1st Quarter
Week 1 (9/4 - 9/8)
Monday 9/4
No School. Labor Day
No School. Labor Day
Tuesday 9/5
1. Introduction & Class Procedures
2. Stations:
A. Syllabus Exploration
B. NoRedInk Enrollment & Diagnostic Test
C. Reading
D. Chat with Mrs. Trivelloni
3. Closure:Decompress about the Reading Continuum & Questions about the syllabus.
Homework: Binder with tabs is due this Thursday, Sept. 7th!
1. Introduction & Class Procedures
2. Stations:
A. Syllabus Exploration
B. NoRedInk Enrollment & Diagnostic Test
C. Reading
D. Chat with Mrs. Trivelloni
3. Closure:Decompress about the Reading Continuum & Questions about the syllabus.
Homework: Binder with tabs is due this Thursday, Sept. 7th!
Wednesday 9/6
1. Revisit Syllabus & Website
2. Watch the TED TALK by Anne Lamott speech "12 Truths I learned from Life and Writing"
3. Activity:
A. Discuss Anne Lamott's truths
B. Make a list of 6 truths that you know.
C. Share truths with group members .
Truths about Life Reflection Handout collected
4. Homework: Writing Continuum handout.
1. Revisit Syllabus & Website
2. Watch the TED TALK by Anne Lamott speech "12 Truths I learned from Life and Writing"
3. Activity:
A. Discuss Anne Lamott's truths
B. Make a list of 6 truths that you know.
C. Share truths with group members .
Truths about Life Reflection Handout collected
4. Homework: Writing Continuum handout.
Thursday 9/7
1. Groups will introduce themselves and share 3 truths (can be based on most humorous, heartfelt, or interesting.
2. Discuss the elements of Expository Writing.
3. What is Rhetoric?
1. Groups will introduce themselves and share 3 truths (can be based on most humorous, heartfelt, or interesting.
2. Discuss the elements of Expository Writing.
3. What is Rhetoric?
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
reading_and_writing_continuum.docx | |
File Size: | 23 kb |
File Type: | docx |
Friday 9/8
Note: Intro to Rhetorical Analysis packets distributed
1. Mini-Lecture: Aristotle's Triangle (speaker, audience, message) & Rhetorical Appeals (ethos, pathos, logos)
In Groups...
2. Analyze Atticus Finch's persuasive closing argument to the court in the novel To Kill A Mockingbird.
A. Watch film version of speech on YouTube
B. Identify the six emotional appeals that Atticus makes to the jury. Use a pencil to put a box around each of these six moments in the text.
C. In the margin, describe the emotion that he is trying to elicit with each emotional appeal. Annotate the text!
D. Pick two words that describe the tone of Atticus' closing argument.
3. Whole class discussion on the text.
Homework: Read the closing remarks by George Graham Vest on a case concerning one man shooting another man's dog. Answer the 6 questions (SOAPStone) on the second half of the page. This work can be found in the Intro to Rhetoric packet.
Note: Intro to Rhetorical Analysis packets distributed
1. Mini-Lecture: Aristotle's Triangle (speaker, audience, message) & Rhetorical Appeals (ethos, pathos, logos)
In Groups...
2. Analyze Atticus Finch's persuasive closing argument to the court in the novel To Kill A Mockingbird.
A. Watch film version of speech on YouTube
B. Identify the six emotional appeals that Atticus makes to the jury. Use a pencil to put a box around each of these six moments in the text.
C. In the margin, describe the emotion that he is trying to elicit with each emotional appeal. Annotate the text!
D. Pick two words that describe the tone of Atticus' closing argument.
3. Whole class discussion on the text.
Homework: Read the closing remarks by George Graham Vest on a case concerning one man shooting another man's dog. Answer the 6 questions (SOAPStone) on the second half of the page. This work can be found in the Intro to Rhetoric packet.
week 2 (9/11 - 9/15)
Monday 9/11
1. Quick-check of homework
2. Discuss speech by George Graham Vest "Tribute to a Dog" by using SOAPStone and rhetorical appeals.
3. Analyze Colbert Report Clip using SOAPStone
1. Quick-check of homework
2. Discuss speech by George Graham Vest "Tribute to a Dog" by using SOAPStone and rhetorical appeals.
3. Analyze Colbert Report Clip using SOAPStone
Tuesday 9/12
1. Finish Discussion on the Colbert Report Clip
2. Grammar:
-Dependent Clause (incomplete thought
-Subordinating Conjunctions (SWABI)
-Connecting clauses via Colon & Semi-colon
-Clauses connected by THAMOS
-Clauses connected by FANBOYS
3. Complete NoRedInk Practice...due Thursday by 11:59pm
1. Finish Discussion on the Colbert Report Clip
2. Grammar:
- Create a Grammar Flip Chart...due Friday.
- Take Notes on the following grammar topics through NoRedInk and the pictures posted below
-Dependent Clause (incomplete thought
-Subordinating Conjunctions (SWABI)
-Connecting clauses via Colon & Semi-colon
-Clauses connected by THAMOS
-Clauses connected by FANBOYS
3. Complete NoRedInk Practice...due Thursday by 11:59pm
Wednesday 9/13
1. Finish Analysis of Colbert Report. Students fill in graphic organizer as we discuss.
2. Lecture/Power Point on Rhetorical Appeals. Students take notes.
3. Explanation and Expectations for Rhetorical Appeals Group Project. Groups pick their products and begin brainstorming.
1. Finish Analysis of Colbert Report. Students fill in graphic organizer as we discuss.
2. Lecture/Power Point on Rhetorical Appeals. Students take notes.
3. Explanation and Expectations for Rhetorical Appeals Group Project. Groups pick their products and begin brainstorming.
Thursday 9/14
1. Finish power point and note-taking
2. Introduce Rhetorical Appeals advertisement group project. Objective: You have two- three minutes to sell us on your product using Ethos, Pathos, & Logos.
Students will use google drive to keep organize and share the project.
Note: Must have NoRedInk assignment for Clauses done by tonight at 11:59pm.
1. Finish power point and note-taking
2. Introduce Rhetorical Appeals advertisement group project. Objective: You have two- three minutes to sell us on your product using Ethos, Pathos, & Logos.
Students will use google drive to keep organize and share the project.
Note: Must have NoRedInk assignment for Clauses done by tonight at 11:59pm.
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
rhetorical_appeals_ppt_.pptx | |
File Size: | 7646 kb |
File Type: | pptx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
rhetorical_appeals_advertisement_project.docx | |
File Size: | 973 kb |
File Type: | docx |
Friday 9/15
1. Flipcharts collected
2. Groups work on Rhetorical Appeals Project (Practice how you want to perform)
1. Flipcharts collected
2. Groups work on Rhetorical Appeals Project (Practice how you want to perform)
week 3 (9/18 -9/22)
Monday 9/18
2nd work-day for the Rhetorical Appeals Project. Presentations are tomorrow!
1. Review Rubric/Expectations for Project.
2. Students work cooperatively to complete the speech and the visual ad.
3. Teacher conferences with each group and brainstorms more avenues for applying the rhetorical appeals.
Homework:
Tweak presentations and practice your part!
Open House is tonight! Invite your parents.
2nd work-day for the Rhetorical Appeals Project. Presentations are tomorrow!
1. Review Rubric/Expectations for Project.
2. Students work cooperatively to complete the speech and the visual ad.
3. Teacher conferences with each group and brainstorms more avenues for applying the rhetorical appeals.
Homework:
Tweak presentations and practice your part!
Open House is tonight! Invite your parents.
Tuesday 9/19
Rhetorical Appeals Presentations
Rhetorical Appeals Presentations
Wednesday 9/20
1. Finish Rhetorical Appeals presentations. Students turn in notes and cue cards.
2. Rhetorical Appeals Activity Packet. Students complete the Ethos task sheet.
3. Group discussion on how to make explanations more extensive, formal, and analytical.
1. Finish Rhetorical Appeals presentations. Students turn in notes and cue cards.
2. Rhetorical Appeals Activity Packet. Students complete the Ethos task sheet.
3. Group discussion on how to make explanations more extensive, formal, and analytical.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
ethospathoslogosworksheets.pdf | |
File Size: | 3281 kb |
File Type: |
Thursday 9/21
Work independently to complete the tasks for Pathos and Logos in the Rhetorical Appeals Activity Packet...due TOMORROW!
Analysis must...
Work independently to complete the tasks for Pathos and Logos in the Rhetorical Appeals Activity Packet...due TOMORROW!
Analysis must...
- be formal: third person only & no second person (you, your)
- be complete sentences
- use heightened vocabulary (use word bank!)
- Apply writer's jargon: speaker, audience, persuasion, rhetorical appeal, etc.
- be thorough
- be articulate (show yourself to be an analytical thinker)
- contain clear explanations
Friday 9/22
1. Collect the Rhetorical Appeals Packet.
2. Counseling Office Presentation on the SAT
3. Rhetorical Appeals analysis of famous speeches in screenplays. Watch the three film clips. Annotate the speeches according to the directions.
EXTRA CREDIT IS DUE MONDAY
1. Collect the Rhetorical Appeals Packet.
2. Counseling Office Presentation on the SAT
3. Rhetorical Appeals analysis of famous speeches in screenplays. Watch the three film clips. Annotate the speeches according to the directions.
EXTRA CREDIT IS DUE MONDAY
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
creating_college_board_and_khan_academy_linking.pptx | |
File Size: | 1328 kb |
File Type: | pptx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
movies_with_rhetorical_appeals.docx | |
File Size: | 135 kb |
File Type: | docx |
Week 4 (9/25 - 9/29)
Monday 9/25
1. Extra Credit Collected
2. Flip Charts distributed. Students must revise Flip Charts and resubmit by Wednesday.
3. Grammar: Distribute Packets for Sentence Variety. We will be slowly working on this packet over the next couple of weeks.
A. Review Independent & Dependent Clause by looking at examples on NoRedInk
B. Revisit FANBOYS, SWABIS, & THAMOs
C. Work through Semi-colon & Colon pages in the Sentence Variety Packet.
1. Extra Credit Collected
2. Flip Charts distributed. Students must revise Flip Charts and resubmit by Wednesday.
3. Grammar: Distribute Packets for Sentence Variety. We will be slowly working on this packet over the next couple of weeks.
A. Review Independent & Dependent Clause by looking at examples on NoRedInk
B. Revisit FANBOYS, SWABIS, & THAMOs
C. Work through Semi-colon & Colon pages in the Sentence Variety Packet.
Tuesday 9/26
1. Revised Flip Charts collected
2. Finish Grammar pages 144-146 in Sentence Variety Packet
3. Revisit analysis of the film clips from Friday's class.
4. More Practice with Rhetorical Appeals
1. Revised Flip Charts collected
2. Finish Grammar pages 144-146 in Sentence Variety Packet
3. Revisit analysis of the film clips from Friday's class.
4. More Practice with Rhetorical Appeals
Wednesday 9/27
1. Finish discussing President Obama's speech.
2. Rhetorical Appeals packet passed back and students review their scores for Analysis & Writing.
3. Rhetorical Appeals Quiz: Students will analyze a speech for persuasive tactics and provide evidence in the text for their analysis.
Homework: Students can revise their responses in the Rhetorical Appeals Packet and resubmit for more credit. Due tomorrow. Please write the two revised responses on a separate sheet of paper and staple it to the packet.
1. Finish discussing President Obama's speech.
2. Rhetorical Appeals packet passed back and students review their scores for Analysis & Writing.
3. Rhetorical Appeals Quiz: Students will analyze a speech for persuasive tactics and provide evidence in the text for their analysis.
Homework: Students can revise their responses in the Rhetorical Appeals Packet and resubmit for more credit. Due tomorrow. Please write the two revised responses on a separate sheet of paper and staple it to the packet.
Thursday 9/28
NoRedInk Grammar Practice: Semi-colons & Colons
NoRedInk Grammar Practice: Semi-colons & Colons
Friday 9/29
Students work in groups to complete the Analysis handout ( SOAPStone & Rhetorical Appeals) on Lou Gehrig's famous farewell speech .
NOREDINK EXTRA CREDIT DUE BY SUNDAY NIGHT AT 11:59PM
Students work in groups to complete the Analysis handout ( SOAPStone & Rhetorical Appeals) on Lou Gehrig's famous farewell speech .
NOREDINK EXTRA CREDIT DUE BY SUNDAY NIGHT AT 11:59PM
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
lou_gherig_speech__2_.pdf | |
File Size: | 67 kb |
File Type: |
Week 5 (10/2-10/6)
Monday 10/2
1. Finish Socratic Seminar for the Lou Gehrig speech. Students submit their group and whole class work.
2. Students complete the Diction & Imagery Exercises #1 & #2 in the D-I-D-L-S packet.
1. Finish Socratic Seminar for the Lou Gehrig speech. Students submit their group and whole class work.
2. Students complete the Diction & Imagery Exercises #1 & #2 in the D-I-D-L-S packet.
Tuesday 10/3
Introduction to DIDLS. Students Analyze Lou Gherig's speech with DIDLS in small groups with the help of a direction sheet. Groups will submit their work by the end of the hour.
Introduction to DIDLS. Students Analyze Lou Gherig's speech with DIDLS in small groups with the help of a direction sheet. Groups will submit their work by the end of the hour.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
didls_directions_for_lou_gehrig.docx | |
File Size: | 14 kb |
File Type: | docx |
Wednesday 10/4
1. Groups have some time to finish DIDLing of Lou Gehrig Speech.
2. Persuasive Impromptu Write. Due tomorrow if not completed at the end of the hour.
1. Groups have some time to finish DIDLing of Lou Gehrig Speech.
2. Persuasive Impromptu Write. Due tomorrow if not completed at the end of the hour.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
how_far_should_juvenile_sentencing_restrictions_go.doc | |
File Size: | 44 kb |
File Type: | doc |
Thursday 10/5
1. Collect Persuasive Mini-essay for Juvenile Sentencing
2. Introduction to visual rhetoric:
A.
B. Difference between making observations about explicit details & making interpretations based on implied (implicit meanings).
C. Practice with several editorial cartoons: 1) making observations based on explicit information, 2) interpretations based on implicit statements, 3) determining context, 4)
determining message, 5) reaction cartoonist is attempting to trigger/elicit, and 5) determining if irony, exaggeration, or juxtaposition is used.
D. Students work in small groups to complete the Visual Rhetoric Comic Group Response sheet on an editorial cartoon that has been assigned to them.
E. Students present their observations and interpretations of their assigned cartoon.
1. Collect Persuasive Mini-essay for Juvenile Sentencing
2. Introduction to visual rhetoric:
A.
B. Difference between making observations about explicit details & making interpretations based on implied (implicit meanings).
C. Practice with several editorial cartoons: 1) making observations based on explicit information, 2) interpretations based on implicit statements, 3) determining context, 4)
determining message, 5) reaction cartoonist is attempting to trigger/elicit, and 5) determining if irony, exaggeration, or juxtaposition is used.
D. Students work in small groups to complete the Visual Rhetoric Comic Group Response sheet on an editorial cartoon that has been assigned to them.
E. Students present their observations and interpretations of their assigned cartoon.
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
visual_rhetoric_power_point.pptx | |
File Size: | 2288 kb |
File Type: | pptx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
questions_for_visual_rhetoric.docx | |
File Size: | 17 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
visual_rhetoric_comic_group_response.docx | |
File Size: | 13 kb |
File Type: | docx |
Friday 10/7
Watch the Shrek and analyze it for visual rhetoric. Students will complete the handout as they watch the film.
NO HOMEWORK! HAVE FUN THIS WEEKEND AND BE SAFE!
Watch the Shrek and analyze it for visual rhetoric. Students will complete the handout as they watch the film.
NO HOMEWORK! HAVE FUN THIS WEEKEND AND BE SAFE!
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
shrek_visual_rhetoric_analysisname.docx | |
File Size: | 14 kb |
File Type: | docx |
Week 6 (10/10-10/14)
Monday 10/10
Finish watching Shrek. If analysis handout is not entirely completed in class, students can take it home. Handout is due tomorrow at the beginning of the hour.
Finish watching Shrek. If analysis handout is not entirely completed in class, students can take it home. Handout is due tomorrow at the beginning of the hour.
Tuesday 10/11
1. Shrek Film Analysis sheet collected
2. Visual Rhetoric Exercise using editorial cartoons:
----Teacher models with the Elmo & Migrant Children political cartoon
----Each group is given a cartoon. Groups will do the following analysis below and present in class tomorrow.
1. Shrek Film Analysis sheet collected
2. Visual Rhetoric Exercise using editorial cartoons:
----Teacher models with the Elmo & Migrant Children political cartoon
----Each group is given a cartoon. Groups will do the following analysis below and present in class tomorrow.
- Record Observations (explicit information)
- Form Interpretations (implied messages)
- What is the artist's claim? Write in 3rd person. Identify the problem and what should be done.
- Choose 2 tone words
- Personal reaction? Intended reaction? Same or different. Explain.
- Is there any use of irony, exaggeration, or juxtaposition? If so, explain.
- Visual Rhetoric
- DIDLS
- SOAPStone
- Explicit vs. Implicit
- Observation vs. Interpretation
- Claim
Wednesday 10/12
1. Each group gives a 3-minute presentation on their assigned political cartoon.
2. Visual Rhetoric Quiz
HOMEWORK: Complete the DETAIL & SYNTAX Exercises
1. Each group gives a 3-minute presentation on their assigned political cartoon.
2. Visual Rhetoric Quiz
HOMEWORK: Complete the DETAIL & SYNTAX Exercises
Thursday 10/13 (1/2 Day):
1st & 2nd hours work on DETAIL & SYNTAX Exercises
1st & 2nd hours work on DETAIL & SYNTAX Exercises
Friday 10/14
Informational handout distributed on modifiers and appositives.
Complete NoRedInk Practice online for modifiers and appositives. Due at the end of the hour.
Informational handout distributed on modifiers and appositives.
Complete NoRedInk Practice online for modifiers and appositives. Due at the end of the hour.
week 7 (10/16-10/20)
Monday 10/16
A. Module/Unit 1 Reader Booklets distributed. Students must write name, hour, and teacher on this booklet. This is the one and only booklet that you will receive, so don't lose it.
B. Discuss what good critical readers do (Critical Reader's Handout distributed)
C. Read 3-paragraph introduction from author of Exodus to the Virtual World by Edward Castronova
D. ANALYZE (Students annotate Exodus to the Virtual World):
Hints for summary rewrite:
- According to Castronova what is the problem?
-What caused the problem?
-What effect has and will this problem causes?
-Do not repeat any of Castronova's words. Use synonyms.
A. Module/Unit 1 Reader Booklets distributed. Students must write name, hour, and teacher on this booklet. This is the one and only booklet that you will receive, so don't lose it.
B. Discuss what good critical readers do (Critical Reader's Handout distributed)
C. Read 3-paragraph introduction from author of Exodus to the Virtual World by Edward Castronova
D. ANALYZE (Students annotate Exodus to the Virtual World):
- Is the word "hurricane to be interpreted literally or figuratively?
- Discuss author's choice of diction with the use of the word hurricane.
- Reread 2nd and 3rd paragraphs: highlight every reference to weather and circle unfamiliar words.
- Why does the author use weather a recurring idea (metaphor)?
- What is the author's tone? Underline evidence in the text.
- Review unfamiliar words and context clues to hint at their meaning. Write definitions for these words in the margin.
- In groups, write a one-sentence summary of this three-paragraph introduction. (What is the problem? What caused it? What affect will it have on society). Summaries are read aloud. Student go home and write their own summary.
Hints for summary rewrite:
- According to Castronova what is the problem?
-What caused the problem?
-What effect has and will this problem causes?
-Do not repeat any of Castronova's words. Use synonyms.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
what_close_and_critical_readers_do.docx | |
File Size: | 39 kb |
File Type: | docx |
Tuesday 10/17
A. Review the terms observation (something objective that you observe with your senses) and inference (educated guess based on your observations.)
B. What is an argument? Word map the term argument. (white boards)
C. What other modes or forms do people use to present an argument? View slide show and discuss intended messages that can be inferred.
D. ANALYZE the final slide "Mike Twohy's "pigskin cartoon": (in small groups students generate one sheet of observations and inferences)
A. Review the terms observation (something objective that you observe with your senses) and inference (educated guess based on your observations.)
B. What is an argument? Word map the term argument. (white boards)
C. What other modes or forms do people use to present an argument? View slide show and discuss intended messages that can be inferred.
D. ANALYZE the final slide "Mike Twohy's "pigskin cartoon": (in small groups students generate one sheet of observations and inferences)
- List as many objective details as possible about Mike Twohy's cartoon.
- Make inferences based on these observations.
Wednesday 10/18
A. Analysis Continued: "Mike Twohy's "pigskin cartoon"
C. Watch video clip on the two types of reasoning: inductive and deductive.
E. Complete Analyze Part 1 of the McGonigal Analysis sheet. Students work in groups, but are ultimately responsible for their own work.
HOMEWORK: Finish ANALYZE PART 1 for the 2nd paragraph...DUE FOR CLASS TOMORROW.
A. Analysis Continued: "Mike Twohy's "pigskin cartoon"
- Discuss Observations and inferences
- What is Twohy the cartoonist arguing?
- What evidence does he include to support his argument?
- What claim is Castronova presenting in the three-paragraph opening we read yesterday? Add this claim to the bottom of his introduction under summary.
- How do claims, evidence, and reasoning work together to produce an argument?
C. Watch video clip on the two types of reasoning: inductive and deductive.
- Identifying a claim in visual rhetoric is an example of inductive reasoning.
- The typical essay style that you are familiar with utilizes deductive reasoning
E. Complete Analyze Part 1 of the McGonigal Analysis sheet. Students work in groups, but are ultimately responsible for their own work.
HOMEWORK: Finish ANALYZE PART 1 for the 2nd paragraph...DUE FOR CLASS TOMORROW.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
mcgonigal_analysis_sheet.docx | |
File Size: | 16 kb |
File Type: | docx |
Thursday 10/19: Reality is Broken
A. Discuss McGonigal paragraph 2 and annotations (ANALYZE PART 1 of handout)
B. For paragraph 3, complete ANALYZE PART 2 & 3 of handout
A. Discuss McGonigal paragraph 2 and annotations (ANALYZE PART 1 of handout)
B. For paragraph 3, complete ANALYZE PART 2 & 3 of handout
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
mcgonigal_analysis_sheet.docx | |
File Size: | 16 kb |
File Type: | docx |
![]()
|
![]()
|
Friday 10/20
1. Review Answers for McGonigal Analysis sheet
2. Small Team Jigsaw Project Explained: Each table will be assigned a section of the text Reality is Broken to ANALYZE for chapters 4-14. Groups will complete the following...
1. Review Answers for McGonigal Analysis sheet
2. Small Team Jigsaw Project Explained: Each table will be assigned a section of the text Reality is Broken to ANALYZE for chapters 4-14. Groups will complete the following...
- Thoughtfully respond to questions on the handout for your assigned section of the text.
- Annotate assigned section of the text according to the directions on the handout
- Write a rhetorical analysis paragraph together as a group.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
team_jigsaw_paragraphs_4_2017.docx | |
File Size: | 14 kb |
File Type: | docx |
Week 8 (10/23-10/27)
Monday 10/23 (Group work day for Team Jigsaw Project for chapters 4-14 of Reality is Broken)
1. Finish the paragraph
2. Create a presentation: The picture below shows the information that needs to be included on the poster.
1. Finish the paragraph
2. Create a presentation: The picture below shows the information that needs to be included on the poster.
- READ section of text aloud
- TEACH your section of the text by PRESENTING your analysis:
- Present your analysis via poster
- Visually WALK-THROUGH annotations done on the text via the ELMO
- The class will be taking notes and annotating the text as you present.
- Be prepared to answer questions.
Tuesday 10/24
Construct posters and prepare for presentations
Construct posters and prepare for presentations
Wednesday 10/25
Group Presentations
Group Presentations
Thursday 10/26
A. Finish Presentations
B. Read paragraphs 15-17 of McGonigal's Reality is Broken.
C. Answer together as a class and annotate the text:
1. What tactic is McGonigal using in paragraphs 15 to build her argument?
2. In paragraph 16, what need is she pointing out?
3. What is her newly expanded claim?
4. How does McGonigal emphasize this global claim through structure?
5. Why did McGonigal not begin her book with this claim? Why the use of inductive reasoning? Why does she do this purposefully? Why does the audience's perception have anything to do with it?
D. Students will write a paragraph analyzing how McGonigal's argument and persuasive tactics.
A. Finish Presentations
B. Read paragraphs 15-17 of McGonigal's Reality is Broken.
C. Answer together as a class and annotate the text:
1. What tactic is McGonigal using in paragraphs 15 to build her argument?
2. In paragraph 16, what need is she pointing out?
3. What is her newly expanded claim?
4. How does McGonigal emphasize this global claim through structure?
5. Why did McGonigal not begin her book with this claim? Why the use of inductive reasoning? Why does she do this purposefully? Why does the audience's perception have anything to do with it?
D. Students will write a paragraph analyzing how McGonigal's argument and persuasive tactics.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
mcgonigal_rhetorical_analysis_outline.docx | |
File Size: | 16 kb |
File Type: | docx |
Friday 10/27
A. EOS School Survey
B. Write paragraph...Due Monday at the end of the hour.
A. EOS School Survey
B. Write paragraph...Due Monday at the end of the hour.
Week 9 (10/30-11/3)
Monday 10/30
Writing Paragraphs Continued.
Writing Paragraphs Continued.
- Quote Blending Explanation. Blend your quotes!
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
quote_blending_2.doc | |
File Size: | 37 kb |
File Type: | doc |
Tuesday 10/31
Tone Mini-Exercise: These handouts can be found in the Rhetorical Appeals Exercise Packet. You have them in your binder! Complete these two handouts. You have plenty of time!
Tone Mini-Exercise: These handouts can be found in the Rhetorical Appeals Exercise Packet. You have them in your binder! Complete these two handouts. You have plenty of time!
Wednesday 11/1 & Thursday 11/2
A. Re-Read paragraphs 15-17. Revisit the counter-argument and the main claim "meat of Mcgonigal's argument.
B. Discuss and annotate McGonigal text:
A. Re-Read paragraphs 15-17. Revisit the counter-argument and the main claim "meat of Mcgonigal's argument.
B. Discuss and annotate McGonigal text:
- What is the tone in paragraph 17?
- The tone shifts in 18. What is it? Why do we need to proceed with caution?
- How does McGonigal further develop the counter-argument in paragraph 19? (Who is the opposing side identified? What is their opinion of the future?)
- Why does McGonigal use rhetorical questions in paragraph 19?
- In paragraph 20, what evidence does McGonigal provide to prove that gameplay is not historically unusual?
- What are the two points does McGonigal make in paragraph 20? Underline the sentences where the points can be found and paraphrase these points in the margin.
- McGonigal uses a rhetorical appeal in paragraph 21. What is it? Annotate it.
- In paragraph 21, what is the significance of the colon? Where have we seen this before? What is it signaling?
- In paragraph 21, McGonigal revisits the idea of basic human needs. What paragraph did she mention basic human needs and what was her point?
- What additional points does she raise in paragraph 21 about basic human needs in order to develop her argument?
- Complete HANDOUT THAT ANALYZES PARAGRAPH 23 (analogy is a logical comparison of different situations with some aspect in common)
- How do narratives/anecdotes strengthen an argument? How is that they can be counted as logos?
- In groups answer the following questions on the back of the handout. Answering these questions will explain McGonigal's purpose
- She builds persuasion with the rhetorical appeal of logos. How?
- She builds persuasion with the rhetorical appeal of pathos. How?
- She creates a change in pace--purposefully slows down and digresses about an ancient civilization. Why?
- She creates a change in tone--from fearful and worried to appreciative and sympathetic. Why?
- The anecdote refutes/disproves the counter-claim that "gaming is a waste of time". How?
- Explain why McGonigal creates this analogy? How are the modern gamers and the ancient Lydians similar? What are they hungering for?
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
m1_l1_using_a_narrative_to_strengthen_an_argument.docx | |
File Size: | 14 kb |
File Type: | docx |
Friday 11/3
A. Use the handout below (direction sheet) for analyzing and annotating paragraphs 23-30.
B. Get your work organized to turn in on Monday. Use the rubric to prepare for this massive turn-in of work.
A. Use the handout below (direction sheet) for analyzing and annotating paragraphs 23-30.
B. Get your work organized to turn in on Monday. Use the rubric to prepare for this massive turn-in of work.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
mod_1_cycle_1_packet_turn_in_rubric.docx | |
File Size: | 16 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
mcgonigal_analysis_of_paragraphs_23_29.docx | |
File Size: | 15 kb |
File Type: | docx |
2nd quarter
week1 [11/6-11/10]
Monday 11/6
**********Students submit their work for MODCULE 1 CYCLE 1: McGonigal of Module 1**********
1. Observations and analysis for paragraphs 24-30
2. Watch McGonigal TED Talk and complete the corresponding worksheet.
**********Students submit their work for MODCULE 1 CYCLE 1: McGonigal of Module 1**********
1. Observations and analysis for paragraphs 24-30
2. Watch McGonigal TED Talk and complete the corresponding worksheet.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
ted-talk-worksheet.pdf | |
File Size: | 18 kb |
File Type: |
Tuesday 11/7
No School. Election Day
No School. Election Day
Wednesday 11/8 & Thursday 11/9
A. Distribute work back to students.
Note: Use the rubric on the 1st persuasive write to better inform your choices for today's second persuasive write.
B. Revisit and analyze counter-argument. Complete side one of the handout below.
C. Type a letter to McGonigal. Use the prompt on Side 2 and the EXPLICIT DIRECTION SHEET to complete this writing assignment. due on Friday
A. Distribute work back to students.
Note: Use the rubric on the 1st persuasive write to better inform your choices for today's second persuasive write.
B. Revisit and analyze counter-argument. Complete side one of the handout below.
C. Type a letter to McGonigal. Use the prompt on Side 2 and the EXPLICIT DIRECTION SHEET to complete this writing assignment. due on Friday
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
mcgonigal_counter_argument___letter_assignment.docx | |
File Size: | 24 kb |
File Type: | docx |
Friday 11/10
Students have one last day in class to complete their Letter McGonigal.
Letter must by printed and annotated by hand by the end of the hour and submitted to the teacher.
Students have one last day in class to complete their Letter McGonigal.
Letter must by printed and annotated by hand by the end of the hour and submitted to the teacher.
week 2 [11/13 - 11/17]
Monday 11/13
1. Revisit the Twohy Cartoon:
a. What is similar between the cartoon and Reality is Broken?
b. Would McGonigal agree or disagree with Twohy? What evidence can you pull from McGonigal to support your response.
2. Reflect on your progress and understanding over the past 10 weeks. Complete the reflection sheet.
3. Concision Power Point
4. Grammar: Complete the Lesson 18 & 19 Activities in the Grammar Sentence Variety Packet.
1. Revisit the Twohy Cartoon:
a. What is similar between the cartoon and Reality is Broken?
b. Would McGonigal agree or disagree with Twohy? What evidence can you pull from McGonigal to support your response.
2. Reflect on your progress and understanding over the past 10 weeks. Complete the reflection sheet.
3. Concision Power Point
4. Grammar: Complete the Lesson 18 & 19 Activities in the Grammar Sentence Variety Packet.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
module_1_cycle_1_reflection.docx | |
File Size: | 13 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
concision.pptx | |
File Size: | 853 kb |
File Type: | pptx |
Tuesday 11/14
A. NoRedInk Assignment: Working toward Concision
B. Complete Lesson 18: Combining Sentences I (questions 1-10) in the Grammar Packet
A. NoRedInk Assignment: Working toward Concision
B. Complete Lesson 18: Combining Sentences I (questions 1-10) in the Grammar Packet
Wednesday 11/15: DAY ONE ANALYSIS of "The Endangered Human Moment" by Daniel Goleman
A. Pre-Activity: Students pick-up a flashcard for the Persuasive Technique of Assertion. Glue this card to the center of a lined sheet of paper. Write down the claim from the following works around the assertion card: Atticus Finch, George Graham Vest, President FDR, President Obama, Lou Gherig, and McGonigal. Confirm as a class together the claim in each piece.
B. Quick-Write
1. 3-minute Quick Write prompts: Imagine going 48 hours without your cell phone. What would you lose access to? What would you miss? What feelings would you experience.
2. Students share their thoughts.
3. How often do you communicate or socialize with people in your life through your phone? Look specifically at the single bar graph graph below.
C. HOMEWORK
1. SUMMARIZE: How would you summarize the most important information being conveyed in the bar graph below? (consider graph's title, textual details, visual details, and quantitative data in your summary.)
2. INTERPRET: What statement do you think the researchers who created the graph are trying to make about the relationship between technology and communication among teenagers? Use evidence from the graph.
A. Pre-Activity: Students pick-up a flashcard for the Persuasive Technique of Assertion. Glue this card to the center of a lined sheet of paper. Write down the claim from the following works around the assertion card: Atticus Finch, George Graham Vest, President FDR, President Obama, Lou Gherig, and McGonigal. Confirm as a class together the claim in each piece.
B. Quick-Write
1. 3-minute Quick Write prompts: Imagine going 48 hours without your cell phone. What would you lose access to? What would you miss? What feelings would you experience.
2. Students share their thoughts.
3. How often do you communicate or socialize with people in your life through your phone? Look specifically at the single bar graph graph below.
C. HOMEWORK
1. SUMMARIZE: How would you summarize the most important information being conveyed in the bar graph below? (consider graph's title, textual details, visual details, and quantitative data in your summary.)
2. INTERPRET: What statement do you think the researchers who created the graph are trying to make about the relationship between technology and communication among teenagers? Use evidence from the graph.
Thursday 11/16 DAY TWO ANALYSIS of Goleman
A. Revisit Bar Graph
1. What was your summary of the important info in the graph?
2. What statement is this bar graph making?
3. Why do you think teens prefer to use their cell phones for texting rather than for talking?
4. How does multitasking play a part in phone usage? Define morphology of the word "multi-tasking" (multi = many + task + suffix of ing which indicates an action verb).
5. What are the benefits of this mult-tasking and what suffers because of this multitasking.
B. Analyze Goleman - ANNOTATION ROUND 1
1. Number the 13 paragraphs of Daniel Goleman's "The Endangered Human Moment".
2. Read all 13 paragraphs and underline for examples of multitasking that Goleman describes.
3. Share your underlined examples. Label these underlines sections.
HOMEWORK (Daniel Goleman's Focus pg. 1 in module packet)
1. Circle the words the words reprise, desultory, lexicon, and indignant. Use the dictionary on your table to look up and record the definitions in the margin. Discuss if any of these words could have been defined based on context.
2. Circle and look up the definitions for these words that have multiple meanings: absorbed, symptoms, vanguard, and epicenter. Write the multiple meanings above each word.
A. Revisit Bar Graph
1. What was your summary of the important info in the graph?
2. What statement is this bar graph making?
3. Why do you think teens prefer to use their cell phones for texting rather than for talking?
4. How does multitasking play a part in phone usage? Define morphology of the word "multi-tasking" (multi = many + task + suffix of ing which indicates an action verb).
5. What are the benefits of this mult-tasking and what suffers because of this multitasking.
B. Analyze Goleman - ANNOTATION ROUND 1
1. Number the 13 paragraphs of Daniel Goleman's "The Endangered Human Moment".
2. Read all 13 paragraphs and underline for examples of multitasking that Goleman describes.
3. Share your underlined examples. Label these underlines sections.
HOMEWORK (Daniel Goleman's Focus pg. 1 in module packet)
1. Circle the words the words reprise, desultory, lexicon, and indignant. Use the dictionary on your table to look up and record the definitions in the margin. Discuss if any of these words could have been defined based on context.
2. Circle and look up the definitions for these words that have multiple meanings: absorbed, symptoms, vanguard, and epicenter. Write the multiple meanings above each word.
![Picture](/uploads/1/5/6/2/15622448/capture22.png?250)
Study Up for the Concision Quiz on NoRedInk by testing yourself.
1. Log in >>> 2. Click on Curriculum >>> 3. Select Writing Topics >>> 4. Click on Thesis Statements >>> Practice for vague, redundant, unnecessary wording can be found on the site. BRUSH UP BEFORE THE QUIZ!
1. Log in >>> 2. Click on Curriculum >>> 3. Select Writing Topics >>> 4. Click on Thesis Statements >>> Practice for vague, redundant, unnecessary wording can be found on the site. BRUSH UP BEFORE THE QUIZ!
Friday 11/17 DAY THREE ANALYSIS of Goleman
A. Concision Quiz
B. Discuss the meaning of the 8 words from yesterday's homework.
1. What context clues can you use to determine the meanings of reprise, desultory, lexicon, and indignant
2. What meaning did Goleman intend with the words absorbed, symptoms, vanguard, and epicenter
C. Create a table on pg. 10 of the text (2 columns & five rows)
Column 1: list Goleman's multitasking examples from paragraphs 1-5
Column 2: quote where he explicitly describes what suffers or describe what he is implicitly implying.
D. SUMMARIZE Goleman's excerpt "The Endangered Human Moment" from his work Focus
E. DETECTING THE CLAIM
Use the Assertion Study Sheet to determine Goleman's claim. What is a claim? Underline the sentence that is the claim (a statement of belief that is controversial, arguable, and precise.) and label it.
E. ANNOTATE IMPORTANT DETAILS (DICTION, RHETORICAL APPEALS, CALL TO ACTION)
1. In the opening paragraph, how does Goleman want the reader to feel? Name the emotion. What is the author's intent/purpose? Write your ideas to this question in the margin.
2. Put wavy lines under words that help to evoke this feeling.
3. Draw a red box around the CLAIM in paragraph 3. Add this claim to the "Assertion" Claim sheet.
4. Label the rhetorical appeal being used. What is rhetoric again? Write the definition in the margin for rhetoric.
5. Highlight for ethos, pathos, and logos. Create a Key! For intertwined appeals, may need to use multiple colors on one sentence.
6. Paragraph 6- The pattern changes from paragraphs 1-5. What has he so far used to support his claim? Mark this shift in your text. How does he expand his claim and his argument? Annotate your ideas in the text.
7. Paragraphs 6-8: circle words with negative connotation (ex. portend & deficit). Record synonyms/meanings for portend & deficit.
AT THE END OF THE HOUR, PACKETS ARE GRADED FOR ANNOTATIONS
A. Concision Quiz
B. Discuss the meaning of the 8 words from yesterday's homework.
1. What context clues can you use to determine the meanings of reprise, desultory, lexicon, and indignant
2. What meaning did Goleman intend with the words absorbed, symptoms, vanguard, and epicenter
C. Create a table on pg. 10 of the text (2 columns & five rows)
Column 1: list Goleman's multitasking examples from paragraphs 1-5
Column 2: quote where he explicitly describes what suffers or describe what he is implicitly implying.
D. SUMMARIZE Goleman's excerpt "The Endangered Human Moment" from his work Focus
E. DETECTING THE CLAIM
Use the Assertion Study Sheet to determine Goleman's claim. What is a claim? Underline the sentence that is the claim (a statement of belief that is controversial, arguable, and precise.) and label it.
E. ANNOTATE IMPORTANT DETAILS (DICTION, RHETORICAL APPEALS, CALL TO ACTION)
1. In the opening paragraph, how does Goleman want the reader to feel? Name the emotion. What is the author's intent/purpose? Write your ideas to this question in the margin.
2. Put wavy lines under words that help to evoke this feeling.
3. Draw a red box around the CLAIM in paragraph 3. Add this claim to the "Assertion" Claim sheet.
4. Label the rhetorical appeal being used. What is rhetoric again? Write the definition in the margin for rhetoric.
5. Highlight for ethos, pathos, and logos. Create a Key! For intertwined appeals, may need to use multiple colors on one sentence.
6. Paragraph 6- The pattern changes from paragraphs 1-5. What has he so far used to support his claim? Mark this shift in your text. How does he expand his claim and his argument? Annotate your ideas in the text.
7. Paragraphs 6-8: circle words with negative connotation (ex. portend & deficit). Record synonyms/meanings for portend & deficit.
AT THE END OF THE HOUR, PACKETS ARE GRADED FOR ANNOTATIONS
week 3 [11/20-11/24]
Monday 11/20 DAY FOUR ANALYSIS of Goleman
A. Finish Annotating the Goleman text.
B. Think-pair-share: Why is Goleman using these severe, scary words? Annotate your idea in the text.
C. Group Jigsaw of Paragraphs 7-12. Each member is responsible for analyzing a different paragraph or chunk of texting reporting /sharing back their analysis with the other groups members.
A. Finish Annotating the Goleman text.
B. Think-pair-share: Why is Goleman using these severe, scary words? Annotate your idea in the text.
C. Group Jigsaw of Paragraphs 7-12. Each member is responsible for analyzing a different paragraph or chunk of texting reporting /sharing back their analysis with the other groups members.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
directions_for_analyzing_goleman_–_day_3.docx | |
File Size: | 134 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
goleman_paragraph_7-12_jigsaw.docx | |
File Size: | 21 kb |
File Type: | docx |
Tuesday 11/21
Watch the film Gravity
Watch the film Gravity
Week 4 [11/27-12/1]
Monday 11/27 Day DAY FIVE of Daniel Goleman
A. Discuss paragraphs 7-13 of Goleman
-Meaning of the word "rapport"? Could it be replaced with another word? Why is "rapport" an effective choice ?
-Why the shift to using the pronouns "we" an "our"? What is Goleman doing to the audience?
-"Ocean of distraction"s is a metaphor. How he provided evidence up to this point for this claim? This is called evidence-based reasoning.
B. Homework: Just Read 2 Critic Review on the film Gravity.
A. Discuss paragraphs 7-13 of Goleman
- Review Jigsaw handout
- How does Goleman use scare tactics? How is it evident in the content and diction?
- Effectiveness of PSAs with scare tactics and call to action.
- What is his call to action? What does he want us to doe
- Analyze Goleman's final message in paragraph 13.
-Meaning of the word "rapport"? Could it be replaced with another word? Why is "rapport" an effective choice ?
-Why the shift to using the pronouns "we" an "our"? What is Goleman doing to the audience?
-"Ocean of distraction"s is a metaphor. How he provided evidence up to this point for this claim? This is called evidence-based reasoning.
B. Homework: Just Read 2 Critic Review on the film Gravity.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
gravity_review_analysis.docx | |
File Size: | 650 kb |
File Type: | docx |
Tuesday 11/28
1. Students continue to watch the film Gravity
2. Complete the "Critics' Review" Assignment: Complete the questions on the last page. Be thoughtful with your responses...due tomorrow 11/29
1. Students continue to watch the film Gravity
2. Complete the "Critics' Review" Assignment: Complete the questions on the last page. Be thoughtful with your responses...due tomorrow 11/29
Wednesday 11/29
Goleman Rhetorical Analysis Introduced. Class generates a list of strategies that Goleman uses to persuade his audience. From this list students will write a 5-paragraph essay.
Complete the outline to prepare for writing the essay...due Friday 12/1
Goleman Rhetorical Analysis Introduced. Class generates a list of strategies that Goleman uses to persuade his audience. From this list students will write a 5-paragraph essay.
Complete the outline to prepare for writing the essay...due Friday 12/1
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
goleman_rhetorical_analysis.docx | |
File Size: | 27 kb |
File Type: | docx |
Thursday 11/30
1. Lecture Notes on Topic Sentences
2. NoRedInk Topic Sentence Activity
3. Extra time is for working on the Goleman Rhetorical Analysis Outline
1. Lecture Notes on Topic Sentences
2. NoRedInk Topic Sentence Activity
3. Extra time is for working on the Goleman Rhetorical Analysis Outline
Friday 12/1
Goleman Rhetorical Analysis Writing Assignment executed during classtime. Students have the hour to write/type essay...due at the end of the hour on Tuesday!
Goleman Rhetorical Analysis Writing Assignment executed during classtime. Students have the hour to write/type essay...due at the end of the hour on Tuesday!
Week 5 [12/4-12/8]
Monday 12/4
Students finish writing their Goleman Rhetorical Analysis. Students print their papers and submit the essay with their outlines by the end of the hour tomorrow.
Students finish writing their Goleman Rhetorical Analysis. Students print their papers and submit the essay with their outlines by the end of the hour tomorrow.
Tuesday 12/5
A. Final day on computers to write/type Rhetorical Analysis. Essays collected with outlines attached.
B. Grammar Activities to complete in class or on your own:
Sentence Combining II, III, & IV (in your Sentence Variety Packet). This grammar work is due tomorrow! Finish the packet!
A. Final day on computers to write/type Rhetorical Analysis. Essays collected with outlines attached.
B. Grammar Activities to complete in class or on your own:
Sentence Combining II, III, & IV (in your Sentence Variety Packet). This grammar work is due tomorrow! Finish the packet!
Wednesday 12/6
1. Student check and correct their answers on the 4 sentence combining handouts
2. Sentence Combining Quiz
1. Student check and correct their answers on the 4 sentence combining handouts
2. Sentence Combining Quiz
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
sentence_combining_answer_key.pdf | |
File Size: | 153 kb |
File Type: |
Thursday 12/7
1. Read and watch Marshall Davis Jones' poem "Touchscreen"
2. Annotate the poem for craft, structure, and meaning.
1. Read and watch Marshall Davis Jones' poem "Touchscreen"
2. Annotate the poem for craft, structure, and meaning.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
touchscreen.docx | |
File Size: | 14 kb |
File Type: | docx |
Friday 12/8
1. Students assigned a paragraph and class reads aloud Sherry Turkle's "The Flight from Conversation"
2. Students analyze the Turkle's article using the handout below.
1. Students assigned a paragraph and class reads aloud Sherry Turkle's "The Flight from Conversation"
2. Students analyze the Turkle's article using the handout below.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
turkle_analysis_worksheet.docx | |
File Size: | 15 kb |
File Type: | docx |
week 6 [12/11-12/15]
Monday 12/11
2nd Day working on Turkle Analysis.
2nd Day working on Turkle Analysis.
Tuesday 12/12
Socratic Discussion on students' analysis of Turkle.
Socratic Discussion on students' analysis of Turkle.
Tuesday 12/12
1. Teacher feedback on the Goleman Rhetorical Analysis Essay presented in the power-point below.
2. Turkle Rhetorical Analysis Essay explained and materials distributed to complete the pre-writing
HOMEWORK: AT THE VERY LEAST YOU NEED TO...
1. Write Thesis
2. Pick 3 flashcards/elements and set up your 3 outline sheets for the body paragraphs
3. Write topic sentences
1. Teacher feedback on the Goleman Rhetorical Analysis Essay presented in the power-point below.
2. Turkle Rhetorical Analysis Essay explained and materials distributed to complete the pre-writing
HOMEWORK: AT THE VERY LEAST YOU NEED TO...
1. Write Thesis
2. Pick 3 flashcards/elements and set up your 3 outline sheets for the body paragraphs
3. Write topic sentences
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
writing_feedback.pptx | |
File Size: | 179 kb |
File Type: | pptx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
turkle_rhetorical_analysis_essay.docx | |
File Size: | 15 kb |
File Type: | docx |
Wednesday 12/13
2nd Day to work on Turkle Rhetorical Analysis Pre-writing task
2nd Day to work on Turkle Rhetorical Analysis Pre-writing task
Thursday 12/14
SNOW DAY!
SNOW DAY!
Friday 12/14
1. Complete the NoRedInk Practice: RECOGNIZING & REVISING REDUNDANCY & WORDINESS
2. Students work on the intro and body paragraphs' pre-writing sheets for the rest of the hour.
HOMEWORK: No Red Ink Thesis & Topic Sentence Writing Cycle: Submit topic sentences, peer-review, revise
1. Complete the NoRedInk Practice: RECOGNIZING & REVISING REDUNDANCY & WORDINESS
2. Students work on the intro and body paragraphs' pre-writing sheets for the rest of the hour.
HOMEWORK: No Red Ink Thesis & Topic Sentence Writing Cycle: Submit topic sentences, peer-review, revise
week 7 [12/18-12/22]
Monday 12/18
1. Students complete the Rate Step on NoRedInk Writing Cycle (Thesis Statement & Topic Sentences Writing Cycle). Read through the table below for helpful feedback that you can give to peers when you rate their work on NoRedInk.
DO NOT MOVE ONTO THE REVISION STEP
2. Students work on writing and typing their Turkle Rhetorical Analysis Essays
1. Students complete the Rate Step on NoRedInk Writing Cycle (Thesis Statement & Topic Sentences Writing Cycle). Read through the table below for helpful feedback that you can give to peers when you rate their work on NoRedInk.
DO NOT MOVE ONTO THE REVISION STEP
2. Students work on writing and typing their Turkle Rhetorical Analysis Essays
Tuesday 12/19
1. Log in to NoRedInk and read feedback from peers on your thesis statement and topic sentences.
2. Revise these sentences and complete the Revision Step on NoRedInk for thesis statement and topic sentences.
3. Students spend the rest of the hour writing and typing their Turkle Rhetorical Analysis Essays.
1. Log in to NoRedInk and read feedback from peers on your thesis statement and topic sentences.
2. Revise these sentences and complete the Revision Step on NoRedInk for thesis statement and topic sentences.
3. Students spend the rest of the hour writing and typing their Turkle Rhetorical Analysis Essays.
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
writing_help.pptx | |
File Size: | 179 kb |
File Type: | pptx |
Wednesday 12/20 (Media Center)
Last day on computers. Meet in the Library
GOLEMAN RHETORICAL ANALYSIS ESSAY DUE TOMORROW (THURSDAY 12/21) AT THE END OF THE HOUR. WITH ADDITIONAL MATERIALS. SUBMIT WORK WITH RUBRIC SHEET IN AN ENVELOPE PROVIDED BY MRS. T
Last day on computers. Meet in the Library
GOLEMAN RHETORICAL ANALYSIS ESSAY DUE TOMORROW (THURSDAY 12/21) AT THE END OF THE HOUR. WITH ADDITIONAL MATERIALS. SUBMIT WORK WITH RUBRIC SHEET IN AN ENVELOPE PROVIDED BY MRS. T
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
turkle_material_submission_sheet.docx | |
File Size: | 15 kb |
File Type: | docx |
Thursday 12/21 (Media Center)
Final day in the Media Center to type/write Turkle Rhetorical Analysis Essay.
EXTENSION GIVEN TO ALL STUDENTS. ESSAY MUST BE TURNED IN TOMORROW FRIDAY 12/22
Final day in the Media Center to type/write Turkle Rhetorical Analysis Essay.
EXTENSION GIVEN TO ALL STUDENTS. ESSAY MUST BE TURNED IN TOMORROW FRIDAY 12/22
Friday 12/22
1. Students turn in essays and corresponding assignments (110 point assignment)
2. WE SURVIVED Module One Food Party & film
IF YOU WERE NOT IN CLASS TODAY, THEN YOU HAVE UNTIL 12:00 P.M. TOMORROW (SATURDAY 12/23) TO EMAIL ME AN ATTACHED DOCUMENT OF YOUR ESSAY OR IT WILL BE CONSIDERED LATE. MY EMAIL IS [email protected]
1. Students turn in essays and corresponding assignments (110 point assignment)
2. WE SURVIVED Module One Food Party & film
IF YOU WERE NOT IN CLASS TODAY, THEN YOU HAVE UNTIL 12:00 P.M. TOMORROW (SATURDAY 12/23) TO EMAIL ME AN ATTACHED DOCUMENT OF YOUR ESSAY OR IT WILL BE CONSIDERED LATE. MY EMAIL IS [email protected]
Week of holiday break [12/25-12/29]
week 8 [1/1 - 1/5]
Monday 1/2 - NO SCHOOL
Tuesday 1/3 - NO SCHOOL
Wednesday 1/3
1.Subject-Verb Agreement Packets distributed.
Complete the exercises for Lessons 44, 45, & 46 (except for the Writing Link exercise on pg. 156). This work is DUE tomorrow!
2. Students take notes on the 11 Basic Guidelines for Subject-Verb Agreement via the link below. The second link is for additional help.
1.Subject-Verb Agreement Packets distributed.
Complete the exercises for Lessons 44, 45, & 46 (except for the Writing Link exercise on pg. 156). This work is DUE tomorrow!
2. Students take notes on the 11 Basic Guidelines for Subject-Verb Agreement via the link below. The second link is for additional help.
Thursday 1/4
* Lesson Exercises 44-46 Quick-checked (15 points)
1. Complete NoRedInk Subject-Verb Agreement Practice 1...due tonight by 11:59pm
2. Check answers to Lessons 44, 45, & 46 via the answer key photos below...due by tomorrow 1/5
3. Complete exercises for Lessons 47, 48, & 49 (except the Writing Link Exercise)...due by tomorrow 1/5
* Lesson Exercises 44-46 Quick-checked (15 points)
1. Complete NoRedInk Subject-Verb Agreement Practice 1...due tonight by 11:59pm
2. Check answers to Lessons 44, 45, & 46 via the answer key photos below...due by tomorrow 1/5
3. Complete exercises for Lessons 47, 48, & 49 (except the Writing Link Exercise)...due by tomorrow 1/5
Friday 1/5
1. Finish NoRedInk Subject-Verb Agreement
2. Complete activities in the grammar packet for Lessons 47, 48, & 49.
1. Finish NoRedInk Subject-Verb Agreement
2. Complete activities in the grammar packet for Lessons 47, 48, & 49.
WEEK 9 [1/8 - 1/12]
Monday 1/8
1. Make sure the exercises for Lessons 47-49 are complete.
2. Complete the NoRedInk Subject-Verb PRACTCE 1 & PRACTICE 2 by tonight at 11:59pm
3. Complete exercises in the Packet for Lessons 50-52 for class on Wednesday 1/10
4. Correct your work using the pictures of the answer key below.
1. Make sure the exercises for Lessons 47-49 are complete.
2. Complete the NoRedInk Subject-Verb PRACTCE 1 & PRACTICE 2 by tonight at 11:59pm
3. Complete exercises in the Packet for Lessons 50-52 for class on Wednesday 1/10
4. Correct your work using the pictures of the answer key below.
Tuesday 1/9
1.Read and Review the SAT Writing Rubric
2. Preview an SAT Writing Prompt "Let There Be Dark" & Student Writing Samples. Students guess at the scores that the writers received.
Note: NOREDINK EXTRA CREDIT ASSIGNMENT OPENS TODAY AND STAYS OPEN UNTIL NEXT MONDAY.
1.Read and Review the SAT Writing Rubric
2. Preview an SAT Writing Prompt "Let There Be Dark" & Student Writing Samples. Students guess at the scores that the writers received.
Note: NOREDINK EXTRA CREDIT ASSIGNMENT OPENS TODAY AND STAYS OPEN UNTIL NEXT MONDAY.
Wednesday 1/10
1. Complete the SAT SCAVENGER HUNT (Note: Click on the link below for the SAT Prompt, Sample Essays, & Explanations for the Scoring)
2. Correct answers for exercises in Lessons 47-52 of the Subject-verb Agreement Packet.
NOTE: NoRedInk Extra Credit Comma Practice is open today until next Monday at 11:59pm.
1. Complete the SAT SCAVENGER HUNT (Note: Click on the link below for the SAT Prompt, Sample Essays, & Explanations for the Scoring)
2. Correct answers for exercises in Lessons 47-52 of the Subject-verb Agreement Packet.
NOTE: NoRedInk Extra Credit Comma Practice is open today until next Monday at 11:59pm.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
sat_essay_scavenger_hunt.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday 1/11
1. Discuss sentences of concern in the Subject-Verb Agreement Packet
2. Finish SAT Scavenger Hunt Part 2
3. Create a CommonLit Account by clicking on the link below. Enter a class code according to your hour. Then the site will lead you through entering information to set-up your account.
1st Hour: 4KRNDR
2nd Hour: B8R599
4th Hour: 6WN37K
6th Hour: VGLBZG
4. Complete your first CommonLit assignment "The Veldt" and the corresponding questions. This assignment is waiting for you on your dashboard once you are signed-up and logged in. You can resume the assignment tomorrow during after the Subject-verb Agreement Quiz.
1. Discuss sentences of concern in the Subject-Verb Agreement Packet
2. Finish SAT Scavenger Hunt Part 2
3. Create a CommonLit Account by clicking on the link below. Enter a class code according to your hour. Then the site will lead you through entering information to set-up your account.
1st Hour: 4KRNDR
2nd Hour: B8R599
4th Hour: 6WN37K
6th Hour: VGLBZG
4. Complete your first CommonLit assignment "The Veldt" and the corresponding questions. This assignment is waiting for you on your dashboard once you are signed-up and logged in. You can resume the assignment tomorrow during after the Subject-verb Agreement Quiz.
Friday 1/12
1. Subject-verb Agreement Quiz
2. Finish "The Veldt" reading and questions on COMMONLIT
1. Subject-verb Agreement Quiz
2. Finish "The Veldt" reading and questions on COMMONLIT
week 10 [1/15 - 1/19] midterm exams
Monday 1/15: MLK DAY = NO SCHOOL
Tuesday 1/16
Naviance Training in the ECC with counseling. Report to class first.
Naviance Training in the ECC with counseling. Report to class first.
Wednesday 1/17
NoRedInk Transitions Assignment. 6th hour does the work from Friday
NoRedInk Transitions Assignment. 6th hour does the work from Friday
Thursday 1/18
A. Rhetorical Analysis Essays/Packets returned
B. Paragraph Rewrite Assignment. Students pick one body paragraph. Direction sheet on how to do this is below. Students must submit this rewrite by the end of the hour with the graded rubric sheet.
Midterm Exam Benchmarks:
Reading Portion:
Show through annotations your ability to make meaning of a text and your keen understanding of author's use rhetorical devices.
Writing Portion:
1. Well-written Thesis statement that remains the focus of the essay.
2. Well-written Topic sentences for each body paragraph that introduce the rhetorical device being analyzed and contain transitions.
3. Blended quotes
4. Insightful analysis of rhetorical devices that reveals the author's purpose.
5. Student shows individual growth in the area of rhetorical analysis writing.
Grammar Portion:
1. Mastery of sentence combining and usage of colons and semi-colons
2. Mastery of subject-verb agreement
STUDYING FOR EXAM: Review Rhetorical Analysis essays, notes, module packet, and any other materials to prepare for the Reading & Writing Portion.
A. Rhetorical Analysis Essays/Packets returned
B. Paragraph Rewrite Assignment. Students pick one body paragraph. Direction sheet on how to do this is below. Students must submit this rewrite by the end of the hour with the graded rubric sheet.
Midterm Exam Benchmarks:
Reading Portion:
Show through annotations your ability to make meaning of a text and your keen understanding of author's use rhetorical devices.
Writing Portion:
1. Well-written Thesis statement that remains the focus of the essay.
2. Well-written Topic sentences for each body paragraph that introduce the rhetorical device being analyzed and contain transitions.
3. Blended quotes
4. Insightful analysis of rhetorical devices that reveals the author's purpose.
5. Student shows individual growth in the area of rhetorical analysis writing.
Grammar Portion:
1. Mastery of sentence combining and usage of colons and semi-colons
2. Mastery of subject-verb agreement
STUDYING FOR EXAM: Review Rhetorical Analysis essays, notes, module packet, and any other materials to prepare for the Reading & Writing Portion.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
paragraph_rewrite_instructions.docx | |
File Size: | 19 kb |
File Type: | docx |
Friday 1/19
Complete NoRedInk Grammar Practice Review #1 & #2
Complete NoRedInk Grammar Practice Review #1 & #2
week 11 [1/22 - 1/26] midterm exams
Monday 1/22: MIDTERMS DAY 1
1. NoRedInk Grammar Test.
2. Read and annotate the excerpt.
Optional: Create an outline for a rhetorical analysis essay.
1. NoRedInk Grammar Test.
2. Read and annotate the excerpt.
Optional: Create an outline for a rhetorical analysis essay.
Tuesday 1/23: MIDTERMS DAY 2
Midterm: Day One of Writing
Midterm: Day One of Writing
Wednesday1/24 (MIDTERMS Hours 1 & 2)
Exams: 2nd Day to write essay
Exams: 2nd Day to write essay
Thursday 1/25 (MIDTERMS Hours 3 & 4)
Exams: 2nd Day to write essay
Exams: 2nd Day to write essay
Friday 1/26 (MIDTERMS Hours 5 & 6)
Exams: 2nd Day to write essay
Exams: 2nd Day to write essay