Monday, March 31, 2014

3/31

Warm-up:  Identify the sentence structure of each sentence, and write the subject and verb of each clause.
1.  If I have unjustly wrestled a plank from a drowning man, I must restore it to him though I drown myself.
2.  A minority is powerless while it conforms to the majority.
3.  Although the old man never confronted me about it, there was one occasion when he came close to forcing the whole thing out in the open. 

Classwork:  synthesis prompt planning time; complete AP passage about Yardbird

Homework:  finish independent book by Wed with 3rd prompt

Thursday, March 27, 2014

Compassion

I just read an op-ed piece about compassion that I think ties in nicely with the "On Compassion" piece we just read on the A-Z test.  Please give it a read.

http://www.nytimes.com/2014/03/02/opinion/sunday/kristof-the-compassion-gap.html?ref=nicholasdkristof&_r=2

3/27

Warm-up:  Which grammar questions from pg 593, 703, or 1002 did you find challenging or confusing?  Write a reflection about how well you use concise diction, subordination, and coordination in your own writing.

Classwork:  go over A-Z test and grammar classwork; finish writing satires and share them if desired

Homework:  finish book and write 3rd synthesis prompt by Wed 4/2

Wednesday, March 26, 2014

3/26

Warm-up:  What were the 2 most significant moments in the 2nd 3rd of your book?  Why? 

Classwork:  turn in 2nd synthesis prompt; quiz on independent book; work on writing satires

Homework:  final checkpoint and synthesis essay prompt due 4/2

Tuesday, March 25, 2014

3/25

Warm-up:  Copy these notes
1. Irony: The ability to recognize irony, one of the chief elements in satire, is a sure test of intelligence and sophistication. Those who read only for literal meaning are apt to misinterpret an ironic tone. A writer’s ironic tone may seem unemotional and detached from the material, whereas he/she is more than likely disguising deeper feelings, or real outrage and moral indignation.
Among the devices writers use to achieve irony are:    1)Hyperbole: exaggeration for emphasis or humorous effect  2) Understatement: a statement that says less than is actually or literally true  3) Sarcasm: a critical, contemptuous statement expressed as verbal irony  4) Incongruity: the result of combining inappropriate or unfitting elements

In addition to “ironic,” some tone words that characterize satire are: facetious, mocking, flippant, indignant, vehement, and bitter.
2. Verisimilitude: This is the appearance or semblance of truth in literature, achieved when details, however far-fetched, give the appearance of truth and sweep the reader, for the moment at least, into an acceptance of them.
3. Structure: The organization of a satire may be carefully structured to build to a point or create suspense. It may also mimic the original in a type of satire called parody. In other words, the satirist, like all good writers, organizes in way that helps make his/her point.
4. Style: Diction: Satirists may choose words that are deliberately shocking to the reader. They may also mimic or parody the work or person being satirized.
5. Theme: The primary target of satire is a problem the writer wants the audience to recognize and/or change. The issue may be social, political, or cultural.

Classwork:  turn in Swift classwork (from last Friday) and green essay revisions), discuss expectations for synthesis prompts due tomorrow (15 minutes of group time to work on questions/citing sources); discuss Swift and what we have learned about satire; go over the steps to write a satire and begin writing
1). Choose the vice or folly
2). Choose the target audience to help create the appropriate language (rhetorical triangle)
3). Consider and choose a minimum of at least 3 of the elements that develop a satirical  writing (see satire handout for devices to use)
4). Develop at least 3 well developed paragraphs that fully address the above information where the writer would be able to complete a rhetorical analysis of your writing in addition to being able to pick out the SOAPSTone and devices used to create the satire.
5). Once complete, you will indicate the following:
~highlight/label where you have used the 3 minimum satirical devices

~Separate from the essay, identify the vice/folly used, the targeted audience  and a direct statement of your purpose.

Homework:  synthesis prompt due tomorrow (2nd checkpoint)

3/24


Students should read pgs 592-3  of their Language of Composition books and answer the questions in Exercise 1 on pg 593-4.  Then, they should read pg 698-703 and answer the questions in exercises 1 & 2.   Then, they should read pg 999-1002 and complete exercise 1 on pg 1002. This should all be completed on loose-leaf and turned in by the end of the period.  If they finish early, remind them that they can read their independent books.

Friday, March 21, 2014

3/21

Warm-up:  Read the last paragraph on pg 917 and all of pg 918.  Then outline at least 7 benefits that Swift says will come from eating the babies of the poor.

Classwork:  Finish reading "Modest Proposal" and answer questions 1 & 4 under discussion questions and 1, 3, 5, 6, 7, 8, 9, and 12 under rhetoric and style questions.

Homework:  optional revisions due Monday; checkpoint 2 and synthesis prompt due Wed

Thursday, March 20, 2014

3/20

Warm-up:  Take a half sheet of paper from the front stool.  Read it, and in your notebook explain what you think the argument is and how the author used satire to make his/her point.  (If absent, ask me for an article)

Classwork:  discuss components of satire, start reading "A Modest Proposal" pg 914-917; returned synthesis green essays (optional revisions due Mon 3/24)

Homework:  2nd checkpoint and synthesis prompt due 3/26

Wednesday, March 19, 2014

3/19

Warm-up:  Review for A-Z test

Classwork:  A-Z test; read independent books

Homework:  2nd checkpoint reading and synthesis prompt due 3/26

Tuesday, March 18, 2014

3/18

Warm-up:  Look through your A-Z terms and make a list of 10 that you should continue to study or ask for clarification about

Classwork:  work on independent book synthesis prompts; review A-Z terms

Homework:  study for A-Z test, finish synthesis prompts

3/14

Fetterolf out

Read LOC pg 410-417 and answer the questions at the end of each source (16 total questions).  Then write a thesis statement for essay prompts 1 &2 at the bottom of pg 417.

Homework:  Synthesis prompt due Wed; read independent book; study A-Z terms

Thursday, March 13, 2014

3/13

Warm-up:  Read Prompts #1 and #2 at the bottom of pg 417.  Which do you think would make a more interesting synthesis question about gender?  Why?

Classwork:  discuss synthesis prompt writing; read and discuss "Why Johnny Won't Read" LOC pg 408

Homework:  Study A-Z; read independent book and work on synthesis prompt

Wednesday, March 12, 2014

3/12

Warm-up: Answer #5 on pg 387.  Don’t merely list the strategies, discuss how they connect to the author’s purpose.

Classwork:  Lewis quiz; write a synthesis prompt about gender and select 3 sources we read and write an explanation of how you would use them to support your stance on the topic you posed in your prompt

Homework:  T-Z vocab due; read independent book and work on synthesis question

Tuesday, March 11, 2014

3/11

Warm-up:  Label each sentence of the first paragraph of “AIDS Has a Woman’s Face” as simple, compound, complex, or compound-complex.  Write the subject and verb of each clause.

Classwork:  read and discuss "AIDS has a Woman's Face" pg 382-387; discuss questions that follow

Homework:  T-Z vocab due Thurs; bring independent book

Monday, March 10, 2014

3/10

Warm-up:  Use a copy of the Bedford Handbook (green book on bookcase) or an online citation machine (if you have internet access) to write a citation for “Being A Man” in MLA format.  Determine what type of source this is to decide how to cite it.

Classwork:  go over warm-up and discuss citations
Work in an anthology -  Author. Article title.  Anthology Title.  Editor.  Publication information (place:publisher, date). pg number.
Theroux, Paul.  “Being a Man.The Language of Composition.  Ed. Shea, Renee, Lawrence Scanlon, and Robin Dissin Aufses.  New York: Bedford/St. Martin, 2008.  378-381. 
 Work on T-Z vocabulary; quiz on gender sources

Homework:  T-Z vocab due Thurs; get independent book by Wed.

Friday, March 7, 2014

3/7

Warm-up:  How do you think Cofer would answer our essential question: “What is the impact of the gender roles that society creates and enforces”?

Classwork:  discuss Cofer's essay and gender stereotypes; start reading and discussing "Being a Man"

Homework:  Finish reading "Being a Man" and answer 1-8 on pg 381-2; get independent book

Thursday, March 6, 2014

3/6

Warm-up:  Copy these tips for synthesis essays.
1. Read all information in the prompt.  Clarify what you are creating an argument about. Read and annotate the texts
2. Choose a clear position on the issue.  Make sure you are direct and sassy.
3. Choose suitable texts to support your position.  COMBINE them with your argument.  Remember that your reasons and voice are central.  Do not summarize.
4. Cite your sources.  Remember to use signal phrases (According to ….) and parenthetical citations (source A) to signal where the sources begins and ends.

Classwork:  write synthesis essay about green practices using provided sources

Homework:  Read "Myth of a Latin Woman" LOC pg 370-375 and answer questions 1-8; get independent book

Wednesday, March 5, 2014

3/5

Warm-up:  What is Ehrlich’s thesis in “About Men,” and how does she support it?

Classwork:  Discuss Ehrlich and prepare for synthesis essay (tomorrow)

Homework:  by Friday read "Myth of a Latin Woman" pg 370-5 and answer 1-8 on pg 375; prepare for synthesis essay; get independent book

Friday, February 28, 2014

3rd quarter book assignment

3rd Quarter Reading Assignment
Select one of the following books.  Obtain the book by March ____12_______.     

Being a Black Man: At the Corner... by the staff of the Washington Post
The Immortal Life of Henrietta Lacks by Rebecca Skloot
The Winter of our Disconnect by Susan Maushart
Sticks and Stones: Defeating... by Emily Bazelon
Overdressed:  The Shockingly High Cost of Cheap Fashion by Elizabeth Cline
Nickel and Dimed: On (Not) Getting by in America by Barbara Ehrenreich
       

Independent Book Assignment

1.  Actively read your book.  While your annotations will not be checked, you should always annotate and take notes to aid your comprehension and preparation for testing.  Be prepared for a quiz or assessment at each checkpoint.

2.  For each checkpoint, you will be creating your own synthesis question.   You will write the introduction and assignment and gather 3 documents related to the topic.  The topic must be an idea central to the part of your independent book that you just read, and the related documents can be visuals (pictures, cartoons, ads) or written texts (articles, blogs entries, editorials, passages from books, websites, magazines or journals).   Remember that the ideas in the supporting documents do not all have to have the same viewpoint and they can be loosely related to your topic (the way the rating charts for debates are only loosely related to whether television is good or bad.)  However, at least 2 of your sources each time must be from respectable, credible sources (the 3rd could be less formal and academic).   Your independent book will not count as one of the 3 sources, because I will assume it is connected.

Requirements for each synthesis question and set of 3 sources
1.  Your synthesis question must be related to that checkpoint in your book – write a sentence or two to explain the connection.
2.  You must include an introduction and assignment section for your question.  The introduction should present both sides of the debatable topic, and the assignment should make it clear what question/task the essay writer would undertake. 
3.  Two of your three sources must be from reputable publications (newspapers/journals/magazines/books).  The third could be a blog, graphic, opinion piece, ad, etc.  ONLY one visual source for each set of 3; the other 2 must be written texts.
4.  You must write a complete Work Cited (MLA style) entry for each of your 3 sources.  Use an online MLA manual to help you do this.  If you cannot find the publication information required, you may not use that source.
5.  Include a summary/paraphrase of your source.  Should be 1-3 paragraphs depending on the length and complexity of the text.
6.  Include a paragraph of explanation about how you might use the text to support/challenge/relate to the synthesis question that you pose.
7.  You don’t have to actually include a print copy of your source, but if I cannot easily find it using your Works Cited information, it will not count.  If you want to include a note about the steps you used to find it, you can.  (If it is from one of the databases, that will be clear in your citation, and I can easily go to that database, type in the author’s name and find the source. )

The following is one sample of a synthesis question introduction and assignment.  Of course there are MANY more examples on apcentral.collegeboard.com.  I encourage you to look at the examples and model your questions off of the types of synthesis questions that you will encounter on the AP test.

Introduction
Mass public schooling has traditionally proclaimed among its goals the following:  (1) to help each student gain personal fulfillment and (2) to help create good citizens. These two goals—one aimed at the betterment of individuals and the other aimed at the betterment of society—might seem at odds with one another. At the very least, these two goals are a cause of much tension within schools at every level:  schools want students to be allowed or encouraged to think for themselves and pursue their own interests, but schools also believe that it is right in some circumstances to encourage conformity in order to socialize students.

Assignment

Read the sources that follow (including the introductory information) carefully. Then choose an issue related to the tension in schools between individuality and conformity. You might choose an issue such as dress codes, mandatory classes, or the structure of the school day. You do not have to choose an issue that you have experienced personally. Then, write an essay in which you use this issue to argue the extent to which schools should support individuality or conformity. Synthesize at least three of the sources for support. 

2/28

Warm-up:  Answer Rhetoric and Style question #2 on pg 361.

Classwork:  quiz on Woolf and Gould; discuss Woolf; introduce independent book assignment; talk about charts from yesterday

Homework:  Read "About Ment" pg 367-9 and answer questions 1-8 on pg 369-70; get independent book by 3/12 (at latest)