AGENDA 12/16

Vocabulary quiz over words from Nature Unit

Planning for Huck Finn Incident Presentations

HW: Read chapters 8-14 of Adventures of Huckleberry Finn and prepare your Incident presentation with your group for Monday.

AGENDA 12/15

Finish Huck Finn Chapter 1-7 "Quiz" Notes PowerPoint
Notes as a .pdf handout
Explain Ch 8-14 Incident Presentations (due Monday)
Distribute Uh-Oh letters to those who haven't finished research papers

HW: Study for vocabulary quiz over Nature Unit words. You can complete the Jumble and the Crossword to practice. read ch 8-14 of Adventures of Huckleberry Finn for Monday, and begin to prepare your summary, skit, and explication for Monday over your assigned incident.

AGENDA 12/13

Vocabulary practice: Crossword Puzzle and Jumble to practice words from Nature Unit for Friday's quiz

Continue to work on explaining synthesis via FLT sheet and going through the "Biodiversity" prompt. Finish FLTs 1-5 and begin crafting a thesis.

HW: Read chapters 1-7 of Adventures of Huckleberry Finn for tomorrow. Reading quiz at beginning of class! Vocabulary quiz on Friday: primarily on words from Nature unit, but also some old favorites from Advertising & Gender list and from Zeitoun list.

AGENDA 12/12

Begin to explain synthesis via FLT sheet and going through the "Biodiversity" prompt. Finish FLTs 1-5 and begin crafting a thesis.

HW: Read chapters 1-7 of Adventures of Huckleberry Finn for Wednesday. Reading quiz at beginning of class! Vocabulary quiz on Friday: primarily on words from Nature unit, but also some old favorites from Advertising & Gender list and from Zeitoun list.

AGENDA 12/7

Trip to textbook room

Introductory PowerPoint on Adventures of Huckleberry Finn

Begin reading chapter 1 of Adventures of Huckleberry Finn

HW: Final drafts of research paper due 12/8! Read chapters 1-7 of Adventures of Huckleberry Finn for next Wednesday.

AGENDA 12/6

Read and discuss Henry David Thoreau's "Where I Lived and What I Lived For"

HW: Finish research paper--final draft due 12/8 in class and to Turnitin.com, unless you secure an extension today!

AGENDA 12/5

Read and discuss Henry David Thoreau's "Where I Lived and What I Lived For"

Period 5: Finish Kohlberg Cloze Notes

HW: Finish research paper--final draft due 12/8 in class and to Turnitin.com.

AGENDA 12/2

Discuss Moral Dilemma scenarios and complete Kohlberg Cloze Notes in preparation for reading Adventures of Huckleberry Finn

HW: Finish research paper--final draft due 12/8 in class and to Turnitin.com.

AGENDA 12/1

Examine Conclusion samples and tips

Discuss FLT Sheet, Final Essay Checklist, and Scoring Guide

HW: Continue drafting and revising research paper--due 12/8 in class and to Turnitin.com

AGENDA 11/30

Style Revision PowerPoint: make changes to your body paragraphs by following some of these guidelines

Style Revision PowerPoint as a .pdf for easy viewing

Pass out Rhetorical Historical Paper Scoring Guide and review FLT Sheet and Final Essay Checklists as needed

HW: Continue to draft and revise your rhetorical historical research paper for content and style. Due 12/8! Bring all paragraphs tomorrow--we'll be working on conclusions.

AGENDA 11/29

Preparing to read Adventures of Huckleberry Finn:

Discuss moral dilemma scenarios and possible responses

Introduce Kohlberg's Stages of Moral Reasoning - cloze notes

Review final essay requirements for research paper and discuss Focused Learning Targets (FLTs)explored during the writing of this paper. Research paper due 12/8!

HW: Continue to work on rhetorical historical research paper. Review the FLTs and decide which elements you need help with. Bring all body paragraphs to class tomorrow for style revision!

AGENDA 11/22

TIMED ESSAY: Rhetorical Analysis - Ed Abbey, excerpt from Down the River

HW: For WEDNESDAY, bring the following:

1) Today's body paragraph, color-marked like Pust's sample

2) Reflection questions answered, stapled to the back

3) Clean copy of your revised paragraph (revise based on color-marking between now and Wednesday to incorporate the things you said you needed in your revision)

4) A SECOND body paragraph(s) section discussing a different source or discourse community, with all of the above components in mind (it should already be "revised" to meet the components we highlighted for)

For MONDAY, bring a THIRD body paragraph section.

NOTE: I will distribute Uh-Oh slips to anyone who does not have these items on Monday. If you are absent on Wednesday, you will automatically get an Uh-Oh slip if you do not have the items complete and with you at the start of the period on Monday.

AGENDA 11/21

Vocabulary: Introduce new words from Nature & Environment Unit

Revision activity: using your body paragraph, get four highlighters (pink, yellow, blue, and green) and color-code your draft following Pust's sample...

Yellow: highlight opening claim (description of how this source is similar to/different from other sources)
Blue: direct quotations, specific details from work, and citations in parentheses
Green: description of impact of genre and/or decisions made to suit a particular audience (e.g, Since this is a children’s book…or Because this is a political cartoon…)
Pink: underlying emotions and tone words (highlighted as individual words) and full sentences describing purpose and motivations

Then, answer the two reflection questions and staple to the back of your color-marked draft:

1) Based on your color-marking and viewing Pust's sample, what do you need to develop in your draft? (e.g., I need to include citations, I need to add more discussion of genre because I don't have enough green, etc.)

2) What do I need help with? (e.g., I don't know how to cite a video, I am not sure what the underlying emotions of this source are, etc.)

HW: Review materials for tomorrow's timed rhetorical analysis essay. HINT: You want to bring your pink FLT sheet for Rhetorical Analysis, your revised Florence Kelley essay, and any handouts related to rhetorical analysis (like your old sample paragraphs we did before the Kelley essay).

Also, for WEDNESDAY, bring the following:
1) Today's body paragraph, color-marked
2) Reflection questions answered, stapled to the back
3) Clean copy of your revised paragraph (revise based on color-marking between now and Wednesday to incorporate the things you said you needed in your revision)
4) A SECOND body paragraph(s) section discussing a different source or discourse community, with all of the above components in mind (it should already be "revised" to meet the components we highlighted for)

For MONDAY, bring a THIRD body paragraph section.

NOTE: I will distribute Uh-Oh slips to anyone who does not have these items on MONDAY. If you are absent on Wednesday, you will automatically get an Uh-Oh slip if you do not have the items complete and with you at the start of the period on Monday.

IMPORTANT ANNOUNCEMENT!

I forgot that I have a half-day meeting in the afternoon tomorrow, Monday November 21, so I am rescheduling the timed essay for Tuesday. As such, tomorrow will be a work day, so please bring everything you need for your research paper!

Thank you.

AGENDA 11/17

Analyze and compose body paragraph for Mary Oliver "Owls" passage in small groups

Review components of rhetorical analysis body paragraph:

1a) (OPTIONAL--if you're feeling fancy) Thematic sentence expressing ideas of passage

1) Opening claim that includes both a technique and purpose

2) Meaningful 1/2 sentence to introduce sentence-length quotation that shows technique in action

3) Return to quotation to discuss connotations of particular words - why THAT word choice?

4) Conclude paragraph by exploring significance of ideas or use of that technique -- why is THAT technique used HERE? How does it add to/convey the author's overall purpose or message?

HW: Due TOMORROW: All 6 sets of research notes in either SOAPSTone or REALM style, in MLA format w/ citation at top. Bring in sources (if printed) and introduction paragraph too. 30 points! Timed essay on rhetorical analysis on Monday. Review your FLT sheet for rhetorical analysis (pink) and your Florence Kelley essay revisions prior to Monday's timed essay.

AGENDA 11/15

Introduce new vocabulary words: Nature & Environment Unit

Analyze excerpt from Steinbeck's "Americans and the Land" - compose a body paragraph describing the purpose of the series of similes in the text.

Our sample body paragraph

HW: SOAPSTone or REALM notes due on Friday for 2 more research sources - typed and in MLA format, complete with citations. Continue to revise introduction as needed. Timed rhetorical analysis essay on Monday.

AGENDA 11/14

Introduction revision: Use highlighters to identify the five necessary components in a partner's paragraph. Then write 2 concrete comments to help your partner revise his/her introduction draft.

See my sample with highlighting

Seminar Part 2 over environment and nature: Steinbeck's "Americans and the Land" and Ehrlich's "The Solitude of Open Spaces."

HW: Revise introduction drafts as needed to include all 5 components and prepare for tomorrow's seminar.

AGENDA 11/9

Check SOAPSTone & REALM Notes: Uh-Oh Slips for people who don't have them ready

Introductions PowerPoint

HW: Grammar Quiz on pronouns tomorrow! Review of Pronouns #1 with Rules and Review of Pronouns #2--make sure you know the four types of errors and how to explain what an antecedent is and to give an example. Read "The Solace of Open Spaces," pages 643-648 and "Americans and the Land," pages 667-671 in The McGraw-Hill Reader. Prepare for a seminar by selecting relevant quotations to discuss. Typed draft of introduction due MONDAY. Return signed Uh-Oh slips tomorrow or Monday.

AGENDA 11/8

Finish modeling REALM Notes, Page 1 and REALM Notes, Page 2

Complete draft of REALM Notes for Period 2

Complete draft of REALM Notes for Period 5

Pust's sample REALM Notes

HW: Typed REALM Notes with MLA format headers and citation for research source #4 due Wednesday. You must have FOUR research notes completed for tomorrow (1 REALM and 3 SOAPSTones; 3 REALM Notes and 1 SOAPSTones; or 2 of each). Read "The Solace of Open Spaces," pp. 643-648 and "Americans and the Land," pp. 667-671 in The McGraw-Hill Reader, in preparation for seminars on Thursday and Monday. Please select quotations that are worth discussing from each text. Grammar quiz on pronoun use on Thursday.

AGENDA 11/7

Stamp & check SOAPSTone writeups. Remember that SOAPSTone analysis for this assignment needs to be typed, an include an MLA formatted header at the top, the title, and an MLA format citation for each source you discuss. SOAPSTone writeups should be done in complete sentences and include specific details/direct quotations from your research sources. Further, you should add appeals to logos, pathos, and ethos at the end of your SOAPSTone analysis for each text (see SAD handout for clarification on the rhetorical appeals).

Sample SOAPSTone + Appeals writeup from Period 2

Sample SOAPSTone + Appeals writeup from Period 5

NOTE: ALL STUDENTS must have SOAPSTones stamped and checked by this Wednesday or I will need to alert parents and advisors that you have fallen behind in your research project.

Introduce REALM Notes, Page 1 and REALM Notes, Page 2

Model REALM Notes using excerpt from The Daily Show - "Intro to Hurricane Katrina." Discuss the impact of the audience, examine details, discuss the bias/values/ethos of the "author," and explain limitations and motivations operating on this text. Remember that since this is apolitical satire, it will poke fun not at the victims of the tragedy, but instead find a humorous angle to mock people in power to help provoke change. Also, because this airs so soon after the tragic events of Hurricane Katrina, one of the limitations Stewart has to think about is how to distance his audience emotionally from the hurricane and provide a humorous relief/viewpoint on the situation, which he does by alluding to past historical political blunders.

REALM Notes Part 1 Draft from Period 2

REALM Notes Part 1 Draft from Period 5

Pust's Sample complete REALM Notes including MLA formatting

HW: Complete a set of typed REALM Notes with an MLA citation and header at the top, for a 4th research source for Wednesday (we'll finish modeling this together tomorrow). Remember, as you choose sources, look for a variety of genres and discourse communities: have you examined a visual source yet? A film? A primary source? A map, chart, graph, or table? An objective news source? A political cartoon? An opinion piece? A speech? A humorous or satirical text or image? Do you have sources from multiple perspectives or target audiences? If not, keep looking, or see me for help!

AGENDA 11/4

NOTE: The links on this site will likely be unavailable for most of the weekend. If you need a handout, please email jpust@smmusd.org and I will send you the attachments.

Grammar Practice: Pronoun Review #1, Pronoun Review #2, and Pronoun Rules

Remember that the antecedent is the thing to which the pronoun refers. For example, in the sentence, "Mrs. Pust went to the store to buy groceries for her family," the pronoun is "her" and the antecedent is "Mrs. Pust."

Turn in FLT reflection and argument essay of your choice to bin

Review SOAPSTone analysis and sample SOAPSTone + Appeals writeup we did together for Two Bobbies: A True Story of Hurricane Katrina, Friendship, and Survival in class

Sample SOAPSTone from Period 2

Sample SOAPSTone from Period 5

Work time: THREE SOAPSTone + Appeals analyses due on MONDAY. Grammar quiz over pronouns on Wednesday or Thursday of next week.

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!

AGENDA 10/26

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

Complete Bibliography Pre-Test

Review MLA 7 Basics together and correct flawed citations in groups

Examine Pust's sample bibliography and annotations

(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

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

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... :-)

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.

AGENDA 10/19

Answer questions regarding the Rhetorical Historical paper assignment and the sample research proposal
Discuss "Mistakes" prompt and work through the prewriting steps together using the handout
Sample thesis statements I crafted in class for "Mistakes" prompt

HW: Revise Florence Kelley essay for Friday centering on 3 FLTs for improvement and complete pink reflection sheet. Decide on topic for rhetorical historical paper and write research proposal for Monday, using my sample as a model.

AGENDA 10/18

Answer questions regarding the Rhetorical Historical paper assignment and the sample research proposal
Discuss "Mistakes" prompt and begin working through the prewriting steps together using the handout

HW: Revise Florence Kelley essay for Friday centering on 3 FLTs for improvement and complete pink reflection sheet. Decide on topic for rhetorical historical paper and write research proposal for Monday, using my sample as a model.

AGENDA 10/17

Finish introducing vocabulary from Advertising and Gender Unit

Return and reflect on rhetorical analysis essays: Florence Kelley prompt

Examine Focused Learning Target sheet for Rhetorical Analysis; choose focus for revision

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

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.

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

Picture of notes from the board and our thinking, period 2

Picture of notes from the board and our thinking, period 5

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?

AGENDA 10/12

Vocabulary from Advertising and Gender Unit

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

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

Chapter 2.”

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

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.

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:

Axe Ad

Gillette Ad

Coach Poppy Flower Perfume

Fragoli Forbidden Fruit Ad

Pennzoil Ad

Zappos "More than Shoes" Ad

Trident Splash Ad

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!!!!

AGENDA 10/6

Continue watching and taking notes on

part 1 of Jean Kilbourne's Killing Us Softly 4, starting at 13:52, and then watch and take notes on part 2 of Jean Kilbourne's Killing Us Softly 4, through the end of the film.

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.

AGENDA 10/5

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

Take notes while watching part 1 of Jean Kilbourne's Killing Us Softly 4

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.

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 :-)

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 :-)

AGENDA 9/30

Grammar Practice: Pronoun Consistency #1

Begin seminar over gender roles and expectations

HW: Complete whatever preparation you need to help you participate in Monday's seminar.

AGENDA 9/28

Advertising Gallery Walk - as you view the magazine ads people brought, consider these questions

Stand up Seminar - feedback regarding ads

Pass out new vocabulary for advertising and gender unit

HW: Read "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 for class on Friday. Prepare for Friday's Socratic Seminar by reading all FOUR texts and jotting down questions/comments or highlighting/marking significant quotations. What do you think is worth discussing in each of the four texts?

AGENDA 9/27

Timed Essay: Rhetorical Analysis

Please use blue or black ink pen only

Feel free to use any of the following resources for rhetorical analysis:

SAD handout

SOAPSTone handout

Introduction Paragraph & Thesis Frame handout

Body Paragraph Tips handout

Ideas for Conclusions handout

HW: Read "The Female Body" by Margaret Atwood, p. 217 in The McGraw-Hill Reader and "Being a Man" by Paul Theroux, p. 219 in The McGraw-Hill Reader, for Wednesday's class.

Also, please find and bring in two magazine advertisements that show gender roles or gender stereotypes and be prepared to discuss them. (For example, bring an advertisement that shows a woman cooking dinner, or a man doing something rugged and outdoorsy. You can also bring in an ad that suggests a stereotypical value – that women should be “beautiful” or men should be “tough,” or may find ads that REVERSE gender stereotypes/expectations.) Ads printed from the internet are ok, too, provided they are in color, page-sized, and easy to read/see. All ads must be acceptable for classroom viewing/posting (although something “sexy” like a girl in a bikini is OK—but no offensive nudity or illegal drugs, please. Use your best judgment, and bring a backup ad if unsure).

AGENDA 9/26

Review introductory paragraphs with group members, then begin work on body paragraphs for the Stewart prompt.

Use the handouts for tips and samples to guide you as you prepare for tomorrow's timed essay/

Ideas for Conclusions

HW: Read "The Female Body" by Margaret Atwood, p. 217 in The McGraw-Hill Reader and "Being a Man" by Paul Theroux, p. 219 in The McGraw-Hill Reader, for Wednesday's class.

Also, please find and bring in two magazine advertisements that show gender roles or gender stereotypes and be prepared to discuss them. (For example, bring an advertisement that shows a woman cooking dinner, or a man doing something rugged and outdoorsy. You can also bring in an ad that suggests a stereotypical value – that women should be “beautiful” or men should be “tough,” or may find ads that REVERSE gender stereotypes/expectations.) Ads printed from the internet are ok, too, provided they are in color, page-sized, and easy to read/see. All ads must be acceptable for classroom viewing/posting (although something “sexy” like a girl in a bikini is OK—but no offensive nudity or illegal drugs, please. Use your best judgment, and bring a backup ad if unsure).

AGENDA 9/23

Grammar Practice: Pronoun Ambiguity #2

Review introductory paragraphs with group members, then begin work on body paragraphs for the Stewart prompt.

Use the handouts for tips and samples to guide you.

HW: Find and bring in two magazine advertisements that show gender roles or gender stereotypes and be prepared to discuss them. (For example, bring an advertisement that shows a woman cooking dinner, or a man doing something rugged and outdoorsy. You can also bring in an ad that suggests a stereotypical value – that women should be “beautiful” or men should be “tough,” or may find ads that REVERSE gender stereotypes/expectations.) Ads printed from the internet are ok, too, provided they are in color, page-sized, and easy to read/see. All ads must be acceptable for classroom viewing/posting (although something “sexy” like a girl in a bikini is OK—but no offensive nudity or illegal drugs, please. Use your best judgment, and bring a backup ad if unsure).

AGENDA 9/22

Share introductory paragraphs with a partner

Introduce released AP prompt - Maria Stewart's 1832 lecture

Discuss how to approach prompt, author's position, and devices used

HW: Write a thesis for the Stewart prompt. If you're feeling fancy, write a hook, too.

AGENDA 9/21

In groups, discuss SOAPSTone and SAD analysis of "9/11 Address to the Nation." Report out using the Bag of Destiny

Period 2's SOAPSTone/SAD notes

Period 5's SOAPSTone/SAD notes

HW: Reread "9/11 Address to the Nation" and create an introductory paragraph (hook + thesis) in which you analyze TWO strategies that President Bush uses to communicate his argument. HINT: You need to explain what that argument is. You may find it helpful to watch the speech again.

This handout on rhetorical analysis introductions can help you shape your homework paragraph!

AGENDA 9/20

Back-to-School Night Letters
Back-to-School Night PowerPoint for Parents

Hall pass distribution
Trip to Textbook Room for the McGraw-Hill Reader: Issues Across the Disciplines, 8th Edition

HW: Finish SOAPSTone and SAD analysis of "9/11 Address to the Nation" by former President George W. Bush. Be prepared to discuss your analysis.

AGENDA 9/19

Vocabulary Quiz over Zeitoun words
Watch "9/11 Address to the Nation" by former President George W. Bush and analyze it using SOAPSTone and SAD methods. Video: http://www.youtube.com/watch?v=YMiqEUBux3o


HW: Finish analysis of "9/11 Address to the Nation" by President Bush and be prepared to discuss your SOAPSTone and SAD writeups tomorrow! Rewatch video if needed.

AGENDA 9/16

Grammar Practice: Pronoun Ambiguity #1
Analyze CNN Video, "Six Years Later, A Look Back" using SOAPSTone and SAD methods. Discuss subject, occasion, audience, purpose, speaker, tone, structure, appeals, and devices in class.

HW: Study for vocabulary quiz over Zeitoun words!

AGENDA 9/15

Zeitoun Vocabulary Warm-up #2
Continue using SOAPSTone method to analyze "Six Years Later, A Look Back" video from CNN--retrospective overview of Hurricane Katrina and its aftermath. Share out with class. Complete and turn in SOAPSTone reflection

HW: Vocabulary quiz Monday over words from Zeitoun.

AGENDA 9/14

Introduce SOAPSTone method for rhetorical analysis
Analysis: breaking texts down into parts; examining pieces for patterns and style
Rhetoric: the art of speaking and writing to persuade or move people emotionally

Watch "Six Years Later, A Look Back" video from CNN--retrospective overview of Hurricane Katrina and its aftermath. Take notes on Subject, Purpose, and Tone sections of SOAPSTone. Share out with class.

HW: Vocabulary quiz Monday over words from Zeitoun.

AGENDA 9/13

BASELINE ESSAYS

HW: Study vocabulary from Zeitoun for quiz on Monday, 9/19.

AGENDA 9/12

Vocabulary warm-up for Zeitoun #1
Submit Discussion Notes and Self-Evaluation/Reflection
Examine sample prompt
Review SAT scoring guide
Discuss the ABCDs of timed essays
Brainstorm sample paragraphs together - check out one complete sample essay on the Acceptance/Belonging prompt

HW: Prepare for baseline essay. Print any resources you'd like to use!

AGENDA 9/9

Grammar Practice: Pronoun Case #2

Continue seminars - Acceptance/Belonging, Responsibility, Outrage, Optimism/Resilience

Complete and turn in Discussion Notes and Discussion Self-Evaluation/Reflection

HW: Catch up on reading as needed - at least 10-15 pages a night if you're behind!

Watch Tavis Smiley interview with the Zeitoun family if interested.

AGENDA 9/8

Seminar Norms and Grading

Begin seminar - Acceptance/Belonging, Responsibility, Outrage, Optimism/Resilience

Begin work on Discussion Notes and Discussion Self-Evaluation/Reflection (due after seminars are finished)

HW: Catch up on reading as needed - at least 10-15 pages a night if you're behind!

Watch Tavis Smiley interview with the Zeitoun family if interested.

AGENDA 9/7

Finish group assignment from yesterday - generating Levels of Questions for the motifs of Responsibility, Optimism/Resilience, and Outrage
Stamp and share homework on Acceptance/Belonging with group members
Determine the group's best question (most thought-provoking or likely to inspire discussion)
Chart the group's best question on the appropriate poster paper for each motif

HW: Review/reread Zeitoun in preparation for tomorrow's discussion. If you like, watch this interview conducted by Tavis Smiley for PBS with Abdulrahman and Kathy Zeitoun as a refresher. Please bring your copy of Zeitoun, your discussion notes and self-evaluation/reflection form, and your homework from the last few days for our seminar tomorrow.

NOTE: If you are new to Samohi or did not complete the summer reading (Zeitoun and The Grapes of Wrath), my expectation is that you will read 15 pages or more a night in an attempt to catch up.

AGENDA 9/6

Finish introducing vocabulary
Levels of Questions PPT and review
Group Activity - Generate questions for each motif at each level

PLEASE BRING ZEITOUN AGAIN TOMORROW!

HW: Sign and return syllabus last page
Find and copy down a quotation from Zeitoun that demonstrates the motif of "Belonging" or "Acceptance" (or conversely, NOT belonging or NOT fitting in). Then, generate TWO Level 2 questions and TWO Level 3 questions around the ideas of "Belonging" and "Acceptance" in the text. Check out this sample homework.

AGENDA 9/2

Syllabus Quiz
Grammar Practice: Pronoun Case #1

HW: Zeitoun evidence hunt: Review the book and find one quotation for each motif - 1) Responsibility ; 2) Optimism/Resilience ; 3) Outrage . Then copy down the page number for each quotation and elide the quotation to make it easy to find. You may copy down the entire quotation if you wish. Remember to bring Zeitoun on Tuesday along with your homework. We'll be working in groups.

Example: RESPONSIBILITY - from page 14 "Somewhere along the line...supplies to buy and store."

AGENDA 9/1

Six-Word Memoir Gallery Walk, Voting, and Presentation of Winners

Introduce vocabulary from Zeitoun

Evidence Hunt in Zeitoun - find quotations in groups pertaining to the motifs of responsibility and optimism/resilience

HW: Please bring Zeitoun tomorrow! Syllabus quiz tomorrow.

AGENDA 8/31

Nametags
Introduce vocabulary from Zeitoun
Please bring Zeitoun tomorrow!

HW: Sign and return syllabus last page before 9/7
Six-Word Memoir due tomorrow
Syllabus Quiz on Friday!

AGENDA 8/30

WELCOME BACK!!!

Happy First Day of School!

Quickwrite
Welcome & Introduction PowerPoint
Pass out Parent Letter and optional Parent Homework Assignment
Review Syllabus and Study Questions
Introduce Six-Word Memoir Assignment and Pust's Six-Word Memoir Sample

HW: Sign and return last page of course syllabus by Wednesday, 9/7
Six-Word Memoir Assignment due Thursday, 9/1
Quiz over syllabus on Friday, 9/2 (10 questions drawn from the 20 study questions)

FINAL THOUGHTS

Sharing "This I Believe" Essays - turn in final draft, rough draft, gold peer/adult revision sheet, and proof of submission after you read aloud

My "This I Believe" submission - 3 years in the making! "From Streetlamp to Streetlamp"
Letter of Recommendation request form--please read, complete, and return the purple sheet to me as soon as possible, or email this electronic version of the form to jpust@smmusd.org, as soon as you can!

Upload all necessary assignments to http://turnitin.com: Gatsby final draft, commonplace book entry, two God Bless You, Mr. Rosewater humor devices entries, All the Pretty Horses discussion notes and All the Pretty Horses rhetorical analysis writeup

Bookmark to guide your reading of Zeitoun by Dave Eggers

HW: Read and be prepared to discuss Zeitoun by Dave Eggers on the first day of school! Use the bookmark to help focus your reading. Also, read a free choice book this summer (perhaps the next installment of Cormac McCarthy's Border Trilogy? :-) and if you are entering AP Literature in the fall, check out the Samohi English Department's webpage for your reading selections from the Bible and Voltaire's Candide.

AGENDA 6/15

Discussion - All the Pretty Horses, pages 283-302

Review for tomorrow - how to submit "This I Believe" essays

HW: "This I Believe" essay final draft, rough draft, gold revision sheet and proof of submission to NPR. If you like, forward your proof of submission to jpust@smmusd.org, and then write "emailed" on the front of your final draft. Bring snacks!!!!

AGENDA 6/13

All the Pretty Horses seminar - 257-283
"This I Believe": Peer and Trusted Adult Revision Sheet (due Monday for period 2; Tuesday for periods 3 and 5) and conferences

HW: Read the end of the book--last discussion is on Wednesday! Finish your "This I Believe" essay. Proof of submission to NPR, gold revision sheet, and final copy of essay due on the day of the final exam. Bring snacks to share!

As you finish reading the book, consider:

• What is the significance of the rainy wedding scene?
• How does John Grady reemerge in Texas and what is significant about his arrival?
• Why does John Grady go to see the judge at his home? What new wisdom does he find from a man of the law at the end of the book? (Remember how the lawyer at the beginning wasn't helpful?)
• What does he learn at Reverend Blevins' home?
• What parallels do you see between the beginning and end of this novel? Why do these parallels matter?
• Think about the ending. The British novelist Fay Weldon offers this observation about happy endings. “The writers, I do believe, who get the best and most lasting response from their readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events -- a marriage or a last minute rescue from death -- but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death.” In what ways does this book offer Weldon's notion of "a happy ending"? What spiritual reassessment or moral reconciliation does John Grady experience?

AGENDA 6/9

"This I Believe" - Peer Editing/Revision
"Our Vulnerability Is Our Strength" by Colin Bates

Continue All the Pretty Horses discussion over pages 219-241

HW: Read pages 241-257 and review the passage on pages 255-256 for tomorrow's discussion. As you read, consider:
What religious imagery is present in this section, and what do you think it means or suggests?
Why does John Grady tell his story to the children? What does he hope to gain from them?
Describe his meeting with Alejandra. What do you notice and what stands out or seems out of place?

AGENDA 6/8

"This I Believe": Peer and Trusted Adult Revision Sheet (due Monday for period 2; Tuesday for periods 3 and 5)

Continue All the Pretty Horses discussion - pages 203-217

HW: Read and prepare for tomorrow's discussion over pages 219-241. Review the passage on pages 220-221.
Consider, as you read:
How do the farmworkers treat John Grady at the opening of Part IV?
What religious imagery/references do you see in this section, and what does it make you think about?
How is he received back at La Purisima?
What happens in John Grady's dream on page 225 and what might it mean?
What does he learn from his meeting with Dueña Alfonsa?
What sentiments does Dueña Alfonsa share that remind you of the captain? Of Don Héctor? Of Pérez?

AGENDA 6/7

Grammar Practice: Who, That, Which

Continue AtPH discussion over pages 178-203. SO EPIC!!!

HW: Read pages 203-217 and review the rhetorical analysis passage on pages 208-209 to prepare for tomorrow's discussion.

Consider:

What is John Grady's recovery like?

How would you describe John Grady and Rawlins' reunion?

What's the significance of their discussion about blood (pages 210-211)?

Why does Rawlins ask John Grady, "What's the worst thing you ever done?" and how does John Grady respond?

Note the level of detail to describe John Grady's scar on page 215.

Why do you think McCarthy describes John Grady as "some newfound evangelical being conveyed down out of the mountains and north across the flat bleak landscape toward Monclova"? What "good news" might he bring?

AGENDA 6/6

"This I Believe" - drafting time. Drafts due THURSDAY!!!

"The Key to a Long Life" by Brian Eno

Discussion over All the Pretty Horses, pages 153-178

HW: Read pages 178-203. Review the rhetorical analysis passage from pages 199-200. SO EPIC!!!!

Consider, as you read:

• What is sympathetic about the captain? What is troubling about him?
• Who is Pérez? What insights does he share with the boys?
• What does Pérez mean when he insists, "You dont speak [the language]"?
• What does Pérez mean when he talks about superstition? How much control do you think Pérez has over the prison?
• How does John Grady get a weapon? What is he fighting for, at this point?
• What is the significance of his sharing tobacco with the indian? (p 197)
• How does the description of the knife fight differ from the death of Blevins?

AGENDA 6/3

"This I Believe" - Focusing on a topic
"Science Nourishes the Mind and Soul" by Brian Greene

AtPH Discussion - pages 132-151
Consider:
Juxtaposition, imagery, and paradox in the lake scene (page 141)
Game-playing and power struggles: symbolism of the chess and pool games
Transformation: John Grady, Alejandra, Rawlins

HW: Read pages 152-178 to prepare for Monday's discussion and review the passage on page 153. As you read, think about:

• How have their circumstances changed and how does the setting reflect these changes?
• To what extent do Rawlins and John Grady reconcile? Do you believe that John Grady is, as he claims to Rawlins, "the same man you crossed that river with"?
• What is the captain like? Why does he treat each of the boys differently?
• What is the significance of John Grady's dream on page 161?
• What instances of humor do you see between John Grady and Rawlins in this section?
• Animals show up again--this time mainly dogs. What do you think the dogs might represent here?
• What parallels do you see between this section and earlier parts of the book?

If needed, work on your "This I Believe" essay. Check out the essay guidelines offered by NPR and the original producers' invitation for tips.

AGENDA 6/2

Journaling - focusing on a topic
"This I Believe" - "Tomorrow Will Be a Better Day" by Josh Rittenberg

Continue today's discussion of All the Pretty Horses, pages 111-132
Consider:

• What is the significance of the colors associated with Alejandra?
• What power struggles do you see between John Grady and Don Hector during John Grady's interview?
• What's up with the cats in the interview scene?
• How is the relationship between John Grady and Rawlins changing? What tensions do you see developing?
• How would you describe the interactions between John Grady and Alejandra?

HW: Read pages 132-152 (finish Part II) and review the lake scene on page 141. Consider the following as you read:
What is the significance of the chess game? How is this another power struggle?
How does the motif of "playing games" and "winning and losing" run through this section?
What happens at the end of the section? Why do you think it happens?

AGENDA 6/1

Grammar Practice: Misplaced Modifiers
Film clip - All the Pretty Horses "Sixteen Horses in Four Days"

Discussion over pages 97-110
Consider:

• What unusual techniques does John Grady use to break the horses?
• What might the wild horses symbolize or represent in this section?
• What parallels exist between Don Hector's ranch and the one JG has lost?
• How are the horses and their "transformation" described?
• What is significant about our "mystery girl"? How does she alter John Grady's world "in the space of a single heartbeat"?
• What instances of religious imagery do you see, and why might this imagery be significant?

HW: Read and be prepared to discuss pages 110-131 for tomorrow. Review the rhetorical analysis passage on page 123. Think about your This I Believe essay topic: it's time to focus!

AGENDA 5/31

Journaling - Today's topics
"This I Believe" - "Finding the Flexibility to Survive" by Brighton Earley

Begin AtPH discussion over pages 79-97
Consider:

• How do the boys' lives/relationship change now that Blevins has disappeared?
• Why do you think they start discussing death, God, and religion?
• In what ways do John Grady and Rawlins seem vulnerable? In what ways do they seem stronger?
• Examine the passage on page 93. In what ways do the boys seem like they are being "accepted" as cowboys by the vaqueros?
• What might the color red symbolize or express in this section?
• What do you make of the way Señor Rocha's daughter is described and presented? How might she alter John Grady and Rawlins' relationship?
• What do you make of the "peaceful" ending to part I?

HW: Read and prepare to discuss pages 97-110 for tomorrow's class. Review the rhetorical analysis passage from page 105.

AGENDA 5/26

Journaling - Today's Topics
"This I Believe" : "There's No Such Thing As Too Much Barbecue" by Jason Sheehan

Pass out passages for rhetorical analysis
All the Pretty Horses Discussion Assignment and Reading Calendar

Surveys for Psychology student

Discussion: pages 30-79
Who is Jimmy Blevins? What is unusual or suspicious about his character? Why does Blevins leave home? Why is he associated with lightning, and what might that suggest about his character? What reason does he give for going with the boys, and why is that reason somewhat ironic? What makes John Grady sympathetic to Blevins--why does John Grady feel the need to protect Blevins, even against Rawlins' advice? What tension does he create for John Grady and Rawlins? What happens on pages 76-77 and what do those events suggest about John Grady's character vs. Rawlins' character?

Film clip - meeting Blevins & the wallet

HW: Check the Discussion/Rhetorical Assignments and Reading Calendar for your assigned dates. Prepare your Discussion Notes and Rhetorical Analysis paragraphs for your assigned dates:
Description of Discussion Notes and Rhetorical Analysis Assignments
Sample Discussion Notes for pages 1-30
Sample Rhetorical Analysis writeup for the "They rode out..." passage on page 30
Read and be prepared to discuss pages 79-97. Student seminars begin on Tuesday. Rhetorical passage for Tuesday: from page 93 of All the Pretty Horses

AGENDA 5/25

Journaling - Today's Topics
"This I Believe" : "Free Minds and Hearts at Work" by Jackie Robinson

Analyze rhetorical passage from page 30 of All the Pretty Horses and read the sample introduction and body paragraph

HW: Read pages 59-79 of All the Pretty Horses and be prepared to discuss.

AGENDA 5/23

Journaling - Today's Topics
This I Believe: "The 50 Percent Theory of Life"

Discussion - pages 1-30 of All the Pretty Horses

HW: Read pages 30-39 of All the Pretty Horses, although we won't discuss these until Wednesday, 5/25 when we discuss pages 30-59.

AGENDA 5/10

Review anomalous prompts

HW: Review as needed, then get some rest!!!

Report to testing location at 7:15am tomorrow!

AGENDA 5/11

AP TEST!!!

GOOD LUCK!

AGENDA 5/9

Finish scoring argument essays
Review for AP exam: anomalous prompts

HW: Review as needed, then get some rest!

AGENDA 5/6

Finish scoring synthesis prompts
Begin scoring argument prompts

Discuss tips for each essay

HW: Review as needed for test.

AGENDA 5/5

Review scoring guide and samples for synthesis prompt

Begin peer-scoring essays

HW: Review as needed for test.

AGENDA 5/4

Education seminar - "America Skips School" by Benjamin Barber, "Learning How to Read and Write" by Frederick Douglass, "Learning to Read" by Malcolm X, and "When Bright Girls Decide that Math is a Waste of Time" by Susan Jacoby

HW: Review multiple-choice answers and look for patterns to help you review for the test.

AGENDA 5/3

Multiple-choice practice passages - take and review

HW: Prepare for tomorrow's seminar on Education - "America Skips School" by Benjamin Barber, "Learning How to Read and Write" by Frederick Douglass, "Learning to Read" by Malcolm X, and "When Bright Girls Decide that Math is a Waste of Time" by Susan Jacoby

AGENDA 5/2

Read "The History Teacher" by Billy Collins and discuss in preparation for Wednesday's Education Seminar - "America Skips School" by Benjamin Barber, "Learning How to Read and Write" by Frederick Douglass, "Learning to Read" by Malcolm X, "The History Teacher" by Billy Collins, and "When Bright Girls Decide that Math is a Waste of Time" by Susan Jacoby

HW: Prepare for Wednesday's seminar.

AGENDA 4/29

Grammar Practice: Comparison Errors #2
Review first multiple choice passage from full-length test (questions 1-14)
Begin discussing "Learning to Read" by Malcolm X and "Learning to Read and Write" by Frederick Douglass (pages 109-113 in The McGraw-Hill Reader)

HW: Complete two rhetorical terms entries on humor devices using God Bless You, Mr. Rosewater as your example source (due Monday). Read "When Bright Girls Decide That Math is a Waste of Time" by Susan Jacoby, pages 140-142 in The McGraw-Hill Reader and "America Skips School" by Benjamin Barber, pages 153-162 in The McGraw-Hill Reader in preparation for Tuesday's seminar.

AGENDA 4/27

Finish seminars on God Bless You, Mr. Rosewater and "Where I Lived and What I Lived For"

HW: Complete quickwrite questions on front of packet, then read Frederick Douglass' "Learning to Read and Write" on pages 109-113 of the McGraw-Hill Reader and Malcolm X's "Learning to Read." Be prepared to discuss all of this tomorrow.

AGENDA 4/25

WELCOME BACK!

Reminder: Final AP Practice Test is tomorrow, Tuesday, 4/26 after school in room T208.

Vocabulary warm-up #1 from God Bless You, Mr. Rosewater vocabulary list

Read "Where I Lived, and What I Lived For" by Henry David Thoreau in preparation for tomorrow's seminar

HW: Prepare for tomorrow's seminar by selecting quotations, writing questions, or preparing comments from God Bless You, Mr. Rosewater and from Thoreau's "Where I Lived." Complete two rhetorical terms entries using humor devices and any passages from God Bless You, Mr. Rosewater as your examples, due Monday. Bring McGraw-Hill Reader to class on Wednesday.