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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.

9/17: 12:15-12:30 KT

 

 

September 17, 2014

APLC: Identify rhetorical style elements. Outline ideas. Students were given Rhetorical Terms GO to complete for the rhetorical terms in chapter 2 of LoC book. Students are to write the word, definition, example and find/create another example for each term. There are 20 terms found on pages 78-80 in the text. This assignment will be due when we finish the chapter.

Students then shared their introductions to the Joan Didion, Santa Ana Winds. Students highlighted the purpose, circled the active verb (1st sentence) and circled the identified tone of the essay (last sentence) and submitted for credit.

I then went over the organization of the 9 essay found in Joan Didion, Santa Ana Winds. I outlined the ideas of each paragraph.

Students were then given The Death of the Moth GO. Students will need to read the text, take notes, write an introduction and develop an outline for a rhetorical analysis.

Here are today’s board notes: AP Notes 091714

HW: The Death of the Moth GO. Students will need to read the text, take notes, write an introduction and develop an outline for a rhetorical analysis.

11th: Compose paragraph with evidence and commentary. Students worked in groups to pull evidence to write McCarthy Paragraph.

Here are today’s board notes: 11th Notes 091714

HW: Compose paragraph with evidence and commentary.

September 16, 2014

APLC: Write introduction paragraph. Annotate essay. Students shared their interpretations about the tone of Churchill’s speech. Then students read how to write an introduction found on page 26 of AP Calendar. Groups then worked on writing an introduction for Churchill’s speech based on the format. Students submitted their homework along with this introduction for credit. Students were given Joan Didion, Santa Ana Winds (samples) and annotated the piece. Annotation can include the identification of surface level rhetorical devices, main ideas, structure, tone and stylistic devices. Students then shared their ideas with their group and added any observations they found important.

HW:

  1. Write an introduction for Joan Didion, Santa Ana Winds (samples)
  2. Read pages 50-56 in the textbook. These pages show a sample annotation of the Joan Didion, Santa Ana Winds and a graphic organizer sample of interacting with the text. Annotation and graphic organizers are just a couple ways of interacting with the text.
  3. Read the student samples found in Joan Didion, Santa Ana Winds (samples). Compare the introduction you wrote with the sample student papers.

11th: Cite evidence to support analysis. Students worked in groups to answer McCarthyism Study Guide. Students then checked out a copy of The Crucible. Students then took an open note quiz on the McCarthy Articles.

September 15, 2014

APLC: Analyze style and tone. Students read pages 39-41 in the Language of Composition and completed the activity on pages 41 with their group. Students were to determine rhetorical strategies, stylistic choices and purpose of the text. Students then read a professional rhetorical analysis.

HW: Read through page 48 and complete activities on pages 43 and 47.

11th: Cite examples to support analysis. Students first identified elements of their persuasive essay.

  1. Circle introductory technique and label
  2. Highlight thesis and label
  3. Highlight integrated evidence in the body paragraphs
  4. Circle transitions within and between the paragraphs
  5. Highlight restated thesis in conclusion and label
  6. Circle wisdom/insight in conclusion

Then students read McCarthy articles and answered questions in the margins in groups. Students took notes on the questions. These notes can be used on the quiz tomorrow.

HW: Finish McCarthy articles and questions.

September 12, 2014

APLC: Plan/write narrative essay. Students spent time planning or writing their narrative essay as outlined in Auto Prewrite. Answers to questions are due on Monday. 1st Draft is due on 9/24.

11th: Write argumentative essay. Students spent time writing their argumentative essay. This draft must have

1. Engaging Introduction: Consider one or more of the of the following to include in your introduction: catchy hook, background info, introduction to topic.

2. Clear thesis

3. Thorough paragraph development. This means you must have a clear topic sentence followed by integrated evidence which is explained with at least 2 sentences of commentary, followed by another piece of integrated evidence which is also explained with at least 2 sentences of commentary.

4. Transitions within and between paragraphs.

5. Conclusion: Restate main points and thesis and leave reader with wisdom or something to consider.

It can be either typed or hand written. Detailed instructions on the above requirements can be found in: Drafting Essay. This draft is due on Monday.

HW: Finish 1st draft

September 11, 2014

APLC: Determine purpose of narrative features. Students reviewed questions from Anne Dillard’s, The Chase and submitted their work. Students were given Auto Prewrite 7 (Revised!) in preparation for their Narrative essay. Students were given time to answer the questions for the essay.

HW: Finish questions by Monday. First Draft of Essay is due 9/24.

11th: Gather Evidence. Create outline. Students worked in groups to develop an outline agreeing/disagreeing with the following statement: Jonathan Edwards and Ann Bradstreet’s conception of God is consistent. Students wrote claims (thesis and topic sentences) and pulled evidence to support. Work product was placed on Persuasive Essay Outline.

HW: Finish outline.

September 10, 2014

APLC: Determine purpose of narrative elements. Students reviewed Method ? #2 for James Baldwin’s, Salvation. Students then submitted their work. The class read Anne Dillard’s, The Chase. 

HW: Answer Purpose/Audience question #2, Method/Structure questions 1, 3, 4.

11th: Give examples to support conclusions. Students reviewed their answers to the Thinking Through Literature questions for Anne Bradstreet’s, To My Dear and Loving Husband. Then students read Upon the Burning of our House and answered questions (2, 3, 7) on page 142. Students were given Style Imitation Bradstreet.

HW: Complete style imitation on same paper as Anne Bradstreet questions.

September 9, 2014 (Min Day)

APLC: Determine purpose. Students worked in their research groups to determine purpose of their selected texts. Students were encouraged to look at the essential question listed in the Language of Comprehension for their topic and determine how the author of their selected piece would answer that question.

11th: Give examples to support conclusions. Students read Anne Bradstreet’s, To My Dear and Loving Husband. Students answered “Thinking Through Literature Questions” on page 139.

 

September 8, 2014

APLC: Analyze audience and purpose. Students identified subject occasion audience purpose and speaker in their growth opportunity assignment. We then read “Salvation” from James Baldwin and identified description in the text. Students answered questions numbers one through three for audience and purpose.

HW: answer question number two for method and structure. Read narrative packet.

11th: Identify noun clauses. Students submitted sinners paragraph, sinners vocabulary and between heaven and hell questions. Students read page 98 in the Language Network which covered noun clauses. Groups answered questions numbers one through ten on page 99.

September 5, 2014

APLC: Determine rhetorical strategies and purpose. Students reviewed questions for Bradstreet “Prologue” and answered question #8 as a group. Students then wrote a claim about Bradstreet’s tone and how it developed her purpose. Students wrote the claim on their homework and submitted their work for credit. Students then met with their groups to discuss their articles and wrote a similar claim (what rhetorical strategies were used in developing meaning). I then explained a growth opportunity assignment. The assignment will serve to replace the Ayn Rand Rhetorical Analysis and add up to 10 points to their summer dialectical journals. Students will need to rhetorically analyze the political cartoon on page 35, in the same format they did the Ayn Rand rhetorical analysis. This is due on Monday.

HW: Finish rhetorical analysis of political cartoon on page 35.

11th: Compose paragraph with integrated evidence. Students wrote a paragraph explaining the purpose of the loaded language and persuasive appeals used in Jonathan Edward’s Sinners in the Hands of an Angry God. Paragraphs followed Paragraph Response format.

HW: Finish paragraph

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