11/30

Warm-up:  What was easy or hard about imitating King’s style?  Do you think that your parents/teachers would respond well to your letter?  Why or why not?

Classwork:  Turn in/ share your King imitation letters, begin reading, annotating, and discussing Thoreau's "Civil Disobedience"

Homework:  Read "Civil Disobedience" by Thoreau - LOC pg 939-956 - annotate Thoreau's claims/assertions and types of evidence.  I expect you to have identified at least 25 of his claims or main ideas and at least 10 pieces or types of evidence.  You can do this on notebook paper or with post-it notes in your book

11/29

Warm-up:  Read the argumentative prompt provided on the stool.  Write a thesis clarifying the position that you would take on the prompt.  List a few pieces of evidence that you would use to support your stance.

Classwork:  go over A-D test and essay, discuss 2011 Form B Argumentative essay prompt about safety and freedom, score the three sample essays in your notebook

Homework:  finish imitation letter by tomorrow

11/28

Warm-up:  Review the letter from the clergymen on LoC pg 260-1.  Does King adequately address each point that they make?  Is his response appropriate?  Why or why not?  Is there anything that you would change?

Classwork:  Finish discussing King's letter, introduce imitation letter assignment, begin drafting and labeling imitation letter (due Friday)

Homework:  Due Friday - King imitation letter

11/27

Warm-up:  What are some of the types of evidence that you noticed King using in his letter.  Give specific examples of each type of evidence

Classwork:  Discuss King's letter, review possible types of evidence – counterargument, definition, analogy, allusions, precedents, comparison/contrast, anecdotes, etc., label King's letter noting types of evidence, shifts in main point, and changes in tone

Homework:  work on E-O glossaries

11/26

Warm-up:  Find 2 quotes or passages of King’s text that you thought were the most beautiful, powerful, or important and explain why those passages matter.

Classwork:  Discuss "Letter from Birmingham" and go over homework questions

Homework:  Start E-O glossaries with examples for both LOC and RFW words - both glossaries are on the blog.

11/20

Warm-up:  SLabel each sentence as simple, complex, compound, or compound-complex and circle all the phrases. 

SIf I sought to answer all the criticisms that cross my desk, my secretaries would have little time for anything other than such correspondence in the course of the day, and I would have no time for constructive work. But since I feel that you are men of genuine good will and that your criticisms are sincerely set forth, I want to try to answer your statement in what I hope will be patient and reasonable terms.

Classwork:  Grammar worksheet, give back independent book essays and discuss revision directions which are under classroom documents tab

Homework:  Read "Letter from Birmingham Jail" and answer Discussion questions 1-4 and Rhetoric and style questions 1-12 on LOC pg 260-275

11/19

Warm-up:  Review for test

Classwork: A-D terms test

Homework:  Due 11/26 - Read "Letter from Birmingham Jail" and complete discussion ?s 1-4 and rhetoric and style ?s 1-12 on LOC pgs 260-275

11/16

Warm-up:  SExplain the difference between antithesis and antimetabole.

SWhat is the best way to balance this sentence – I love hiking, running, and to watch college football.

SWrite a cumulative sentence about Thanksgiving.

Classwork:  Review A-D terms, play jeopardy game


Homework:  Study for A-D test on Monday

Over Thanksgiving:  Read "Letter from Birmingham Jail" and complete discussion and rhetoric and style questions (LOC pg 260-275)

11/15

Warm-up:  Take a copy of 5 Steps to a 5.  Scan the chapter that introduces the argumentative essay.  Write down 5 tips about writing this essay that seem helpful or that you would like to try.

Classwork:  discuss argumentative essay format, write a draft or outline of an argumentative essay about whether the American high school is obsolete, have a debate to share the types of evidence that students used.

Homework:  Study A-D vocabulary - test on Monday

Thanksgiving Break Work:  Read King's "Letter from Birmingham Jail" and complete the discussion and rhetoric & style questions on LOC pg 260-275

11/14

Warm-up:  Read the analytical essay prompt from Shaw’s play Joan of Arc.  Put a check beside any portion of the text that you think that you should use to respond to the prompt.

Classwork:  Discuss how to approach the 2006 form B analysis prompt, outline a sample response, review the analytical rubric, read and score 3 sample essays with justifications in readers/writers notebook, discuss scores

Homework:  Study A-D terms

11/13

Warm-up:  Reread Passage 5 of your AP test (about train design aesthetic).  Write a SOAPSToneR analysis of the passage.

Classwork:  Bloodthirsty and go over the rest of the AP test.

Homework:  Study A-D vocabulary - Test on 11/19

11/9

Warm-up:  N/A - Fetterolf was out

Classwork:  Copy definitions from RFW and LOC glossaries and write an example (terms starting with A-D)

Homework:  Finish handwritten glossaries.  The RFW and LOC glossaries are under classroom documents.

11/8

Warm-up: Take a SOAPSToneR handout.  Review it, reread Passage 1 of your practice test, and then write a SOAPSToneR analysis of Passage 1.

Classwork:  Bloodthirsty section 1 & 2 of AP test

Homework:  define and write an example of each rhetorical term A-D from the glossary of LOC, due Tuesday

11/7

Warm-up:  Review your documents about analytical essays to prepare for your in class essay about your independent book.   Suggested documents:  SEXI, introductions, conclusions, checklists, etc.

Classwork:  Essays on independent books - timed, in-class essays.

Homework:  Read something, celebrate, review analytical essay strategies

11/5

Warm-up:  SWrite a reflection on your independent reading book.  What do you like and/or dislike?  Why?  Who would you recommend to read this book?  Why?  Why do you think I value it enough to put it on the list?  What skills did you improve by reading this book?  Explain.



Classwork:  Analysis of independent books' tone about 3 subjects, group charting activity

Independent Reading - Analysis of Three Subjects

Now that you have finished reading and annotating the first 3^rd of your book, as a group you will work together to complete the following assignment.

Create a chart that discusses 3 specific subjects of the text.  Do not attempt to tackle the big ideas – abstract nouns – that you listed for subject.  These huge ideas are too unwieldy to unpack thoroughly in this format.  For example: Do not make one of your subjects “race” if you are discussing Being a Black Man.  Instead choose something manageable such as unionized labor, criminal sentencing disparities, or joint custody of children.

For each of the 3 subjects, chart the following:

1.  Tone – author’s attitude toward the subject.  (You can use words of your own or those off the tone word list, but remember to describe his tone, not his writing style)

2. Diction – choose at least 5 words or phrases that contribute to creating the tone.  If you have multiple tone words because the author’s attitude toward the subject is complex and varied, label which tone word the diction choice produces. 

3.  Effect/Purpose/Function -  Obviously you are still gathering information about the text as a whole, but what does the author’s discussion of this topic seem to contribute to the text?  What is the author trying to accomplish?  Is s/he presenting an argument –logical or not?  Influencing your feelings?  Convincing you to believe something?  Narrating an event?  Comparing like or unlike things?  Making a point?  Expressing a new idea?  Debating an issue?  What should we think about the topic or person being discussed?

Example (incomplete) from Sherman Alexie’s “Superman and Me”:   

Subject	Tone	Diction	Effect/Purpose/Function
1.  Reading	Appreciation, Wonder, Awe
2.  His classmate’s attitudes toward education	Disappointment,  Frustration	“fought with my classmates” “could remember how to sing a few dozen powwow songs” “complicated stories and jokes” “failed were ceremonially accepted” – frustration “expected to be stupid” “struggled with basic reading”  “monosyllabic”  “submissively ducked”- disappointment	Alexie shows the huge disparity between what Indian kids CAN do and what they refuse to do in school in order to be accepted.  This proves that their intelligence is not limited, as their teachers think, but rather that his culture doesn’t value education. He is frustrated that their failure is their choice and that they don’t break the mold as he did.
3. His father	Admiration, Love, Respect

Homework:  Finish reading and annotating your book, prepare for Wednesday's essay

11/1

Warm-up:  What were the most important parts of the second 3rd of your book?  Why?

Classwork:  Quizzes on independent books, book discussions, work on Part 1/Style Analysis

Homework:  Independent reading, Part 1 due tomorrow!