ASSIGNMENT OVER THE BREAK

Here is the link to the Columnist assignment: http://goo.gl/QGRnDm

Please be sure that you make one google doc for your annotations and precis on all three.  You can wait to share it with me until you are finished.

Have a great break!

FINAL EXAM

1. Vocabulary Test:  15 minute limit.

2. Rhetorical Analysis Essay: 10 minutes to read.  10 minutes to discuss rhetorical devices.  The rest of the time is left for writing a full essay....on binder paper, please.

Tuesday, December 9

Target:  To review Rhetorical Analysis and to practice for tomorrow.

1. FIRST:  Homework assignment for the break:Follow a Columnist for three weeks

2. Review models for 2014 essay.  (see yesterday's link)

3. Practice doing this one: Brown/Momaday AP RA prompt

4. Talk in groups.  What details stand out to you?  How do they represent the difference in purpose and tone?

Choke Hold Death political cartoons

Choke Hold Death political cartoons

Monday, December 8

Target: to bring closure to our discussion of The Crucible and examine a sample Rhetorical Analysis from apcentral

1. Correct Irony quiz together

2. Discuss the last questions in the Socratic Seminar (2nd period especially!)

3.  Look at this sample AP prompt: 2014 Free Response Questions

Sample responses: http://goo.gl/dthQTE

Recap: What makes a strong, effective rhetorical analysis?


TOMORROW:  We do a practice essay!

Friday, December 5

• Vocabulary Test Lesson 7
• Fallacies in The Crucible
• Irony in The Crucible

Thursday, December 4

Socratic Seminar on the Crucible

Tuesday and Wednesday, December 2nd and 3rd

Preparation for the Socratic Seminar on Thursday.

read this essay by Miller about his reason for writing the play: http://goo.gl/QT0vW

Monday, December 1

Target: to practice analyzing details from a text in order to explain their importance to the text as a whole. 

1. Fill out this form using your Admiration Scale: http://goo.gl/fGE4Co

2. Discuss in class.  Turn in your Scale for Agency points. 

3. Quiz on key quotations from the text.  Are we ready to discuss IRONY?  

4. Introduce Socratic Form for tomorrow's group work: http://goo.gl/BI2X18

Don't forget to study Lesson 7 Vocabulary words for quiz Friday.  

Obama Welcome Mat political cartoons

Obama Welcome Mat political cartoons

Friday, November 21

Target:  to continue reading closely from the author notes in Act One of The Crucible.

Last Vocabulary Test is in two weeks on Lesson 7!  Cards are here: http://goo.gl/9KMyPa

1. Review form responses from yesterday: http://goo.gl/6YQPg0

2. Complete a new form today:  http://goo.gl/jIXEZS

Read the play during the break, AND AS YOU READ, complete this chart: https://drive.google.com/file/d/0B0zERdqb5ufTcG83aTVuc3VrODA/view?usp=sharing

DUE ON MONDAY the 1st!

Wednesday, November 19

Target:  to discuss the two sides of an argument and then practice a concession/rebuttal/conclusion paragraph.

TURN IN:  Notes on the homework question from the New York Times debate.

TURN IN:  Practice Paragraph writing a concession and then rebuttal to that issue, or the two essays from the Bedford Reader on immigration.

Thursday, November 20

Target:  To introduce the context/exigence of The Crucible by Arthur Miller, published in 1953.

1.  Check out The Crucible text.  See Author's Notes in Act One. 

2. Watch this video: https://www.youtube.com/watch?v=S2RYkoA-RHg

3. What stands out to you while watching? (write on scratch paper to submit below)

4. Begin reading the author's notes in Act One:  

What do I learn about the Puritan Era/1950's in America as I read?

Submit your answers here: http://goo.gl/wsPx0z

Tuesday, November 18

Target:  to revise/edit your arguments so that they convince your reader that this is the "truth."

1. Purpose of argument vs. persuasion:  http://goo.gl/fMdk2

2.  Review a NYTimes rubric for argument/editorial: http://goo.gl/OiNSOv

3. Concluding Paragraph:  Do not bring up any new points to support your thesis, but exert some control over your last impression here.  There is some good advice here: http://goo.gl/3BYIHM. 

Think of an upside funnel:  begin with a return to your thesis, but then move outward from that, leaving your reader with a sense of its larger implications and a sense of why this matters.  

TURN IN A FINAL DRAFT by FRIDAY (changed date)  in my DROPBOX by 3:00 P.M.

Monday, November 17

Target:  To study an argument for concession and support for the "pro" paragraphs. 

1. Clean up from Friday (correct vocab test & sentence pattern) 15 minutes.

2. Read Nicholas Kristof's piece from yesterday. Highlight thesis/ concessions and how he most effectively supports his viewpoint. 

3.  Assign Room for Debate for our 4 square debate on Wednesday.  Read ALL the short essays and come to class with a PRO/CON chart completed.  

Work day tomorrow.  Put your essays in google docs and edit and turn in by FRIDAY.  

Friday, November 14

Target: to revise your concession paragraphs and outline "pro" paragraphs

1.Vocabulary Test on Lesson 6

2. Review  successful concession paragraphs:

THESIS:  My friend should eat less junk food.

Concession Paragraph:  Of course, there are certain benefits to the caffeinated sugar rush that comes with guzzling down sweets with coffee: heightened awareness and accelerated thinking.  However, the repercussions of constantly receiving an artificial rush of energy are staggering.  This coupled with high sugar drinks and fatty foods will inevitably result in diminishing of his health and well being.  Therefore, he needs to change his eating habits before they get more out of hand and his health is put in jeopardy.

THESIS:  My friend should stop drinking alcohol as way to cope with his problems. 

Concession Paragraph:  Certainly, drinking provides my friend an outlet, a way to escape his real life and forget what troubles he has in his life.  Nevertheless, the young man is just that, seventeen years old and has a whole life ahead of him.  He is intelligent and great with people and has a bright future.  Coping with his problems by drinking is slowly eating away at that future.  Every drink he takes, the window of opportunity slowly closes, inch by inch, and before he knows it, it will be closed forever.  Therefore, drowning himself in his sorrows with alcohol is not beneficial in any way at all. 

3. Revise your concession paragraph. SHARE WITH YOUR GROUP.

4. What are your PRO paragraphs going to focus on?  One reason per paragraph.  ROUGH DRAFT of both will be turned in on MONDAY.

5. SP #5?  http://padlet.com/jenlamonte/x0qw67ld87yh

Thursday, November 13

Target:  To practice making a concession

1. Review a successful intro paragraph:

It’s  Friday afternoon and you’re in a cheerful mood. You and your best friend decide to hang out and take a drive. Coming out of the speakers is a song you can’t help but blast loudly and sing at the top of your lungs to. You aren’t paying much attention to the road because you aren’t the one driving; however , your friend who driving is decides to not pay attention either. She is driving 60 in a residential area, keeping inches away from the back bumper of the car ahead and answering text messages any chance she gets. You stop singing and think about how unsafe this is, but you don’t know how to tell her. She just simply needs to drive safer.

Recommendations for revision?

2.  Look at concession paragraph and REVISE:  add in conceding cues and the right conjunctive adverb.

Get into groups and read yours OUT LOUD.

TURN IN. 

3. Work on your pro paragraphs. 

Veterans Day political cartoons

Veterans Day political cartoons

Wednesday, November 12

Target:  to work on stating a thesis AND making a concession and a rebuttal.

1. Read your intro paragraph out loud to yourself.  This is called "subvocalizing."  Edit or revise if you see something that needs fixing.

REVISE directive:  Add a short sentence next to a longer one.  

2.  Read your intro paragraph out loud to your group.  Listen for THE THESIS.  Where does it appear in the paragraph?  How does the writing begin?   

3. Repeat the process with your CONCESSION paragraph.  (subvocalize/ read aloud)

This time, try to identify what points they are conceding and if they offer a rebuttal or not. 

REVISE directive:  Add a conjunctive adverb to this paragraph.

Star the top of the most effective papers in your group so far.

TURN THEM IN.

HOMEWORK:  Work on a "pro" paragraph tonight:  Suggest one reason for the change you are suggesting, and then offer evidence in the form of example, analogy, statistic/fact, story that should persuade your audience to change.  

President Obama political cartoons

President Obama political cartoons

Friday, November 7

Target: to practice building an argument where you have all the evidence.

1. Practice Critical Reading Chapter 6 Vocabulary book

2.  Thesis Practice: All students at VHS should be required to take four years of a fine art---like band, choir, dance, photography, drawing, ceramics, or drama--in order to graduate. 

What are the reasons for-- "pro" ? 

What are the reasons against --"con" ?

3.  ARGUMENT ESSAY #1:  Personal Essay

Prompt: Write an essay in support of a change one of your friends should make.

Intro paragraph:  Start your paragraph with a story, a list of facts, a quotation, or a description of an event/anecdote.  End with your thesis statement.  DO NOT mention any of the specific points you are going to make in your concession or pro paragraphs. 

HOMEWORK:  Write your intro and concession paragraph this weekend.  Follow the directions on the front page of the packet I gave you today.

ELECTION political cartoons

ELECTION political cartoons

November 6, 2014

Target:  To analyze how DETAILS and STRUCTURE can contribute to a PURPOSE in an argument

1. Recap from yesterday: "Too Much Pressure"

2. Read "Should We Put Baseball on Speed?"

3. SOAPSTONE 

4.  FOCUS on key DETAILS and STRUCTURE

5. Lesson 6 vocabulary words: notes and an exercise

Wednesday, October 5

Target:  To introduce the ARGUMENT mode

• Read "Too Much Pressure" by Colleen Wenke
• SOAPSTONE on binder paper
• What is the most important detail in the piece?
• What is the most important WORD in the piece?
• What do you notice about the STRUCTURE of the piece?
•  Any effective examples of SYNTAX?

INTRODUCING....VOCABULARY LESSON 6 words

Tuesday, November 4

Target:  To introduce argument mode and review DICTION and TONE

Monday, November 3

Target: to improve your definition essay on the sentence level

1. Thesis check:  What is your point about this word?  It should be at the heart of your essay. 

Samples: 

All of us have different things that make us happy, and we all have a different understanding of what it means to be happy, but while thinking about it I've discovered what happiness is.

FEEDBACK:  Share the discovery with us!  Your thesis is the next sentence!

So, why do only a few individuals have these characteristics, and what does it mean to have sportsmanship?

FEEDBACK: A question is not your point, right?

People use privilege to mean a bouquet of different things.

FEEDBACK:  I love the evocative use of the word "bouquet", but "different" is too vague and abstract.

Teenagers are incredibly misunderstood in today's society.

FEEDBACK: Ok, so the problem is clear, but have you defined what it means to be a teenager? At the very least, the thesis should say WHY and HOW (and maybe that will address what teenagers AREN"T?

"Recovery is not just a return to a normal state of mind or body. It is a reset, a start over for someone and building from the ground up. It is not only a physical but a spiritual healing."

FEEDBACK: This works because it clarifies what is isn't first and then attempts to say what it is in precise and powerful language.

I believe love is powerful and demands so many other feelings. It demands happiness, sadness, pain, and trust. But love isn't just another feeling. It's an action.

FEEDBACK: I love the short sentence that gives this thesis its clarifying and emotional power at the end.  

2. Improving Sentence Style

3. Create a TEMPLATE for essays in the MLA style.http://goo.gl/o2gv3O

The War on Halloween political cartoons

The War on Halloween political cartoons

Friday, October 31

Happy Halloween!

Target: to practice another sentence pattern--Yippee!

1. Vocabulary Test #5--Correct

2. Sentence Pattern #4:  Asyndeton and Polysyndeton

Period 1 padlet: http://padlet.com/jenlamonte/93x0bec270z8

Period 2 padlet: http://padlet.com/jenlamonte/2k8vukep55db

3. Feedback on thesis statements...

Thursday RTI: Rhetorical Analysis

Here is the doc for today's RTI:http://goo.gl/RjsYG7

If you scored a 3 or below on the Gatsby essay, please plan on coming!

Politics Of Ebola political cartoons

Politics Of Ebola political cartoons

Thursday, October 30

Target:  to examine your essay with a partner and see it with "new eyes" in order to REVISE.

1.  Exchange essays (or share on google) with your seat partner.  

Write your responses to these questions in "comment" form on google docs or on a half sheet of binder paper to give back to the writer:

• What works in the essay so far?
• What doesn't? 
• Any suggestions for what they might need to ADD, CUT or MOVE?

2.  Self-Reflection FORM

Can I attach responses so we can all learn from each other?

FINAL DRAFT is due MONDAY.

TOMORROW:  Vocabulary Test and Sentence Pattern #4!!!!

Wednesday, October 29

Target:  to examine the strengths and weaknesses in your writing of a Rhetorical Analysis so that you can improve next time...

1. Pass back Gatsby essays.

2. Style Sheet with student samples of effective writing that

• develops an insightful analysis with APPROPRIATE evidence and CONVINCING explanations
• the quotations are used within the analysis instead of overwhelming the paragraph by being too long.  Remember to hone in on particular words or phrases; RARELY, an entire sentence or two.
• demonstrates control over diction, syntax and form.

3. RTI list for Thursday or next week

4. Review student samples from Definition Essay and your reflections from yesterday.

Tuesday, October 28

Target:  to choose one Definition essay as a model, study it closely, and begin to write!

1. Read "Identity's Edge" in Bedford Reader, page 541.

2. Fill out Definition essay handout.  TURN IT IN at the end of the period.  

Monday, October 27

Target: to practice analyzing the Definition Method of writing 

1. Finish analysis of Gloria Naylor's essay.

2. Read "I Am a Cripple" by  Nancy Mairs and do SOAPSTone.

3. Read student samples afterwards and discuss their rhetorical moves.

HOMEWORK:  Finish reading all the essays in the Definition packet for class tomorrow. Bring them with you. Tomorrow you will begin work on your drafting your definition essay.

Friday, October 24

Target: to read closely and critically two examples of the definition method

SYNTAX REVIEW:  What is a PERIODIC, CUMULATIVE, and INVERTED sentence?  Why do we use them?

Use this padlet to post your model: http://padlet.com/jenlamonte/gvf8fdowu5vo

2nd period: http://padlet.com/jenlamonte/4wj371qf5zzw

• Read "The Meanings of a Word" and work on the chart together.
• Read "Identity's Edge" on your own.  Review Meaning and Writing Strategy questions at the end. 

HOMEWORK:  Read through the Definition packet, annotating all the models of the Definition Essay.  Your first draft is due on THURSDAY. 

Thursday, October 23

Target:  to introduce the Definition Essay method of writing

• Read and take notes on page 508-512 in The Bedford Reader (see pdf in pages if absent)
• Read "The Meanings of a Word" by Gloria Naylor

Here is a copy of the prompt so you have a heads up for next week. 

Hong Kong Protesters political cartoons

Hong Kong Protesters political cartoons

Wednesday, October 22

Target:  to introduce the DEFINITION mode of writing.

1. Vocabulary Lesson 5 words & an SAT practice.  cards are here

2. Definition mode in a Visual Text:  An advertisement

3. Read in The Bedford Reader: "The Meanings of a Word" by Gloria Naylor.  Answer the questions in the back in your groups from Monday. Use this document.  Make one copy and share it with your group members so you can all work on it at the same time.  Each member should take one question.

Tuesday, October 21

Target:  What are the most important rhetorical moves (2-3) that Ascher makes in "The Box Man" that help her emphatically and persuasively communicate her tone and viewpoint?

1. Share your thesis statement with your partner. 

2. Rhetorical Choices:  example/ juxtaposition of contrasting examples/ diction----TONE/ structure/allusions/syntax: intentional fragments &  isolation

3.  40 minutes: Write your essay analyzing the effect of those 2-3 moves in the essay---connect each move to the same viewpoint and/or tone. 

Monday, October 20

Target:  To share the effect of the stylistic elements you found reading "The Box Man."  

1. Get in groups.

2. Quietly reread "The Box Man."  Annotate as you notice new elements: syntax, diction, structure

3. Share and discuss the elements you noticed in the three passages and their effects.  Add to your charts.

4.Tone question: http://goo.gl/Xn34EI

5. Examples of excellent thesis statements from the Ernie Pyle analysis:

Ernie Pyle utilizes concrete language, stark imagery, and euphemism to illustrate the vast destruction and expendable waste of war.  --Ava Flaherty

Ernie Pyle uses horrific diction, extremely effectively, to portray to the American people that everything in war is expendable: tanks, boats, jeeps, lives, and everything gets destroyed. Nothing is left untouched. ---Cole LeTourneau

Ernie Pyle is trying to communicate the tragedy [in the accumulation of small scale losses].  He is conveying that while Americans won [the battle on D-day], we lost much more than necessary, as the American citizens continued their lives while men lost theirs, or at least everything in it.  Pyle focuses on the small things because it creates a bigger emotional [impact] on the reader by helping them relate [to the dead men as fellow human beings].  We paid a price for entrance into Europe. ---Lottie Knippen

6. Compose a thesis for the analysis of this essay.  How does she use stylistic elements and rhetorical devices to achieve her purpose?

Thursday, October 16

Target:  To practice finding important rhetorical devices, such as DICTION, IMAGERY, DETAIL, SYNTAX, STRUCTURE and TONE in two essays and to write a thesis for RHETORICAL ANALYSIS essay.

• Reread "The Santa Ana Winds" by Joan Didion.
•  In table groups, share your SOAPS and annotations for the Joan Didion piece.  Is there consensus? Did you notice the same devices? Share out with entire class.
• Thesis Statements:  http://goo.gl/bhCJ3h
• Read "The Horrible Waste of War" by WWII war reporter Ernie Pyle.  
• Discuss the use of STRUCTURE and  ABSTRACT and CONCRETE language.
• Complete SOAPS and as your exit ticket today, a thesis statement for your analysis of this essay. 

Nobel Peace Prize political cartoons

Nobel Peace Prize political cartoons

Malala Prize political cartoons

Malala Prize political cartoons

Tuesday, October 14

Target:  To share Analysis of "The Chase"

Open up your doc from yesterday.  Share it with me.

Share your answers with the class.

HOMEWORK: Read "The Santa Ana Winds" by Joan Didion  

Try annotating text, looking for DETAILS, DICTION, SYNTAX, TONE, ORGANIZATION
DO SOAPS, too.

FOR PSAT tomorrow:

·        Students with last name A through O will report to the big gym

·        Students with last name P through Z will report to the small gym

·        Students should arrive on campus at 7:30 and go to their testing location to check in.  Testing will begin at 8:00

·        Please remind students to bring…two number 2 pencils, a graphing or scientific calculator and their photo ID

trick or treat political cartoons

trick or treat political cartoons

Monday, October 13

Target: to Analyze diction, detail (imagery), syntax, and TONE in "The Chase" by Annie Dillard.

• Share definitions with your partner....revise as needed
• Read "The Chase" by Annie Dillard.
• With your proximity group: Fill out this form. 

HOMEWORK:  Finish the form and Study lesson 4 words.  

Friday, October 10

Target:  To give students more tools to talk about TONE.

1. Review SOAPSTone for both NY Times pieces.

2. Review AP list of TONE WORDS (see me if you are absent today).

HOMEWORK:  Look up unknown words and write definitions on the margins of the list for future use.

Thursday, October 9

Target:  more SOAPS practice with a closer look at detail, diction, syntax and essay organization

1. More SOAPS on Two NY Times articles: "The Rich are More Oblivious Than You and Me" and FOR HOMEWORK:  Why Poor Students Struggle



2. TOMORROW: Write a response to either one.  Do you agree with the viewpoint expressed?  How does either text relate or connect to The Great Gatsby?

Wednesday, October 8

Target:  Using SOAPStone to help you analyze rhetorical choices in an essay

1. Reread the essay:  in your notes, complete SOAPStone.

2. Share out.  

3. Vocabulary Lesson 4 words: http://goo.gl/phTJY

Tuesday, October 7

1. REVISING & EDITING:  your in class essay (20 minutes)

SUBVOCALIZE!  Read your paper out loud to yourself.  EDIT.

TRY Adding the three sentence patterns to your in class essay (see the board)

Please highlight or underline them so I can see them clearly!

2. A return to SOAPSTONE

"Why I Want a Wife" 

Subject --What is the article about?  What are the main topics dealt with in the piece?

                    

Occasion--What occasion or event motivated the writer to compose this piece?
     a sense of exigence: something that needed to be done, some gap or lack that needed to be addressed by writing. 

Audience-For whom is this piece designed?  Whom is the author trying to reach?

Purpose-  What is the writer's purpose in this piece?What viewpoint is she conveying?

Speaker--Who wrote the piece?  What makes her knowledgeable and reputable?

Tone-How would you characterize the overall tone of the piece?  Is it serious, humorous, respectful, sneering, etc?  What emotions appear in the piece?  Does the tone change?  Where?

DETAILS

DICTION

SYNTAX

ORGANIZATION

Class notes

Friday, October 3

Vocabulary Test #3 and SYNTAX

SENTENCE PATTERN #3: General Idea: Specific Example

1st Period Examples of Sentence Pattern #3:http://goo.gl/lBtBMP

2nd period examples: http://goo.gl/T0DGk5

Thursday, October 2

TARGET: to review Rhetorical Analysis style sheet for assessment on Monday and review Fitzgerald's big ideas for the last time

1. Last STYLE SHEET for Rhetorical Analysis

2. Group docs from yesterday.   Copy and paste the theme statement from your conversation about happiness and values here: http://goo.gl/hFb0rJ

TOMORROW:  Sentence Pattern #3  and Vocabulary Test, Lesson 3

Watch this....

Tuesday, September 30

Target:  To finish and correct the multiple choice questions on 7-9

1. Multiple choice questions
2. Vocabulary Lesson 3

In 4 square groups: (to carry over into Wednesday)

• discuss the insights in "Gatsby's Glasses" http://goo.gl/c3lEm2
• come to a theme statement after studying the spectrums....What is Fitzgerald's message?

Monday, September 29

CLOSE READING: Analyzing the last page for tone and mood.

Let's talk about TONE and MOOD. 

 How would you describe the mood of the last page of the novel?  

What is Nick's tone towards Gatsby and about the American Dream? 

See this story: http://goo.gl/bjKIB9

How does it compare to the film version (2013)? 

Turn in your spectrums and your notes on "Gatsby's Glasses."

Take multiple choice test on chapter 7-9.

Vocab link for Lesson 3: http://goo.gl/t0l8bE

Friday, September 25

Target: reflect/debrief Socratic Seminar....the last page of the novel...looking for patterns...vocab lesson 3

• Notes on Lesson 3
• T. J. Eckleberg and reflection
• Reading check on 9
• read the last page together....what's going on here?
• Happiness?

HOMEWORK:  Read "Gatsby's Glasses" over the weekend.  Annotate.  Multiple choice test on 7-9 on Monday.

Thursday, September 25

Our first Socratic Seminar!

1. Students meet in groups to discuss the questions for Chapter 8. (8 minutes)

2.  Students pick the question they want to discuss with others in Seminar.

3. Seminar--8 minutes a question--ADD NOTES as you listen in the "outer circles"

Reflect in writing about how it went. (bottom of second page)

HOMEWORK:  Read 9 tonight....carefully, as always :)

Wednesday, September 24

Target: to practice digging deeper into a text by asking questions that invite conversation and debate.

1. Rereading chapter 7 with your group, find the most important passages to reread:
2. What are they?

• Nick forgets his birthday:  "It was seven o'clock...." page 143
• Nick enters the Buchanan house for lunch:  "The room, shadowed well with awnings..."
• Tom's reaction to Myrtle's death:  "
• The description of Myrtle's dead body: "Michaelis and this man reached her first..."
• The fight scene in the hotel..."Even now I couldn't say that I loved Tom...
• Daisy's daughter is introduced:  "Bless-ed precious...."
• Scene at Wilson's place on the way to the city: "There is no confusion...."
• Myrtle sees Tom from above and thinks Jordan is Daisy
• Nick peeps in the window of Buchanan kitchen towards the end of the evening
• The departure for the city
• The weather

1. As a group, ask a text-specific question about the diction, detail, syntax or tone of one of the passages here and then answer one as well! (not your own, please)
2. See EYES padlet http://goo.gl/W0u5ph...any new insights?

Homework: Fill out this Socratic Seminar prep sheet for chapter 8.  The first column only....both claim and evidence!

Chapter 9 for Friday...just FYI.

Tuesday, September 23

Target:  To share practice essays and reward good analytical moves.

1. Get into groups of 4 with a highlighter in hand.  Pass around the drafts and without talking highlight the places where the essay is effective, either in word choice, thoughtful analysis, or even syntax.
2. Share an insight into the passage with the class after reading all 4.
3. Chapter 7: last line quiz

Monday, September 22

Target: to check your annotations on Chapter 6.  Can you find important details, diction and syntax on your own and use questions to help you dig deeper into their effect/purpose?

• Review Sentence Pattern #2.  Did anyone find any examples of it in Gatsby?
• See handout on literary analysis guiding questions.
• Meet in groups to review your annotations and revise them as needed.  
• Now use the frame to get to a good thesis. (see LaMonte model on Ladybug)

CHAPTER 7 and practice essay due tomorrow (Tuesday).

Friday, September 19

Target:  to show mastery of lesson 2 words and learn a new sentence pattern with an elliptical construction

1. Vocab test on Lesson 2

  

2. Sentence Pattern #2:   S  V    DO  or SC ; S  (omitted verb)   DO   or SC .

• Exercise in class on binder paper.
• Assignment: Look for examples in texts and put one in your practice essay!

3. Look at Chapter 6 beginning: 

"The truth was that Jay Gatsby of West Egg, Long Island, sprang from his Platonic conception of himself.  He was a son of God--a phrase which, if it means anything, means just that--and he must be about His Father's business, the service of a vast, vulgar and meretricious beauty."

• Allusion to Plato and his cave
• effecto of the Biblical allusion
• the point about the nature of his service
• connect to the line: "What foul dust floated in the wake of his dream."  (chp 1)

HOMEWORK:  Write a practice essay on Chapter 6 ending (see link below for prompt) and read to the end of chapter 7 CAREFULLY....for TUESDAY.

Thursday, September 18

Target: to gain a deeper understanding of the text through dialogue and conversation and guiding questions.


1. Review paragraphs on Chapter 3.  What moves from the sample can you try to imitate?   Create a new style sheet together.

2.  Review questions for Chapters 4 & 5 in groups of 4.  Record your answers here

1st: shared doc

2nd: http://goo.gl/mD5sLE

3. Review beginning of Chapter 6 together.http://goo.gl/oG5DfL  Allusion to Plato explained: the allegory of-the-cave-by-plato-summary-and-meaning/

HOMEWORK: Write a practice essay on the last part of Chapter 6 for Tuesday.  Read Chapter 7 as well.

Vocabulary Lesson 2 test tomorrow!

Wednesday, September 17

TARGET:  To give feedback based on what you have learned about Rhetorical Analysis

1. Pass back corrected tests.  Review "hot spots."
2. Review sample of analysis from a passage from Chapter 3.  Create a new style sheet together.
3. Share your paragraph with your partner.  Based on the style sheet #3, give + and  critical feedback.  Turn in for "routine of study" points.

HOMEWORK:  Read Chapter 6.  Use Chapter 6 questions to guide your reading.

Tuesday, September 16

Target: To assess your reading of Chapters 1-3 of The Great Gatsby

1. Take the 25 point quiz. Multiple choice. 

2. Correct together.

3. Study the beginning of Chapter 3.

4. Pass back chapter 2 sentences.  Style Sheet #2 is here.  

Rhetorical Devices and their functions

HOMEWORK: Try again with Chapter 3.  Write a paragraph that answers the question "How does Fitzgerald enrich our sense of Gatsby's parties?"

Monday, September 15

MORE PRACTICE USING SOAPS...

1. Get into groups of 4 by numbering off. Share your SOAPS that you did for the piece you wrote about this summer.  Submit the most compelling piece to Mrs. LaMonte.  

2. A selection of excerpts to help ground us in the Aristotelian triangle and in SOAPS. 

(from Conversations in American Literature). 

Take notes on your packet.  Share with your partner.  Share with the class. 

HOMEWORK REMINDER:  Read chapters 3-5 in The Great Gatsby for class tomorrow. 

Friday, September 12

1. Review Style Sheet -Round One

2. Discuss Chapter 2-Paragraph 1--Revise paragraph using style sheet.

3. Use chapter questions to discuss Chapter 2--in groups.

4. Start chapter 3--contrast with the beginning of chapter 2.

5. Vocabulary Lesson 2 words

HOMEWORK:  Complete SOAPS worksheet for one of your summer opinion pieces.

Read CHAPTERS 3-5 for class on TUESDAY.

Thursday, September 11

Chapter 1 and 2: Air as a symbol

1. Today we will begin sharing your paragraphs from last night.  What did you notice in Fitzgerald's use of diction, detail, and syntax?

2. Watch John Green's video about Chapter 1.

3. Answer questions about Chapter 1 in groups.

4.  Share.

5. Now, chapter 2.

6. HOMEWORK:  write a paragraph about what the details, diction and syntax from the first paragraph of Chapter 2 tell us about a major theme from the novel, using the questions as your starting point.

a few THEMES: 

Money
Hypocrisy
Friendship
Carelessness
Dishonesty
The American Dream

Vocabulary Lesson 2 notes tomorrow!

Wednesday, September 10

The Great Gatsby:  Beginning Rhetorical Analysis

1. Finish values conversation from yesterday.

2. Read the 1st two paragraphs together.

What do we discover about the narrator from his diction and tone?

3. Watch John Green cover the 20's in America: 

Homework Writing prompt: http://goo.gl/iyuqne

Tuesday, September 9

The Great Gatsby: Discussing values and closely reading the first two pages.

1. With your partner, fill out this form: http://goo.gl/LMNi7U  2nd period: http://goo.gl/xJwUx4

2. Share results.

3. Read pages 1 and 2 together.  Fill out handout.

4. Answer the following "right there" and "pulling it together" questions:

• Why did Nick Carraway come to the East?
• Why do Daisy and Tom Buchanan invite Nick to dinner?
• How does Daisy respond to the phone calls from Tom's "woman in New York"?
• Why doesn't Nick call to Gatsby when Nick first spots him on the lawn?

HOMEWORK:  Read chapter 2 for Wednesday.

Vocabulary Lesson 2 test moved to NEXT FRIDAY!  We will take notes on Thursday with SAT practice.  

The Great Gatsby --full online text

The Great Gatsby full online text: http://goo.gl/3um4qb

Monday, September 8

Target:  To go a little deeper than SOAPS....

1. Pass back "This I Believe" essays....Look for sentence pattern #1! [S  V  ;   S   V]

1A:  Add this pattern to the piece you wrote this weekend---tonight!  You do not need to resubmit. 

2. Let's discuss the significance of the DETAIL, DICTION and SYNTAX  in "This Is Water" by David Foster Wallace.

In partners, find one example for each element above.  Try to link it to Wallace's purpose.

3. Vocabulary Words for Lesson 2---Improving Sentences exercises. 

4. Get Great Gatsby books!  

HOMEWORK:  Read Chapter 1 tonight and add sentence pattern to your essay.

Link to David Foster Wallace text

 This is Water: http://goo.gl/N19Wbg

Friday, September 5

Using SOAPS to Analyze & Synthesize

1. Revise or review purpose and speaker for Rachel Aviv. (Think-Pair-Share)

2. Read "This is Water" in page 233 of The Bedford Reader.  

DO SOAPS.

+

Detail

Diction
Syntax

3. CULMINATING ASSIGNMENT:  What do all three authors (Krishnamurti, Aviv, Wallace) have to say about what it means to be educated?  Can you find any connecting points where the three authors overlap in message or purpose?  

A few weeks ago, I asked you to tell me why you had chosen to take AP Language.  Do you want to revise your answer?  Why or why not?

Submit in my dropbox by Sunday midnight :) 

4. Vocabulary Lesson 2--take notes 

Thursday, September 4

Target for today: To find key details that help you define the purpose of a piece of writing

• Scan the NYorker essay, looking for Sentence Pattern #1.  Put it here. 
• 2nd period: here
• Considering the Rachel Aviv piece "Wrong Answer", find one detail that she meant to include.  With your partner, open up this google doc and place it in the chart next to your name. 2nd period your link is http://goo.gl/llDtvP
• Reading over the details, attempt to connect this to her PURPOSE.  Discuss with your partner and then share out with the class.  Make connections between other details that further support your description of her purpose.
• Time for Lesson Two Vocabulary words?

Wednesday, September 3

SOAPS--

Driving Question:  Why are we here at Vintage?

1. Define SOAPS--the beginning of Rhetorical Analysis

Subject

Occasion

Audience

Purpose

2. Review The Function of Education, looking for SOAPS, underlining specific lines that help you answer each one.

3. Share out. 

4. "Wrong Answer"--SOAPS in partners.

5. Share out.

Tuesday, September 2

Today we took the Lesson One vocabulary test, after reviewing the "Improving Sentences" exercises in Lesson One section of the Power Plus book.

Then we learned our first Sentence Pattern:  S  V  ; S   V

Friday, August 29

Learning Target:  Self-Assessment

Where do you need more help?

1. Post a topic from the book where you feel you need more help to understand it.

crowdshare doc: 

1st period

2nd period 

2. Write down sentences and ant./syn. from Vocabulary book

3. Vocabulary Volleyball.

SOAPS on "The Function of Education" on Tuesday!  Read The New Yorker piece for WEDNESDAY!!!

Thursday, August 28

Learning Target:  To self-assess your understanding of the book Thank You for Arguing.

1. With your partner, take the quiz on page 335-344.  Score yourselves. (2nd period:  We will do TRY THIS exercise first.)

2. Go back the chapter to reread the content you may not remember or understand.  Take notes on binder paper to help you remember.

3. Share with the class one question you missed.  Explain why your first answer was wrong and why the correct answer is right.

4. Vocabulary Volleyball?

5. HOMEWORK: Read "The Function of Education" by J. Krishnamurti and study vocabulary, lesson one.

Wednesday, August 27

Thank You for Arguing

1. Discuss weekend.  How is everyone doing?

2. Finish presentations

3. Get into groups of four--# off to 7 or 8.   

4. In groups of 4, share the results of your "TRY THIS" experiment.  How did it go?  

Choose the example from your group that was most successful and add a description of their argument in this google doc: http://goo.gl/XstIGd

5. Take the quiz on page 335-334.  Score yourselves.  Tomorrow you will have time to correct your answers. 

Wednesday, August 20

 Presentations on Thank You for Arguing

• Make sure you have shared your presentation with me! 

(Re)title it like this:  Period/Last name, First Name/Last name, First name/ Chapter #

• Who will be the 5 minute timer?

DON'T FORGET TO "TRY THIS" FOR MONDAY!

Tuesday, August 19

Google Presentations

Continue work on your presentations.  Remember to check your page citations for MLA format before you present!

We will shoot for approximately 5 minute presentations tomorrow and Thursday.

Here is a Common Core Rubric for Speaking and Listening that I will use tomorrow. http://goo.gl/SpkYun

Monday, August 18

Thank You for Arguing 

• Complete sign ups for presentations (see link from Friday) 
• Review model together--any thoughts on my question?
• HOMEWORK:  Review your chapter and begin making tiles for google presentation. TOMORROW (Tuesday) is a full work day.  Presentations begin on Wednesday.
• Long term assignment:  Be sure to complete one "Try This" moves from the book before Friday.

Friday, August 15

Day 3

• A little more vocabulary volleyball?
• Quiz on Summer AP terms
• Thank You for Arguing assessment: http://goo.gl/V2uRXY
• Partner chapter sign ups: http://goo.gl/3HTr9f

Thursday, August 14

Day Two:

1. AP Contracts-sign and return.

2.Chromebooks--log on as a guest.

3. Check-in about dropbox and survey.

4. Share your quizlet cards and play games to study.

5. Vocabulary Volleyball for quiz tomorrow.

Wednesday, August 13th

First Day!

• Welcome to AP Language!  
• Take a stand.
• Seating Chart
• TURN IT IN:  
• "This I Believe" essays go in the basket on my desk.
• Thank You for Arguing journals and Op-Ed responses go in my DROPBOX.
• HOMEWORK:  Take survey at home. Quiz on  50 terms on Friday.
• An invitation to bring your own device...