Thursday, October 27, 2011

AGENDA 10/27

Share Researchpalooza items and give them to your group members, along with your bibliography (if you brought 4 copies; otherwise, turn in your bibliography to the turn-in bin)

Complete a reflection on a separate sheet of paper:

1) What kinds of discourse communities (different groups and perspectives) are present in the three pieces of research my classmates gave me?

2) What kinds of genres did I receive?

3) What genres or discourse communities do I especially need to find—what is NOT represented well?

4) How helpful is the research my classmates brought me? What is the most interesting piece I received?

5) What kinds of things should I look for tonight as I pull together three more sources?


Prepare for next week's vocabulary quiz by working on the Word Search and reviewing your Crossword Puzzle, Jumble, and warmup #2

HW: Print out and bring three more pieces of research tomorrow for yourself, on your OWN topic! Remember to get a wide variety of genres, especially “creative” stuff, like photographs, artwork, maps, or other visual sources, or really interesting news articles. Bring the items to class!



Wednesday, October 26, 2011

AGENDA 10/26

URGENT!!!! SPREAD THE WORD - NO VOCABULARY QUIZ TOMORROW. VOCABULARY QUIZ WILL BE RESCHEDULED FOR NEXT WEDNESDAY!

(remember that yours need only include three citations; I did extra ones to show a greater variety of source types)

HW: Bring Researchpalooza items for your classmates and MLA format bibliography (4 copies, if you can!) tomorrow. Print out three additional research items on your own topic for Friday.

Remember to check the recommended resources on your Researchpalooza sheet, especially The New York Times Topics Pages, Daryl Cagle's Professional Cartoonists Index, and the Library of Congress' online catalog of historical photographs

Tuesday, October 25, 2011

AGENDA 10/25

Timed Essay: Argument

HW: Bring Researchpalooza items for your classmates and MLA format bibliography (4 copies, if you can!) Thursday. Print out three additional research items on your own topic for Friday.

Remember to check the recommended resources on your Researchpalooza sheet, especially The New York Times Topics Pages, Daryl Cagle's Professional Cartoonists Index, and the Library of Congress' online catalog of historical photographs

Monday, October 24, 2011

AGENDA 10/24

Prepare for timed essay by writing complex thesis statements and body paragraphs for argument essays, using Kundera and Kennan prompts.

Refer to FLT sheet for argument essays and "Mistakes" prompt handout to assist you.

HW: Researchpalooza items for your classmates and MLA format bibliography due on Thursday, 10/27. Three additional research items on your topic due Friday...no citations needed...yet...but you might as well since they'll be due eventually... :-)

Friday, October 21, 2011

AGENDA 10/21

Grammar Practice: Pronoun-Antecedent Agreement
Introduce Researchpalooza Assignment and select research groups; due THURSDAY

FULL TOPICS: (in case you haven't decided yet, these ones are off-limits)
OJ Simpson Trial
9/11 (unless you're in period 5--then there's still a spot open)
Pearl Harbor
JFK Assassination
Casey Anthony Trial
Titanic
Occupy Wall Street
Death of Michael Jackson
LA Riots/Rodney King

Consider all sorts of interesting things from 20th century/current history that might only be a short paragraph (if they're mentioned at all) in your history textbooks: Death of Steve Jobs; Rescue of Chilean Miners; Magic Johnson's initial retirement from basketball due to HIV; Challenger space shuttle explosion; Y2K fears; Japanese-American internment during WWII; release of the Mitchell Report and steroids in baseball; President Clinton's censure/impeachment; Clarence Thomas/Anita Hill case--and so many more!

Turn in Kelley revisions and share out (what FLTs did you revise and how effective do you think your revisions were?):
1) pink reflection sheet
2) typed revised essay
3) original timed essay


HW: Complete research proposal on your topic for Monday. Examine my sample proposal with comments to help guide you, or the Rhetorical Historical assignment sheet. Begin finding research for your group members as part of Thursday's Researchpalooza assignment.

Tuesday, October 18, 2011

Monday, October 17, 2011

AGENDA 10/17

Finish introducing vocabulary from Advertising and Gender Unit

Return and reflect on rhetorical analysis essays: Florence Kelley prompt

Introduce Fall Research Project: Rhetorical Historical Papers

HW: Revision of Florence Kelley essay due Friday--typed, with pink reflection sheet on top and completed

Research proposal due 10/24; pre-reserve topics for fall research paper on Thursday, 10/20

Friday, October 14, 2011

AGENDA 10/14

Grammar Practice: Pronoun Ambiguity and Pronoun Consistency

Small group discussion over the texts from last night:
"Why Men are in Trouble" by William J. Bennett, "Are Fathers Necessary?" by Pamela Paul, and "Men At Work" by Anna Quindlen, McGraw-Hill Reader, pages 371-373

HW: Jot down three discussion questions/comments pertaining to the three texts: what do you still need to discuss about these articles/essays? Practice using author's name and title in Monday's discussion, and find relevant quotations to share.

Thursday, October 13, 2011

AGENDA 10/13

Examine and discuss the visual arguments in this Ad Council poster for fatherhood.gov

Lesson: How to read with "healthy skepticism": try not to be "cynical," "dismissive," or "readily accepting"as you read, but instead practice questioning, separate parts of the argument to view it from different perspectives, keep your own emotions in check, and consider ideas carefully



HW: Read "Why Men are in Trouble" by William J. Bennett, "Are Fathers Necessary?" by Pamela Paul, and "Men At Work" by Anna Quindlen, McGraw-Hill Reader, pages 371-373 and be prepared to discuss not only the ideas of each text tomorrow, but HOW you interacted with the reading. Which parts made you want to shut down and stop reading? What angered or inspired you? What ideas were you eager to accept? What did you want to challenge or dismiss?

Wednesday, October 12, 2011

AGENDA 10/12

Vocabulary from Advertising and Gender Unit
Discuss chapter 2 and Tanner's "Sex, Lies, and Conversation" from the McGraw-Hill Reader

Tuesday, October 11, 2011

AGENDA 10/11

Read "Sex, Lies, and Conversation” by Deborah Tannen silently, starting on page
228 of the McGraw-Hill Reader, taking notes and jotting down questions as you read.

Then, get into groups of 3 or 4 and work on the handout “Applying Knowledge from

HW: Finish handout "Applying Knowledge from Chapter 2" as needed.

Monday, October 10, 2011

AGENDA 10/10

Turn in weekend assignment on advertisements to turn-in bin

Sit with a partner and read Chapter 2, up through page 80, silently in chunks. Stop after each "chunk" or subsection and discuss with your partner--jot down clarifying questions, paraphrase/summary, reactions, and other notes as you read.

With your partner, work through the Guided Reading handout for Chapter 2.

HW: If not finished in class, please finish reading Chapter 2 through page 80 (end of the "warrants" section), and complete the Guided Reading sheet.

Friday, October 7, 2011

AGENDA 10/7

Grammar Practice: Pronoun Consistency #2

Debrief Kilbourne video Killing Us Softly 4:
Review key terms: objectification, dismemberment, silencing, infantilization
Explain Kilbourne's thesis/main claim
List some of Kilbourne's minor propositions (reasons)
Discuss the types of appeals she uses (ethos, logos, pathos)
Explain ways in which she anticipates and refutes audience objections
Explain some of Kilbourne's warrants
Explain the solutions she offers
Evaluate her argument--what is convincing? what is hard to accept?

HW: Review and choose one of the following ads:

Choose one of the ads above. Write a response (no more than one page) explaining what Jean Kilbourne would say about the ad, including details or vocabulary from the film as appropriate. Then draw your own conclusions--to what extent (and to whom?) is the ad harmful? What do you think? Kilbourne argues that it's up to us to change the ads and the culture by becoming "citizens first, rather than consumers." What might that entail?

Bring your McGraw-Hill Reader on Monday!!!!


Thursday, October 6, 2011

AGENDA 10/6

Continue watching and taking notes on

Consider noting appeals to ethos, pathos, and logos as well as ads that are memorable
ETHOS:
  • How does the speaker reveal his/her experience and knowledge?
  • How does the speaker convey his/her trustworthiness?
PATHOS:
  • What is the speaker trying to make you feel? (e.g., guilt, pride, fear, disgust, outrage, inspiration, etc.)
  • What strategies does the speaker use to make you feel these emotions?
  • How does the speaker convey his/her own passion for the subject?
LOGOS:
  • What facts, statistics, or expert opinions does the speaker cite?
Freewrite: respond for 7 minutes to part 1 of Killing Us Softly 4. What does this film make you think about? What is convincing or compelling?

HW: Review part 1 of Jean Kilbourne's Killing Us Softly 4 and part 2 of Jean Kilbourne's Killing Us Softly 4, and add to your notes as needed. Think about SOAPSTone and SAD as you consider Kilbourne's argument and be prepared to discuss her use of ethical, emotional, and logical appeals (ethos, pathos, and logos) in class.

Wednesday, October 5, 2011

AGENDA 10/5

Watch and react to Dove Film: Evolution in freewrite. What does this make you think about or question?

Consider noting appeals to ethos, pathos, and logos as well as ads that are memorable
ETHOS:
  • How does the speaker reveal his/her experience and knowledge?
  • How does the speaker convey his/her trustworthiness?
PATHOS:
  • What is the speaker trying to make you feel? (e.g., guilt, pride, fear, disgust, outrage, inspiration, etc.)
  • What strategies does the speaker use to make you feel these emotions?
  • How does the speaker convey his/her own passion for the subject?
LOGOS:
  • What facts, statistics, or expert opinions does the speaker cite?
Freewrite: respond for 7 minutes to part 1 of Killing Us Softly 4. What does this film make you think about? What is convincing or compelling?

HW: Review part 1 of Jean Kilbourne's Killing Us Softly 4 and add to your notes as needed. Think about SOAPSTone and SAD as you consider Kilbourne's argument and be prepared to discuss her use of ethical, emotional, and logical appeals (ethos, pathos, and logos) in class.

Tuesday, October 4, 2011

AGENDA 10/4

Introduce new vocabulary from McGraw-Hill Reader - Advertising and Gender unit

Period 2 - Continue seminar

Period 5 - Group seminars over texts to delve more deeply
Seminar Texts:
"The Female Body" by Margaret Atwood, p. 217 in The McGraw-Hill Reader
"Being a Man" by Paul Theroux, p. 219 in The McGraw-Hill Reader
"Why Men Don't Last" p. 223-227 in the McGraw-Hill Reader and "On Covers of Many Magazines, a Full Racial Palette is Still Rare" from the New York Times

HW: None :-)

Monday, October 3, 2011

AGENDA 10/3

Period 2 - Invisible Children assembly in Barnum Hall

Period 5 - Continue seminar over gender roles, expectations, and pressures
Seminar Texts:
"The Female Body" by Margaret Atwood, p. 217 in The McGraw-Hill Reader
"Being a Man" by Paul Theroux, p. 219 in The McGraw-Hill Reader
"Why Men Don't Last" p. 223-227 in the McGraw-Hill Reader and "On Covers of Many Magazines, a Full Racial Palette is Still Rare" from the New York Times

HW: None :-)