AGENDA 11/20

Rhetorical Historical Paper Thesis/Introductions PPT
Handout to assist you as you craft your introduction (this will be given out in class tomorrow)

For tomorrow, please identify the Lasting Rhetoric (handwritten in ink is ok):
LASTING RHETORIC = (aka your thesis--can be multiple sentences)
Description of different discourse communities or genres and their viewpoints
Underlying emotions attached to the event
Lessons learned or what the coverage of the event teaches us

Scarlet Letter Socrative Review Activity

HW: Read and prepare to discuss chapters 5-7 by identifying important details and quotations, writing clarifying and discussion questions, and noting your own opinions and reactions to the text. Begin to craft your introduction paragraph (handwritten neatly in ink is fine).

AGENDA 11/12

Introduce first handful of vocabulary words from The Scarlet Letter: powerpoint with images and vocabulary chart

Read-Aloud of The Two Bobbies and model SOAPSTone method for rhetorical note-taking

Introduce rhetorical historical analysis paper and share tips for selecting topics--not too broad, works best if the event is controversial, must be a clear *event* and not a person's life...anything from the beginning of recorded human history to last week is up for grabs (except Hurricane Katrina). Think about topics that you connect to personally or that you are genuinely invested in/passionate about.

HW: Select three historical events that you're intrigued by, and write a one-sentence justification for each. Know that I will only accept one or two papers on each topic, so make sure your justification argues why you would be the BEST student to write that particular paper. We're choosing topics tomorrow!

AGENDA 10/24

Introduce Photo Essay Assignment

Discussion over previous days' seminar texts

HW: Read "5 Photo Essay Tips" by Christina Dickson and "5 Types of Photos that Make for Strong Photo Essays, Audio Slideshows" by Keith Jenkins and come to class tomorrow with clarifying questions about the assignment.

AGENDA 10/22

Fallacies Quiz

HW: (Start when quiz is finished) Begin to annotate and prep for discussion tomorrow:
"The Culture of Thin Bites Fiji"
"Globalization of Beauty Makes Slimness Trendy"
"Turning Boys into Girls: How Men's Magazines Are Making Guys as Neurotic, Insecure, and Obsessive about Their Appearance as Women" (NOTE: this link is only to the first part of the article--the site requires a 7 day free trial to view the rest, and I am not responsible for any fees or legal quandaries that may result. I gave out the essay in class that students should refer to first.)

Prep by doing 3-2-1-1 or reflecting on some of these Critical Questions:

• What is the author's claim? What occasion might have prompted the author to consider these ideas? Was there anything in the news around this time that is relevant?
• What is the genre of the piece? What limitations might genre place on this text?
• What biases or values seem to be present?
• What is missing from the argument, that would make the argument fuller or richer?
• What does the text reveal about power, gender, class, or race?
• When was the text written? To what extent have circumstances changed?
• Who is the intended audience for the text? How do you know?

AGENDA 10/18

Grammar: Pronoun Ambiguity 11.3
Review Logical Fallacies Practice #2
View the following commercials and discuss the primary fallacy the commercial employs:

Dr. Pepper: "Always One of a Kind"

Miller Lite: "Skinny Jeans" 

Little Caesar's: "No Rules!" 

Old Spice: "You Don't Need a Prescription" 

DirectTV: "Don't Have Your House Explode" 

Axe Body Spray: "Billions"

Fancy Feast: "A Love Story" 

Old Spice: "The Man Your Man Could Smell Like" 

AT&T: "Postcards" 

SoCal Honda: "Helpful: Lesson"
Verizon: "Easy Choice 2.0"

5 Hour Energy: "Debut Album"
Allstate: "Mayhem: Cleaning Lady"

Extra Credit Opportunity: Comment below and include a YouTube link to a commercial or short scene from a TV show or film. Identify the fallacy and explain the errors in reasoning or manipulation (just like we have in class). If you don't have a Gmail account, you can email the link and explanation to me at jpust@smmusd.org. If multiple people submit the same clip, I'll give extra credit to the first person only.

HW: Study for Monday's Fallacies Quiz!

AGENDA 10/15

Finish Understanding Fallacies PowerPoint -
Cloze notes for PowerPoint

Begin work on Logical Fallacies Practice #1 in small groups

HW: Independent reading - 500 pages by 11/6. Finish Logical Fallacies Practice #1 if not finished in class. Keep amassing interesting magazine ads, especially ads that feature gender roles or images of beauty that are either traditional or surprising.

AGENDA 10/14

Gallery Walk: Examine rhetorical appeals in magazine advertisements
Part I of Understanding Fallacies PowerPoint - stop @ Ethical Fallacies
Cloze notes for PowerPoint

HW: Independent reading - 500 pages by 11/6. Keep amassing interesting magazine ads, especially ads that feature gender roles or images of beauty that are either traditional or surprising.

AGENDA 10/11

Grammar Practice: Pronoun Case 11.2
PPT Notes: Ethos, Pathos, and Logos
Handout for notes

HW: Bring an advertisement and be prepared to discuss the rhetorical appeals present in it--what claims to emotions, facts or statistics, or trust does the ad present?

AGENDA 10/10

Timed rhetorical analysis essay - Abbey prompt

HW: Independent reading

AGENDA 10/9

Rhetorical Analysis essay prep:
Here's my full sample essay on the "Owls" prompt
...and here's a full student essay from last year (this was *really* written in 40 minutes during class...I just had a TA type it up!)

HW: Independent reading, and prepare for tomorrow's timed essay.

AGENDA 10/8

Continue to prepare rhetorical analysis essay for the Mary Oliver "Owls" passage--create and share FATT claim and then split into small groups to write a body paragraph.
Claim frames that we came up with in class today

Refer to Learning Objectives sheet for Rhetorical Analysis

Here is my sample body paragraph on rhetorical questions that demonstrates Learning Objectives R6-R10.

HW: Write a body paragraph using any technique other than rhetorical questions. Be prepared to share your paragraph for class critique tomorrow. Use my sample to help you.

AGENDA 10/7

Begin to explore the Learning Objectives for Rhetorical Analysis Essays using 2001 Mary Oliver "Owls" prompt

Start with R1, R2, R3:

R1: Turn the prompt into a series of questions you can answer, e.g.:
What techniques does Oliver use?
What is her attitude towards nature?
How is that attitude/response complex? What makes her response complex?

R2: What words contribute to tone? (these can create diction patterns...remember to characterize word choices as diction of ______ or ______ diction)

R3: What patterns or techniques do you notice? Which ones are most important or crucial?

HW: Independent reading - complete conference over 500 additional pages by 11/6.

AGENDA 10/4

Grammar: Pronoun Case 11.1
Discussion over Klinkenborg's "Our Vanishing Night," Steinbeck's "Americans and the Land," and Walkowicz's "Look Up for a Change"

HW: Independent reading. Review texts as needed for additional discussion on Monday.

AGENDA 10/1

Independent reading SSR - 15 minutes (and book conferences)
Work with a partner - create 3-2-1-1 for John Steinbeck's "Americans and the Land"

HW: Finish preparing 3-2-1-1 if not finished in class, for tomorrow's discussion over John Steinbeck's "Americans and the Land." Complete 500 pages of independent reading before Thursday, 10/3.

AGENDA 9/30

Finish watching Lucianne Walkowicz's TED Talk, "Look Up for a Change" to model 3-2-1-1 discussion prep. Share quotations/details worth discussing, talk about rhetorical techniques, and model rhetorical analysis claim.

Discuss how to write an argument "While...ultimately,...because" claim by modeling with a favorite holiday. Then, discuss process: why start an academic discussion with this kind of claim statement?

HW: Read John Steinbeck's "Americans and the Land," pages 667-671 of The McGraw-Hill Reader, and write down 3 quotations worth discussing.

AGENDA 9/27

Template for Allusion Rhetorical Terms Entry (hint: download me! I will make your life easier!!!)
Here is my sample allusion rhetorical terms entry that you can use as a resource

Quiz over Verbs
Begin to discuss Lucianne Walkowicz's "Look Up for a Change"


HW: Upload your rhetorical terms entry #2: allusion to Turnitin.com before 11:59pm on Sunday. If you're using my template (and why wouldn't you?) make sure to change the filename and document type to .doc or .docx or .rtf or .pdf so Turnitin.com will accept it. :-) Complete 500 pages of independent reading and have a book conference with me before next Thursday!

AGENDA 9/26

Grammar: Verbs 11.6
Begin watching Lucianne Walkowicz's TED Talk, "Look Up for a Change" to model 3-2-1-1 discussion prep

HW: Upload rhetorical terms entry #1: device from a poem to Turnitin.com. Study for tomorrow's grammar quiz over verbs. Refer to the "Problems with Verbs" sheet and your half-sheets from Grammar Fridays.

AGENDA 9/23

Review and peer-revise rhetorical terms entries analysis paragraphs:
1) highlight the author's name (Is it capitalized? Spelled correctly? Full name used the first time, then just the last name for all remaining times?)
2) highlight direct quotations (Are they introduced properly by the author's name and argument verbs? If the quotation begins a sentence, make a note to revise. Also, the first quotation should be roughly sentence-length, then individual words or short phrases should be quoted in subsequent sentences)
3) highlight argument verbs (e.g., illustrates, suggests, reveals, shows,
4) highlight "the speaker"
5) highlight parenthetical citation, e.g., (lines 1-4)

If your partner uses "the reader" or "you" or "your" in his/her paper, please make notes to revise. The paragraph should probably use the author's name at least three times to help you retain control over the argument and stay focused on the poem's "message" or meaning.

HW: Revise analysis paragraph for tomorrow's class. Final draft due Thursday to Turnitin.com. Grammar quiz Friday--please complete Verbs 11.6 before Wednesday's class so we can review it quickly. Please bring ID card tomorrow as we're heading to the textbook room, and remember to complete your book conference with me before 10/3 (500 pages of independent reading).

AGENDA 9/17

Apply TPS-FAST method for analyzing poetry and to T.S. Eliot's "The Love Song of J. Alfred Prufrock" in groups of 3 or 4

HW: Review "The Love Song of J. Alfred Prufrock" and focus on one small portion of the poem--use every strategy you have as a skilled reader to be sure that you "get" that portion and be prepared to discuss tomorrow!

AGENDA 9/16

Introduce TPS-FAST method for analyzing poetry and apply to Emily Dickinson's "There's a certain Slant of light"

Discuss each element of TPS-FAST and model along with the class

HW: Complete "Thesis" portion of TPS-FAST for "There's a certain Slant of light" and continue to make progress toward completing 500 pages of independent reading by 10/3

AGENDA 9/13

Grammar Practice: Verbs 11.4

Troubleshooting Sense of Place uploads to Turnitin.com

Independent Reading (500 pages due by 10/3!): keep track of progress in your Reading Record and see me for a book conference before 10/3.

Bring The Fault in Our Stars next week.

HW: Upload Sense of Place essay to Turnitin.com before 11:59pm tonight!

AGENDA 9/12

Reminders: MLA Format and Sense of Place essays - check out pages 34 and 35 of your Binder Reminders! Upload Sense of Place essays to Turnitin.com before 11:59pm tomorrow.  Check out the scoring guide on Turnitin (stairstep icon by assignment name). Contact me ASAP if you have any trouble with Turnitin!

Jigsaw activity: Review levels of questions, then share out with your group from yesterday to become "experts" on your chapter. Next, meet with two people from the other groups--a new group of three with representatives from chapters 22, 26, and 30. Answer these questions together and take notes:

1) Key Ideas and Details: What is the most significant idea Steinbeck presents in your chapter?
2) Craft and Structure: What technique most helps Steinbeck convey the idea expressed in #1 above? Show evidence from the text.
3) Integration of Knowledge and Ideas: How do these three chapters intersect with each other? What ideas build across chapters? How does this inform our understanding of Humanism?
4) Reflect and Share: What do you now understand about these chapters or the book as a whole? What did all of these questions/discussion help you notice in the text?

HW: Sense of Place essays due by 11:59pm on Friday to Turnitin.com. Review pages 34 and 35 of Binder Reminder for help with MLA formatting.

AGENDA 9/11

Group work: Close Reading Discussion of Ch 14 of The Grapes of Wrath
Select two questions from each set of boxes to answer as a group. On a separate sheet of paper, take notes as to what your group members discuss, and label the textual evidence that would support your answers (e.g., page 151, paragraph #2) along with your notes.

HW: On the blank side of the worksheet, generate one question for each box for your assigned chapter (these questions are individual--your group members should each create their own questions so we can confer about them tomorrow), and on your notes page that you started today, write down textual evidence for your questions that would help to answer the questions. This is due tomorrow at the beginning of class and I will award points for this assignment. Please remember to bring your copy of The Grapes of Wrath tomorrow. Continue to revise Sense of Place essay, due to Turnitin.com by Friday at 11:59pm.

AGENDA 9/9

Peer revision #2 of Sense of Place essay - model MLA formatting for the class using a student's essay. Refer to pages 34 and 35 of your Binder Reminder for proper MLA format.

Model Turnitin.com login - please enroll through the same email address/password you've used in previous years, then click on "Enroll in a Class" and put in the class ID# and password to join my class.

Discuss Ch 4 notes on Jim Casy's character with a partner.

HW:  Please revise your Sense of Place essay draft, incorporating your revisions from Tuesday's and today's peer review. Final draft of your Sense of Place essay is due by 11:59pm on Friday to Turnitin.com. No hard copy required. Here's a terrific student sample from last year (name was changed to protect the student's privacy since this essay is posted online), and here's my sample again if you need it.  Here's the scoring guide as well. Please save your two hard copy rough drafts and your Peer Review sheet in your binder.

AGENDA 9/6

Vocabulary quiz over the words from The Fault in Our Stars and The Grapes of Wrath

Grammar Practice - Verbs 11.3

HW: Reread Chapter 4 of  The Grapes of Wrath and prepare notes about Jim Casy's character:

1. quotations worth discussing
2. questions:

• clarifying - What's going on in this part of the text? What is confusing?
• author's craft and structure: Why does Steinbeck make that particular choice? What effects does he create?
• critical questions - How does this text relate to other texts? How does it fit in with your background knowledge? What does the text reveal about gender, class, race, power, or society? What is its lasting significance?

     3. summarize Jim Casy's philosophy in your own words

Prepare 2nd draft of your Sense of Place essay--here's a terrific student sample from last year (name was changed to protect the student's privacy since this essay is posted online), and here's my sample again if you need it.  Here's the scoring guide as well. Please bring a new typed draft, incorporating your revisions from Tuesday's peer review. Bring 1st draft and Peer Review sheet back to class as well. 

AGENDA 9/5

HOLIDAY - NO SCHOOL

AGENDA 9/4

Tweet revisions: please review the #bestbookever handout and correct any mistakes in formatting. Bring a new revised copy on Friday (or email it to jpust@smmusd.org before class on Friday and I'll print it for you).

Review vocabulary warm-up #1 and vocabulary warm-up #2 for the words from The Fault in Our Stars and The Grapes of Wrath

In groups of five, discuss the questions and share your quotations for the California: Myth vs. Reality chart

HW: Study for vocabulary test on Friday by reviewing your vocabulary notebook. If you wish, complete the Word Search (solution is here) and the additional vocabulary warm-up practice to help you. As you study, make sure that you know how to spell each word, how the word is pronounced, how to provide synonyms and antonyms, how to construct a sentence that defines the word's meaning in context, and how to illustrate the meaning of the word with a brief picture.  Continue to revise Sense of Place essay--clean, revised, typed draft #2 due in class on Monday for second peer review. Revise #bestbookever Tweet if needed. Please bring an independent reading book for approval to class on Friday (or you may choose a book from my classroom library).

AGENDA 9/3

Vocabulary Warm-up #1: TFiOS and The Grapes of Wrath
Turn in Tweet #bestbookever assignment to bin
Review Sense of Place essay scoring guide and excerpts from student samples
Complete peer review activity #1 for a partner

HW: Complete Vocabulary Warm-up #2: TFiOS and The Grapes of Wrath and complete the six-box quotation chart only (not the questions) for the California: Myth vs. Reality chart

AGENDA 8/30

Grammar Practice: Verbs
Model formatting and answer questions about #bestbookever assignment: final draft due Tuesday
Answer questions about Sense of Place essay--here's a terrific student sample from last year (name was changed to protect the student's privacy since this essay is posted online), and here's my sample again if you need it.  Here's the scoring guide as well, which we'll review tomorrow in class.

HW: Final draft of #bestbookever assignment due in class Tuesday; typed rough draft of Sense of Place essay due

AGENDA 8/29

Share descriptive writing--best sentence from yesterday--on one of the poster charts around the room

Introduce OPTIC analysis method for visual texts--model and work together using Dorothea Lange's Migrant Mother 

Small groups: repeat the OPTIC process independently of the teacher, using one of Dorothea Lange's landscape photographs

HW: Return signed syllabus page tomorrow. Bring typed draft of Tweet for #bestbookever assignment to class for peer and teacher comments. Begin drafting Sense of Place essay--typed rough draft due on Tuesday.  Complete vocabulary notebook and begin studying vocabulary words for quiz next Thursday.

AGENDA 8/28

Partner share--review Tweets and give advice to make them more memorable or concise
Read excerpt from The Lost Continent by Bill Bryson, page 1 and page 2
Identify tones and strategies used to create the tones you find (description, narration, dialogue)

Description: includes strategies like sensory details and imagery, figurative language (similes, metaphors, personification, etc.), repetition, and diction patterns

Narration: consider the structure and types of sentences used (e.g., questions, short sentences, intentional run-ons, parenthetical asides) and interior monologue

Dialogue: real (or in Bryson's case, imagined) snippets of conversation

Descriptive writing practice: Draw lines on a piece of notebook paper to divide the paper into four equal quadrants. Label each quadrant with the following statements:

1. The desk was gross.
2. It was a hot day.
3. I/He/She felt like crying.
4. I've/He's/She's never been so angry.

Now, in each quadrant, use the same writing strategies (description, narration, and/or dialogue) to make these statements descriptive and help readers picture a specific tone.

HW: Finish quadrants of descriptive writing if needed. Complete vocabulary notebook drawings, synonyms, antonyms, and sentences as needed for Friday. Revise and type Tweet and attempt to master the Tweet's formatting--2nd draft due Friday.

AGENDA 8/27

Reading Quiz over The Grapes of Wrath
Finish introducing vocabulary from The Fault in Our Stars and The Grapes of Wrath and complete vocabulary notebooks
Introduce Sense of Place essay assignment and read aloud Pust's sample

HW: Bring handwritten draft of #bestbookever assignment tomorrow, complete vocabulary notebook if needed, and consider places you might write about for your Sense of Place essay. Syllabus return by Friday.

AGENDA 8/26

Distribute course syllabus and check homework: 3 quotations worth discussing and 2 clarifying questions from The Grapes of Wrath

Continue to introduce vocabulary from The Fault in Our Stars and The Grapes of Wrath and complete vocabulary notebooks

Explain and model #bestbookever assignment - handwritten draft due Weds, rough draft Friday, final copy due Tuesday.

HW: Begin work on #bestbookever assignment and complete vocabulary notebooks

AGENDA 8/23

Make nametags
Grammar Practice: Verbs #1 (parallelism and verb tense)
Review and discuss last night's homework analyzing tone and strategies the writer uses in a passage from your summer free choice book
Introduce first 5 vocabulary words from The Fault in Our Stars and begin to complete vocabulary notebook

HW: Complete your vocabulary notebook entries for the first five words in The Fault in Our Stars: eke, myriad, hamartia, dubiously, and inherently by defining the word, drawing a picture to illustrate its meaning, writing a synonym and an antonym, and creating a sentence with the word used in context within it.  Review The Grapes of Wrath by selecting three quotations worth discussing and posing two clarifying questions. You may either write these on post-it notes and put them in the relevant pages of the book or write down the quotations/questions on a separate sheet of paper. Quiz next week!

AGENDA 8/22

Welcome Back!

Introductions and First Day PowerPoint Presentation
Letter to Parents and Optional Parent Homework Assignment
Partner work: John Muir's "First Glimpse of the Sierra"

HW: Complete the blank worksheet for a passage from your summer free choice book that describes a setting and be ready to discuss tomorrow! Please bring your free choice book tomorrow if you have a copy. Also, please review The Grapes of Wrath as needed and contact me with any questions or help you need--quiz sometime next week.

AGENDA 5/24

This I Believe journaling
"There's No Such Thing As Too Much Barbecue" by Jason Sheehan

Discussion: All the Pretty Horses, pages 175-197

HW: Read All the Pretty Horses, pages 197-223 and be prepared to discuss these EPIC pages

AGENDA 5/23

This I Believe journaling
"Thirty Things I Believe" by Tarak McLain

Discussion: All the Pretty Horses, pages 150-175

HW: Read and be prepared to discuss pages 175-197 of All the Pretty Horses

AGENDA 5/20

Journaling - This I Believe
"Finding the Flexibility to Survive" by Brighton Earley

Settle ATPH Discussion Assignments
Introduce discussion notes and rhetorical analysis assignments
Watch film clip--All the Pretty Horses Blevins "wallet" scene

AGENDA 5/17

Read All the Pretty Horses to page 112 for Monday
Journal quietly on a topic of your choice

AGENDA 5/16

Journaling - This I Believe:

TOPIC 1: Describe a tradition that is important to you.

TOPIC 2: If you could go back in time, what would you tell your 8^th-grade self?

TOPIC 3: Open—whatever inspires you.

Read All the Pretty Horses to page 66 in class

AGENDA 5/15

Journaling - This I Believe
"Teaching a Bad Dog New Tricks" by David Buetow

AGENDA 4/18

Announcements regarding CSTs - resources available on the right hand side of the blog!

Guest Speaker: Virginia Hyatt, SMMUSD Purchasing Director
Pust's Notes from Ms. Hyatt's visit

HW: Guest Speaker Notes from all speakers due tomorrow.  Notes on The Pact due tomorrow.  Creative research project and research question due tomorrow.

AGENDA 4/17

Guest Speakers - Transportation Wednesday
Mr. Joe Stitcher, Chief Administrative Officer, Big Blue Bus
Mr. Jay Dinkins, City Traffic Management Division

Pust's Notes from Transportation Wednesday

HW: Turn in creative research response by Friday. Guest speaker notes due Friday or Monday (staple together as one packet).  First section of research paper, typed draft due Monday.

AGENDA 4/16

Period 5: Guest speaker, Ralph Mechur from SMMUSD Board of Education
Pust's Notes from Mr. Mechur's visit

Periods 2 and 3: Getting Started in Research
Get into collaborative research groups
Generate research questions and begin work on Part I

Part I of the Research Paper: Introduction
Establish urgency: why does this issue matter right now?
Establish passions: why does this issue matter to you?
Establish purpose: what do you hope to discover or accomplish?
Establish tension: what obstacles stand in the way of your helping to resolve this issue?
Establish audience: who else would this matter to or who has power or influence over this issue? What are your audience's potential counterarguments or tensions? What benefits would resolving this issue have for your audience?

HW: Part I of research paper, typed draft due Monday.

AGENDA 4/15

Period 3: Guest speaker, Natasha Guest, senior analyst from City of Santa Monica Human Services Division - focus on homelessness issues within the city
Pust's notes from Ms. Guest's presentation/Q&A
Blank guest speaker notes form for taking notes (the notes you take will be collected next week for credit!)

Periods 2 & 5:
Watch RSA Animate of Sir Ken Robinson's "Changing Education Paradigms" and note 3-4 key ideas. Discuss with partner
Share PPT presentation to launch Local Issues Project

HW (Period 2 & 5 only): Generate a research question for your topic with built-in tension (see PPT) and craft/design a creative piece to respond initially to your topic (refer to PPT for ideas)
Ideas for responding creatively:

• Write an original poem
• Make a Wordle
• Create a drawing or image collage
• Write a short story from the point of view of another “character” involved in the issue
• Craft a descriptive sketch, using words to “paint the scene”

AGENDA 4/12

Period 3: Guest speaker, Natasha Guest, senior analyst from City of Santa Monica Human Services Division - focus on homelessness issues within the city
Pust's notes from Ms. Guest's presentation/Q&A
Blank guest speaker notes form for taking notes (the notes you take will be collected next week for credit!)

Periods 2 & 5:
Watch RSA Animate of Sir Ken Robinson's "Changing Education Paradigms" and note 3-4 key ideas. Discuss with partner
Share PPT presentation to launch Local Issues Project

HW (Period 2 & 5 only): Generate a research question for your topic with built-in tension (see PPT) and craft/design a creative piece to respond initially to your topic (refer to PPT for ideas)
Ideas for responding creatively:

• Write an original poem
• Make a Wordle
• Create a drawing or image collage
• Write a short story from the point of view of another “character” involved in the issue
• Craft a descriptive sketch, using words to “paint the scene”

AGENDA 4/11

Periods 2 & 3 Guest speaker - Andrew Basmajian, Office of Sustainability and the Environment
Pust's Notes from periods 2 & 3
Period 5 Guest speaker - Josephine Miller, Office of Sustainability and the Environment
Pust's Notes from periods 4 & 5
Blank guest speaker notes form

HW: Keep thinking about research project possibilities

AGENDA 3/1

Debrief "Fall Canceled After Three Billion Seasons" and "Kitchen-Floor Conflict Intensifies As Rival House Cats Claim Same Empty Bag" - discuss humor devices used and what the author's satirical message is for each article

Watch "Brain-Dead Teen, Only Capable Of Rolling Eyes And Texting, To Be Euthanized"and discuss how this is an example of Juvenalian satire


Explain satire terms assignment: choose one of our unit texts so far, and select a humor device (hyperbole, understatement, jargon, incongruity, detail, timing, or pun) that is at work within that text.  First, define your chosen term. Then, quote the example directly from the text. Create an MLA formatted citation for the text. Finally, write an analysis paragraph exploring how the author uses the humor device to convey his/her satirical message.

Unit texts:
"Fall Canceled After Three Billion Seasons"
"Kitchen-Floor Conflict Intensifies As Rival House Cats Claim Same Empty Bag"
"3'-by-4' Plot of Green Space Rejuvenates Neighborhood"
"Dollar Bill On Floor Sends Wall Street Into Frenzy"

Videos:
"Brain-Dead Teen, Only Capable Of Rolling Eyes And Texting, To Be Euthanized"
"Introducing The Green Housewives - "Greener Than Thou'"
"1-900-976-0TSA" Saturday Night Live sketch
"US Schools Trail World In Child Soldier Aptitude"

Remember, for  the MLA citations, you'll need to provide the additional information found at each of these links! :-)

HW: Draft of first satire terms entry due Monday (handwritten is ok).

AGENDA 2/15

Gatsby color-marking revision activity for your 1st draft

AGENDA 2/1

Grammar practice: Pronoun ambiguity #2
Model how to annotate passage for The Great Gatsby
Assignment directions
Link to The Great Gatsby for printing --if you print from this source, remember to cite it as a web source!

For how to cite an e-book (if you read the file on your Kindle or Nook or iPad or whatever), consult this resource: http://www.mla.org/style/style_faq/mlastyle_cite_an_ebook
HW: Finish The Great Gatsby "creative" project and annotate your chosen passage for your rhetorical analysis paper

AGENDA 1/23

Synthesis essay practice--view and comment on student sample
Begin watching My Super Sweet Sixteen episode "Ariel" and complete viewing guide

HW: Prepare for tomorrow's timed synthesis essay
Read chapters 4-6 of The Great Gatsby and be ready to discuss:
Ch 4 - Gatsby's past and connections with Wolfsheim
Ch 4 - Daisy's wedding
Ch 5 - Clock
Ch 5 - Shirts
Ch 6 - Dan Cody
Ch 6 - The Kiss

*NOTE: if the discussion doesn't go well and you're not prepared, be assured there WILL be a quiz!!!

AGENDA 1/18

Grammar - Pronoun Consistency #2
Synthesis
Review FLTs and practice with Space prompt
Review Synthesis handout --approaches and suggestions
Practice writing an introduction/body paragraph

AGENDA 1/15

Finish introducing vocabulary from chapter 1 of The Great Gatsby
Continue reading chapter 1 aloud
Discuss Gatsby's mansion - what's unusual about the description?
Discuss characters so far: what do we know or can we infer about Daisy, Nick, Jordan Baker, Tom, and Gatsby

HW: Continue independent reading, ~80 pages a week

Work interview transcript and reflection due 1/23
Sample work interview and transcript

Read Chapter 2 to "Chester, I think you could do something with her." and be prepared with 3 questions to clear up confusion or 3 parts worth discussing.

AGENDA 1/14

Continue to introduce new vocabulary from The Great Gatsby, chapter 1

Answer questions about the Work Interview (due Wednesday 1/23 to Turnitin.com)
Preview the book:
Discuss quotations and the iconic book cover, the title and title page inscription
Begin reading Chapter 1 aloud

HW: Keep working ahead on independent reading
Work interview transcript and reflection due 1/23 to Turnitin.com