Agenda: Warmup. First draft (typed) of college essay due--teacher will check that each student has a draft, and confirm which prompt he/she has chosen. Form workshops to go over the college essay. Do a Workshop: Modified Read-Aloud. Discuss in detail topic choice and attention to prompt. Homework: Revise your college essay based on the suggestions of your group, and type a clean copy of your college essay using MLA format, including the prompt at the top, and the word count at the end; have it ready to go for Tuesday.
Tuesday: Purpose: To continue peer editing workshop to help rough draft college essays. Outcome: After experiencing the Workshop: Sentences, students will be aware of sentence structure and sentence purpose, ready to revise for the next draft. Agenda: Warmup. Get back into assigned workshop groups and use the directions for Workshop: Sentences to discuss sentence structure and purpose. Homework: Have next clean draft of your college essay ready to go for next workshop tomorrow.
Wednesday: Purpose: To use the power of the peer editing workshop to help revise college essays. Outcome: After experiencing the Workshop: Mechanics, students will have a clear idea of the use of introduction/conclusion and specifics to illuminate the content. Agenda: Warmup. New workshop groups. Workshop: Mechanics. Homework: Continue to work on a revised draft of your college essay. Final draft due Friday.
Thursday: Purpose: To get a last chance for peer feedback. Outcome: After experiencing the Workshop: Mechanics, students will get peer help with GEM, and will review the "look" of the format for professional/educational requirements. Students will use the time to get feedback and revise for the final time. Agenda: Warmup. Discuss the "must have-may have-must not have" aspects of a college essay. Use the list to determine the elements of a scoring rubric for this writing assignment. Last chance to get feedback on your college essay from anyone in the classroom. Homework: Final typed draft due Friday.
FRIDAY: Purpose: To read aloud rough drafts in order to get feedback before writing a final draft. To learn more about grammar rules if time. Outcome: Students from designated alpha group will read aloud; others will give feedback. Agenda: Turn in final draft of college essay. Read Aloud Friday.
Week of 10/17-10/21 Purpose: To learn and use different strategies to read an article. To define rhetorical terms. To learn ethos, logos, and pathos, in preparation for application in a persuasive writing assignment. Outcome: Students will be able to identify rhetorical devices and apply them to their own writing.
MODULE 2: THE RHETORIC OF THE OP-ED PAGE
Monday: Agenda: Warmup: What is the difference between "persuading" and "convincing"? Think of a time when you persuaded (or convinced) your friends to take action/or believe in something or a time when you tried to persuade your parents to allow you to do something. Write the entire sequence of your plan and each step's success or failure. Brainstorm prior knowledge: What do we know about these three words: ethos, logos, pathos? Read the article "Three Ways to Persuade" by John Edlund. After reading the article, return to your notebook and do the following (adapted from Activity 2: Exploring Key Concepts): 1. Define ethos, logos, pathos in your notebook. What does each term mean to you? Should we use the Greek word, or is there an English word that means exactly the same thing? 2. Look at the discussion questions for each section. Are Aristotle's three terms relevant to your own writing?
THURSDAY: Purpose: To look at the structure of an argument. To describe what an author does and says. Outcome: Students will create an outline using the "do/say" example in Activity 8 of ERWC Module 2. Agenda: Warmup. Turn in Exercise with 8 Sentences worksheet. Take a third pass at the article. Learn how to create a descriptive outline. Do the outline and answer the questions in your notebook. Homework: Finish the descriptive outline.
MONDAY: Purpose: To take a close look at writing style and at author's use of persuasive strategies. To reflect on why/how student noticed (or failed to notice) these techniques in the first three readings of the article. Outcome: Students will answer questions about writing style and use of ethos, logos, and pathos in the article. Agenda: Warmup: Think of a time when you used ethos, logos, and pathos either in conversation or writing. Write a detailed account of your strategy and plan. Take a fourth pass at the article. Complete combination of Activities 11/12, & 14: Post-Reading for Writing Style worksheet and Post-Reading for Ethos, Logos, and Pathos.
TUESDAY: Agenda: Warmup: Compose a letter to Jeremy Rifkin about his article, "A Change of Heart About Animals". Continue working on post-reading activities for Rifkin's article.
WEDNESDAY: Purpose: To use reading strategies to read an article. Outcome: Students will do pre-reading activities then read an article. Agenda: Warmup: What do you think about fish in the following situations: deep sea fishing, at the Birch Aquarium, in the goldfish bowl at home, on a plate at an expensive restaurant, in the river or lake on summer vacation? Review "Surveying the Text" strategies. Read the Braithwaite article "Hooked on a Myth." Annotate as you read.
THURSDAY: Agenda: As a table group, discuss the Braithwaite article and brainstorm ideas for writing a letter to the editor for or against the article. Use the time in class to write ideas in your notebook. You will be typing your "table team" letter tomorrow in class.
FRIDAY: Agenda: Read Alouds (College Essays)
Week of 10/31-11/4
Purpose: Students will examine Op-Ed writing pieces and various authors' effective writing strategies in order to write their own substantive argumentative piece. Outcome: Students will produce clear and coherent writing, while drawing evidence from informational texts to support their claims.
TUESDAY: Agenda: Warmup: Students will identify two examples (2 CD's/quotes) for each rhetorical appeal (ethos, logos, pathos) in Braithwaite's "Hooked on a Myth". Students will read "Of Primates and Personhood...", Annotating with the grain and against the grain.
WEDNESDAY: Agenda: Students will finish annotations and complete a descriptive outline for "Of Primates and Personhood..."
THURSDAY: Agenda: Warmup: Do great apes deserve to be treated like people? Why or why not? Is it okay to keep great apes in zoos? Students will review their descriptive outlines for "Of Primates and Personhood..." *Students will begin working on the pre-writing activity for the culminating essay for Module 2. Please see assignment below:
Background: An Organization called the Animal Legal Defense Fund has sponsored a petition that calls for increased protection for the rights of animals. It says the following:
Deprived of legal protection, animals are defenseless against exploitation and abuse by humans. Through the Animal Bill of Rights, the Animal Legal Defense Fund is working to show Congress a groundswell (an outpouring or extravagant expression of feeling)of support for legislation that protects animals and recognizes that, like all sentient beings, animals are entitled to basic legal rights in our society.
The petition calls for the right of all animals to be free from exploitation, cruelty, neglect, and abuse and enumerates further rights for laboratory animals, farm animals, companion animals, and wildlife.
Consider the following questions: Do you think animals need a “Bill of Rights?” Would such a law go against centuries of human culture? Would it increase the cost of food? Would it hinder medical research? Would it cause other problems?
PROMPT: Write a well organized five paragraph essay explaining the extent to which you agree or disagree with the idea of creating a Bill of Rights for animals. Develop your points by giving reasons, examples, or both from your own experience, observations, and reading.
FRIDAY: Read aloud Friday
Week of 11/7-11/11
MONDAY: Warmup: Would Rifkin and Braithwaite agree with the supporter of the Animal Bill of Rights? Why or why not? Do you agree with the authors of the readings, do you agree completely? (It's okay to agree with some points, but not others. You don't have to completely agree.) Students will be introduced to quoting from the text methods. Students will continue working on their essays.
TUESDAY: Students will finish the prewriting packet for the Animal Bill of Rights Essay.
THURSDAY: Warmup: After reading the publication from The University of Chicago, have your views changed regarding animal rights and to what extent? Do you plan to incorporate ideas from this piece into your essay? (as evidence to support your theory or as part of a counterargument) Students will begin writing their rough drafts for the Animal Rights Essay. Final essay will be due next Thursday, November 17th with a works cited page.***Will not accept essays that are not MLA formatted.***