AGENDA 10/30

PowerPoint to review requirements for Tuesday:

1) Source Packets (eight sources, annotated w/ SOAPSTone and LAD analyses, 80pts)

2) Working bibliography for completion grade (10pts)

3) Working thesis (see ppt for details as to what should be in each paragraph, 20pts)

Handout with description of project

AGENDA 10/29

Rules Mtg & EOS Survey

AGENDA 10/28

Model process and work together to analyze this editorial cartoon using SOAPSTone and LAD methods. Here is one sample of what the annotated notes might look like--you should be annotating directly on the printed piece. In order to gather information about the Speaker for SOAPSTone, I did a Google search of the writer's name, read the Wikipedia page, and found a link to his biography on the Hartford Courant webpage.

HW: Bring 3 sources to class tomorrow for annotating and discussion. You'll ultimately need to gather and annotate 8 for Tuesday, but you'll have time in class tomorrow to work on this!

AGENDA 10/27

Research Day: begin looking for sources for your project
Recommended websites:
The New York Times Topics Page
Samohi Library page to access SIRS/Proquest Databases: You'll need the username and password!
Cagle.com: Daryl Cagle's index of editorial/political cartoons
American Rhetoric - index of historical speeches, complete with audio/video!
Pew Research Center - a nonpartisan fact tank with statistics and information about all sorts of wonderfully random things

HW: Begin compiling your eight sources for 11/4

AGENDA 10/24

Peer feedback: identifying SOAPSTone elements in our writing
underline: analysis of speaker
circle: analysis of occasion
wiggly line: analysis of audience
highlighter color #1: analysis of purpose and tone words
place boxes around: analysis of structure
highlighter color #2: direct quotations (check to make sure quotations are properly and meaningfully introduced, and that they do not begin sentences or paragraphs)
Check MLA formatting of citation; congratulate students who did it correctly

HW: Revise flowy paragraph to include analysis of all elements of SOAPSTone and LAD; add additional paragraphs as needed. Type for Monday and include a correctly formatted citation (be sure to double-space both document and citation and use a 0.5" hanging indent (you can find this formatting using the Format-->Paragraph dialog box).

Here are tips for creating MLA format if you use Mac Pages
Here are tips for creating MLA format if you use MS Word 2007
There are tips for all major word processors here with detailed tutorials on how to make the MLA formatting happen! Just scroll down to the bottom of the page!

AGENDA 10/23

Resource for Bibliographical Citations - OWL at Purdue

Segment Title: Intro - Hurricane Katrina
Program Title: The Daily Show
Channel: Comedy Central
Performer: Jon Stewart
Air date: 09/06/2005
Found online: 10/22/2014
URL: thedailyshow.cc.com/videos/7jhzp6/intro---hurricane-katrina

LAD analysis of excerpt from The Daily Show, "Intro - Hurricane Katrina"
LAD Analysis resource sheet

SOAPSTone + LAD analysis of The Two Bobbies

HW: Write a "flowy" paragraph addressing all of the elements of SOAPSTone for Jon Stewart's "Intro to Hurricane Katrina," typed, or neatly in ink, due Friday (you may write about the elements of SOAPSTone in whatever order makes the most sense). You must include at least ONE direct quotation from the piece in your analysis. Include an MLA-formatted citation and use this Resource for Bibliographical Citations - OWL at Purdue to help you (hint: scroll down to directions for Recorded Television Episodes, but since it's an online source and not a DVD or Videocassette, use the appropriate Medium of Publication). URL is optional, but if you include it, get it right!

AGENDA 10/22

Share 5 events you researched and 1 fact about 1 of them with class (whip-around)
Call on 5 people using Bag of Destiny to share out paragraphs from yesterday's video

Watch Jon Stewart's Daily Show "Intro to Hurricane Katrina" -- write a paragraph addressing SOAPSTone for this piece, due on Friday. (It should be a "flowy" paragraph, not a bulleted list of notes, even though you'll use the bulleted SOAPSTone notes and questions to assist you.)

HW: Write a "flowy" paragraph addressing all of the elements of SOAPSTone for Jon Stewart's "Intro to Hurricane Katrina," typed, or neatly in ink, due Friday (you may write about the elements of SOAPSTone in whatever order makes the most sense).

AGENDA 10/21

Watch and discuss CNN's "Six Years After Katrina: A Look Back" video
Funneling: what is the most emotionally charged or significant moment?
Watch a second time and capture every detail--audio, video, etc.
How do the filmmakers/editors intensify the emotions of this scene? What choices do they make to convey or heighten the emotion?

Write a paragraph characterizing the tone of the scene and narrating/describing the details in such a way that someone who has not watched the video would understand and be able to visualize it.

Bag of Destiny share-out: What is something you now realize or that you learned about Hurricane Katrina from this video?

HW: Finish paragraph as needed. Then, ask adults (parents, teachers, neighbors) to name 5 important historical events of the last 125 years (say 1890-present). Do a Wikipedia-level search on those 5 events, and come prepared to share ONE interesting thing you learned or one thing that surprised you about one of the 5 events.

AGENDA 10/20

Introduce rhetorical historical project by doing a read-around of five sample papers
Chart out features as a class: What do we notice about introductions, body paragraphs, conclusions, and overall format?

Introductions
Body Paragraphs
Conclusions
Overall format

HW: Just independent reading: enjoy the calm before the storm!

AGENDA 10/17

In small groups, make a comparison chart to analyze this week's texts, Deborah Tannen's op-ed piece, "There is No Unmarked Woman," Stephen Jay Gould's essay, "Women's Brains," and Tony Porter's TED Talk, "A Call to Men."


Make sure you turn in the following this week:
1) Group guided reading activity/SOAP for Deborah Tannen's op-ed piece, "There is No Unmarked Woman"
2) Individual guided reading activity/SOAP for Stephen Jay Gould's essay, "Women's Brains"
3) Individual guided reading activity/SOAP for Tony Porter's TED Talk, "A Call to Men"
4) FLT cover sheet and revised paragraph and original timed essay from the Alfred Green prompt

HW: Independent reading. Enjoy a brief respite this weekend. Things'll get crazy next week! :-)

AGENDA 10/16

On notebook paper, please respond:

1) Watch "A Call to Men," TED Talk by Tony Porter, and jot down TWO memorable parts/quotations.
2) Jot notes about speaker, occasion, audience, purpose
S:
O:
A:
P:

3) In a sentence or two, explain Porter's symbol: What is the "Man Box"? Why a box?
4) In a paragraph, make connections or contrast between Porter's speech and either Tannen's or Gould's essays: What concerns do the authors share? How are their approaches different/similar? Their audiences? The occasion? Their tone?

HW: Complete if not finished in class; revise one paragraph from timed essay and be ready to explain which two FLTs you worked on as you revised. Cover sheet will be provided tomorrow.

AGENDA 10/10

Finish and submit group guided reading activity from Deborah Tannen's "There is No Unmarked Woman"

Practice rhetorical reading skills independently for Stephen Jay Gould's essay "Women's Brains"
Read the essay carefully, then on notebook paper:

1. Write a paragraph explaining SOAP and identifying the author's tone. Here is a brief biography of Gould and the introduction to the published essay you are reading.
2. Complete "funneling": highlight the most important paragraph, most essential sentence, and most symbolic word directly on the essay using a pen or highlighter. Then, on your notebook paper, write a two-sentence justification for your symbolic word only.
3. Select three unfamiliar vocabulary words. On the notebook paper, write the three words, your predicted definitions based on context clues, and then an actual dictionary definition.
4. Answer these closing questions:

                      A. What purposes do the quotations from Middlemarch serve? (Keep in mind that George Eliot's real name was Mary Anne Evans!)
                      B. What evidence ca n you find to make the case that Gould's true subject was not "women's brains," but rather assumptions about the abilities of certain groups?

AGENDA 10/9

Submit individual reflection: answer one of our unit "thoughtful questions" and write a half-page discussion using evidence from "A Hymn to Him," lyrics from My Fair Lady


Get into groups of two or three and work on group guided reading activity from Deborah Tannen's "There is No Unmarked Woman"

HW: Independent reading--we'll finish up the group assignment in class tomorrow if needed.

AGENDA 10/8

Work in small groups to arrange and label concept circles
Add additional words as needed to make circles more complete
Share out your group's circles--
Period 3's circles
Period 4's circles
Period 5's circles

HW: Complete individual reflection: answer one of our unit "thoughtful questions" and write a half-page discussion using evidence from "A Hymn to Him," lyrics from My Fair Lady

AGENDA 10/7

Reflection for Enrique's Journey:
1) How has reading Enrique's Journey developed your empathy? To which people/groups are you more sympathetic? Give 2 textual references to support your responses.
2) What 5 questions do you have for further research? Give 1 textual reference to use as a starting point for further research.
3) Based on what you know so far, in what ways might you be able to contribute to resolving/addressing the issues in this book? What is possible?

Introduce new unit on Gender, Beauty, and Advertising
Skills emphasis: recognizing appeals to ethos, logos, and pathos; identifying logical, ethical, and emotional fallacies; arguing fairly and coherently; examining claims and evidence

Hook: "A Hymn to Him" from My Fair Lady
lyrics by Alan Jay Lerner

Discuss: what stereotypes do we see here in terms of gender expectations? How might these stereotypes hinder relationships and individual expression?

Introduce unit overview and explain concept circles for tomorrow

AGENDA 10/6

Share 3-2-1 posters made on Friday for Enrique's Journey with class
(read quotation or question/explain image, and provide an explanation of your choice)

Individual reflection (pre-writing for letters): (CLASSWORK TOMORROW!)
1) How has reading Enrique's Journey developed your empathy? To which people/groups are you more sympathetic? Give 2 textual references to support your responses.
2) What 5 questions do you have for further research? Give 1 textual reference to use as a starting point for further research.
3) Based on what you know so far, in what ways might you be able to contribute to resolving/addressing the issues in this book? What is possible?

HW: Due to today's shortened schedule, we will only complete independent reading for homework tonight. Please plan to finish your book checks before 10/15