Junior American Lit
Wednesday, February 26th
Bellringer A. Using your understanding of the literary guideposts we practiced with, what is significant about the rapid change in weather during the final chapters of the novel? Form your response in a TEXAS.
For example, Nick vividly describes that “this is the quote” (Fitzgerald 132).
Schedule--Bellringer, pair/share, remainder of the year prep, Gatsby chapter 8
Homework --Chapter 9 annotations—to receive credit, you must alternate among language/guidepost analysis, questions, and connections. No summaries. None of the same type of annotations may be back-to-back.
Bellringer A. Using your understanding of the literary guideposts we practiced with, what is significant about the rapid change in weather during the final chapters of the novel? Form your response in a TEXAS.
For example, Nick vividly describes that “this is the quote” (Fitzgerald 132).
Schedule--Bellringer, pair/share, remainder of the year prep, Gatsby chapter 8
Homework --Chapter 9 annotations—to receive credit, you must alternate among language/guidepost analysis, questions, and connections. No summaries. None of the same type of annotations may be back-to-back.
Friday, February 21st
Bellringer--Using the passage from chapter 5 last night (with your annotations), complete a TEXAS analysis. What is the implicit message/theme of the passage? What does it say about Gatsby? More importantly, what does it say about humanity/our experiences? Provide a guidepost/connotative word/figurative language device from your annotations as your X. Connect this guidepost to the implicit message in the S.
For example, Nick posits that “this is the quote” (Fitzgerald 93).
Schedule--Bellringer/homework check (close reading passage), pair/share, Chapters 5 & 6 graded discussion
Homework --Chapter 7 annotations—to receive credit, you must alternate among language/guidepost analysis, questions, and connections. No summaries. None of the same type of annotations may be back-to-back.
Bellringer--Using the passage from chapter 5 last night (with your annotations), complete a TEXAS analysis. What is the implicit message/theme of the passage? What does it say about Gatsby? More importantly, what does it say about humanity/our experiences? Provide a guidepost/connotative word/figurative language device from your annotations as your X. Connect this guidepost to the implicit message in the S.
For example, Nick posits that “this is the quote” (Fitzgerald 93).
Schedule--Bellringer/homework check (close reading passage), pair/share, Chapters 5 & 6 graded discussion
Homework --Chapter 7 annotations—to receive credit, you must alternate among language/guidepost analysis, questions, and connections. No summaries. None of the same type of annotations may be back-to-back.
Thursday, February 20th
Bellringer A. Using today’s literary guidepost/archetype, where do we see a potential symbol(s) in the novel so far? How does this connect to specific details and themes in the story so far? Pull at least one quote to support your response.
For example, the narrator describes “This is the quote” (Fitzgerald 93).
Schedule--Bellringer/homework check (chapter 6), pair/share, Terms Test VII review/assess, close reading introduction (and homework passage)
Homework --Close reading passage from Chapter 5—guideposts/archetypes, connotative words, devices, figurative language, and tone. Each sentence should be annotated using these tools. Be prepared to discuss/analyze tomorrow. Make sure to bring annotations for chapters 5 & 6 tomorrow, as well, to use for a graded discussion.
Bellringer A. Using today’s literary guidepost/archetype, where do we see a potential symbol(s) in the novel so far? How does this connect to specific details and themes in the story so far? Pull at least one quote to support your response.
For example, the narrator describes “This is the quote” (Fitzgerald 93).
Schedule--Bellringer/homework check (chapter 6), pair/share, Terms Test VII review/assess, close reading introduction (and homework passage)
Homework --Close reading passage from Chapter 5—guideposts/archetypes, connotative words, devices, figurative language, and tone. Each sentence should be annotated using these tools. Be prepared to discuss/analyze tomorrow. Make sure to bring annotations for chapters 5 & 6 tomorrow, as well, to use for a graded discussion.
Wednesday, February 19th
Bellringer A. What changes did you make to your final essay? In what ways did this improve your analysis? How does this essay reflect your growth from the last analysis essay you wrote (the poetry analysis essay—“I Hear America Singing”)?
B. Using the third literary guidepost/archetype, which aspect of weather do we see in chapter 5? How does this connect to specific details and themes in the story so far? Pull at least one quote to support your response.
For example, the narrator describes “This is the quote” (Fitzgerald 83).
Schedule--Bellringer, pair/share, collect rhetorical analysis revised essays (new version stapled on top; peer-reviewed draft below), bellringer review, The Great Gatsby review and Chapter 5
Homework --The Great Gatsby Chapter 6 annotations—connection, language analysis, question (must have a variety)
Bellringer A. What changes did you make to your final essay? In what ways did this improve your analysis? How does this essay reflect your growth from the last analysis essay you wrote (the poetry analysis essay—“I Hear America Singing”)?
B. Using the third literary guidepost/archetype, which aspect of weather do we see in chapter 5? How does this connect to specific details and themes in the story so far? Pull at least one quote to support your response.
For example, the narrator describes “This is the quote” (Fitzgerald 83).
Schedule--Bellringer, pair/share, collect rhetorical analysis revised essays (new version stapled on top; peer-reviewed draft below), bellringer review, The Great Gatsby review and Chapter 5
Homework --The Great Gatsby Chapter 6 annotations—connection, language analysis, question (must have a variety)
Friday, February 14th
Bellringer— A. Go the Folger website to create your Shakespeare Valentine using the generator. Then, record your valentine in your notebook and answer the following questions:
Homework –Revised essay due Wednesday (with newest version on top and peer-reviewed version on bottom), Chapter 5 annotations due Wednesday.
Bellringer— A. Go the Folger website to create your Shakespeare Valentine using the generator. Then, record your valentine in your notebook and answer the following questions:
- How might you say this today in your own words?
- What play OR sonnet is your valentine from? Be sure to underline the title if it is a play or record the sonnet number if it’s a sonnet.
- What might be the context of this quote?
- Look up the play or poem and provide a brief synopsis (overview).
Homework –Revised essay due Wednesday (with newest version on top and peer-reviewed version on bottom), Chapter 5 annotations due Wednesday.
Thursday, February 13th
Bellringer— A. Explain the green light in terms of its potential symbolic significance and whether or not it may foreshadow a future event. Refer back to Chapter 1 to help address this topic. Use at least two specific details and evidence (at least one of which should be a quote). Quote format:
For example, Nick describes “Your quote here” (Fitzgerald 20).
B. Using pages 74-78 explain the connection between Daisy Buchanan and Jay Gatsby (according to Nick’s retelling of what Jordan told him). What does this connection reveal about Gatsby? What does it reveal about Daisy? Use at least two specific details and evidence (at least one of which should be a quote). Quote format:
The narrator recounts from his conversation with Jordan that “Your quote here” (Fitzgerald 75).
Schedule—Bellringer/homework check (chapter 4), pair/share, Gatsby graded discussion chapter 4, homework instructions (essay setup reminders from your notes--part one 1, part 2)
Homework – Completed rhetorical analysis essay due tomorrow (over the previous article of your choice). Must be a hard copy—typed or hand-written. Chapter 5 annotations due next week.
Bellringer— A. Explain the green light in terms of its potential symbolic significance and whether or not it may foreshadow a future event. Refer back to Chapter 1 to help address this topic. Use at least two specific details and evidence (at least one of which should be a quote). Quote format:
For example, Nick describes “Your quote here” (Fitzgerald 20).
B. Using pages 74-78 explain the connection between Daisy Buchanan and Jay Gatsby (according to Nick’s retelling of what Jordan told him). What does this connection reveal about Gatsby? What does it reveal about Daisy? Use at least two specific details and evidence (at least one of which should be a quote). Quote format:
The narrator recounts from his conversation with Jordan that “Your quote here” (Fitzgerald 75).
Schedule—Bellringer/homework check (chapter 4), pair/share, Gatsby graded discussion chapter 4, homework instructions (essay setup reminders from your notes--part one 1, part 2)
Homework – Completed rhetorical analysis essay due tomorrow (over the previous article of your choice). Must be a hard copy—typed or hand-written. Chapter 5 annotations due next week.
Wednesday, February 12th
Bellringer— A. Using the literary guideposts we used so far for Gatsby (seasons, communion, and the color wheel), apply one to your independent reading novel so far in a TEXAS format.
B. Referring back to Gatsby chapter 3, list at least three connotative words Nick Carraway (our narrator) uses to describe the party at Gatsby’s house. Be sure to choose words that have emotional associations and are rich/vivid.
C. Preview the beginning of chapter 4 by skimming pages 61-63. What might be the purpose of listing all of those names?
Schedule—Bellringer, pair/share, discussion, Gatsby chapter 4
Homework –Chapter 4 annotations due tomorrow, completed rhetorical analysis essay due Friday
Bellringer— A. Using the literary guideposts we used so far for Gatsby (seasons, communion, and the color wheel), apply one to your independent reading novel so far in a TEXAS format.
B. Referring back to Gatsby chapter 3, list at least three connotative words Nick Carraway (our narrator) uses to describe the party at Gatsby’s house. Be sure to choose words that have emotional associations and are rich/vivid.
C. Preview the beginning of chapter 4 by skimming pages 61-63. What might be the purpose of listing all of those names?
Schedule—Bellringer, pair/share, discussion, Gatsby chapter 4
Homework –Chapter 4 annotations due tomorrow, completed rhetorical analysis essay due Friday
Tuesday, February 11th
Terms Test
Terms Test
Monday, February 10th
Bellringer— A. Using the speech handout from the Oscars last night, write a brief summary annotation for each paragraph focusing on the speaker’s implicit message.
Then, in your notebook, choose a connotative word or device for TEXAS analysis. Use your essay notes to guide you.
Schedule—Bellringer, pair/share, discussion, Termapalooza
Homework –Prepare for Terms Test VII
Bellringer— A. Using the speech handout from the Oscars last night, write a brief summary annotation for each paragraph focusing on the speaker’s implicit message.
Then, in your notebook, choose a connotative word or device for TEXAS analysis. Use your essay notes to guide you.
Schedule—Bellringer, pair/share, discussion, Termapalooza
Homework –Prepare for Terms Test VII
Friday, February 7th
Bellringer— A. Using your laptop, find a NEW example for each of the logical fallacies we’ve learned this term set. Explain why each fits.
Schedule—Bellringer/homework check (conclusion paragraph for feedback), pair/share w/ peer review, Termapalooza
Homework –Terms test on Monday. You may work ahead on chapter 4 for The Great Gatsby (due Tuesday) or on putting your essay together (due Wednesday).
Bellringer— A. Using your laptop, find a NEW example for each of the logical fallacies we’ve learned this term set. Explain why each fits.
Schedule—Bellringer/homework check (conclusion paragraph for feedback), pair/share w/ peer review, Termapalooza
Homework –Terms test on Monday. You may work ahead on chapter 4 for The Great Gatsby (due Tuesday) or on putting your essay together (due Wednesday).
Thursday, February 6th
Bellringer— A. After reading the background and questions on “seasons" (handout), apply your understanding of this guidepost to The Great Gatsby so far.
B. Review—copy down the following excerpt. Then, circle the caesuras and cross out lines NOT written in iambic pentameter:
Schedule—Bellringer/homework check (chapter three annotations), pair/share, bellringer review and discussion, homework explanation,
Homework –Rhetorical Analysis Essay Conclusion (on handout) due tomorrow. You may work ahead on chapter 4 for The Great Gatsby (not due tomorrow).
Bellringer— A. After reading the background and questions on “seasons" (handout), apply your understanding of this guidepost to The Great Gatsby so far.
B. Review—copy down the following excerpt. Then, circle the caesuras and cross out lines NOT written in iambic pentameter:
- Ere yet the salt of most unrighteous tears
Had left the flushing in her gallèd eyes,
She married. O most wicked speed, to post
With such dexterity to incestuous sheets!
It is not nor it cannot come to good,
But break, my heart, for I must hold my tongue.
Schedule—Bellringer/homework check (chapter three annotations), pair/share, bellringer review and discussion, homework explanation,
Homework –Rhetorical Analysis Essay Conclusion (on handout) due tomorrow. You may work ahead on chapter 4 for The Great Gatsby (not due tomorrow).
Wednesday, February 5th
Bellringer— A. After reading the background and questions on “communion” (on the literary guidepost/archetype handout), apply your understanding of this guidepost to The Great Gatsby so far.
B. After reading the background and questions on “color” (on the literary guidepost/archetype handout), apply your understanding of this guidepost to The Great Gatsby so far.
C. Read through your intro paragraph, body paragraphs, and other notes on the article you selected for rhetorical analysis. Then answer the question, “SO WHAT?” What makes this whole article/topic relevant? How does the author use rhetoric overall to demonstrate that significance?
Schedule—Bellringer/homework check (chapter two annotations), pair/share, bellringer review, graded discussion, preview clip for reading tonight
Homework –The Great Gatsby chapter three reading with annotations (connection, question, device/language)—per page through chapter three. You may use sticky notes or mark the page #s in your notebook.
Bellringer— A. After reading the background and questions on “communion” (on the literary guidepost/archetype handout), apply your understanding of this guidepost to The Great Gatsby so far.
B. After reading the background and questions on “color” (on the literary guidepost/archetype handout), apply your understanding of this guidepost to The Great Gatsby so far.
C. Read through your intro paragraph, body paragraphs, and other notes on the article you selected for rhetorical analysis. Then answer the question, “SO WHAT?” What makes this whole article/topic relevant? How does the author use rhetoric overall to demonstrate that significance?
Schedule—Bellringer/homework check (chapter two annotations), pair/share, bellringer review, graded discussion, preview clip for reading tonight
Homework –The Great Gatsby chapter three reading with annotations (connection, question, device/language)—per page through chapter three. You may use sticky notes or mark the page #s in your notebook.
Tuesday, February 4th
Bellringer— A. Compare and contrast the following: (1) Nick Carraway and Tom Buchanan and (2) Daisy Buchanan and Jordan Baker. What are their similarities and differences? How do the differences between characters (opposites) help with the development of the characters?
B. Using your article for rhetorical analysis, create a body paragraph in TEXAS format analyzing a strategy/strategies the author used in his/her conclusion paragraph.
Schedule—Bellringer/homework check (chapter one annotations), pair/share, bellringer review, read aloud/discussion
Homework –The Great Gatsby chapter two reading with annotations (connection, question, device/language)—per page through chapter two. You may use sticky notes or mark the page #s in your notebook.
Bellringer— A. Compare and contrast the following: (1) Nick Carraway and Tom Buchanan and (2) Daisy Buchanan and Jordan Baker. What are their similarities and differences? How do the differences between characters (opposites) help with the development of the characters?
B. Using your article for rhetorical analysis, create a body paragraph in TEXAS format analyzing a strategy/strategies the author used in his/her conclusion paragraph.
Schedule—Bellringer/homework check (chapter one annotations), pair/share, bellringer review, read aloud/discussion
Homework –The Great Gatsby chapter two reading with annotations (connection, question, device/language)—per page through chapter two. You may use sticky notes or mark the page #s in your notebook.
Monday, February 3rd
Bellringer— Pull up the article you’ve been working with on rhetorical analysis. Read the author’s conclusion. 1. How would you be able to still tell it’s the concluding paragraph if the article was shuffled out of order? 2. What techniques does the author use to craft a successful closing? 3. What connotative words, devices, or strategies does the author use? 4. What are their effects?
Schedule—Bellringer/homework check, pair/share, Gatsby introduction--anticipation guide and groups, discussion, reading preview and directions
Homework –The Great Gatsby chapter one reading with annotations (connection, question, device/language)—per page through chapter one. Use a variety of annotation types. You may use sticky notes or mark the page #s in your notebook. Finish Anticipation Guide reasoning/explanations as needed.
Bellringer— Pull up the article you’ve been working with on rhetorical analysis. Read the author’s conclusion. 1. How would you be able to still tell it’s the concluding paragraph if the article was shuffled out of order? 2. What techniques does the author use to craft a successful closing? 3. What connotative words, devices, or strategies does the author use? 4. What are their effects?
Schedule—Bellringer/homework check, pair/share, Gatsby introduction--anticipation guide and groups, discussion, reading preview and directions
Homework –The Great Gatsby chapter one reading with annotations (connection, question, device/language)—per page through chapter one. Use a variety of annotation types. You may use sticky notes or mark the page #s in your notebook. Finish Anticipation Guide reasoning/explanations as needed.
Friday, January 31st
Bellringer— A. Using your newest terms chart, identify and analyze the most applicable device for the excerpt below. Explain.
"Goethe's final words: 'More light.' Ever since we crawled out of that primordial slime, that's been our unifying cry: 'More light.' Sunlight. Torchlight. Candlelight. Neon. Incandescent. Lights that banish the darkness from our caves, to illuminate our roads, the insides of our refrigerators. Big floods for the night games at Soldier's field. Little tiny flashlights for those books we read under the covers when we're supposed to be asleep. Light is more than watts and footcandles. Light is metaphor.
—From Northern Exposure by Chris Stevens
B. Using the article you previously selected, select a NEW connotative word, tone, device, or author’s craft to analyze. Follow the body paragraph template (TEXAS in your notes)
Schedule—Bellringer/homework check, pair/share, paragraph peer reviews w/ Gatsby novel check-in
Homework –Moving through the article chronologically, select a new paragraph from the article to ANALYZE a connotative word, rhetorical device, tone, or author’s choice. Follow the body paragraph template (TEXAS in your notes).
Bellringer— A. Using your newest terms chart, identify and analyze the most applicable device for the excerpt below. Explain.
"Goethe's final words: 'More light.' Ever since we crawled out of that primordial slime, that's been our unifying cry: 'More light.' Sunlight. Torchlight. Candlelight. Neon. Incandescent. Lights that banish the darkness from our caves, to illuminate our roads, the insides of our refrigerators. Big floods for the night games at Soldier's field. Little tiny flashlights for those books we read under the covers when we're supposed to be asleep. Light is more than watts and footcandles. Light is metaphor.
—From Northern Exposure by Chris Stevens
B. Using the article you previously selected, select a NEW connotative word, tone, device, or author’s craft to analyze. Follow the body paragraph template (TEXAS in your notes)
Schedule—Bellringer/homework check, pair/share, paragraph peer reviews w/ Gatsby novel check-in
Homework –Moving through the article chronologically, select a new paragraph from the article to ANALYZE a connotative word, rhetorical device, tone, or author’s choice. Follow the body paragraph template (TEXAS in your notes).
Thursday, January 30th
Bellringer— A. Navigate to The Atlantic website. Using the search tool (magnifying glass), plug in the following key words listed below (using quotes as indicated). Browse through articles for each and make observations about how each allusion is used (purpose). Make sure to reference specific article titles.
1. “Big Brother”
2. “Midas touch”
3. 1984
B. Google “Moby Dick in pop culture” and select the “Book Riot” link. Scroll through the article and choose one example to elaborate on. How is the allusion used? What is its purpose/effect?
Schedule—Bellringer/homework check (intro paragraph), Terms Test VI review/assess
Homework –Using your article from The Atlantic (current event), select a connotative word, device, or author’s choice to analyze in the first paragraph. Follow our body paragraph templates (TEXAS in your notes)
Bellringer— A. Navigate to The Atlantic website. Using the search tool (magnifying glass), plug in the following key words listed below (using quotes as indicated). Browse through articles for each and make observations about how each allusion is used (purpose). Make sure to reference specific article titles.
1. “Big Brother”
2. “Midas touch”
3. 1984
B. Google “Moby Dick in pop culture” and select the “Book Riot” link. Scroll through the article and choose one example to elaborate on. How is the allusion used? What is its purpose/effect?
Schedule—Bellringer/homework check (intro paragraph), Terms Test VI review/assess
Homework –Using your article from The Atlantic (current event), select a connotative word, device, or author’s choice to analyze in the first paragraph. Follow our body paragraph templates (TEXAS in your notes)
Wednesday, January 29th
Bellringer— A. Using your newest terms chart, identify and analyze the most applicable logical fallacy for each example below. Explain why each fits the fallacy you selected.
B. Using your newest terms chart, identify and analyze the most applicable device for the example below. Explain. Identify previous terms as applicable.
“I hate to be poor, and we are degradingly poor, offensively poor, miserably poor, beastly poor.”
—From Our Mutual Friend by Charles Dickens
Schedule—Bellringer/homework check (terms chart) Rhetorical Analysis Essay notes continued (body, conclusion, and conventions), selecting an article from homework (current—within the last five days)
Homework –Select a new article from The Atlantic (argumentative and current event) to analyze. Complete a SOAPSTone organizer and an introduction paragraph using the rhetorical analysis template
Bellringer— A. Using your newest terms chart, identify and analyze the most applicable logical fallacy for each example below. Explain why each fits the fallacy you selected.
- Nine out of ten students agree that the coursework at PMSA is too challenging. We should consider decreasing the difficulty of the assignments.
- If you keep going out past your curfew and being disrespectful toward your parents, you will end up in jail or on drugs.
B. Using your newest terms chart, identify and analyze the most applicable device for the example below. Explain. Identify previous terms as applicable.
“I hate to be poor, and we are degradingly poor, offensively poor, miserably poor, beastly poor.”
—From Our Mutual Friend by Charles Dickens
Schedule—Bellringer/homework check (terms chart) Rhetorical Analysis Essay notes continued (body, conclusion, and conventions), selecting an article from homework (current—within the last five days)
Homework –Select a new article from The Atlantic (argumentative and current event) to analyze. Complete a SOAPSTone organizer and an introduction paragraph using the rhetorical analysis template
Tuesday, January 28th
Terms Set VII introduction and chart set-up
Terms Set VII:
ambiguity in writing/literature
subversive writing/literature
amplification
antiphrasis
commoratio
Logical Fallacies:
ad hominem
slippery slope
bandwagon
straw man
begging the question
Allusions:
white whale, King Midas, 1984/Big Brother
Homework--complete chart w/ examples and purpose in context
Terms Set VII introduction and chart set-up
Terms Set VII:
ambiguity in writing/literature
subversive writing/literature
amplification
antiphrasis
commoratio
Logical Fallacies:
ad hominem
slippery slope
bandwagon
straw man
begging the question
Allusions:
white whale, King Midas, 1984/Big Brother
Homework--complete chart w/ examples and purpose in context
Monday, January 27th
Terms Test VI
Terms Test VI
Friday, January 24th
Bellringer— A. Using the excerpt below, identify the most prominent literary/rhetorical device from your most recent terms. Explain your response:
"Many are the pains and perils to be passed
But great is the gain and glory at the last."
B. Using the handout (excerpt from the poem, “Blackberry Picking”), scan the meter, indicating unstressed and stressed syllables. Then determine if this excerpt is written in iambic pentameter.
Schedule—Bellringer/homework check (intro paragraph—“American Dream”/Rhetorical Analysis Essay practice), pair/share, review, Termapalooza (period 4 absent presentation makeups)
Homework –Study for Terms Text VI on Monday; independent reading (Quarter 3 book progress)
Bellringer— A. Using the excerpt below, identify the most prominent literary/rhetorical device from your most recent terms. Explain your response:
"Many are the pains and perils to be passed
But great is the gain and glory at the last."
B. Using the handout (excerpt from the poem, “Blackberry Picking”), scan the meter, indicating unstressed and stressed syllables. Then determine if this excerpt is written in iambic pentameter.
Schedule—Bellringer/homework check (intro paragraph—“American Dream”/Rhetorical Analysis Essay practice), pair/share, review, Termapalooza (period 4 absent presentation makeups)
Homework –Study for Terms Text VI on Monday; independent reading (Quarter 3 book progress)
Thursday, January 23rd
Bellringer-- Using the excerpts below, identify the most prominent literary/rhetorical device from your most recent terms for each. Explain your response:
A.
JAQUES: All the world’s a stage,
And all the men and women merely players.
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse's arms....
...Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
B. “Tasting of Flora and the country green,
Dance, and Provencal song, and sun burnt mirth!”
(From “Ode to a Nightingale” by John Keats)
Schedule—Bellringer, pair/share, review, Rhetorical Analysis Essay introduction and intro paragraph template, homework explanation
Homework –Choose an article from The Atlantic by using the search tool and searching “American Dream.” Create an introduction paragraph using the rhetorical analysis template.
Bellringer-- Using the excerpts below, identify the most prominent literary/rhetorical device from your most recent terms for each. Explain your response:
A.
JAQUES: All the world’s a stage,
And all the men and women merely players.
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse's arms....
...Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
B. “Tasting of Flora and the country green,
Dance, and Provencal song, and sun burnt mirth!”
(From “Ode to a Nightingale” by John Keats)
Schedule—Bellringer, pair/share, review, Rhetorical Analysis Essay introduction and intro paragraph template, homework explanation
Homework –Choose an article from The Atlantic by using the search tool and searching “American Dream.” Create an introduction paragraph using the rhetorical analysis template.
Wednesday, January 22nd
Modernism Presentations: Day 3
Modernism Presentations: Day 3
Tuesday, January 21st
Modernism Presentations: Day 2
Modernism Presentations: Day 2
Friday, January 17th
Modernism Presentations: Day 1
Modernism Presentations: Day 1
Thursday, January 16th
Modernism Project Workshop and check-in with Mrs. Kane
Modernism Project Workshop and check-in with Mrs. Kane
Wednesday, January 15th
Bellringer-- A. Using the excerpt below, identify the most prominent literary/rhetorical device from your most recent terms. Explain your response:
“I discovered that as a man and an Indian, I had no rights. More correctly, I discovered that I had no rights as a man because I was an Indian”
(Gandhi, 1922).
B. Briefly reflect on your performance yesterday (reading and grammar sections). What went well? What could you work on improving before the actual SAT?
C. Analyze the quote below. What might the speaker actually be saying? Is the quote just about traveling? Why or why not?
“Men travel faster now, but I do not know if they go to better things” (Willa Cather).
Schedule—Bellringer, pair/share, Modernism period introduction and context groups assignment
Homework –Modernism group prep (bring back progress to share), background text annotations (per paragraph except for timeline), independent reading novel #3
Bellringer-- A. Using the excerpt below, identify the most prominent literary/rhetorical device from your most recent terms. Explain your response:
“I discovered that as a man and an Indian, I had no rights. More correctly, I discovered that I had no rights as a man because I was an Indian”
(Gandhi, 1922).
B. Briefly reflect on your performance yesterday (reading and grammar sections). What went well? What could you work on improving before the actual SAT?
C. Analyze the quote below. What might the speaker actually be saying? Is the quote just about traveling? Why or why not?
“Men travel faster now, but I do not know if they go to better things” (Willa Cather).
Schedule—Bellringer, pair/share, Modernism period introduction and context groups assignment
Homework –Modernism group prep (bring back progress to share), background text annotations (per paragraph except for timeline), independent reading novel #3
Thursday, January 9th
Bellringer-- A. Correct the following sentence AND identify which SAT Grammar Guide rule it violates:
Though Mrs. Kane’s students were skeptical at first, they now all love SOAPSTone, TEXAS, TPCASSTT, and other English strategies on top of that.
B. Using the excerpt below, identify the most prominent literary devices from your most recent terms. Explain your response.
“Is this a dagger which I see before me,
The handle toward my hand? Come, let me clutch thee.
I have thee not, and yet I see thee still.
Art thou not, fatal vision, sensible
To feeling as to sight?”
—From Macbeth by William Shakespeare
Schedule—Bellringer (poem rough draft check and grammar notes check), pair/share, bellringer review, peer reviews and improvement (2 different peers--PCASTTs on back of paper), homework intro
Homework –Complete a PCASST analyzing your own poem (paraphrase, connotative words/devices, attitude, sound elements, shift, theme) on back; write your final, improved version on a separate sheet of paper (typed or hand-written)
Bellringer-- A. Correct the following sentence AND identify which SAT Grammar Guide rule it violates:
Though Mrs. Kane’s students were skeptical at first, they now all love SOAPSTone, TEXAS, TPCASSTT, and other English strategies on top of that.
B. Using the excerpt below, identify the most prominent literary devices from your most recent terms. Explain your response.
“Is this a dagger which I see before me,
The handle toward my hand? Come, let me clutch thee.
I have thee not, and yet I see thee still.
Art thou not, fatal vision, sensible
To feeling as to sight?”
—From Macbeth by William Shakespeare
Schedule—Bellringer (poem rough draft check and grammar notes check), pair/share, bellringer review, peer reviews and improvement (2 different peers--PCASTTs on back of paper), homework intro
Homework –Complete a PCASST analyzing your own poem (paraphrase, connotative words/devices, attitude, sound elements, shift, theme) on back; write your final, improved version on a separate sheet of paper (typed or hand-written)
Wednesday, January 8th
Bellringer--A. Correct the following sentence AND identify which SAT Grammar Guide rule it violates:
Mrs. Kane’s students, hoping to have a great semester, are regularly reading and writing outside of class, they are dedicated to succeeding.
B. Copy the following line from Romeo and Juliet and mark the meter (unstressed syllable-u, stressed syllable-/). Is this written in iambic pentameter? How do you know?
But, soft! what light through yonder window breaks?
Schedule—Bellringer (grammar guide check), pair/share, review, homework intro, SAT practice (grammar sample)
Homework –Poem creation (applying rhetorical/literary devices) in rough draft/planning space
Bellringer--A. Correct the following sentence AND identify which SAT Grammar Guide rule it violates:
Mrs. Kane’s students, hoping to have a great semester, are regularly reading and writing outside of class, they are dedicated to succeeding.
B. Copy the following line from Romeo and Juliet and mark the meter (unstressed syllable-u, stressed syllable-/). Is this written in iambic pentameter? How do you know?
But, soft! what light through yonder window breaks?
Schedule—Bellringer (grammar guide check), pair/share, review, homework intro, SAT practice (grammar sample)
Homework –Poem creation (applying rhetorical/literary devices) in rough draft/planning space
Tuesday, January 7th
Bellringer--A. Copy the poetic excerpt below. Scan the meter (mark stressed and unstressed syllables—u or / above). What other terms from yesterday apply?
The woods decay, the woods decay and fall,
The vapours weep their burthen to the ground,
Man comes and tills the field and lies beneath,
And after many a summer dies the swan.
--From “Tithonus” by Alfred Lord Tennyson
Schedule—Bellringer (and Terms Set VI check), pair/share, review and iambic pentameter practice (together), SAT (next week) intro-- practice sample passage
Homework –Read through grammar review guide (annotate: find a new example for each section) and bring with you to class from now on
Bellringer--A. Copy the poetic excerpt below. Scan the meter (mark stressed and unstressed syllables—u or / above). What other terms from yesterday apply?
The woods decay, the woods decay and fall,
The vapours weep their burthen to the ground,
Man comes and tills the field and lies beneath,
And after many a summer dies the swan.
--From “Tithonus” by Alfred Lord Tennyson
Schedule—Bellringer (and Terms Set VI check), pair/share, review and iambic pentameter practice (together), SAT (next week) intro-- practice sample passage
Homework –Read through grammar review guide (annotate: find a new example for each section) and bring with you to class from now on
Monday, January 6th
Bellringer— A. What book will you be reading this quarter? Read the blurb about the book (on back or inside cover). Based on this text, why did you select this book?
Schedule—Bellringer, pair/share, second semester expectations, Terms Set VI—chart setup and introduction:
synesthesia, chiasmus, enjambment, shift, caesura, iambic pentameter, appositive, antanagoge, apostrophe (in poetry, not the punctuation), extended metaphor
Allusions: Prodigal Son, Oedipus, (The Story of) Job (pronounced "Jobe")
Homework –Terms Set VI Chart w/ actual examples in context
Bellringer— A. What book will you be reading this quarter? Read the blurb about the book (on back or inside cover). Based on this text, why did you select this book?
Schedule—Bellringer, pair/share, second semester expectations, Terms Set VI—chart setup and introduction:
synesthesia, chiasmus, enjambment, shift, caesura, iambic pentameter, appositive, antanagoge, apostrophe (in poetry, not the punctuation), extended metaphor
Allusions: Prodigal Son, Oedipus, (The Story of) Job (pronounced "Jobe")
Homework –Terms Set VI Chart w/ actual examples in context
Notebook Collection
- Your name must be CLEARLY visible on the front or inside cover. No name=no points. Shake your notebook; make sure there are no loose papers.
- Highlight the date of each completed bellringer (absent bellringers should have been made up). No highlighted date=no points.
- Place a sticky note on the first page of your first bellringer for the SECOND quarter (October 10th) and have it sticking out of the notebook slightly.
- On the sticky note, write your name and circle the number of bellringers that you have. Do not concern yourself with the number of bellringers you “should” have. Simply count what is there--this will serve as a basis for comparison and ensure a more accurate score after I count.
- Once you are finished, you should be reading your independent reading book until we catch up with you.
Thursday, December 12th
(no bellringer today--select periods will have notebooks collected)
Schedule--Writing Workshop continued: peer reviews
Homework--revised essay and peer reviewed rough draft due tomorrow
Final Exam Review Session after school
(no bellringer today--select periods will have notebooks collected)
Schedule--Writing Workshop continued: peer reviews
Homework--revised essay and peer reviewed rough draft due tomorrow
Final Exam Review Session after school
Wednesday, December 11th
(no bellringer today)
Schedule--Test V-review/assess, Writing Workshop (poetry analysis essay)
Homework--full hard-copy draft for peer review tomorrow
(no bellringer today)
Schedule--Test V-review/assess, Writing Workshop (poetry analysis essay)
Homework--full hard-copy draft for peer review tomorrow
Tuesday, December 10th
Bellringer— A. Using your bellringer from December 4th (alliteration, assonance, or consonance), choose one of the examples from the poem and expand into a TEXAS:
T=Main idea (state which device) and identifying the line #
In line #, the speaker utilizes ________.
E=Elaborate, explain further—what is the context of this line where the alliteration, assonance, or consonance occurs? What sound is being repeated? What is being described?
He repeats the ____ sound when describing______.
X=Pull a SHORT quote or phrase that demonstrates this device.
For example, the speaker says, “_______,” “_______,” and “______.”
A=Break down the quote further for diction/connotation. Why is this sound repeated? What effect does it have?
This repetition of the _____sound when describing ______draws the reader’s attention to__________
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
and demonstrates that __________
Schedule—Bellringer, pair/share, discussion, conclusion/closing for the poetry analysis essay (notes)
Homework –Conclusion paragraph for your analysis of “I Hear America Singing”
Bellringer— A. Using your bellringer from December 4th (alliteration, assonance, or consonance), choose one of the examples from the poem and expand into a TEXAS:
T=Main idea (state which device) and identifying the line #
In line #, the speaker utilizes ________.
E=Elaborate, explain further—what is the context of this line where the alliteration, assonance, or consonance occurs? What sound is being repeated? What is being described?
He repeats the ____ sound when describing______.
X=Pull a SHORT quote or phrase that demonstrates this device.
For example, the speaker says, “_______,” “_______,” and “______.”
A=Break down the quote further for diction/connotation. Why is this sound repeated? What effect does it have?
This repetition of the _____sound when describing ______draws the reader’s attention to__________
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
and demonstrates that __________
Schedule—Bellringer, pair/share, discussion, conclusion/closing for the poetry analysis essay (notes)
Homework –Conclusion paragraph for your analysis of “I Hear America Singing”
Monday, December 9th
Terms Test V
Checked paragraph revisions for improvement
Terms Test V
Checked paragraph revisions for improvement
Friday, December 6th
Bellringer— A. Which term(s) best applies to the quote below? Explain.
April is the cruelest month, breeding
Lilacs out of the dead land, mixing
Memory and desire, stirring
Dull roots with spring rain.
Winter kept us warm, covering
Earth in forgetful snow, feeding
A little life with dried tubers.
-T.S. Eliot, “The Waste Land”
B. List the following body ideas in chronological order based on where they appear in the “I Hear America Singing” poem--
Schedule—Bellringer/homework check (TEXAS), pair/share, Termapalooza
Homework –Study for Terms Test V on Monday, organize/revise your intro paragraph and body paragraphs for the “I Hear America Singing” poetry analysis essay
Bellringer— A. Which term(s) best applies to the quote below? Explain.
April is the cruelest month, breeding
Lilacs out of the dead land, mixing
Memory and desire, stirring
Dull roots with spring rain.
Winter kept us warm, covering
Earth in forgetful snow, feeding
A little life with dried tubers.
-T.S. Eliot, “The Waste Land”
B. List the following body ideas in chronological order based on where they appear in the “I Hear America Singing” poem--
- Your TEXAS bellringer from December 3rd where you picked a line to analyze for tone
- Your example of alliteration from December 4th
- You example of assonance from December 4th
- Your example of consonance from December 4th
- Your TEXAS bellringer from December 5th on a connotative word
- Your TEXAS homework from last night
Schedule—Bellringer/homework check (TEXAS), pair/share, Termapalooza
Homework –Study for Terms Test V on Monday, organize/revise your intro paragraph and body paragraphs for the “I Hear America Singing” poetry analysis essay
Thursday, December 5th
Bellringer— A. Which term(s) best applies to the quote below? Explain.
“Judge not, lest ye be judged.”
B. Using “I Hear America Singing,” choose a connotative word you haven’t analyzed yet to connect to your theme (the last sentence of your intro paragraph). Format your response in a TEXAS:
T=Topic Sentence (identify the emotion associated with the word and line location in the poem)
E=Elaborate, explain further (the context, what is being described)
X=eXample (the short quote that includes the connotative word with a lead-in)
For example, the author states, “This is my quote” (Whitman).
A=Analyze—why this specific word? What word could have been used instead? Why not that one?
S=Summary—tie analysis and the connotative word choice to the theme/message of the poem based on your intro paragraph (how does this choice reflect the theme/purpose?)
Schedule—Bellringer/homework check (intro paragraph for essay), pair/share, poetry analysis essay—continued (body notes)
Homework –“I Hear America Singing”—create a new TEXAS paragraph analyzing a device, connotative word, or tone for one line (you haven’t already written about) that demonstrates the theme
Bellringer— A. Which term(s) best applies to the quote below? Explain.
“Judge not, lest ye be judged.”
B. Using “I Hear America Singing,” choose a connotative word you haven’t analyzed yet to connect to your theme (the last sentence of your intro paragraph). Format your response in a TEXAS:
T=Topic Sentence (identify the emotion associated with the word and line location in the poem)
E=Elaborate, explain further (the context, what is being described)
X=eXample (the short quote that includes the connotative word with a lead-in)
For example, the author states, “This is my quote” (Whitman).
A=Analyze—why this specific word? What word could have been used instead? Why not that one?
S=Summary—tie analysis and the connotative word choice to the theme/message of the poem based on your intro paragraph (how does this choice reflect the theme/purpose?)
Schedule—Bellringer/homework check (intro paragraph for essay), pair/share, poetry analysis essay—continued (body notes)
Homework –“I Hear America Singing”—create a new TEXAS paragraph analyzing a device, connotative word, or tone for one line (you haven’t already written about) that demonstrates the theme
Wednesday, December 4th
Bellringer—A. Using “I Hear America Singing,” find an example for each of the following:
*alliteration
*assonance
*consonance
B. Using the excerpt below, identify the most applicable rhetorical term and explain:
Flavius: “Have you forgot me, sir?”
Timon: “Why dost ask that? I have forgot all men;
Then, if thou grant’st thou’rt a man, I have forgot thee.”
From Timon of Athens by William Shakespeare
Schedule—Bellringer/homework check (Whitman questions), pair/share, poetry analysis essay steps and intro template
Homework –“I Hear America Singing”—create an intro paragraph using the template
Bellringer—A. Using “I Hear America Singing,” find an example for each of the following:
*alliteration
*assonance
*consonance
B. Using the excerpt below, identify the most applicable rhetorical term and explain:
Flavius: “Have you forgot me, sir?”
Timon: “Why dost ask that? I have forgot all men;
Then, if thou grant’st thou’rt a man, I have forgot thee.”
From Timon of Athens by William Shakespeare
Schedule—Bellringer/homework check (Whitman questions), pair/share, poetry analysis essay steps and intro template
Homework –“I Hear America Singing”—create an intro paragraph using the template
Tuesday, December 3rd
Bellringer—A. Choose a line from “I Hear America Singing” to analyze for tone. Complete a TEXAS analyzing this specific line:
T=Main idea (addressing the speaker’s tone) and identifying its location in the poem
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of this line/poem? You can also address why the speaker chose this tone based on subject matter.
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the speaker states, “This is my quote.”
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s overall purpose/implicit message (your last T in TPCASSTT)
Schedule—Bellringer/homework check (TPCASTT), pair/share, “I Hear America Singing” discussion and questions
Homework –“I Hear America Singing” questions
Bellringer—A. Choose a line from “I Hear America Singing” to analyze for tone. Complete a TEXAS analyzing this specific line:
T=Main idea (addressing the speaker’s tone) and identifying its location in the poem
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of this line/poem? You can also address why the speaker chose this tone based on subject matter.
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the speaker states, “This is my quote.”
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s overall purpose/implicit message (your last T in TPCASSTT)
Schedule—Bellringer/homework check (TPCASTT), pair/share, “I Hear America Singing” discussion and questions
Homework –“I Hear America Singing” questions
Monday, December 2nd
Bellringer—A. What term(s) best apply to the examples below? Explain.
2. “They covered themselves with dust and glory.”
B. Using your interviewee’s responses, share what you learned about your family member that was most interesting (or surprising). Explain.
Schedule—Bellringer/homework check (interview), pair/share, TPCASTT and “I Hear America Singing” by Walt Whitman
Homework –TPCASTT completed for "I Hear America Singing"
Bellringer—A. What term(s) best apply to the examples below? Explain.
- “Stem end and blossom end,
2. “They covered themselves with dust and glory.”
B. Using your interviewee’s responses, share what you learned about your family member that was most interesting (or surprising). Explain.
Schedule—Bellringer/homework check (interview), pair/share, TPCASTT and “I Hear America Singing” by Walt Whitman
Homework –TPCASTT completed for "I Hear America Singing"
Tuesday, November 26th
Bellringer—A. Read through the excerpts from
“Civil Disobedience” by Henry David Thoreau (handout). Thoreau’s disgust with the institution of slavery was one of his primary motives in writing “Civil Disobedience.” He practiced civil disobedience in his own life and spent a night in jail for his refusal to pay taxes in protest of the Mexican War (Thoreau was opposed to the practice of slavery in some of the territories involved).
As you read, take notes (for your bellringer) on what Thoreau believes individuals can do to create change. You may also record your reactions/connections to the text.
Schedule—Bellringer/check Terms Chart V, pair/share, review, Test IV assess/review
Homework –Family Member Interview
Bellringer—A. Read through the excerpts from
“Civil Disobedience” by Henry David Thoreau (handout). Thoreau’s disgust with the institution of slavery was one of his primary motives in writing “Civil Disobedience.” He practiced civil disobedience in his own life and spent a night in jail for his refusal to pay taxes in protest of the Mexican War (Thoreau was opposed to the practice of slavery in some of the territories involved).
As you read, take notes (for your bellringer) on what Thoreau believes individuals can do to create change. You may also record your reactions/connections to the text.
Schedule—Bellringer/check Terms Chart V, pair/share, review, Test IV assess/review
Homework –Family Member Interview
Monday, November 25th
Bellringer—A. Using the excerpts below, identify the most applicable terms and explain:
- "The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come."
2.“Friends, Romans, countrymen, lend me your ears” (William Shakespeare, Julius Caesar).
B. Using the Thoreau “Walden” text (pull up using your laptop), create two open-ended questions. Make sure each question would need textual evidence as support.
Schedule—Bellringer, pair/share, review, graded discussion: Transcendentalism reading—“Walden”
Absent for the discussion? You will need to show me your created discussion questions when you return.
Homework –independent reading progress (quarter two book), finish terms chart V as applicable
Friday, November 22nd (SUB)
You will be reading excerpts by Henry David Thoreau, a famous transcendentalist from the American Romantic period. Henry David Thoreau went to Walden Pond and discovered that the key to making his life more fulfilling was to make it simpler. You will read the text he wrote about his time there and write three brief annotations for each paragraph following these directions:
On separate paper to be turned in to the sub, write for each paragraph
(a) a question,
(b) a brief connection to another text, something you've learned, or something you've experienced, and
(c) a brief rhetorical device, language, diction, or tone analysis note
These are annotations, so they should be brief and not written in complete sentences.
I will be returning on Monday. You will turn this work in to the sub before the end of the period.
You will be reading excerpts by Henry David Thoreau, a famous transcendentalist from the American Romantic period. Henry David Thoreau went to Walden Pond and discovered that the key to making his life more fulfilling was to make it simpler. You will read the text he wrote about his time there and write three brief annotations for each paragraph following these directions:
On separate paper to be turned in to the sub, write for each paragraph
(a) a question,
(b) a brief connection to another text, something you've learned, or something you've experienced, and
(c) a brief rhetorical device, language, diction, or tone analysis note
These are annotations, so they should be brief and not written in complete sentences.
I will be returning on Monday. You will turn this work in to the sub before the end of the period.
Thursday, November 21st (SUB)
You will be completing three TEXAS analysis paragraphs during the class period on one sheet of paper. You will turn this work in to the sub at the end of the period. All three paragraphs will be written using your current independent reading book:
NUMBER ONE: Complete a TEXAS addressing your independent reading book's overall theme/argument/message so far.
T=Topic sentence identifying the author, book title, and overall theme/message
E=Elaborate, explain further—what would lead the reader to see that this is indeed the theme/message of your book?
X=eXample--Pull a SHORT quote or phrase that demonstrates this theme.
For example, the author states that “This is my quote” (Author 198).
A=Analyze by breaking down the quote using the analysis menu (on the board)
S=Summarize and connect your analysis back to the theme/big picture
NUMBER TWO: Complete a TEXAS addressing the speaker's tone from one paragraph of your choosing. Be sure to use a strong tone word.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the passage? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the author states that “This is my quote” (Author 37).
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Summarize how this analysis illuminates the speaker’s purpose/implicit message
NUMBER THREE:
Using your independent reading book, choose a passage/excerpt to analyze for connotation:
T=Topic Sentence (identify the connotative word and location in your book)
E=Elaborate, explain further (the context, what is being described)
X=eXample (quote that includes the connotative word with a lead-in)
For example, the author states, “This is my quote” (Kane 92).
A=Analyze—why this specific word? What word could have been used instead? Why not that one?
S=Summary—tie analysis and connotative word choice to the theme/message of the book (author’s argument—how does this choice reflect the theme/purpose?)
You will be completing three TEXAS analysis paragraphs during the class period on one sheet of paper. You will turn this work in to the sub at the end of the period. All three paragraphs will be written using your current independent reading book:
NUMBER ONE: Complete a TEXAS addressing your independent reading book's overall theme/argument/message so far.
T=Topic sentence identifying the author, book title, and overall theme/message
E=Elaborate, explain further—what would lead the reader to see that this is indeed the theme/message of your book?
X=eXample--Pull a SHORT quote or phrase that demonstrates this theme.
For example, the author states that “This is my quote” (Author 198).
A=Analyze by breaking down the quote using the analysis menu (on the board)
S=Summarize and connect your analysis back to the theme/big picture
NUMBER TWO: Complete a TEXAS addressing the speaker's tone from one paragraph of your choosing. Be sure to use a strong tone word.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the passage? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the author states that “This is my quote” (Author 37).
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Summarize how this analysis illuminates the speaker’s purpose/implicit message
NUMBER THREE:
Using your independent reading book, choose a passage/excerpt to analyze for connotation:
T=Topic Sentence (identify the connotative word and location in your book)
E=Elaborate, explain further (the context, what is being described)
X=eXample (quote that includes the connotative word with a lead-in)
For example, the author states, “This is my quote” (Kane 92).
A=Analyze—why this specific word? What word could have been used instead? Why not that one?
S=Summary—tie analysis and connotative word choice to the theme/message of the book (author’s argument—how does this choice reflect the theme/purpose?)
Wednesday, November 20th (SUB)
Do not wait for the sub to arrive.
You will need to use your Quarter 2 independent reading book to answer these questions on separate paper. This is due at the end of the period and must be turned into the sub. You must answer all parts of each question and include the appropriate evidence, examples, etc. to receive credit.
Do not wait for the sub to arrive.
You will need to use your Quarter 2 independent reading book to answer these questions on separate paper. This is due at the end of the period and must be turned into the sub. You must answer all parts of each question and include the appropriate evidence, examples, etc. to receive credit.
Tuesday, November 19th (SUB)
Do not wait for a sub to arrive.
You must create your Terms Set V 3-column chart in class and turn it in to the sub before the end of the period. I will evaluate how you used your time in class. You are not to work on assignments for other classes or treat class as a "study hall."
Three column label reminder:
left column--term and definition, middle column--example in context, right column--purpose/effect
Terms for your chart:
SET FIVE:
didactic language, juxtaposition, epistrophe, zeugma, assonance, synecdoche, syllogism Allusions: Sisyphus, Phoenix, Pandora’s Box
Do not wait for a sub to arrive.
You must create your Terms Set V 3-column chart in class and turn it in to the sub before the end of the period. I will evaluate how you used your time in class. You are not to work on assignments for other classes or treat class as a "study hall."
Three column label reminder:
left column--term and definition, middle column--example in context, right column--purpose/effect
Terms for your chart:
SET FIVE:
didactic language, juxtaposition, epistrophe, zeugma, assonance, synecdoche, syllogism Allusions: Sisyphus, Phoenix, Pandora’s Box
Monday, November 18th
Terms Test IV
Terms Test IV
Friday, November 15th
Termapalooza (review games for test on Monday)
Homework –preparation for Terms Test IV
Termapalooza (review games for test on Monday)
Homework –preparation for Terms Test IV
Wednesday, November 13th and Thursday, November 14th
American Romanticism Group Presentations (finish)
Rubric
American Romanticism Group Presentations (finish)
Rubric
Wednesday, November 6th
Bellringer—Read through the informational text on archetypes (handout). Then, address the following questions/tasks in your notebook:
Schedule—Bellringer and homework check (American Romanticism document annotations/outline), pair/share (plus group check-in), Terms Test III review/assess
Homework –preparation for group work using rubric
Bellringer—Read through the informational text on archetypes (handout). Then, address the following questions/tasks in your notebook:
- According to the text, what separates an archetype from a cliché or stock character?
- Summarize the importance of the trickster archetype.
- Choose one of the ten common character archetypes. Provide your own example from literature, film, or television and explain.
Schedule—Bellringer and homework check (American Romanticism document annotations/outline), pair/share (plus group check-in), Terms Test III review/assess
Homework –preparation for group work using rubric
Tuesday, November 5th
Bellringer — A. Which rhetorical term best applies to the excerpt below? Explain your response.
The constant use of the word little (except to indicate size) is particularly debilitating and should be avoided. We should all try to do a bit better, and we should all be very watchful of this rule, for it is a rather important one and we are pretty sure to violate it now and then."
(William Strunk, Jr. and E.B. White, The Elements of Style, 3rd ed. Macmillan, 1979)
Schedule—Bellringer and homework check (TEXAS paragraph for independent reading book theme), pair/share, American Romanticism Teaching Groups (intro, assign)
Homework –preparation for group work using rubric
Bellringer — A. Which rhetorical term best applies to the excerpt below? Explain your response.
The constant use of the word little (except to indicate size) is particularly debilitating and should be avoided. We should all try to do a bit better, and we should all be very watchful of this rule, for it is a rather important one and we are pretty sure to violate it now and then."
(William Strunk, Jr. and E.B. White, The Elements of Style, 3rd ed. Macmillan, 1979)
Schedule—Bellringer and homework check (TEXAS paragraph for independent reading book theme), pair/share, American Romanticism Teaching Groups (intro, assign)
Homework –preparation for group work using rubric
Monday, November 4th
SUB PLANS —Using this document, create an outline of the information from pages 5-18 (pdf page #s, not page #s at the bottom). Follow the "Outline instructions" that are initially presented in the right margin on page 5, but also include an annotation per paragraph. You may write this in your notebook or on separate paper.
SUB PLANS —Using this document, create an outline of the information from pages 5-18 (pdf page #s, not page #s at the bottom). Follow the "Outline instructions" that are initially presented in the right margin on page 5, but also include an annotation per paragraph. You may write this in your notebook or on separate paper.
Thursday, October 31st
Bellringer — A. Which rhetorical term best applies to the excerpt below? Explain your response for each.
“I celebrate myself and, sing myself
And what I assume, you shall assume…”
--Walt Whitman, “Song of Myself”
B. Using the “Halloween Folklore” article, create a TEXAS where you focus on the tone of one paragraph in the article. For T, identify the paragraph and tone.
Schedule—Bellringer and homework check (annotations and SOAPSTone), pair/share, “The Raven” poem continued w/partner work
Homework –independent reading, TEXAS paragraph for theme of your independent reading book
Bellringer — A. Which rhetorical term best applies to the excerpt below? Explain your response for each.
“I celebrate myself and, sing myself
And what I assume, you shall assume…”
--Walt Whitman, “Song of Myself”
B. Using the “Halloween Folklore” article, create a TEXAS where you focus on the tone of one paragraph in the article. For T, identify the paragraph and tone.
Schedule—Bellringer and homework check (annotations and SOAPSTone), pair/share, “The Raven” poem continued w/partner work
Homework –independent reading, TEXAS paragraph for theme of your independent reading book
Wednesday, October 30th
Bellringer — A. Which rhetorical terms best apply to the excerpts below? Explain your response for each.
Schedule—Bellringer and homework check (Terms Set IV Chart), pair/share, “The Raven” poem
Homework –American Folklife Center from the Library of Congress article—“Halloween Folklore” 2 annotations per paragraph and SOAPSTone at the end
Bellringer — A. Which rhetorical terms best apply to the excerpts below? Explain your response for each.
- "They went home and told their wives,
that never once in all their lives,
had they known a girl like me,
But . . . They went home.
- “Sure I am of this: that you have only to endure to conquer.”
Schedule—Bellringer and homework check (Terms Set IV Chart), pair/share, “The Raven” poem
Homework –American Folklife Center from the Library of Congress article—“Halloween Folklore” 2 annotations per paragraph and SOAPSTone at the end
Tuesday, October 29th
Bellringer — A. Using your independent reading book, choose a passage/excerpt to analyze for connotation. Format your response in a TEXAS:
T=Topic Sentence (identify the connotative word and location in your book)
E=Elaborate, explain further (the context, what is being described)
X=eXample (quote that includes the connotative word with a lead-in)
For example, the author states, “This is my quote” (Kane 92).
A=Analyze—why this specific word? What word could have been used instead? Why not that one?
S=Summary—tie analysis and connotative word choice to potential theme/message of the book
Schedule—Bellringer, pair/share, Terms Set IV chart
Terms: epanalepsis, anecdote (mini story), inclusive language, exclusive language, qualifying adjectives, archetype, consonance, anastrophe (inversion)
Allusions: Helen of Troy, Achilles, Prometheus
Homework –Complete chart, including examples in actual context (actual articles, speeches, literature)
Bellringer — A. Using your independent reading book, choose a passage/excerpt to analyze for connotation. Format your response in a TEXAS:
T=Topic Sentence (identify the connotative word and location in your book)
E=Elaborate, explain further (the context, what is being described)
X=eXample (quote that includes the connotative word with a lead-in)
For example, the author states, “This is my quote” (Kane 92).
A=Analyze—why this specific word? What word could have been used instead? Why not that one?
S=Summary—tie analysis and connotative word choice to potential theme/message of the book
Schedule—Bellringer, pair/share, Terms Set IV chart
Terms: epanalepsis, anecdote (mini story), inclusive language, exclusive language, qualifying adjectives, archetype, consonance, anastrophe (inversion)
Allusions: Helen of Troy, Achilles, Prometheus
Homework –Complete chart, including examples in actual context (actual articles, speeches, literature)
Monday, October 28th
Terms Test III
Terms Test III
Friday, October 25th
(no bellringer)
Schedule—Termapalooza (Term Review Games)
Homework –Study for Terms Test on Monday--review old tests/terms as well as the new set (set III)
(no bellringer)
Schedule—Termapalooza (Term Review Games)
Homework –Study for Terms Test on Monday--review old tests/terms as well as the new set (set III)
Thursday, October 24th
Bellringer — A. Using your independent reading book, choose a passage/excerpt to analyze for syntax. Consider length, style, and order (including parallelism, anaphora, sentence types—cumulative, periodic, hortative, etc.).
B. Using the article you selected last night for a SOAPSTone analysis, follow the directions above to analyze syntax for this selection, as well.
Schedule—Bellringer (homework check: SOAPSTone article), collect “Why I Wrote The Crucible” questions, pair/share, article sharing (using audience, tone, occasion, devices, and syntax)
Homework –Choose a new article from The Atlantic, The New York Times, or The New Yorker. Must be published this week (no articles older than Monday, October 21st). Create a TEXAS paragraph analyzing syntax.
Bellringer — A. Using your independent reading book, choose a passage/excerpt to analyze for syntax. Consider length, style, and order (including parallelism, anaphora, sentence types—cumulative, periodic, hortative, etc.).
B. Using the article you selected last night for a SOAPSTone analysis, follow the directions above to analyze syntax for this selection, as well.
Schedule—Bellringer (homework check: SOAPSTone article), collect “Why I Wrote The Crucible” questions, pair/share, article sharing (using audience, tone, occasion, devices, and syntax)
Homework –Choose a new article from The Atlantic, The New York Times, or The New Yorker. Must be published this week (no articles older than Monday, October 21st). Create a TEXAS paragraph analyzing syntax.
Wednesday, October 23rd
Bellringer — A. Why did Proctor’s final act, which some (such as Hale) only see as suicidal, represent for Proctor some “shred of goodness” in him? Responding in a TEXAS, go above the obvious of “not lying.”
T=Main idea, addressing your answer to the question above
E=Elaborate, explain and defending your claim further
X=Pull a short quote or phrase that validates your claim.
For example, the author states that “This is my quote” (Miller 143).
A=Break down the quote further (using the analysis menu).
S=Connect how this analysis illuminates the play’s OVERALL purpose/implicit message
Schedule—Bellringer (homework check: TEXAS exigence), collect “Why I Wrote The Crucible” questions, pair/share w/ Act IV questions creation, The Crucible Act IV graded discussion (split large group)
Homework –Choose a new article from The Atlantic, The New York Times, or The New Yorker. Create a SOAPSTone organizer.
Bellringer — A. Why did Proctor’s final act, which some (such as Hale) only see as suicidal, represent for Proctor some “shred of goodness” in him? Responding in a TEXAS, go above the obvious of “not lying.”
T=Main idea, addressing your answer to the question above
E=Elaborate, explain and defending your claim further
X=Pull a short quote or phrase that validates your claim.
For example, the author states that “This is my quote” (Miller 143).
A=Break down the quote further (using the analysis menu).
S=Connect how this analysis illuminates the play’s OVERALL purpose/implicit message
Schedule—Bellringer (homework check: TEXAS exigence), collect “Why I Wrote The Crucible” questions, pair/share w/ Act IV questions creation, The Crucible Act IV graded discussion (split large group)
Homework –Choose a new article from The Atlantic, The New York Times, or The New Yorker. Create a SOAPSTone organizer.
Tuesday, October 22nd
Bellringer — A. Using the “Why I Wrote The Crucible” text, complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the author states that “This is my quote” (Miller).
A=Break down the quote further for tone signifiers (diction/connotation). Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
Schedule—Bellringer (homework check: Act IV annotations), collect “Why I Wrote The Crucible” questions), pair/share, The Crucible Act IV wrap-up
Homework –Choose an article from The Atlantic, The New York Times, or The New Yorker. Write a TEXAS that analyzes exigence.
Bellringer — A. Using the “Why I Wrote The Crucible” text, complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the author states that “This is my quote” (Miller).
A=Break down the quote further for tone signifiers (diction/connotation). Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
Schedule—Bellringer (homework check: Act IV annotations), collect “Why I Wrote The Crucible” questions), pair/share, The Crucible Act IV wrap-up
Homework –Choose an article from The Atlantic, The New York Times, or The New Yorker. Write a TEXAS that analyzes exigence.
Monday, October 21st (Sub Work)
Assignment while there is a substitute teacher:
You will receive two handouts (“Why I Wrote The Crucible” and the corresponding questions).
You will read an essay by the playwright of our play (The Crucible), Arthur Miller. You will also answer questions regarding this text. Although the play was written in the 1950s, Miller wrote this essay in the 1990s when the film version of his play premiered.
You will annotate the article itself (at least one per paragraph—if there is a question on the side already, that may count. However, if there’s not, you need to write your own annotation for that paragraph). You should also answer the questions on the question handout. Each response on this handout should have at least two sentences. Many of the questions lend themselves to textual support, so a quote can be included and may partially fulfill the two sentence requirement.
Homework –Finish sub work from today (see above), The Crucible Act IV annotations (finish the play)—one per page: must be a mixture of questions, literary devices/figurative language, connections, reactions, or significance. You may use sticky notes or write separately in your notebook.
Assignment while there is a substitute teacher:
You will receive two handouts (“Why I Wrote The Crucible” and the corresponding questions).
You will read an essay by the playwright of our play (The Crucible), Arthur Miller. You will also answer questions regarding this text. Although the play was written in the 1950s, Miller wrote this essay in the 1990s when the film version of his play premiered.
You will annotate the article itself (at least one per paragraph—if there is a question on the side already, that may count. However, if there’s not, you need to write your own annotation for that paragraph). You should also answer the questions on the question handout. Each response on this handout should have at least two sentences. Many of the questions lend themselves to textual support, so a quote can be included and may partially fulfill the two sentence requirement.
Homework –Finish sub work from today (see above), The Crucible Act IV annotations (finish the play)—one per page: must be a mixture of questions, literary devices/figurative language, connections, reactions, or significance. You may use sticky notes or write separately in your notebook.
Friday, October 18th
Bellringer — A. Proctor’s earlier advice to Mary Warren is, “Do that which is good, and no harm shall come to thee.” In a TEXAS, analyze how this advice ends up being ironic considering both of their situations at the end of Act III.
B. Using your terms charts, identify the most applicable term for the example below. Explain briefly:
From the very beginning, from the first moment I may almost say, of my acquaintance with you, your manners impressing me with the fullest belief of your arrogance, your conceit, and your selfish disdain of the feelings of others, were such as to form that ground-work of disapprobation, on which succeeding events have built so immoveable a dislike; and I had not known you a month before I felt that you were the last man in the world whom I could ever be prevailed on to marry.
(Jane Austen, Pride and Prejudice)
Schedule—Bellringer, pair/share, The Crucible Act III graded discussion (split group large discussion)
Homework – The Crucible Act IV annotations (finish the play)—one per page: must be a mixture of questions, literary devices/figurative language, connections, reactions, or significance. You may use sticky notes or write separately in your notebook.
Bellringer — A. Proctor’s earlier advice to Mary Warren is, “Do that which is good, and no harm shall come to thee.” In a TEXAS, analyze how this advice ends up being ironic considering both of their situations at the end of Act III.
B. Using your terms charts, identify the most applicable term for the example below. Explain briefly:
From the very beginning, from the first moment I may almost say, of my acquaintance with you, your manners impressing me with the fullest belief of your arrogance, your conceit, and your selfish disdain of the feelings of others, were such as to form that ground-work of disapprobation, on which succeeding events have built so immoveable a dislike; and I had not known you a month before I felt that you were the last man in the world whom I could ever be prevailed on to marry.
(Jane Austen, Pride and Prejudice)
Schedule—Bellringer, pair/share, The Crucible Act III graded discussion (split group large discussion)
Homework – The Crucible Act IV annotations (finish the play)—one per page: must be a mixture of questions, literary devices/figurative language, connections, reactions, or significance. You may use sticky notes or write separately in your notebook.
Wednesday, October 16th
PSAT (no class)
PSAT (no class)
Tuesday, October 15th
Bellringer — A. What does Hale mean when he asks if every defense is an attack upon the court? By the end of this act, would you say Hale is a dynamic or static character? Use details in a TEXAS to support your answer.
B. Create three open-ended questions over Act III—make sure they are not yes/no or fact-based/recall questions. They should be arguable and require evidence to support them.
Schedule—Bellringer (hw check Act III) , pair/share, The Crucible Act III review and discuss
Homework –independent reading, review study guide for the PSAT
Bellringer — A. What does Hale mean when he asks if every defense is an attack upon the court? By the end of this act, would you say Hale is a dynamic or static character? Use details in a TEXAS to support your answer.
B. Create three open-ended questions over Act III—make sure they are not yes/no or fact-based/recall questions. They should be arguable and require evidence to support them.
Schedule—Bellringer (hw check Act III) , pair/share, The Crucible Act III review and discuss
Homework –independent reading, review study guide for the PSAT
Friday, October 11th
Bellringer — A. Using your laptop, pull up an article of interest (your selection) from The Atlantic, The New York Times, or The New Yorker. Complete a SOAPSTone for your article in your notebook.
B. Using the same article you selected, write about the exigence of the topic the writer is discussing. Provide at least one quote from the article to support your response.
Schedule—Bellringer, pair/share articles, Test II review/assess, The Crucible Act III
Homework –The Crucible Act III (finish) annotations to the end of the act (one annotation per page--sticky note or written in notebook labeled by page #), independent reading
Bellringer — A. Using your laptop, pull up an article of interest (your selection) from The Atlantic, The New York Times, or The New Yorker. Complete a SOAPSTone for your article in your notebook.
B. Using the same article you selected, write about the exigence of the topic the writer is discussing. Provide at least one quote from the article to support your response.
Schedule—Bellringer, pair/share articles, Test II review/assess, The Crucible Act III
Homework –The Crucible Act III (finish) annotations to the end of the act (one annotation per page--sticky note or written in notebook labeled by page #), independent reading
Thursday, October 10th
NEW QUARTER! Indicate this in your notebook—Quarter 2.
Bellringer — A. In Act II of The Crucible, when Hale hears that Rebecca Nurse has been charged, he is troubled. Find allusion to the story that the Devil was once an angel. What does he intend to point out by making this allusion? Format your response in a TEXAS.
B. Choose any topic connected to The Crucible that is arguable. Then, create a claim about this topic (an argument), a counterclaim (starting with “Some may argue that…”), and a rebuttal. Use your chart and your text to help you as needed.
Schedule—Bellringer and homework check (Term Set III), pair/share, review, The Crucible Act III/clip
Homework –The Crucible Act III annotations through page 100 (on separate paper/in notebook, labeled by page or on sticky notes in the text itself), independent reading
NEW QUARTER! Indicate this in your notebook—Quarter 2.
Bellringer — A. In Act II of The Crucible, when Hale hears that Rebecca Nurse has been charged, he is troubled. Find allusion to the story that the Devil was once an angel. What does he intend to point out by making this allusion? Format your response in a TEXAS.
B. Choose any topic connected to The Crucible that is arguable. Then, create a claim about this topic (an argument), a counterclaim (starting with “Some may argue that…”), and a rebuttal. Use your chart and your text to help you as needed.
Schedule—Bellringer and homework check (Term Set III), pair/share, review, The Crucible Act III/clip
Homework –The Crucible Act III annotations through page 100 (on separate paper/in notebook, labeled by page or on sticky notes in the text itself), independent reading
Wednesday, October 9th
No bellringer- Quarter 2 bellringers will begin tomorrow.
Schedule- Terms Set III Chart:
counterclaim, rebuttal, concession, understatement, hyperbole, paradox, testimonial (expert documentation), pedantic, exigence
Allusions: Icarus, Trojan Horse, and Faustian Bargain
Homework –Completed Terms Set III chart due tomorrow (including allusions)
No bellringer- Quarter 2 bellringers will begin tomorrow.
Schedule- Terms Set III Chart:
counterclaim, rebuttal, concession, understatement, hyperbole, paradox, testimonial (expert documentation), pedantic, exigence
Allusions: Icarus, Trojan Horse, and Faustian Bargain
Homework –Completed Terms Set III chart due tomorrow (including allusions)
Tuesday, October 8th
Terms Test II
&
Notebook Collection:
Terms Test II
&
Notebook Collection:
- Your name must be CLEARLY visible on the front or inside cover. No name=no points. Shake your notebook; make sure there are no loose papers. Get rid of the old sticky note.
- Highlight the date of each completed bellringer (absent bellringers should have been made up). No highlighted date=no points.
- Place a sticky note on the first page of your first bellringer for the quarter (August 20th) and have it sticking out of the notebook slightly.
- On the sticky note, write your name and circle the number of bellringers that you have. Do not concern yourself with the number of bellringers you “should” have. Simply count what is there. It may be wise to count and then recount.
- Once you are finished, you should be reading your independent reading book until we catch up with you.
Monday, October 7th
Bellringer-- A. Using your Terms Charts, decide which type of sentence the following example is: hortative, cumulative, or periodic. Explain why in your response:
To bring a lover, a lady, and a rival into the fable; to entangle them in contradictory obligations, perplex them with oppositions of interest, and harass them with violence of desires inconsistent with each other; to make them meet in rapture and part in agony; to fill their mouths with hyperbolical joy and outrageous sorrow; to distress them as nothing human ever was distressed; to deliver them as nothing human ever was delivered, is the business of a modern dramatist"
(Samuel Johnson, "Preface to Shakespeare," 1765).
B. Using one of your inference-based annotations from Act II (where you read between the lines/drew a conclusion), expand your inference into a TEXAS. T=your inference, X=quote
Schedule—Bellringer and homework check (Act II annotations), pair/share, review, Termapalooza
Homework –Study for Terms Test II tomorrow, independent reading, notebooks collected tomorrow
Bellringer-- A. Using your Terms Charts, decide which type of sentence the following example is: hortative, cumulative, or periodic. Explain why in your response:
To bring a lover, a lady, and a rival into the fable; to entangle them in contradictory obligations, perplex them with oppositions of interest, and harass them with violence of desires inconsistent with each other; to make them meet in rapture and part in agony; to fill their mouths with hyperbolical joy and outrageous sorrow; to distress them as nothing human ever was distressed; to deliver them as nothing human ever was delivered, is the business of a modern dramatist"
(Samuel Johnson, "Preface to Shakespeare," 1765).
B. Using one of your inference-based annotations from Act II (where you read between the lines/drew a conclusion), expand your inference into a TEXAS. T=your inference, X=quote
Schedule—Bellringer and homework check (Act II annotations), pair/share, review, Termapalooza
Homework –Study for Terms Test II tomorrow, independent reading, notebooks collected tomorrow
Friday, October 4th
The Crucible viewing
Homework –Study for Terms Test II on Monday, independent reading, finish Act II reading (annotation per page where we left off--on separate paper/in notebook, labeled by page or on sticky notes in the text itself), independent reading
The Crucible viewing
Homework –Study for Terms Test II on Monday, independent reading, finish Act II reading (annotation per page where we left off--on separate paper/in notebook, labeled by page or on sticky notes in the text itself), independent reading
Thursday, October 3rd
Bellringer-- A. Using your Terms Charts, decide which rhetorical terms best apply. They are not necessarily the same for both. Explain the effect of each.
“Let both sides explore what problems unite us instead of belaboring those problems which divide us.”
-John F. Kennedy, Inaugural Address
"If there be cords, or knives, or poison, or fire, or suffocating streams, I'll not endure it."--Shakespeare, Othello
B. Pull up “The Very Proper Gander” satirical fable from the class website (today’s schedule). After reading, address the following question in a TEXAS:
Thurber is clearly poking fun at society with his satirical “fable.” However, who and/or what is the object of his mockery? In other words, what is his social commentary/implicit message?
Schedule—Bellringer and homework check (crucible motif), pair/share w/ connection from the “fable” to The Crucible, Act II read aloud and discussion
Homework –Study for Terms Test II on Monday, independent reading, finish Act II reading (annotation per page where we left off)
Bellringer-- A. Using your Terms Charts, decide which rhetorical terms best apply. They are not necessarily the same for both. Explain the effect of each.
“Let both sides explore what problems unite us instead of belaboring those problems which divide us.”
-John F. Kennedy, Inaugural Address
"If there be cords, or knives, or poison, or fire, or suffocating streams, I'll not endure it."--Shakespeare, Othello
B. Pull up “The Very Proper Gander” satirical fable from the class website (today’s schedule). After reading, address the following question in a TEXAS:
Thurber is clearly poking fun at society with his satirical “fable.” However, who and/or what is the object of his mockery? In other words, what is his social commentary/implicit message?
Schedule—Bellringer and homework check (crucible motif), pair/share w/ connection from the “fable” to The Crucible, Act II read aloud and discussion
Homework –Study for Terms Test II on Monday, independent reading, finish Act II reading (annotation per page where we left off)
Wednesday, October 2nd
Bellringer--Based on your reading of The Crucible so far, what might be the theme of the play? How does Arthur Miller use “extended metaphor?” Consider the period in which The Crucible was written (McCarthysim/Red Scare). Respond in a TEXAS paragraph.
THEM: It is NOT a subject/general topic but is instead a statement, direct or implied, about the subject. It is some insight into life or the human condition.
It has “universality” and is written without any reference to specific characters.
Homework –Study for Terms Test II on Monday, independent reading
Bellringer--Based on your reading of The Crucible so far, what might be the theme of the play? How does Arthur Miller use “extended metaphor?” Consider the period in which The Crucible was written (McCarthysim/Red Scare). Respond in a TEXAS paragraph.
THEM: It is NOT a subject/general topic but is instead a statement, direct or implied, about the subject. It is some insight into life or the human condition.
It has “universality” and is written without any reference to specific characters.
- In other words, the theme statement could be applied to several different works.
- Evidence to support it in your essay, however, will reference specific textual details!
Homework –Study for Terms Test II on Monday, independent reading
Tuesday, October 1st
Bellringer--A motif is a recurrent thematic element—such as hysteria, a crucible, or witchcraft—or pattern—such as the Hero’s journey. The final scene in Act One shows the girls hysterically yelling out the names of people they have seen with the devil. Eventually, much of the town succumbs to this hysteria. What explanation can you generate for the girls’ hysterical behavior? Respond in a TEXAS paragraph.
Schedule—Bellringer and homework check, pair/share w/ “The Lessons of Salem” excerpt (revisited), discussion using student-designed homework questions
Homework –independent reading, look up the definition of the word “crucible.” In a TEXAS, choose one definition and analyze how it potentially applies to the play The Crucible.
Bellringer--A motif is a recurrent thematic element—such as hysteria, a crucible, or witchcraft—or pattern—such as the Hero’s journey. The final scene in Act One shows the girls hysterically yelling out the names of people they have seen with the devil. Eventually, much of the town succumbs to this hysteria. What explanation can you generate for the girls’ hysterical behavior? Respond in a TEXAS paragraph.
Schedule—Bellringer and homework check, pair/share w/ “The Lessons of Salem” excerpt (revisited), discussion using student-designed homework questions
Homework –independent reading, look up the definition of the word “crucible.” In a TEXAS, choose one definition and analyze how it potentially applies to the play The Crucible.
Monday, September 30th
Bellringer-- A. Read the excerpts below. Using your Terms Charts (both), decide which rhetorical term(s) can apply to BOTH. Explain the effect and connect to author’s purpose:
Are all thy conquests, glories, triumphs, spoils,
Shrunk to this little measure?”
-William Shakespeare, Julius Caesar
“This is the villain among you who deceived you, who cheated you, who meant to betray you completely.”
--Aristotle, Rhetoric
Schedule—Bellringer/(character analysis TEXAS paragraph) pair/share, discussion, The Crucible read aloud and discussion
Homework –independent reading, finish reading Act I—create five open-ended, arguable discussion questions (not yes/no/factual/plot based)
Bellringer-- A. Read the excerpts below. Using your Terms Charts (both), decide which rhetorical term(s) can apply to BOTH. Explain the effect and connect to author’s purpose:
Are all thy conquests, glories, triumphs, spoils,
Shrunk to this little measure?”
-William Shakespeare, Julius Caesar
“This is the villain among you who deceived you, who cheated you, who meant to betray you completely.”
--Aristotle, Rhetoric
Schedule—Bellringer/(character analysis TEXAS paragraph) pair/share, discussion, The Crucible read aloud and discussion
Homework –independent reading, finish reading Act I—create five open-ended, arguable discussion questions (not yes/no/factual/plot based)
Friday, September 27th
Bellringer-- In a TEXAS, characterize Parris in Act I. Items to include in your main idea (T): How does Miller characterize Parris? How does Parris feel about his parishioners?
E: Elaborate/explain further
X: Pull a quote directly from the play in the following format--
For example, the author states that “this is my quote” (Miller). OR
For example, Parris says that “this is my quote” (Miller).
A: Analyze by comparing/contrasting him to another character, assessing how something is said (device, connotation, figurative language, etc.)
S: Connect this back to what you believe the author is trying to argue/teach us (theme) through this character.
Schedule—Bellringer/(independent reading tone paragraph) pair/share, discussion, The Crucible read aloud and discussion
Homework –independent reading, choose a different character to analyze in a TEXAS paragraph (in your notebook following the template above)
Bellringer-- In a TEXAS, characterize Parris in Act I. Items to include in your main idea (T): How does Miller characterize Parris? How does Parris feel about his parishioners?
E: Elaborate/explain further
X: Pull a quote directly from the play in the following format--
For example, the author states that “this is my quote” (Miller). OR
For example, Parris says that “this is my quote” (Miller).
A: Analyze by comparing/contrasting him to another character, assessing how something is said (device, connotation, figurative language, etc.)
S: Connect this back to what you believe the author is trying to argue/teach us (theme) through this character.
Schedule—Bellringer/(independent reading tone paragraph) pair/share, discussion, The Crucible read aloud and discussion
Homework –independent reading, choose a different character to analyze in a TEXAS paragraph (in your notebook following the template above)
Thursday, September 26th
Bellringer-- Using the “Trial of Martha Carrier” (laptop needed), complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the author states that “This is my quote” (Mather).
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
Schedule—Bellringer/SOAPSTone check (“Martha Carrier”), pair/share, discussion, The Crucible read aloud and discussion
Homework –independent reading, tone TEXAS using your independent reading book (pick one paragraph to analyze for tone
Bellringer-- Using the “Trial of Martha Carrier” (laptop needed), complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the author states that “This is my quote” (Mather).
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
Schedule—Bellringer/SOAPSTone check (“Martha Carrier”), pair/share, discussion, The Crucible read aloud and discussion
Homework –independent reading, tone TEXAS using your independent reading book (pick one paragraph to analyze for tone
Wednesday, September 25th
Bellringer-- A. Read the excerpt below. Using your Terms Charts (both), decide which three rhetorical terms can apply. Explain their effects and connect to author’s purpose:
“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…”
-Charles Dickens, A Tale of Two Cities
Schedule—Bellringer/SOAPSTone check (“Anaphora Hot”), pair/share, discussion, The Crucible read aloud and discussion
Homework –independent reading, “The Trial of Martha Carrier” article (linked on class website): SOAPSTone in notebook
Tuesday, September 24th
Bellringer-- Read the two excerpts below. Using your Terms Charts, decide which is a cumulative sentence and which is a periodic sentence. In your response, defend your assertion for each.
Schedule—Bellringer/chart set II check, pair/share, go over Terms Test I, The Crucible read aloud and discussion
Homework –independent reading, “Anaphora Hot” article (linked on class website): SOAPSTone in notebook
Bellringer-- Read the two excerpts below. Using your Terms Charts, decide which is a cumulative sentence and which is a periodic sentence. In your response, defend your assertion for each.
- “Halfway between West Egg and New York sprawls a desolate plain, a gray valley where New York’s ashes are dumped.”
- “He dipped his hands in the solution and shook them—fingers down, like the fingers of a pianist above the keys.”
Schedule—Bellringer/chart set II check, pair/share, go over Terms Test I, The Crucible read aloud and discussion
Homework –independent reading, “Anaphora Hot” article (linked on class website): SOAPSTone in notebook
Monday, September 23rd
Bellringer—(none) We will begin the test right away. Remove everything from your desk except a writing utensil and your independent reading book.
Schedule—Terms Test I, new terms intro (Set II) and chart setup: asyndeton, polysyndeton, cumulative sentence, periodic sentence, hortative sentence, parallelism, irony, satire
Homework –independent reading, Terms Test II Chart w/ examples in context (quotes from real texts)
Bellringer—(none) We will begin the test right away. Remove everything from your desk except a writing utensil and your independent reading book.
Schedule—Terms Test I, new terms intro (Set II) and chart setup: asyndeton, polysyndeton, cumulative sentence, periodic sentence, hortative sentence, parallelism, irony, satire
Homework –independent reading, Terms Test II Chart w/ examples in context (quotes from real texts)
Friday, September 20th
Bellringer-- Using your terms chart, identify the most applicable rhetorical term for the example below. Then, analyze its effect/purpose.
“Cheap” versus “Affordable:” While both words mean that something does not cost a lot, “cheap” also implies something that it not well-made or of low value, while “affordable” can refer to a quality item or service that happens to be well-priced. “Riots” versus “Protests:” The difference between these two words is that “riots” implies a violent gathering of people who are not necessarily in the right, while “protests” can have a more peaceful association and is often used when there is sympathy with the protesters.
Schedule—Bellringer/homework check (flashcards), pair/share, review, Termapalooza
Homework –independent reading, study for Terms Test I on Monday
Bellringer-- Using your terms chart, identify the most applicable rhetorical term for the example below. Then, analyze its effect/purpose.
“Cheap” versus “Affordable:” While both words mean that something does not cost a lot, “cheap” also implies something that it not well-made or of low value, while “affordable” can refer to a quality item or service that happens to be well-priced. “Riots” versus “Protests:” The difference between these two words is that “riots” implies a violent gathering of people who are not necessarily in the right, while “protests” can have a more peaceful association and is often used when there is sympathy with the protesters.
Schedule—Bellringer/homework check (flashcards), pair/share, review, Termapalooza
Homework –independent reading, study for Terms Test I on Monday
Thursday, September 19th
Bellringer-- Using your terms chart, identify the most applicable rhetorical term for the example below. Then, analyze its effect/purpose in this context:
“When you’re dead, they really fix you up. I hope to hell when I do die somebody has sense enough to just dump me in the river or something. Anything except sticking me in a goddam cemetery. People coming and putting a bunch of flowers on your stomach on Sunday, and all that crap. Who wants flowers when you’re dead? Nobody” (The Catcher in the Rye by J.D. Salinger).
Schedule—Bellringer, independent reading, pair/share, review, The Crucible “Overture”crucible-overture-full-text-from-act-one-20iqugs.pdf—partner analysis using SOAPSTone and rhetorical appeals: finish, discussion, clip if time permits
Homework –independent reading, create flashcards for terms (visual check tomorrow), study terms set one (test on Monday), bring The Crucible
Bellringer-- Using your terms chart, identify the most applicable rhetorical term for the example below. Then, analyze its effect/purpose in this context:
“When you’re dead, they really fix you up. I hope to hell when I do die somebody has sense enough to just dump me in the river or something. Anything except sticking me in a goddam cemetery. People coming and putting a bunch of flowers on your stomach on Sunday, and all that crap. Who wants flowers when you’re dead? Nobody” (The Catcher in the Rye by J.D. Salinger).
Schedule—Bellringer, independent reading, pair/share, review, The Crucible “Overture”crucible-overture-full-text-from-act-one-20iqugs.pdf—partner analysis using SOAPSTone and rhetorical appeals: finish, discussion, clip if time permits
Homework –independent reading, create flashcards for terms (visual check tomorrow), study terms set one (test on Monday), bring The Crucible
Tuesday, September 17th
Bellringer-- Using your terms chart, identify the most applicable rhetorical term for each example below. Then, analyze its effect/purpose in this context:
“What is indifference? Etymologically, the word means "no difference." A strange and unnatural state in which the lines blur between light and darkness, dusk and dawn, crime and punishment, cruelty and compassion, good and evil” (Wiesel, 1999).
“They no longer felt pain, hunger, thirst. They feared nothing. They felt nothing. They were dead and did not know it” (Wiesel, 1999).
Schedule—Bellringer, independent reading, pair/share, review, The Crucible “Overture”—partner analysis using SOAPSTone and rhetorical appeals
Homework –independent reading, study terms set one (test on 9/23), bring The Crucible
Bellringer-- Using your terms chart, identify the most applicable rhetorical term for each example below. Then, analyze its effect/purpose in this context:
“What is indifference? Etymologically, the word means "no difference." A strange and unnatural state in which the lines blur between light and darkness, dusk and dawn, crime and punishment, cruelty and compassion, good and evil” (Wiesel, 1999).
“They no longer felt pain, hunger, thirst. They feared nothing. They felt nothing. They were dead and did not know it” (Wiesel, 1999).
Schedule—Bellringer, independent reading, pair/share, review, The Crucible “Overture”—partner analysis using SOAPSTone and rhetorical appeals
Homework –independent reading, study terms set one (test on 9/23), bring The Crucible
Monday, September 16th
Bellringer-- Using the “Lesson of Salem” article, complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank (handout).
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the author states that “This is my quote” (Shapiro).
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
Schedule—Bellringer (hw check—“Lesson/Salem”), pair/share, discussion, The Crucible preview
Homework –independent reading, study terms set one (test on 9/23), bring The Crucible tomorrow
Bellringer-- Using the “Lesson of Salem” article, complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank (handout).
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the author states that “This is my quote” (Shapiro).
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
Schedule—Bellringer (hw check—“Lesson/Salem”), pair/share, discussion, The Crucible preview
Homework –independent reading, study terms set one (test on 9/23), bring The Crucible tomorrow
Friday, September 13th
Bellringer-- In a TEXAS, respond to the following:
Based on the reading, what is Edwards’s implicit philosophical beliefs about divine mercy? In your response, include images and figures of speech that Edwards uses to help his listeners feel the peril of their sinful condition.
Schedule—Bellringer (hw check—“Sinners on the Hands of an Angry God”), pair/share, discussion
Homework –independent reading (halfway point 9/16), study terms set one (Test on 9/23), “The Lesson of Salem” article annotations (per paragraph) and question responses w/ quotes on separate paper
Bellringer-- In a TEXAS, respond to the following:
Based on the reading, what is Edwards’s implicit philosophical beliefs about divine mercy? In your response, include images and figures of speech that Edwards uses to help his listeners feel the peril of their sinful condition.
Schedule—Bellringer (hw check—“Sinners on the Hands of an Angry God”), pair/share, discussion
Homework –independent reading (halfway point 9/16), study terms set one (Test on 9/23), “The Lesson of Salem” article annotations (per paragraph) and question responses w/ quotes on separate paper
Thursday, September 12th
Bellringer-- Using your rhetorical device chart, discuss the ONE rhetorical term that applies to all three quotes below, and explain the effects of this device using specific details from each quote. Why did the speakers/authors say it this way?
· "We must learn to live together as brothers or perish together as fools."—Martin Luther King, Jr.
· “Unlike short-sighted, egocentric humans, God ‘sees with equal eye’ the fall of a hero and a sparrow, the destruction of an atom or a solar system.”—Alexander Pope
· “That's one small step for man, one giant leap for mankind.”—Neil Armstrong
Schedule—Bellringer (hw check—Zinn excerpt annotations), pair/share, graded discussion-- (two large split groups)
Homework –independent reading (halfway point 9/16), study terms set one (Test on 9/23), “Sinners in the Hands of an Angry God” (Puritan sermon)—annotate (questions, connections, rhetoric)
Bellringer-- Using your rhetorical device chart, discuss the ONE rhetorical term that applies to all three quotes below, and explain the effects of this device using specific details from each quote. Why did the speakers/authors say it this way?
· "We must learn to live together as brothers or perish together as fools."—Martin Luther King, Jr.
· “Unlike short-sighted, egocentric humans, God ‘sees with equal eye’ the fall of a hero and a sparrow, the destruction of an atom or a solar system.”—Alexander Pope
· “That's one small step for man, one giant leap for mankind.”—Neil Armstrong
Schedule—Bellringer (hw check—Zinn excerpt annotations), pair/share, graded discussion-- (two large split groups)
Homework –independent reading (halfway point 9/16), study terms set one (Test on 9/23), “Sinners in the Hands of an Angry God” (Puritan sermon)—annotate (questions, connections, rhetoric)
Wednesday, September 11th
Bellringer— Using your rhetorical device chart, analyze at least two rhetorical terms that apply and argue the effects (connect to purpose). Why did the speaker/author say it this way?
“We, the people, declare today that the most evident of truths — that all of us are created equal — is the star that guides us still; just as it guided our forebears through Seneca Falls, and Selma, and Stonewall.”—Obama’s Inaugural Address
Schedule—Bellringer (hw check—Native American oral storytelling), pair/share, literary period background groups: Encounters and Foundations to 1800—finish, homework intro
Homework –independent reading (halfway point 9/16), Excerpt from A People’s History (Zinn)—annotate (questions, connections, rhetoric)
Bellringer— Using your rhetorical device chart, analyze at least two rhetorical terms that apply and argue the effects (connect to purpose). Why did the speaker/author say it this way?
“We, the people, declare today that the most evident of truths — that all of us are created equal — is the star that guides us still; just as it guided our forebears through Seneca Falls, and Selma, and Stonewall.”—Obama’s Inaugural Address
Schedule—Bellringer (hw check—Native American oral storytelling), pair/share, literary period background groups: Encounters and Foundations to 1800—finish, homework intro
Homework –independent reading (halfway point 9/16), Excerpt from A People’s History (Zinn)—annotate (questions, connections, rhetoric)
Tuesday, September 10th
Bellringer— Using your rhetorical device chart, discuss syntax and at least one other rhetorical term that applies and explain the effect in a TEXAS format. Why did the speaker/author say it this way? Label each part of the TEXAS.
“We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, and we shall fight in the hills. We shall never surrender.”
Schedule—Bellringer, pair/share, literary period background groups: Encounters and Foundations to 1800—sharing, homework instructions
Homework –independent reading (halfway point 9/16), Native American Literature/Oral Tradition—annotate (questions, connections, rhetoric)
Bellringer— Using your rhetorical device chart, discuss syntax and at least one other rhetorical term that applies and explain the effect in a TEXAS format. Why did the speaker/author say it this way? Label each part of the TEXAS.
“We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, and we shall fight in the hills. We shall never surrender.”
Schedule—Bellringer, pair/share, literary period background groups: Encounters and Foundations to 1800—sharing, homework instructions
Homework –independent reading (halfway point 9/16), Native American Literature/Oral Tradition—annotate (questions, connections, rhetoric)
Monday, September 9th
Bellringer— A. Using your rhetorical device chart, choose at least one rhetorical term describing the difference between calling someone “youthful” as opposed to “childish.” Explain in a TEXAS format. Label each part of the TEXAS.
Schedule—Bellringer, hw check (chart) pair/share, literary period background groups: Encounters and Foundations to 1800 (Need help? Background Document)
Homework –independent reading (halfway point 9/16), group responsibilities for tomorrow (literary period background groups)
Bellringer— A. Using your rhetorical device chart, choose at least one rhetorical term describing the difference between calling someone “youthful” as opposed to “childish.” Explain in a TEXAS format. Label each part of the TEXAS.
Schedule—Bellringer, hw check (chart) pair/share, literary period background groups: Encounters and Foundations to 1800 (Need help? Background Document)
Homework –independent reading (halfway point 9/16), group responsibilities for tomorrow (literary period background groups)
Friday, September 6th
Bellringer— A. Using your homework speech and the TONE BANK (need laptop to access), respond to the following question in a TEXAS format--What is the speaker’s tone? Be sure to use the author’s name and “Title of the Speech” in your response.
T=Main argument (state tone), X=specific quote from the text with a lead-in A=assess how something is said (what words/phrases in the quote contribute to the tone?)
Schedule—Bellringer, hw check (speech notecard) pair/share, rhetorical analysis tool #3: rhetorical terms (intro and chart)
Terms: Diction, syntax, connotation, colloquialism, alliteration, anaphora, allusion, antithesis
Homework –Rhetorical Terms Set One Chart w/ speech, article, or literary examples
Thursday, September 5th
Bellringer— A. Using your homework article, respond to the following question in a TEXAS format--Who is the target audience? Be sure to use the author’s last name and “Title of the Article” in your response.
T=Main argument (state target auidence), X=specific quote from the text with a lead-in A=assess how something is said (what words/phrases in the quote appeal to this audience?)
B. Skip a space in your notebook, and label a column for each: ethos, pathos, logos. Once you are done with part A and have your columns created, quietly choose a poster from each category as your pick for “best.”
Schedule—Bellringer, hw check (article) pair/share, rhetorical appeals visual groups—finish/present (last appeal: logos)
Homework –Speech breakdown notecard (choose speech from American Rhetoric Speech Bank). Front side: SOAPSTone, Backside: specific examples of rhetorical appeals within the speech (labeled short quotes/phrases)
Bellringer— A. Using your homework article, respond to the following question in a TEXAS format--Who is the target audience? Be sure to use the author’s last name and “Title of the Article” in your response.
T=Main argument (state target auidence), X=specific quote from the text with a lead-in A=assess how something is said (what words/phrases in the quote appeal to this audience?)
B. Skip a space in your notebook, and label a column for each: ethos, pathos, logos. Once you are done with part A and have your columns created, quietly choose a poster from each category as your pick for “best.”
Schedule—Bellringer, hw check (article) pair/share, rhetorical appeals visual groups—finish/present (last appeal: logos)
Homework –Speech breakdown notecard (choose speech from American Rhetoric Speech Bank). Front side: SOAPSTone, Backside: specific examples of rhetorical appeals within the speech (labeled short quotes/phrases)
Wednesday, September 4th
Bellringer— Using the article you wrote about for homework last night (SOAPSTone), respond to the following question in a TEXAS format--What events, occasions, or attitudes created a need or opportunity for this argument? What is the cultural context for this text? Be sure to use the author’s last name and “Title of the Article” in your response.
Need help? T=Main argument (answering my question), X=specific quote from the text with a lead-in A=cause/effect
Schedule—Bellringer, hw check (article) pair/share, rhetorical appeals visual groups—finish/present
Homework – choose a new article from The Atlantic. Complete a SOAPSTone in your notebook with the article title (in quotes and capitalized) and author at the top before beginning your SOAPSTone.
Bellringer— Using the article you wrote about for homework last night (SOAPSTone), respond to the following question in a TEXAS format--What events, occasions, or attitudes created a need or opportunity for this argument? What is the cultural context for this text? Be sure to use the author’s last name and “Title of the Article” in your response.
Need help? T=Main argument (answering my question), X=specific quote from the text with a lead-in A=cause/effect
Schedule—Bellringer, hw check (article) pair/share, rhetorical appeals visual groups—finish/present
Homework – choose a new article from The Atlantic. Complete a SOAPSTone in your notebook with the article title (in quotes and capitalized) and author at the top before beginning your SOAPSTone.
Tuesday, September 3rd
Bellringer—Choose one of the examples you brought for today (choose from your ethos, pathos, and logos examples). Complete a TEXAS that argues why it is an example of the rhetorical appeal you selected. Need help? T=Main argument, X=specific details from the “text” (or your image).
Schedule—Bellringer, pair/share, rhetorical appeals visual groups
Homework – choose an article from The Atlantic. You do not need to print this article, but you should complete a SOAPSTone in your notebook with the article title (in quotes and capitalized) and author at the top before beginning your SOAPSTone.
Bellringer—Choose one of the examples you brought for today (choose from your ethos, pathos, and logos examples). Complete a TEXAS that argues why it is an example of the rhetorical appeal you selected. Need help? T=Main argument, X=specific details from the “text” (or your image).
Schedule—Bellringer, pair/share, rhetorical appeals visual groups
Homework – choose an article from The Atlantic. You do not need to print this article, but you should complete a SOAPSTone in your notebook with the article title (in quotes and capitalized) and author at the top before beginning your SOAPSTone.
Friday, August 30th
Bellringer—Using your laptop, pull up this image from the World Wildlife Fund. Complete a SOAPSTone organizer based on the advertisement. Close your laptop and begin reading once finished.
Schedule—Bellringer/hw check (selected speech-SOAPSTone), pair/share, rhetoric continued: rhetorical appeals notes and practice
Homework –Find an example for ethos, pathos, AND logos (notecard explanation for each). Bring in the printed ads/articles or draw the ads/summarize the articles. Quarter 1 independent reading-15-20 minutes. Halfway checkpoint: September 16th. Finished: October 7th.
Bellringer—Using your laptop, pull up this image from the World Wildlife Fund. Complete a SOAPSTone organizer based on the advertisement. Close your laptop and begin reading once finished.
Schedule—Bellringer/hw check (selected speech-SOAPSTone), pair/share, rhetoric continued: rhetorical appeals notes and practice
Homework –Find an example for ethos, pathos, AND logos (notecard explanation for each). Bring in the printed ads/articles or draw the ads/summarize the articles. Quarter 1 independent reading-15-20 minutes. Halfway checkpoint: September 16th. Finished: October 7th.
Thursday, August 29th
Bellringer—Using your independent reading book, choose a passage or quote that you believe demonstrates the author’s craft/style of writing. Analyze this passage in a TEXAS. The X=passage/quote. You can choose to analyze for figurative language, diction, or syntax.
Schedule—Bellringer/hw check (selected speech-purpose), pair/share, rhetoric continued: SOAPSTone strategy notes and practice together (image), homework directions
Homework –Choose a new famous speech by any American. In your notebook, record a SOAPSTone for the speech you selected. Quarter 1 independent reading-15-20 minutes. Halfway checkpoint: September 16th. Finished: October 7th.
Bellringer—Using your independent reading book, choose a passage or quote that you believe demonstrates the author’s craft/style of writing. Analyze this passage in a TEXAS. The X=passage/quote. You can choose to analyze for figurative language, diction, or syntax.
Schedule—Bellringer/hw check (selected speech-purpose), pair/share, rhetoric continued: SOAPSTone strategy notes and practice together (image), homework directions
Homework –Choose a new famous speech by any American. In your notebook, record a SOAPSTone for the speech you selected. Quarter 1 independent reading-15-20 minutes. Halfway checkpoint: September 16th. Finished: October 7th.
Wednesday, August 28th
Bellringer—Using your independent reading book, what do you believe is the author’s purpose so far? Purpose is the goal the speaker/writer wants to achieve or convince the readers of.
(Hint: nonfiction=argument/position, fiction=message/moral of the story)
Schedule—Bellringer, pair/share, author’s purpose introduction and activity: “Farewell Speech” by Lou Gehrig: video intro, pdf of speech text in pair/share alliances, and whole class discussion
Homework –Choose a famous speech by any American. In your notebook, record a TEXAS for the speaker’s purpose. Quarter 1 independent reading-15-20 minutes. Halfway checkpoint: September 16th. Finished: October 7th.
Bellringer—Using your independent reading book, what do you believe is the author’s purpose so far? Purpose is the goal the speaker/writer wants to achieve or convince the readers of.
(Hint: nonfiction=argument/position, fiction=message/moral of the story)
Schedule—Bellringer, pair/share, author’s purpose introduction and activity: “Farewell Speech” by Lou Gehrig: video intro, pdf of speech text in pair/share alliances, and whole class discussion
Homework –Choose a famous speech by any American. In your notebook, record a TEXAS for the speaker’s purpose. Quarter 1 independent reading-15-20 minutes. Halfway checkpoint: September 16th. Finished: October 7th.
Tuesday, August 27th
Bellringer—In a TEXAXAS, make an argument for your selection of “best” song on the summer reading soundtrack. For your first X, use a quote from the text and analyze the significance of the quote in the first A. For the second X, use a quote from the lyrics, and focus on the comparison of the song and scene for the second A.
Schedule—Bellringer, pair/share, summer reading soundtrack assignment presentations (split group), collect soundtracks
Homework –Quarter 1 independent reading-15-20 minutes. Halfway checkpoint: September 16th. Finished: October 7th.
Bellringer—In a TEXAXAS, make an argument for your selection of “best” song on the summer reading soundtrack. For your first X, use a quote from the text and analyze the significance of the quote in the first A. For the second X, use a quote from the lyrics, and focus on the comparison of the song and scene for the second A.
Schedule—Bellringer, pair/share, summer reading soundtrack assignment presentations (split group), collect soundtracks
Homework –Quarter 1 independent reading-15-20 minutes. Halfway checkpoint: September 16th. Finished: October 7th.
Monday, August 26th
Bellringer—Using your laptop to navigate to our class website, read the “In Music” article (linked) and write a short summary of the overall argument of the piece in TEXAS format. For T, use the following template:
In the article “In Music, Uniformity Sells,” Lenika Cruz argues that ______.
For X, use the following template:
For example, the author states that “This is my quote” (Cruz).
Schedule—Bellringer, quarter one book check-in, pair/share, collect notecards, summer reading soundtrack assignment
Homework –Quarter 1 independent reading-15-20 minutes, soundtrack assignment and presentation prep
Bellringer—Using your laptop to navigate to our class website, read the “In Music” article (linked) and write a short summary of the overall argument of the piece in TEXAS format. For T, use the following template:
In the article “In Music, Uniformity Sells,” Lenika Cruz argues that ______.
For X, use the following template:
For example, the author states that “This is my quote” (Cruz).
Schedule—Bellringer, quarter one book check-in, pair/share, collect notecards, summer reading soundtrack assignment
Homework –Quarter 1 independent reading-15-20 minutes, soundtrack assignment and presentation prep
Friday, August 23rd
Bellringer—Practicing TEXAS format (handout or board), address the following:
What images/design elements did you select for your poem and why?
Write your TEXAS response using specific quotes from your poem. Follow the “text” eXample in your TEXAS.
Schedule—Bellringer, planner distribution, pair/share musical rounds, collect poems, homework directions
Homework –official book (sign-up) for Quarter 1 due on Monday, Quarter 1 independent reading-15-20 minutes, choose one song that represents you and explain on a notecard in a TEXAS, bring summer reading book with you on Monday
Bellringer—Practicing TEXAS format (handout or board), address the following:
What images/design elements did you select for your poem and why?
Write your TEXAS response using specific quotes from your poem. Follow the “text” eXample in your TEXAS.
Schedule—Bellringer, planner distribution, pair/share musical rounds, collect poems, homework directions
Homework –official book (sign-up) for Quarter 1 due on Monday, Quarter 1 independent reading-15-20 minutes, choose one song that represents you and explain on a notecard in a TEXAS, bring summer reading book with you on Monday
Thursday, August 22nd
Bellringer—Practicing TEXAS format (handout from yesterday), respond to the following:
What does your poem say about who you are and how where you’re from contributes to your identity?
Write your TEXAS response using specific quotes from your poem. Follow the “text” eXample in your TEXAS.
Schedule—Bellringer/rough draft poem check (visual), pair/share, discussion, “Where I’m From”— peer review and final poem workshop
Homework for Tomorrow—independent reading-15-20 minutes, final poem with visuals
Bellringer—Practicing TEXAS format (handout from yesterday), respond to the following:
What does your poem say about who you are and how where you’re from contributes to your identity?
Write your TEXAS response using specific quotes from your poem. Follow the “text” eXample in your TEXAS.
Schedule—Bellringer/rough draft poem check (visual), pair/share, discussion, “Where I’m From”— peer review and final poem workshop
Homework for Tomorrow—independent reading-15-20 minutes, final poem with visuals
Wednesday, August 21st
Bellringer—Practicing TEXAS format (handout), respond to the following:
Why did you select the photo you brought today? Include a description of the photo using as many vivid, descriptive words as you can.
Schedule—Bellringer/book check (visual), pair/share, discussion, finish cultural brainstorming prompts, “Where I’m From”—poem intro (original poem and template)
Homework for Tomorrow—independent reading-15-20 minutes, full poem rough draft using template (can change/adjust to your style)
Bellringer—Practicing TEXAS format (handout), respond to the following:
Why did you select the photo you brought today? Include a description of the photo using as many vivid, descriptive words as you can.
Schedule—Bellringer/book check (visual), pair/share, discussion, finish cultural brainstorming prompts, “Where I’m From”—poem intro (original poem and template)
Homework for Tomorrow—independent reading-15-20 minutes, full poem rough draft using template (can change/adjust to your style)
Tuesday, August 20th
Bellringer—first bellringer in your notebook:
How do cultural, physical, or geographical surroundings shape psychological or moral traits in a character? Provide examples from novels/plays you have read or are reading.
Schedule—Bellringer/collect HW (course sheet) and book check (visual), pair/share, discussion, “Where I’m From”—brainstorming writing prompts
Homework for Tomorrow—independent reading-15-20 minutes, a favorite photo to share
Bellringer—first bellringer in your notebook:
How do cultural, physical, or geographical surroundings shape psychological or moral traits in a character? Provide examples from novels/plays you have read or are reading.
Schedule—Bellringer/collect HW (course sheet) and book check (visual), pair/share, discussion, “Where I’m From”—brainstorming writing prompts
Homework for Tomorrow—independent reading-15-20 minutes, a favorite photo to share