Sunday, December 12, 2010

Weekly Agenda Dec 13-17

Billy Budd, Sailor
Writing Rubric

Mon - Wed
Review Drafts
-peer edit
Return The Crucible
Watch PierrePoint, The Last Hangman
Review Journal #17
HW 2nd more complete draft due Thursday

Thurs & Fri
Review drafts
-Read Around
Multiple Choice Practice (if time)

NEW DUE DATE: Turn in final drafts to turnitin.com by Jan 3rd, 11:59pm.
You may turn papers in as early as Dec 17th, hard copies Jan 4th.

Wednesday, December 8, 2010

Billy Budd Argument Paper

This past week we have jumped all over our agenda and I would like to clarify what our writing process has been and where are we going with it.
First and foremost, we read through the prompt and and are responsible for creating a thesis with the dependent-independent clause construction. Today we recorded our working theses on post-its and bullet ed the general idea of the paragraphs to follow.

Thursday and Friday, we will break into groups, give feedback on theses, and generate counterarguments. Additionally, we will review signal phrases, parallelism and the rhetorical question. I have one more piece for you to read; and hopefully, we will be able to answer questions for Journal #17 as a class. (Our ability to do this relies on students reading BB Chapter 24-30.) Then you will be on your own to find sources and write a draft.



PLEASE HAVE YOUR 1st DRAFT READY FOR MONDAY!

Tuesday, November 16, 2010

BILLY BUDD Reading Schedule

Chapters 2-5 (pp -25) due Thurs, Nov 18
Chapters 6-9 (26-43) due Tues, Nov 23
Chapters 10-15 (44-63) due Mon, Nov 29
Chapters 16-19 (64-84) due Thurs, Dec 2
Chapters 20-23 (85-106) due Mon, Dec 6
Chapters 24-30 (107-128) due Thurs, Dec 9

BILLY BUDD Vocabulary
If you have Adobe Acrobat installed, I suggest you visit the following link and click on Billy Budd: 38-page vocabulary list.

Weekly Agendas Nov 16-19; 22-26; 29-Dec 3; 6-10

Billy Budd

NOV 16-19
TUES

Check in on synthesis knowledge
Hand out Billy Budd texts
(Please donate $5 to Ms. Stevens if able or more for those who cannot afford to pay)
Introduce Essential Question:
"How do you make legal exceptions and still maintain order?"
Annotating the text:
1)Marginalia
  • questions
  • comments
  • circle unknown words
  • connections
  • definitions
2)3-Level Questions
3)Brief Summary
& common language: please circle passages you don't understand and underline passages you do.
HW Read the Introduction, VII-XIV, and complete annotations #1 and #2 (marginalia and 3-level).

WED
Review Introduction
Annotation for BB Ch 1
-review 3qs
Vocab List
IN the News
HW see reading schedule

THURS
Brief Characterization Summary
-write short summaries using appropriate vocab words
Check and Review Chapters 2-5
Mencken
-assign questions, identify logic
HW Finish Mencken "The Penalty of Death" McGraw-Hill Reader pp85
Comp 1-3
Rhetoric 5,6
Write 1 (instead of entire essay write a freewrite paragraph)

FRI
Review Mencken
King piece
Opinion on a Continuum
2-corner debate
Finish Questions for King essay and reading
Vocab
Journal #13 (Mencken and King)

NOV 22-24
MON-WED

Check and Review Chapters 6-9
-self-grade
-clarify elements of plot, etc.
Argument Terms and Structure
2-Corner Debate
HW Reading due and Vocab quiz next week
HW Journal #14 CHANGE: rewrite one paragraph of your synthesis essays (unless you already did the independent reading)

NOV 29-DEC 3
MON
SYNTHESIS ESSAYS BACK
-notes to improve

SAVE:Check and Review Chapters
Excerpts regarding death penalty
-Retired Justice Stevens
-Last Words

TUES
Quiz
Continue discussion of BB Ch 10-15
Assign Thomas Paine
-rhetorical box as JOURNAL #15
HW finish box and see reading schedule

WED
Group Questions
HW see reading schedule

THURS
Check and Review Chapters
Argument Packet
-terms
HW supplemental reading: Foucault :read the first sections, "Background." Feel free to read earlier if it interests you, eventually it will come in handy when you write your essay.

FRI (tentative, this may wait until MON)
Check and review chapters
Review Essay Assignment
Journal Entry #16
Record the persuasive elements of Vere's speech, CH 21, pp96-99:
1. When does he shift styles (change in tone), or how does he adjust his speech for his audience?
2. Identify and outline Vere's thesis, supporting evidence and conclusion?
3. What is his most persuasive point and why?
4. Are you convinced by the end of his speech? What decision would you make and why?
Stanford Site on Philosophy of Punishment
Billy Budd and Capital Punishment: A Tale of Three Centuries by H. Bruce Franklin

DEC 6-10

MON-FRI
MON
Check BB annotations
-review Vere's speech
Outlines
HW Complete outlines
You will share these on post-its on posters



TUES
Organize essay following structure or make sure your outline does so:
Identify your counterargument. What are some logical fallacies?
-look at handout C: The Other Side. How will you construct your argument?

Excerpt from H. Bruce Franklin’s Essay:

“Billy Budd and Capital Punishment: A Tale of Three Centuries”

Billy Budd is not, however, a mere treatise against capital punishment. Melville is using contemporaneous awareness about the issue to explore the larger ethical, philosophic, and political questions it so dramatically focuses. Undoubtedly New York Assemblyman Hitt was overstating the case when he claimed in early 1890, "at present there are only two classes of the community who yet favor capital punishment and these are clergymen and prosecuting attorneys."(60) Nevertheless, Melville could safely assume that almost all potential readers in 1891 would regard public execution and hanging as relics of a barbarous past, would be sensitized to the larger issues surrounding capital punishment, and would already either oppose the death penalty outright or consider it warranted only for first-degree murder and treason. Even the most ardent proponents of the death penalty in late nineteenth-century America would be embarrassed by positions such as these: "Vere justifiably condemns Billy to death" (Peter Shaw); Billy Budd is a "murderer and a cause of his own death" and Melville "is to be identified" with Captain Vere (Milton Stern); "the virtuous man, Captain Vere," must "punish the violence of absolute innocence"--that is, must kill Billy Budd--since "absolute, natural innocence" is "at war with the peace of the world and the true welfare of mankind" (Hannah Arendt).(61) Readers in 1891 would be far more likely to wonder, like the surgeon (235) and the narrator (236-37), whether Vere is insane.

Journal #17: Answer the following questions:

  1. Is there any evidence that Captain Vere is insane? How might this impact his decision to ask for Billy’s death?
  2. Is Melville a “murderer”? Why might people consider him thus?
  3. Is our new system of putting individuals to death (by lethal injection) humane? Are they still public spectacles?
  4. Recall that slavery is a hot topic back then? How does Melville weave his condemnation of it into his text?
  5. Consider the ending of the book, how might citizens back then respond compared to now? List all elements of the arguments.


WED
Review signal phrases
-establish context
-establishing credentials
-establishing authority
-good verbs
-not necessary with statistics
HW Optional roughdraft for class/peer edit

THURS
Review Syntax and Rhetorical analysis handout
-how to we word sentences for emphasis
-what rhetorical devices can we employ to emphasize our point
--hyperbole
--punctuation
--repetition
--parallelism/balance
--rhetorical questions
(make sure any unknown terms are in your literary devices rings)
-practice paragraph by identifying
HW Works Cited page
Need Literary Rings for tomorrow.

FRI
Review Kinds of Multiple Choice on AP
Argument Essays due next Friday, DEC 17th, by 10 to turnitin.com.
OR for 10% late credit, Jan 3rd.


NEXT:
Travel and Culture

Introduction Pico Iyer
-"The Humble Comma"
Lost in Translation





Wednesday, November 3, 2010

Weekly Agenda Nov 8-10; Nov 15-19

The Synthesis Essay

MON & TUES
Notes on writing the synthesis essay
-the rubric and prompt
-making sure you understand the prompt
-source packet
--is a source for or against; determine and demarcate
-what it means to engage in the conversation
--see notes
--counterarguments
Rules (see handout)
-see notes
--no 2nd person
--state relationship between sources
--frame sources
-what does it mean to 'qualify'
Student Samples
-response
-norm on rubric
HW Read Marilyn Elkins and annotate

WED & MON (the 15th)
In class essay: write on either side of the issue, 45 minutes each.

Monday, November 1, 2010

Weekly Agenda Nov 1-5

The Crucible

MON-WED
Quaker Share Journal #8 WitchHunt
Group Discussions Act III
Act 4
-watch movie
-3Q discussion
Analyze arguments against "witches"
Finish notes on Mc Carthyism
HW Journal #9 Independent Reading Journal Format
HW Seminar Questions: prepare answers for fishbowl seminar on Thursday
HW Journal #10 "Why I Wrote the Crucible"
Answer Questions:
Comprehension
1) Define two unknown words and use them in an original sentence.
2) What is the "paralysis" Miller responded to by writing the play?
3) What are some of the parallel characteristics between the Salem Witch Trial and the McCarthy "hunt for Reds in America"?
4) How has the play become a political tool?
Devices
1) What is one simile/metaphor Miller uses? Is it effective? Why or why not?
2) What kind if previous knowledge might be useful before reading this essay?
3) How might an "archaic speech" become new to a writer?
4) Who might the intended audience be for this essay? Use evidence to support you response.

THURS & FRI
Fishbowl Seminar
Journal #11: Timed Writing in Journal
-peer response
HW Journal#12: Independent Reading -Format

NEXT WEEK
Nov 8-10, 15
The Synthesis Essay
-methods
-rules
Writing to two sides of an issue

Extra (credit? like, no way!)
Ask me for a copy of Hawthorne's "Young Goodman Brown" and in a Journal Entry labeled BONUS complete a rhetorical box.

Sunday, October 24, 2010

Weekly Agenda Oct 25-29

The Crucible

MON& TUES
Finish Act I of movie
Review Edward's Piece
3Q Discussion on ACT II
McCarthy BAckground
Group Conversations for Act II
HW Make sure you respond to a question on turnitin.com
AND read Act III and write 3-level Qs by Friday

WED
Watch ACT II

THURS & FRI
Read Act II supplement
-discuss why it was removed and how it might have changed our reception of the play
Letters from the time period:
-Dorcas Good
Group Conversations for Act III
The timeline leading up to Salem witchhunt
3Q Discussion
HW (for Monday) in journal #8: Creative Writing- WitchHunt


NEXT WEEK
ACT IV
Identify fallacies in court arguments against "witches"
Independent Reading Check
Sign up for In The News and Independent Reading Presentation
Journal #9, format and answer the following questions on Miller's "Why I wrote the Crucible"
Questions:
Comprehension
1) Define two unknown words and use them in an original sentence.
2) What is the "paralysis" Miller responded to by writing the play?
3) What are some of the parallel characteristics between the Salem Witch Trial and the McCarthy "hunt for Reds in America"?
4) How has the play become a political tool?
Devices
1) What is one simile/metaphor Miller uses? Is it effective? Why or why not?
2) What kind if previous knowledge might be useful before reading this essay?
3) How might am "archaic speech" become new to a writer?
4) Who might the intended audience be for this essay? Use evidence to support you response.

Finish Movie
-Is John Proctor a tragic hero? -how?
-How do characters use the devil to their advantage and to the disadvantage of others?
Fishbowl Seminar: See Essential Questions
AP Prep: Synthesis Paper

Extra (credit? like, no way!)
Ask me for a copy of Hawthorne's "Young Goodman Brown" and in a Journal Entry labeled BONUS complete a rhetorical box.

Thursday, October 14, 2010

Weekly Agenda Oct 18-22 (END of GRADING Period)

The Crucible
Extra Vocabulary:
predilection
rankle
citadel
defiled
propriety
trepidation
diabolism
bemused
inculcation
enthralled
succubi
abrogation
propitiation
Dionysus
atomization
lascivious
infuriate
yeomanry
incubi

MON


Read except from Jonathan Edwards " Sinners in the Hands of an Angry God"
-record excerpts and label which fallacy they fall under.
-record rhetorical devices, state why it might have been effective for an audience.
-complete one glossary entry using evidence from the Edwards' piece
Save for Tuesday.
HW Read the remainder of ACT I and write 3-level questions

TUES
Hand back Baseline and Intercalary essays
-review rubrics
-portfolio reflection log
Quaker Share "Bennett Letter"
Begin "The Crucible" Movie

WED-FRI
Turn in self-graded Journal

Background to The Crucible
-definitions of "crucible'
-hysteria
-Puritans and belief
(need for 'devil' in society, a scapegoat)
The Paradox
Historical Context
-more timeline
-letters
3Q discussion


FRIDAY-VOCAB QUIZ

HW Read Act 2 and 3Qs for Monday
Answer discussion questions by Tuesday evening on turnitin.com


NEXT WEEK:
Independent Reading Check
Sign up for In The News and Independent Reading Presentation
Conversations: Text Review (Will be explained later)

Sunday, October 10, 2010

Weekly Agenda Oct 11

Conventions of Argumentation
Check out "Fighting Words"

MON - WED
Get The Crucible
Everything's an Argument
-Logical Fallacies
-record in rings
Glossary Entry Format
-handout
Student Letter to Bennett
HW for Thursday 2 x Glossary Entries
for next Tuesday: Letter to Bennett

THURS & FRI
Introduce Toulmin Model of argumentation
-claims and warrants
Check glossary entries
Cartoons to depict specific fallacies
-see various templates
-choose one and take your assigned fallacy and depict in the cells or cells.
The Crucible vocabulary
HW Read in your book Act 1, pages 3-8 and answer following questions for Tuesday:
1) The tragedy in the Salem community "developed from a PARADOX." What is the paradox?
2) Analyze "But all organization is and must be grounded on the idea of exclusion and prohibition, just as two objects cannot occupy the same space" (7).
AND, typed letter to Bennett.

NEXT WEEK
MON
Notes on Salem Village timeline
Read except from Jonathan Edwards " Sinners in the Hands of an Angry God"
-record excerpts and label which fallacy they fall under.
-record rhetorical devices, state why it might have been effective for an audience.
Save for Tuesday.


Background to The Crucible
-definitions of "crucible'
-hysteria
-Puritans and belief
(need for 'devil' in society, a scapegoat)
The Paradox


Friday, October 1, 2010

Weekly Agenda Oct 4-8

The Grapes of Wrath
UNIT TEST FRIDAY
MON & TUES
Finish Group Work
-complete transfer of Rhetorical Box to Poster
-answer questions about GoW on other side of poster (full sentences)
Groups Present and are scored on participation and poster is scored as well.
Review Journal #6

AND, make sure you have a clear understanding of A, B, C connections to GoW
3-CHAIR -->student facilitated discussion/review


WED
Record in 3 rings:
pathos
ethos
logos
fallacy
syllogism
enthymeme
Toulmin Method
Images on overhead to reflect specific fallacies

HW Still drafting sources, bring whatever drafts you have for Thursday.

Conventions of Argumentation
Fallacies definitions
-record fallacy definitions and examples
HW 2x glossary entries in rings
Due Thursday: Read W.J. Bennett p443 and answer Comp #'s 2&3; Rhet #6 and Write #1 as Journal #6. You might be asked to share.

THURS & FRI
Review Bennett Piece
-share out

Check in on annotation drafts of sources
-peer edit if time
GoW Unit Test on Friday
HW
AND a letter Bennett
-respond to his claims
-identify his argument with evidence
-minimum 1 page, neatly written or typed, with proper letter salutations
-due MONDAY
AND seek out some speeches by candidates running for office this midterm election. See if you can identify fallacies in their statements. Print and label in the margins, be prepared to share.


Hopefully, I will have your baseline and intercalary essays graded by the end of this week so we can review and reflect upon them. If so, I will ask you to rewrite one paragraph from your baseline essay in your journal, explaining why you made the changes you did. Additionally, if you receive your intercalary essay back you may make as many changes as necessary to reach your desired grade. Make sure to include the original copy and highlight corrections made on the new draft. Thank you.

Sunday, September 26, 2010

Weekly Agenda Sept 27-Oct 1

The Grapes of Wrath

MON & TUES
Collect hard copies of intercalary essay
-Quaker share
Review Topic interest
Vocabulary Review
-students create concept circles and swap
Steinbeck in McGraw/Hill Reader
-for Journal #5 respond to questions: Comp #1, Rhetoric #2&5 AND full journal format and decide whether or not Steinbeck uses deductive or inductive reasoning.
HW for WED: find one picture for your topic, print.
for THURS: bring GoW books and more sources

WED

Vocabulary Quiz
Review Picture, quick OPTIC
RHETORICAL BOX
Inductive and Deductive reasoning (rings)
Count off for groups and select magazine pictures
-brainstorm

THURS & FRI
Continue Group Work
-create posters
-present
CONNECTIONS
-connect major GoW to major philosphies
-facilitate class share
Review Sources
-share and compare
HW for MON, Journal #6: Complete your rhetorical box with an ad of your choice

NEXT WEEK
Review Baseline Essay
-SAT Rubric
-AP Rubric
-Writing Rubric
Rewrite one paragraph in journal
Source CHECK
GoW Unit TEST: Vocab, questions, OPTIC
DO you have your independent reading book yet?

Sunday, September 19, 2010

Weekly Agenda Sept 20-24

The Grapes of Wrath

MON
Pair up and share/brainstorm regarding annotations and explication of intercalary chapter.
turnitin.com information

California History as told by Kenneth Starr
-relevance to GoW
Passage imitation:
-noticing the subtleties in Steinbeck's writing
-apply to intercalary close reading
HW Intercalary essay typed draft due tomorrow

TUES
Peer Review drafts
-check for WHAT, HOW, and WHY (see flow chart)
-check formatting
-check g/m; spelling and such
ESSAY DUE FRIDAY TO TURNITIN.com
class id: 3467516
password: BELIEVE
HW Steinbeck Nobel Prize Speech: journal entry #3 (use journal format)
Prepare to share

WED
GoW Vocabulary List
-charting
-add to rings
-QUIZ MONDAY
Non-Fiction Independent Reading List (see To Print or Not To Print)
-book talk
Review entry #3
Folk Music and Woody Guthrie
Need to hear it again? Go to YouTube and type in Guthrie Tom Joad. While you're there listen and watch Blowin' down the Road.

HW choose your independent book and begin reading ASAP;
AND as Journal #6 consider the lyrics to the Guthrie song:
1. Does Guthrie's music and lyrics match your understanding of Tom Joad's experience?
2. At the end of the song, what impression to you think Guthrie wants to leave you with?
3. Who might a target audience have been for this song?
4. Focus on specific lyrics, is there any significance in Guthrie's lyrics as they interpret Steinbeck's narrative?
5. What other subjects from the book would have made interesting music?

THURS
Last opportunity to clarify or ask questions for Intercalary Essay
Review Guthrie lyrics and questions
Study Vocabulary
-concept circles
Add to Literary Terms
HW Intercalary Essay due to turnitin.com by 12pm, tomorrow.

FRI
GoW Annotated Bibliography
Review what qualifies as primary and secondary source.
Proquest, library, the web,
Works Cited
Choosing a topic
Sample & Rubric

Friday, September 10, 2010

Weekly Agenda Sept 13-17

MON
Course Outline
review homework
Analyzing Images (overhead)
-practice OPTIC
HW Do your own OPTIC on a picture of your choice from The Getty's website on Dorothea Lange's work

TUES
Review OPTIC
Get McGraw/Hill Reader
-identify useful information
-the benefits of marginalia
-start HW
HW "How to Mark a Book" by Mortimer J. Adler and 3-level Qs
Print on related article from website search

Tips for finding a good article:
~not more than 2-3 pages
~has a clear author
~is easy to summarize

WED
IN THE NEWS format and instructions
MLA style handout

THE GRAPES OF WRATH
Define Socialism and Humanism
HW JOURNAL #2 find evidence that supports philosophical influence
AND identify language associated or said by character Jim Casey.
AND type up IN THE NEWS practice for Thursday
CLARIFICATION
No problem, sorry this is so late but I had back-to-school at Grant.
This is what is says: Define Socialism and Humanism
HW JOURNAL #2 find evidence that supports philosophical influence
AND identify language associated or said by character Jim Casey

This is what you should do: In your journal, define socialism and humanism, find/identify evidence from Grapes that supports that these two philosophies influenced Steinbeck's writing of the novel. And, link language of Jim Casey to either philosophy.

I hope this helps and that it's not too late.
ms. stevens

THURS
Peer Review typed IN THE NEWS
-check format
-spelling
-requirements
Review HW
-quaker share
Define INTERCALARY
HW annotate assigned chapter and create working thesis

FRI
Rhetorical Devices Chart
Intercalary Essay
-assignment: model and rubric
-looking at themes
-modeling close reading
-annotation
(SOAPSTone)
Turnitin.com information
Make sure you have a working student account on turnitin.com
HW Write draft of essay for Tuesday. Final due Friday to turnitin.com, hardcopy due Monday.

NEXT WEEK (Hopefully)
California History
as told by Kenneth Starr
-
relating history back to The Grapes of Wrath
Reading Quiz
Journal #3
-Mimic passage
-focus on style


Monday, September 6, 2010

Weekly Agenda Sept 7-8, 10

Welcome Back to School!
Please bookmark this page ASAP and refer to it weekly for up-to-date agendas and homework.

TUESDAY
Read excerpt from A Long Way Gone
-practice 3-level questions (see handout)
-practice journal entry format (see handout)
-practice self-grading (see rubric)
HW Find 3 helpful items from this website.

WEDNESDAY
Article and Statistics
Historical Background and Civil War
MAP
Practice Close Reading
Journal Entry #2
-present excerpt to class
-self-grade
HW Apply themes from A Long Way Gone to themes in up & coming unit

FRIDAY
BASELINE ESSAY
HW Find a blank map of the US and chart the Joad's travels (creativity is always welcomed). Record the most salient quotation underneath the map and be prepared to explain your choice. Presentation is important.

Peek-a-Boo Fall Course Outline

Saturday, May 22, 2010

The Great Gatsby Reading Schedule

Due May 26th Ch 1 (26pp)

Due May 28th Ch 2 (20pp)

Due June 1st Ch 3&4 (41pp)

Due June 4th Ch 5&6 (21pp)

Due June 8th Ch 7&8 (50pp)

Due June 11th Ch 9

ANNOTATE for:

Motifs

-colors, time, money (references to wealth), West=New vs. East=Old, automobiles, mobility, ash & dust

Characterization

-morality, god and religion (or lack of), alcoholism, hedonism, materialism, race, social class

and any reference to THE AMERICAN DREAM

Anticipate these Activities:

-Pages Inventory (or quizzes)

-Journal Entries

-s/m/t chart (as prewriting to timed final)

-Daily Seminar

-Daily Vocabulary

-Literary Devices

-Notes on historical context

-McGraw/Hill Supplementary Readings

-The Wasteland by T.S. Eliot

--journal entry (May 24th-26th)

Monday, May 17, 2010

Weekly Agenda May 17-21

CST TESTING ALL WEEK! BLOCK SCHEDULES: ALL CLASSES WILL MEET TWICE A WEEK.

DAY 1-In the News Presentations

in your
FOLDABLES

Group Research
-synthesize sources
-check off which sources satisfy requirements
-begin writing annotations
-structure paper

Reminders:
-bibliographies
-authoritative online sources
-field research
-evaluating credibility
-interpreting sources (rhetorical box; OPTIC)


DAY 2-IN the News Presentations

Writing your Paper:
-combining source materials
-quoting (integrating: signal phrases, brackets, ellipses, etc)
-paraphrasing
-summarizing

MLA Style
-format reminders
-in-text citations
-list of Works Cited
-creating an appendix

Tuesday, May 11, 2010

That book I was talking about...


WAR by Sebastian Junger
Excerpt:
They wore their trousers unbloused from their boots and tied amulets around their necks and shuffled around the outpost in flip-flops jury-rigged from the packing foam used in missile crates. Toward the end of their tour they'd go through entire firefights in nothing but gym shorts and unlaced boots, cigarettes hanging out of their lips. When the weather got too hot they chopped their shirts off below the armpit and then put on body armor so they'd sweat less but still look like they were in uniform. They carried long knives and for a while one guy went on operations with a small samurai sword in his belt. The rocks ripped their pants to shreds and they occasionally found themselves more or less exposed on patrol. A few had "INFIDEL" tattooed in huge letters across their chests. ("That's what the enemy calls us on their radios," one man explained, "so why not?") Others had tattoos of angel wings sprouting from bullets or bombs. The men were mostly in their early twenties, and many of them have known nothing but life at home with their parents and war.

Sunday, May 9, 2010

Weekly Agenda May 8-12

MON-FRI
On Wednesday, at 7:15, students will take the Language and Composition AP Test. This week will be dedicated to reviewing the practice AP and prepping for the up & coming research paper.


Sunday, May 2, 2010

Weekly Agenda May 3-7

MON
Carry Over Agenda from Last Friday:
Read Michael Kazin's "A Patriotic Left"
-enumerate persuasive techniques
Read Josiah Bunting, III "Class Warfare"
and poem
Dulce Et Decorum Est
In groups, create a multi-layered rhetorical box and then compare and contrast the 3 texts in journal entry #36 (Challenge: IN the box, identify rhetorical devices; Outside the box, state how those devices enhance meaning)
HW Finish class work

TUES
Review Rhetorical Boxes:
-Note similarities
-m/c practice
Platoon Movie
HW Finish Book for Thursday (final inventory)

WED
AP Essay Norming Groups
-grade 2/3 essays and pick one for ms. stevens to grade
HW Pick a Topic and a group

THURS
Review the book
Finish Platoon
HW Find evidence related to your readings
AND make sure ms. stevens has all of your work as the end of the grading period is tomorrow. Journals due MONDAY

FRI
Group Research Assignment
-planning, individual assignments, organization
-DUE MAY 17th to turnitin.com
Reminders: How to cite sources, etc.
HW Optional practice AP essay prompts and m/c
AND Independent Reading Journal Entry #37

Sunday, April 25, 2010

Weekly Agenda April 26-30

MON
Review Journal Entry #35
-discuss timing and evidence
Review "Speaking of Courage"
Fill in more KWL notes
-timeline
HW Read "Notes"

TUES
"Speaking of Courage" handout
-pairs okay
Practice Concept Circles
-review terms
-categorize
Review Practice Passages 2&3
NO HW

WED
Discuss "Notes"
Watch PLATOON
Begin reading "In the Field"
-emphasis on imagery
HW Finish reading at home and write 3Qs for class discussion Friday

THURS
Review Practice AP
Equation for figuring out score
-review types of multiple choice and strategies
Essays
-norm on various rubrics
-in small groups grade essays
-circle the one you would like teacher to grade
HW Read "Good Form" and "Field Trip" for MONDAY

FRI
Read Michael Kazin's "A Patriotic Left"
-enumerate persuasive techniques
Read Josiah Bunting, III "Class Warfare"
and poem
Dulce Et Decorum Est
In groups, create a multi-layered rhetorical box and then compare and contrast the 3 texts in journal entry #36
HW Finish class work

Thursday, April 22, 2010

Sunday, April 18, 2010

Weekly Agenda April 19-23

MON
Review Multiple Choice for Passage 1
Finish Conversations Assignment, #1
Add to Word Bank
Add to K.W.L.
-timeline to war
Structure of Memoir Discussion
-review "How to Tell a True War Story"
HW Read "The Dentist" and "The Sweetheart of Tra Bong"
List of Glossary Terms in Concept Circle Formats (Expand the circle if you need)

TUES
Review Glossary and Add essential terms
-creating concept circles
-sharing and testing
Critical Essays by Smith and Smiley on the portrayal of women in The Things They Carried
-landmark marginalia
-marginalia read-around
-freewrite
HW Prepare for Socratic Fish Bowl Seminar
-Create essential Questions
AND Read "Stocking," "Church," "The Man I Killed," and "Ambush" for Thursday

WED
FishBowl Seminar
HW Journal Entry #35
Write a short essay, 3 paragraphs about perspective as it relates to "Ambush" and "The Man I Killed." Discuss repetition and voice as well.

THURS & FRI

FOLDABLES!!
Review "musts" for
-the synthesis essay
-the argument essay
-the rhetorical essay
Timing, planning and method
-AP Rubrics
-Student Samples
Multiple-Choice
-Brainstorm kinds of questions
More vocabulary for word bank
PLATOON movie excerpts
HW Read "Style," and "Speaking of Courage" for Monday.
HW Conversations #3 (via Turnitin.com) on Speaking of Courage; anyone else you get to respond outside your group is extra and will count toward your Independent Reading Presentation grade.


PRACTICE AP:
SATURDAY, SUNDAY AND TUESDAY

Sunday, April 11, 2010

Weekly Agenda April 12-16

MON'
OPTIC on image from Civil War
Review Break HW
-discussing the text
-rhetorical devices
Get Books?
Drafted and Goodbye Letter
-Journal #
HW Their Eyes Essay due tonight to turnitin.com

TUES
Background on the text
Reflect on Essay -Writing process
Memoir
-style and devices
HW Search for a fact about Vietnam (not Wikipedia)

WED

Platoon movie excerpt
-sensation of 'being' in Vietnam
K.W.(L.)
Geography Notes
Confirm dates for Practice AP
Read Chapter 1
HW What would you carry? Finish Chapter 1 and 3qs

THURS
Vocabulary List
-create concept circles
Conversations assignment
Multiple Choice Practice
-pair share
HW Read "Love", "Spin" and "Rainy River"
AND identify stylistic devices. Define ambiguity, ambivalence, and apathy. In what way do these ideas create a new sense of what it means to fight in war?

FRI
Platoon and Hamburger Hill movie excerpts
Read "How to Tell a True War Story"
-vocabulary
-quotations
-symbolism
Conversations #2
HW Look at Chapters "Enemies" and "Friends" and wrote a short paragraph for Journal # __ in which you discuss why O'Brien places these chapters together. Comment on the structure of the novel, the chronology, the juxtaposition of specific themes and stories.



Friday, March 26, 2010

AP Practice over Spring Break

Please open this pdf file for a practice free response with student samples. You may time yourself and then compare your responses to the samples.
45 Minutes
Good Luck!
http://www.msstevens.com/apfiles/PracticeFreeResponsePrep.pdf

I just checked this and it seems to have a hard time loading, check back soon. 4/5

Friday, March 19, 2010

Weekly Agenda Mar 22-26

MON
EAP Testing
Check Style Analysis
Study Guide
HW STUDY, roughdraft

TUES
Review, Organize and Add to Portfolios
Parody Presentations
HW STUDY

WED

Parody Presentations
HW STUDY

THURS/FRI

75 minute test

HW DUE APRIL 12th
  • Their Eyes Were Watching God Essay with 2 optional drafts to turnitin.com
  • Read The Red Badge of Courage by Stephen Crane: count 142 pages toward your 500 required pages for Independent Reading
  • -->2 15 pt Journal Entries, #31 & 32:
31-Look up Realism, Naturalism and Existentialism. How does Crane's depiction of war differ from a more romantic portrayal? Record specific language and imagery that suggests that Crane did not agree that war was romantic or something to be celebrated. How is nature (the Universe) seemingly indifferent to the plight of man? Record language.

32-What elements of Crane's style help to create a sense of realism? How does Crane achieve pathos? What language supports the sense that war is less about acts of heroism or cowardice and more about ambivalence? How is war personified? What is meant by the ending sentence of Chapter 20, "And they were men" (p122).
  • Reading Quiz when you return

Sunday, March 14, 2010

Weekly Agenda Mar 15-19

MON
College/Career Presentations
HW Read Chapters 3&4 of Huck Finn

TUES/WED (CAHSEE testing: block schedule)
Review ending of Their Eyes
-3Q discussion
Power of Language
Introduce Blues
-state difference from Minstrel Songs
-background
-connection to folklore and sermons
-listen
-apply to their eyes
(In groups, use language from Their Eyes to write a blues song, share out.) Save for more time.


THURS
Hand back Staples/Ascher Timed Writing
-discuss
-reflect
HW Independent Book Journal Entry #29
And rewrite one paragraph from Staples/Ascher essay, as Journal #30. Please highlight all changes and label which paragraph it is (Intro, Body 1, 2 or Conclusion)

FRI
-Essay Prompts-DUE MONDAY April 12th to Turnitin.com

Style Definitions:
VERBS
-active/being
-simple/perfect tense
-indicative/imperative/subjective
PHRASES
-prepositional
-noun
-adjective
-adverbial
SENTENCE STRUCTURE
-simple
-compound
-complex
-fragment
Break into Style Analysis Groups (working with R. Wright's criticism) 1-5 and follow handout instructions
-present style analysis argument against Richard Wright's Criticism
-if time, mention parallel between director of
Precious and Spike Lee's criticism of director's key character
HW Finish Style Analysis Handouts

NEXT
Finish notes on Power of Language and Stereotypes
-more on identifying and analyzing humor The Onion
Mon-EAP Testing, Study Guide-Concept Circles
Tues-Parody Presentations OPEN HOUSE-EARLY RELEASE
Wed-Parody Presentations
Thurs-Begin Book Test
Fri-Finish Book Test, feedback on Essays if time.

Friday, March 5, 2010

Weekly Agenda Mar 8-12

MON
Review Journal #27
Check Glossary entry on Poems from last Thursday
Group Work on Questions from #27
-discussion
-hand in group work
Practice Telling in small groups
HW Perfect your Story

TUES
Presentations
-storytelling
HW Read "Intraracism" essay by Bertice Berry
Journal #28
Connect to Their Eyes: Does Berry inadvertently set up a critically problematic polarity between light and dark skin African Americans in the last section of the essay? Citing evidence from both texts and your own experience, write a paragraph or two on the importance of color in modern America.

WED
Presentations
-storytelling
Review Berry
HW Read Obama's speech on race, record and connect 2 pieces of evidence to Berry and Hurston


THURS
Connect conclusions from last nights journal entry to excerpts from Obama's speech on race.
-pair share and present
Pico Iyer
"Personification"
-explore term and evidence
-identify in Their Eyes
--create a glossary entry for term and share
HW Continue Reading and
JOURNAL DUE


FRI
Review Text
3-Q discussion
Power of Language
Introduce Blues
-background
-connection to folklore and sermons
-listen
-apply to their eyes

The Parody/Dialect Assignment
-examples
HW Finish Reading

Friday, February 26, 2010

Weekly Agenda Mar 1-5

MON
con't
Perspectives of African -Americans in late 1800's
General stereotypes in caricature
The Minstrel
"Telling" Elements
-embellishment
-personification
-performance
-punctuation
-dialogue
-narrative
Review Their Eyes Ch's 1-6
HW Read in McGraw-Hill p228
"Sex, Lies and Conversation"
AND argue that Tannen's premise is true or not with personal experiences. How can you apply her ideas to your own relationships?
Find examples of anecdote, statistics, social science, appeal to authority, and definition. Which is most convincing for you and why?

TUES
Review Tannen
Power of Language
-gossip "the porch"
--prayer language
-vocabulary
Connect to Tannen
Intraracism (notes)
HW Watch Brer Rabbit excerpt and draw conclusions based on stereotypes and folklore

WED
Reflection on Brer Rabbit
-Disney's role in perpetuating stereotypes in US, in World
The Harlem Renaissance (notes)
HW See Reading Schedule

THURS
Timed Writing
Gould?
Hurston?
45 minutes
Graded on AP Rubric (25pts)
HW Bennett and Hughes poetry-connect to Their Eyes and identify figurative language. Create glossary entry for figurative language type.

FRI
Review Bennett and Hughes
-share figurative language and rhetorical strategies
-content: how do images match our understanding of the black experience during Reconstruction and the Harlem Renaissance?
HW Journal Entry #27: How do men in Their Eyes reinforce male stereotypes? How does Janie's complacency placate her men? And how does Janie's sexuality allow her to reclaim her life after two oppressive marriages? What role does TeaCake play in her sexual/spiritual awakening?
-Prepare for Telling
And make headway in independent book. Make sure your journal is up to date.

Sunday, February 21, 2010

Their Eyes Reading Schedule

Their Eyes Were Watching God by Zora Neale Hurston
Chapters 1 & 2 for Thursday, Feb 25
Chapters 3-6 for Monday, Mar 1
Chapters 7-11 for Friday, Mar 5
Chapters 12-17 for Tuesday, Mar 9
Chapters 18-20 for Friday, Mar 12
Be prepared to read additional material while meeting these deadlines.
You are also expected to be reading your independent book.

Weekly Agenda Feb 22-26

MON
Bio/Background on Mark Twain
3-Chair Review of "The Diary of Adam and Eve"
-debrief as a class
HW Glossary Entry on Humor
Sedaris
and answer "What do standup comics have in common with one another?"
Bring Their Eyes tomorrow

TUES
Analyzing Twain's style
-label rhetorical devices
Hurston Background
Read Beginning of Their Eyes Were Watching God
Style Analysis
-dialect
-vernacular
-metaphor
-personification
-imagery
-rhythm
-word choice
-Biblical allusions
Pair Work-style worksheet
Reactions to the text
HW finish worksheet and see reading schedule

WED
Review Hurston Style Worksheet
HW "Telling" Choose a story to share with the class for Monday the 8th
HW see schedule for reading

THURS
Modeling the "Think Aloud"
Chapter 2 review
Mother Nature Imagery
-conceit
Word Choice
Vocabulary
The Art of the Story-Telling
-folklore and our roots
Stanton Papers back
-reflection
-successes and pitfalls
IN-Class Revision
AND Read Chapter 1&2 of Huck Finn (click on the picture of Mark Twain)

FRI
Review Huck Finn
-persona
-story-telling as art
Perspectives of African -Americans in late 1800's
General stereotypes in caricature
HW Independent Reading Book Journal Entry #25


Friday, February 12, 2010

Black Writers and Marriage: Reflecting on an Author's Persepctive

http://www.npr.org/templates/story/story.php?storyId=123645447

Weekly Agenda Feb 16-19

Gender Dynamics
TUES
In-Class Essay 45 minutes
Responding to Gould essay
for AP grade
HW Read in McGraw-Hill, p216
Atwood's "The Female Body"
and answer Rhetoric #1 and #7

WED
Foldables
Review points of Stanton, Tannen and Gould
add Atwood
Discussion
HW List points of Atwood's argument
and Read in McGraw-Hill, p223
Angier's "Why Men Don't Last: Self-Destruction as a Way of Life"
and answer following prompt:
The Cult of Masculinity
Are "sentimental notions of manhood" prevalent in society today? What are they? Do our young men feel pressured by them, do your fathers? Are they essential to our survival as a species?


THURS
GET BOOKS:
Their Eyes Were Watching God
Review Angier
Read McClain "Don't call me Mr. Mom" (handout)
Tie ideas to historical timeline of gender expectations
HW Read in McGraw-Hill, p219
Theroux's "Being a Man"
and answer Rhetoric #1 &#6
and Write #2 (Journal Entry 23: long paragraph, can be creative)
AND bring Lit. Rings tomorrow

FRI
Quaker Share Journal Entry
Review Questions
Check Literary Rings for 2 glossary entries from last week
and add elements of humor:
-pun
-understatement
-hyperbole
-parody
-satire
-caricature
-sarcasm
-irony
HW Read "The Diary of Adam and Eve" by Mark Twain
Answer the following questions (Journal Entry #24):
-note similarities between 'women's issues' essays (cite evidence)
-why does Twain blame the fall on Adam
-what is meant by Eve's explanation of loving Adam (p352)
-what kind of audience might Twain have in mind and why?
-how is this piece humorous, identify elements? -is the message compromised because of the humor?
-how does Twain's choice of form, the diary, enhance his message?

NEXT week
3-Chair
Background Bio on Twain and Hurston
Sedaris, Barry, The Onion, Huck Finn
Hurston Style Analysis
Gould papers back-portfolio review
In The News and Turnitin.com

Sunday, February 7, 2010

Weekly Agenda Feb 8-12

MON
Poster Presentations
Review Rhetorical Box
Expanded examples of parallelism and balanced paragraphs
HW Write a balanced or parallel paragraph by rewriting the truths and rights (as in the Declaration) as they would apply to high school students. NOTE: I made a mistake in class, please reread the first two paragraphs of the Declaration to mimic Jefferson's "truths and rights," pages 305-306 in McGraw-Hill refer to his "facts" or complaints against the King. Some of you will figure this out on your own though.


TUES
Review
"Declaration of Independence"
& "I have a Dream"
Share excerpts from Journal
-Quaker share student's "truths and rights"
New Literary Terms for rings
-syntheton
-systrophe
-synecdoche
-euphony
-antithesis
HW Read Stanton and answer multiple choice

WED
In-class, answer essay questions regarding Stanton piece
-share and compare
Review m/c questions
HW Read Tannen Essay and answer m/c and #2 long answer

THURS
Overhead, comment on images of women in America
-connect to Stanton essay
Review Tannen
Read Gould piece and answer m/c

FRI
Review Gould m/c
Discussion Questions
-cultural vs biological determinism
HW Review Rhetorical Elements in "Women's Brains"

Next Week
In-Class Essay 45 minutes
Responding to Gould essay
for AP grade

Monday, February 1, 2010

Spring Semester 2/2/2010

TUES
Hand Back Papers
Argument Essay Reflection
Mid-Year Portfolio Reflection
Review Formats
NO HOMEWORK

WED
Review Assessments
Book Talk

THURS
Sam Leith's FT article
"Obama's Oratory"
-annotate article
-GRP (Guided Reading Response)
--complete
HW Via link (see below) choose one of the four speeches, print it out, annotate and complete a GRP (you can use the backside of the original handout)
What will you have with you tomorrow for class:
-one of Obama's speeches, annotated
-a completed GRP
-your literary term rings
-your McGraw-Hill reader

FRI
In groups choose a way to visually organize the information on poster paper
and complete glossary entries for the terms you identified in the speeches.
Due at the end of class.
HW In McGraw -Hill Reader:
What is the America Dream p304
The Declaration of Independence p305
In your journal #22 complete a rhetorical box
I Have a Dream p309
Answer Question Rhetoric #3 and Questions for Comparisons #1

Obama's Speeches

http://obamaspeeches.com/
Choose one of the following speeches:
  • Inaugural Address, Jan 20, 2009
  • Election Night Victory Speech, November 4, 2008
  • Democratic Convention Acceptance Speech, August 28, 2008
  • "A More Perfect Union" speech on race, March 18, 2008

Read and mark up the speech for its rhetorical strengths. Be prepared to discuss how Obama used at least three of the strategies Sam Leith discusses in his analysis of Obama's rhetoric. Please complete a GRP for the speech you choose.

Monday, January 25, 2010

Speaking of travel...what about Time Travel (a taste).


Check this out. I know someone will be able to incorporate it into their essay:
http://www.npr.org/blogs/pictureshow/2010/01/looking_backwards.html

And just in case you missed it in class, "Inviting the World to Dinner" by Jim Haynes:
http://www.npr.org/templates/story/story.php?storyId=99172304

Good Luck on your Finals!

Friday, January 22, 2010

Journals Due day of Final: Thursday!

#16-Mencken/King Q's
#17-BB Review Q's -Ch. 6
#18-Rewrite Crucible Paragraph from timed-writing
#19-BB Vere Speech
#20-Ind. Read Journal Entry
#21 Tan Q's

Sunday, January 10, 2010

Bi-Weekly Agenda 1/11-1/25

Travel Literature and Cultural Reflections
WEEK ONE


MON
Introducing AP multiple choice
-record different kinds of questions
-practice creating questions of your own
-swap and have neighbors practice by answering your questions
-add terms to rings
Pico Iyer
"The Humble Comma"
-identify and record rhetorical devices
--punctuation
--repetition
--parallelism
HW Add terms to rings x2 glossary entries
Read "Why we Travel" and write marginalia, identify devices

TUES
Freewrite: impressions of travel
-Quaker share
Review "Iyer Piece
-insight and salient points
-devices and emphasis
-imaginary essay: create a thesis
HW McGraw-Hill Reader p495
"The Language of Discretion" by Amy Tan
Answer questions: Comp #'s 1&3, Rhet. #'s 1,2&3, Write #1 in Journal #

WED
Review Tan
Connections between Iyer and Tan
Notes on Reading Film
-in foldables
--language
--techniques/symbolism
HW get movie permission slip signed

THURS & FRI
Lost in Translation (102 minutes) by Sophia Coppola
-cornell notes or OPTIC (you choose)
HW Travel Itinerary Pamphlet (see assignment and sample)


WEEK TWO

TUES
-finish movie
Share Travel Itineraries
HW "When Worlds Collide"
-marginalia and devices
-rhetorical box
Looking at TRAVEL in the world today
-how are places advertised
-what language is used
-what drives travel
Group Travel
-post high school
-where do you go and why
NO HW, bring outside reading book(s)

WED
Last Journal Entry
-reading book reviews
-reviewing and recommending books
--write your own review
HW brainstorm rhetorical devices, motifs from films and essays

THURS, FRI & MON
"Inviting the World to Dinner" by Jim Haynes
Speaker and notes

Sunday, January 3, 2010

Weekly Agenda 1/4-1/8/2010

MON
Check BB annotations
-review book ending
-review Vere's speech
Check Outlines
-share theses-post-its on posters
Essay due 1/10 to turnitin.com by 10pm
HW Bring independent reading book tomorrow

TUES
Organize essay following structure or make sure your outline does so:
Identify your counterargument. What are some logical fallacies?
-look at handout C: The Other Side. How will you construct your argument?

Excerpt from H. Bruce Franklin’s Essay:

“Billy Budd and Capital Punishment: A Tale of Three Centuries”

Billy Budd is not, however, a mere treatise against capital punishment. Melville is using contemporaneous awareness about the issue to explore the larger ethical, philosophic, and political questions it so dramatically focuses. Undoubtedly New York Assemblyman Hitt was overstating the case when he claimed in early 1890, "at present there are only two classes of the community who yet favor capital punishment and these are clergymen and prosecuting attorneys."(60) Nevertheless, Melville could safely assume that almost all potential readers in 1891 would regard public execution and hanging as relics of a barbarous past, would be sensitized to the larger issues surrounding capital punishment, and would already either oppose the death penalty outright or consider it warranted only for first-degree murder and treason. Even the most ardent proponents of the death penalty in late nineteenth-century America would be embarrassed by positions such as these: "Vere justifiably condemns Billy to death" (Peter Shaw); Billy Budd is a "murderer and a cause of his own death" and Melville "is to be identified" with Captain Vere (Milton Stern); "the virtuous man, Captain Vere," must "punish the violence of absolute innocence"--that is, must kill Billy Budd--since "absolute, natural innocence" is "at war with the peace of the world and the true welfare of mankind" (Hannah Arendt).(61) Readers in 1891 would be far more likely to wonder, like the surgeon (235) and the narrator (236-37), whether Vere is insane.

Answer the following questions:

  1. Is there any evidence that Captain Vere is insane? How might this impact his decision to ask for Billy’s death?
  2. Is Melville a “murderer”? Why might people consider him thus?
  3. Is our new system of putting individuals to death (by lethal injection) humane? Are they still public spectacles?
  4. Recall that slavery is a hot topic back then? How does Melville weave his condemnation of it into his text?
  5. Consider the ending of the book, how might citizens back then respond compared to now? List all elements of the arguments.


WED
Review signal phrases
-establish context
-establishing credentials
-establishing authority
-good verbs
-not necessary with statistics
HW Optional roughdraft for class/peer edit

THURS
Review Syntax and Rhetorical analysis handout
-how to we word sentences for emphasis
-what rhetorical devices can we employ to emphasize our point
--hyperbole
--punctuation
--repetition
--parallelism
--rhetorical questions
(make sure any unknown terms are in your literary devices rings)
-practice paragraph by identifying
HW Works Cited page
Need Literary Rings for tomorrow.

FRI
Flag Burning Synthesis Papers back
-review rubric
Review Kinds of Multiple Choice on AP
Introduction Pico Iyer
-"The Humble Comma"
Argument Essays due Sunday by 10 to turnitin.com

-identify rhetorical techniques