MONDAY: Weekly Vocabulary (Glossary of Rhetorical Terms) *clause-exposition *Create flashcards and study for test Friday Introduce the Rhetorical Mode of Argumetation: Take notes on powerpoint Read "The Story of Bottled Water" NR Pg 96 Take Inventory: Argumentative Criteria
TUESDAY: Writer's Workshop: How to Write About Syntax in Rhetorical Analysis (hard copy only) 1. Discuss and answer questions 1-3 for "The Story of Bottled Water" on page 109 , with your assigned group. 2. Then, complete the rhetorical precis assignment in your group. Homework: Read "Hidden Intellectualism" in the NR pg 237, take notes on argumentative criteria
WEDNESDAY: Finish rhetorical precis assignment with group (no more than 10 minutes) Students will apply the two formulas for writing about syntax to "Hidden Intellectualism" Students will then discuss and answer Question 1 on pg 241 of their Norton Readers. Then, students will read "Why Video Games Matter" NR pg 110, and take notes on argumentative criteria
THURSDAY: Writer's Workshop: Sentence Structure "Why Video Games Matter" comprehension questions 1-3, pg 118 (Group discussion and answer questions in notebook) Groups will identify syntax and articulate how the structure of the language informs the meaning conveyed in the essay. Groups will collaborate on a rhetorical precis as well.
FRIDAY: Rhetorical device quiz Factoid Friday--bring both articles and present new evidence to support your claim!
Week of 12/5-12/9
MONDAY: Students will prepare flashcards for rhetorical devices: homily-litotes Quiz will occur on Friday. Gleason: The documentary film was directed by J. Clay Tweel. The description from the Sundance website reads: “At the age of 34, Steve Gleason, former NFL defensive back and New Orleans hero, was diagnosed with ALS. Doctors gave him two to five years to live. So that is what Steve chose to do: Live -- both for his wife and newborn son and to help others with this disease.” “The hope is that this film will be a catalyst for positive change and choices for those who face major challenges in life,” Gleason said in the statement. “Thanks to my extraordinary family, friends, ‘film guys’, as well as talented director J. Clay Tweel, that this story will be told. If there is a takeaway, we believe those who watch might think differently about life, love and family.”
Students will begin watching Gleason, and be taking notes to include: examples of evidence that illustrate how the movie affects an audience comprised of adolescent high school students. Students will be prepared to discuss the movie's themes and motifs as they relate to our essential question: what is the value of life?
TUESDAY: Gleason: Students will discuss the following prompt in partners. In their notebooks they will create a list of 5-10 examples of cinematic and rhetorical examples: *How does J. Clay Tweel use rhetorical appeals and cinematography to convey ideas about Gleason's life? Students will continue watching the film, take notes, and prepare to answer the following prompt in the context of an academic paragraph tomorrow in class. Homework: Students will read, watch and annotate Steve Job's commencement address to Stanford.
WEDNESDAY: Minimum Day Students will write two academic paragraphs in class (what isn't finished will be completed for homework) 1. How does J. Clay Tweel use rhetorical appeals and cinematography to convey ideas about Gleason's life? 2. Write a paragraph contrasting the ideas presented in the movie, Gleason, with the ideas presented in Steve Job's speech.
THURSDAY: Students will finish watching Gleason Writing assignment to follow
MONDAY: Factoid Friday 3 continued-- Students will organize into peer work groups, share articles, and complete the first half of the rhetorical precis for each article shared (total of 4). Students will create flashcards for rhetorical devices quiz 4 (loose sentence-parallelism) Homework: Read "Sex, Drugs, Disasters, and the Extinction of Dinasours" in your Norton Reader (pg 488). Answer comprehension questions 1 and 2.
TUESDAY: Finish watching Gleason Please respond to the movie in your notebooks with a personal reaction. Begin AP Multiple Choice Practice Exam
WEDNESDAY: AP Multiple Choice Practice continued Introduce a Close Reading of "Living Like Weasels" by Annie Dillard As a warm up in your notebook, write a few sentences that discuss how Dillard uses the first paragraph to describe what makes a weasel wild. Use textual evidence in one to two words to support your ideas. Then, finish reading the piece and answer the following questions:
What features of a weasel’s existence make it wild? Make it violent?
What instances in the text show a display of weasels being “obedient to instinct”?
At what point does the author start speaking about herself? What is the focus of her observations?
Why is this shift to first person important? What significance do these observations hold?
What features of Hollins Pond does Dillard mention?
What evidence is there in paragraphs 5 and 6 regarding a human presence at the pond?
Dillard is careful to place these opposing descriptions (of the natural and man-made) side by side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?
THURSDAY: Warmup: In your notebook, write an entry describing the effect of seeing the weasel. What experience does Dillard compare it to, and how is this an appropriate comparison? Your paragraph should be 5-7 sentences. Paragraphs 12 & 13 contain several questions instead of statements. Underline the questions. What is the effect of using questions rather than declarations at this point in the essay?
Focus Questions:
What was the purpose of Dillard coming to Hollins Pond? Pull at least 5 quotes and make a list.
Find evidence for what Dillard means by “living in necessity” in paragraph 14, and put her ideas in your own words in a brief two or three sentence paraphrase. Cite at least 3 pieces of evidence, then paraphrase.
In paragraph 15, Dillard imagines going “out of your ever-loving mind and back to your careless senses.” What does she mean by “careless” in that sentence, and how is that reflected in the rest of the paragraph? This answer should be 2-3 sentences.
Dillard urges her readers to “stalk your calling” by “plug[ging] into” your purpose-yet she describes this process as “yielding, not fighting.” What message is she trying to convey with these words?
Homework: Write an academic summary for “Living Like Weasels.” Remember, no direct quotes AND be sure to represent the beginning, middle, and end of the text using transition words.
FRIDAY: Rhetorical Devices Quiz 4 A holiday tribute to Steve Gleason...
Week of 1/3-1/6
TUESDAY 1/3 "Living Like Weasels" Multiple Choice Assessment Notebook 4 DUE MONDAY Notebook Inventory List
THURSDAY: Reading for Writers: The Writer's Thesis: Read pages 133-141 Complete Exercises- 1, 3-5 The Thesis: Sheridan Baker: Read pages 141-153 Complete questions for The Facts, The Strategies, and The Issues Study for rhetorical devices review quiz tomorrow Prepare article for Factoid Friday
Friday: Rhetorical Devices Review Quiz Factoid Friday Groups Notebook 4 is due MONDAY
Week of 1/9/17-1/13/17
Monday: Readings for Writers: IG-1 - Terrorism Studying the Image Writing Assignment: Write an essay in which you point out the perils of a religious sect that calls for the elimination of innocent citizens believed to be "infidels."
Tuesday: Students will carry out a class discussion, sharing their answers from Studying the Image. Students will begin researching their essay topic. A hard copy of the final draft of the essays with a works cited page will be due Tuesday, January 17th. Wednesday: Students will begin drafting their essays in class.
Thursday: Students will continue to draft essays. Class will begin discussing final project for Factoid Friday.
Friday: Factoid Friday: Students will assemble into groups of four and carry out a modified Socratic seminar. Students will need to have their Socratic paragraphs on-hand. ESSAYS ARE DUE TUESDAY after the HOLIDAY!