T110 Computer Lab
Use PeerMark to evaluate a classmate's "Owls" essay
Pust's sample "Owls" essay
Rhetorical FLTs sheet
Print out any notes/handouts you want for tomorrow's timed essay. You might also want my sample annotated "Silent Spring" response
Work on annotated bibliography for Election Project
HW: Complete annotated bibliography for Election Project by Sunday; prepare for tomorrow's timed essay. Read indie book - you should have completed about 200 pages by now!
Wednesday, October 10, 2012
Monday, October 8, 2012
AGENDA 10/8
Computer Lab T110
Pass out instructions for Annotated Bibliography and Research Questions for candidates/issues
Work to find four sources for annotated bibliography - include at least one nonpartisan source (see recommended websites on Election Project description handout or on links at the right of this blog!) and at least one "biased" source. Include at least one "media" source (audio/video). Try searching YouTube or local television news stations for footage. If no media is available (for example, if you're studying measure ES), you can interview a local expert. Include at least one source originally found in print/hard copy. If you are studying a proposition and have an official CA Voter Information Guide at home or a local Los Angeles sample ballot, that will work! If not, see if you have any mailings related to the campaign, or check local newspapers like The Los Angeles Times (we get newspapers in our school library!).
HW: Continue to draft essay in response to "Owls" prompt and submit to Turnitin.com before 9am tomorrow morning. Tomorrow we're in the lab again--this time for peer review. We'll be in the lab a final time on Wednesday to work on annotated bibliographies.
Pass out instructions for Annotated Bibliography and Research Questions for candidates/issues
Work to find four sources for annotated bibliography - include at least one nonpartisan source (see recommended websites on Election Project description handout or on links at the right of this blog!) and at least one "biased" source. Include at least one "media" source (audio/video). Try searching YouTube or local television news stations for footage. If no media is available (for example, if you're studying measure ES), you can interview a local expert. Include at least one source originally found in print/hard copy. If you are studying a proposition and have an official CA Voter Information Guide at home or a local Los Angeles sample ballot, that will work! If not, see if you have any mailings related to the campaign, or check local newspapers like The Los Angeles Times (we get newspapers in our school library!).
HW: Continue to draft essay in response to "Owls" prompt and submit to Turnitin.com before 9am tomorrow morning. Tomorrow we're in the lab again--this time for peer review. We'll be in the lab a final time on Wednesday to work on annotated bibliographies.
Friday, October 5, 2012
AGENDA 10/5
Continue to move through FLTs for Rhetorical Analysis and examine 2004 Form B Rachel Carson's excerpt from Silent Spring prompt
Draft sample essay for prompt -- annotated with FLTs
Here it is, as a .pdf: sample essay w/ annotations
HW: For Tuesday, type up a draft response to Mary Oliver prompt on reverse side. Read indie book - 500 pages this grading period. We'll begin studying for our election projects on Monday and will meet in the T110 computer lab.
Draft sample essay for prompt -- annotated with FLTs
Here it is, as a .pdf: sample essay w/ annotations
HW: For Tuesday, type up a draft response to Mary Oliver prompt on reverse side. Read indie book - 500 pages this grading period. We'll begin studying for our election projects on Monday and will meet in the T110 computer lab.
Thursday, October 4, 2012
AGENDA 10/4
Examine FLTs for Rhetorical Analysis and work on R1-R3 together in class using the 2004 Form B prompt, excerpt from Rachel Carson's Silent Spring.
Discuss the passage, identify Carson's central claim and tone(s) created, and discuss which rhetorical strategies help Carson convey her claim and tone(s).
HW: Review the passage again, and think about the instances of legal imagery (courtrooms, etc.) and the repetition of "who has...?" in the final paragraph. How do these two strategies help Carson convey her claim and/or tone(s)?
Discuss the passage, identify Carson's central claim and tone(s) created, and discuss which rhetorical strategies help Carson convey her claim and tone(s).
HW: Review the passage again, and think about the instances of legal imagery (courtrooms, etc.) and the repetition of "who has...?" in the final paragraph. How do these two strategies help Carson convey her claim and/or tone(s)?
Wednesday, October 3, 2012
AGENDA 10/3
Reread "Letter to President Pierce, 1855" by Chief Seattle in the McGraw-Hill Reader. Work on R1-R2 of the FLTs for Rhetorical Analysis as a class.
HW: Reread "Letter to President Pierce, 1855" by Chief Seattle in the McGraw-Hill Reader and be prepared to discuss the rhetorical strategies (e.g., simile, rhetorical questions, metaphor, diction of _____, etc.) that Chief Seattle uses to convey his claim and/or tone(s).
Also, take a look at the California Official Voter Guide that might be hanging around your house to familiarize yourself with the CA propositions. And don't forget about independent reading--500 pages this grading period!
HW: Reread "Letter to President Pierce, 1855" by Chief Seattle in the McGraw-Hill Reader and be prepared to discuss the rhetorical strategies (e.g., simile, rhetorical questions, metaphor, diction of _____, etc.) that Chief Seattle uses to convey his claim and/or tone(s).
Also, take a look at the California Official Voter Guide that might be hanging around your house to familiarize yourself with the CA propositions. And don't forget about independent reading--500 pages this grading period!
Tuesday, October 2, 2012
AGENDA 10/2
Introduce first five vocabulary words from Nature unit
Discuss "Americans and the Land" by John Steinbeck and introduce the "FATTR" mnemonic for writing persuasive claims:
Discuss "Americans and the Land" by John Steinbeck and introduce the "FATTR" mnemonic for writing persuasive claims:
- F - focus (paraphrase of the text's/author's argument)
- A - author's name (capitalized and spelled correctly)
- T - title (formatted correctly - capitalized and in quotation marks or italics/underlined)
- T - text type (genre: is this an essay? novel? news or magazine article? speech? letter?)
- R - response (your opinion or reaction--to what extent to you agree or disagree)
Note that for RESPONSE the following ideas might be helpful:
Is your reaction to the piece more of a "yes...but" or "no...however"? That is, consider both what the author explores that you agree with, and also perhaps note what the author oversimplifies, overlooks, or doesn't explore deeply enough as you craft your response.
Write a complex, "FATTR" claim for "Americans and the Land."
Re-read "Americans and the Land" to notice rhetorical techniques.
Examine the similes in ¶1, 5, 9, 10, 13, 14, and 17. What do these similes, taken together, suggest?
Examine ¶1, 4, 5, 9, 10, 12, 14, and 16 for patterns of diction. What do you see? (For example, diction of destruction, diction of purity, etc.) What do these diction patterns suggest?
Examine ¶3 and ¶16 for analogies. What effects do these particular comparisons create?
HW: Read "Letter to President Pierce, 1855" by Chief Seattle in the McGraw-Hill Reader. Write a "FATTR" claim and note appeals to ethos, logos, or pathos in the speech (remember that it might not contain all three). In addition, reread the speech and be ready to discuss which parts of the language of the speech make it memorable or persuasive. Also, take a look at the California Official Voter Guide that might be hanging around your house to familiarize yourself with the CA propositions. And don't forget about independent reading--500 pages this grading period!
HW: Read "Letter to President Pierce, 1855" by Chief Seattle in the McGraw-Hill Reader. Write a "FATTR" claim and note appeals to ethos, logos, or pathos in the speech (remember that it might not contain all three). In addition, reread the speech and be ready to discuss which parts of the language of the speech make it memorable or persuasive. Also, take a look at the California Official Voter Guide that might be hanging around your house to familiarize yourself with the CA propositions. And don't forget about independent reading--500 pages this grading period!
Monday, October 1, 2012
AGENDA 10/1
Select topics for Election Ads Project
Next step: if your group has chosen a proposition or measure, start reading about the issue so you can decide if your group will be promoting "YES" or "NO" on the proposition/measure. You might start by reading the Official Voter's Guide that was mailed to the registered voters in your home. By the end of the week, you'll need to know your position, and determine which of you will tackle each audience: Base, Opposition, and Undecided. Next week, we'll be researching in the computer lab and beginning work on our annotated bibliographies.
Ethos, Logos, and Pathos PowerPoint and cloze notes
HW: Read John Steinbeck's "Americans and the Land" in the McGraw-Hill Reader, pages 667-671. Identify appeals to ethos, logos, and pathos, and be prepared to share when called on tomorrow.
Next step: if your group has chosen a proposition or measure, start reading about the issue so you can decide if your group will be promoting "YES" or "NO" on the proposition/measure. You might start by reading the Official Voter's Guide that was mailed to the registered voters in your home. By the end of the week, you'll need to know your position, and determine which of you will tackle each audience: Base, Opposition, and Undecided. Next week, we'll be researching in the computer lab and beginning work on our annotated bibliographies.
Ethos, Logos, and Pathos PowerPoint and cloze notes
HW: Read John Steinbeck's "Americans and the Land" in the McGraw-Hill Reader, pages 667-671. Identify appeals to ethos, logos, and pathos, and be prepared to share when called on tomorrow.
Subscribe to:
Posts (Atom)
