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Office hours occur on M-Th. If you wish to see me during lunch, you must sign up. There are 2 time slots: 12:15-12:30 and 12:30-12:45. You must post before 11:00 a.m. for a same day visit. 

First post, first served. If you happen to sign up for a day and time that someone had previously reserved, you may still come in but will not be guaranteed face time. Sign up by commenting on this post. Make sure to leave your name, date and time you wish to come. Additional information as to the nature of the visit will help me prepare materials for you. Format your comment like this:

William Shakespeare – August 18, 12:30-12:45 – Need help with sentence length in my essay.

8/29 office hours booked: 12:15-12:30 – JR, 12:30-12:45 – KK

 

 

August 29, 2014

APLC: Identify audience and purpose. Students identified the audience and purpose in their rhetorical analysis of Ayn Rand’s interpretation of the Apollo 11 landing. Students then worked in groups to create a reading plan for AP Research Paper (updated). Students posted their groups reading plans online.

HW: Complete revision of Scarlet Letter In Class Essay. Submit to turnitin.com and bring a hard copy. The class ID is 8530227 and enrollment password is zamora.

11th: Identify argumentative elements in essay. Students identified the following things in their essay: thesis, integrated evidence, and wisdom. Students then exchanged papers with another student to verify accuracy of the identifications. Students then were introduced to clauses (independent and subordinate). Groups completed activities in the grammar book to practice identifying these clauses.

August 28, 2014

APLC: Discuss effectiveness of articles. Students participated in a Socratic Seminar based on the articles found on pages 30-33.

HW: Analyze the rhetorical situation, appeals and effectiveness of the Rand article on page 33.

11th: Write argumentative in-class essay. Student wrote an in-class essay agreeing/disagreeing with the following statement – “The terms of the treaty were fair.” Students submitted their outlines and were credited for their work.

August 26, 2014

APLC: Apply SOAPS. Analyze rhetorical appeals. Determine effectiveness. Groups discussed the activities on pages 27 and 29. Students were introduced to Socratic Seminar Norms. There will be a socratic seminar on the essays on pages 30-33 tomorrow. Students are to take notes on the rhetorical situation, rhetorical appeals and effectiveness.

HW: Read 30-33, take notes on the rhetorical situation, rhetorical appeals and effectiveness of the two essays.

11th: Identify thesis, claims and counterclaims. Students read “Why Prisons Don’t Work” and identified thesis, claims and counterclaims. Students worked in groups to fill in a graphic organizer (photo) showing their understanding of key parts to an argumentative essay. Students will fill in the graphic organizer to support/challenge the statement: The terms of the peace treaty were fair. This is a statement the students discussed yesterday. And this statement will be the focus of their in class timed write tomorrow.

HW: Complete outline for essay.

August 26, 2014

APLC: Evaluate Essays. Teacher reviewed aspects of a strong paper and descriptors of rubric. Students read an anchor paper for the essay to calibrate their evaluative process. Students read 2 student papers and completed a PQP (Praise – Question – Response). After reading a paper, students praised the paper, questioned a claim for development and gave a suggestion for polishing. 

HW: Revise essay (Due 9/2). 

11th: Evaluate fairness of treaty. Students first reviewed their answers for page 11 in the Interactive Reader. Students shared their understanding of Bradford’s biases and assumptions. Students then took that information and wrote sentences that integrated quotes. Sentences could use the following format: William Bradford assumes ___ when he says “____”(#). Groups took these sentences and posted them as comments on the blog. I went over the responses and commented on areas of strength and weakness. In groups, students then looked at the terms of the treaty and determined fairness.

August 25, 2014

APLC: Identify SOAPS in Fiction. Students were introduced to the idea of rhetorically analyzing a piece of fiction. Students then worked in groups to identify SOAPS in Dimmsdale’s words to Hester in chapter 3 of The Scarlet Letter. Groups posted their work online. Students will need to respond to one of the groups posts by 1) give one praise about the response 2) pose a question about the response 3) suggest a way for polishing/improvement

HW: Read 23-29. Complete activities on page 27 and 29. 

11th: Present Eras of LIfe. Summarize sections. Students learned how to work the clicker response systems. Students took a quiz on Of Plymouth Plantation (formative assessment) using the clickers. Students were then guided through the summarizing and primary source activities on page 10-11 in their Interactive Reader. Some students presented their era’s of life powerpoint.

HW: Finish activities on page 10-11 in Interactive Reader.

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