11/26

Warm-up:  Write a reflection about your essay.  What score do you expect to earn?  Why?  What challenges or pleasures does writing argumentative essays provide?

Classwork: turn in essays and check glossaries; group project designing an ideal education system

Designing a Perfect Education System

Objective:  To design a flawless system of education that will meet the needs of students and accomplish the goals of society.

Process:

1.  As a group, discuss what flaws in our current education system you identified in your essays and come up with solutions for fixing those problems.

2.  Discuss what you think the goals of education are and what student needs you think education must meet.

3.  Come up with a plan to meet these needs and accomplish these goals.

4.  Write, draw, create a chart, or draft an outline, etc. that reveals the major tenets of your educational system.

Rubric:

Your project must include

1.  A statement of the goals that your system will accomplish.

2.  An explanation of what your schools will look like, do, teach, provide, etc.  You must have at least 6 distinct ideas that clarify how your system will operate differently than the current system.

3.  At least 3 of your ideas about education must be designed to help solve the problems you addressed in your essays.

4.  Your ideas should be presented in writing/drawing/etc. in a way that is appealing and understandable.

Scoring

6 distinct traits         (4 pts each, need at least 6)             _________________/24 pts

3 fixed problems       (4 pts each, need 3)                         _________________/12 pts

statement of goals                                                                 _________________/5 pts

pleasing presentation                                                           _________________/4 pts

Total                                                                                                                                                                                                                                       ________________/45pts  

Homework:  Study A-O terms; test on 12/3

11/25

Warm-up:  From the draft of your essay, write at least 3 reasons/explanations you present about why your problems are dangerous and the worst.

Classwork:  work on essay drafts and glossaries; went over A-D test

Homework:  Final Draft of essay and E-O glossaries with examples due tomorrow

11/22

Warm-up:  Take an introduction and conclusion handout from the front table.  In your notebooks, write some ideas about how you could improve your introduction or conclusion.

Classwork:  discuss intros and conclusions, templates and checklists, worked on argumentative essay drafts

Homework:  Final Draft of essay and E-O glossaries with examples are due on 11/26

11/21

Warm-up:  Take an argumentative body paragraph handout from front table.  Complete steps 2 and 3 of station directions in notebook.  (The document can be found in classroom docs link under argumentative essays)

Classwork:  finish discussion of conversation documents, discuss argumentative essay directions and body paragraphs, start draft of argumentative essay

Homework:  Revise essay draft; work on E-O glossaries with examples

10/20

Warm-up:  Which text 4-6 squares most with your beliefs about education?  Explain what you agree with in the essay/visual

Classwork:  discuss conversation texts 4-6; work on E-O definitions and examples; watched Poetry Out Loud

Homework:  E-O glossaries with definitions due 11/26

11/19

Warm-up:  Choose one claim from each of the first 3 essays in the conversation and explain why you agree or disagree with the claim.

Classwork:  discuss conversation essays 1-3; start 5 and 6

Homework:  finish reading and answering questions for texts 4-6 in LOC pg 158-163

11/18

Warm-up:  Write a clear assertion about the primary purpose of education.  Write another assertion about the largest problem facing education.  Under each assertion, write 3 bullet points that you might use as evidence or reasons for each assertion.

Classwork:  read the first 3 essays in the education conversation - LOC pg 150-157 and answer the questions for each of the first 3 essays

Homework:  finish the first 3 essays and questions for each

11/15

Warm-up:  Review for A-D test

Classwork:  A-D test

Homework:  look at sample argumentative essays on apcentral.collegeboard.org  

11/14

Warm-up:  Which of the following statements is an ALLUSION made by King.
a.  “The nations of Asia and Africa are moving with jetlike speed toward gaining political independence.”
b.  “A law is unjust if it is inflicted on a minority that as a result of being denied the right to vote, has no part in enacting or devising the law.”
c.  “So, I have not said to my people ‘Get rid of your discontent.’ Rather, I have tried to say that this is normal and healthy discontent…”
d.  It was evidenced sublimely in the refusal of Shadrach, Meshach, and Abednego to obey the laws of Nebuchadnezzar on the ground that a higher moral law was at stake.”

Classwork:  read Talbot's Best in Class and answer questions 1-8 on pg 122

Homework:  finish Talbot's essay and questions, study A-D terms

11/13

Warm-up:  1.  Explain the difference between antimetabole and antithesis? 
2.  Write a sentence that is declarative, complex, and cumulative at the same time.
3. Identify the strategy(s) at work in the following sentence:  “I like big burgers with everything on ‘em: pickles, onions, tomato, lettuce, plenty of mustard.”

Classwork:  review for A-D test, gave back book essays and discussed optional revision due 11/18 - talked about the analytical essay that will be on the A-D test and how to apply the comments from the last essay to that experience

Homework:  study A-D for test Friday - due Friday, read "Best in Class" and do questions 1-8 on LOC pg 122

11/12

Warm-up:  Choose one quote from Alexie and one from Baldwin, and explain why you think those quotes are significant to each text’s central argument.

Classwork:  discuss Baldwin and Alexie

Homework:  study A-D vocabulary

11/8

Warm-up:  Finish writing definitions and examples of A-D words from the Readings for Writers books

Classwork:  work on glossaries and read 2 essays Alexie and Baldwin

Homework:  Finish A-D glossaries with examples for each - Finish reading Alexie's "Superman and Me" and answer 1-8 on pg 112 and finish Baldwin's "A Talk to Teachers" and answer questions 1-12 on pg 129

11/8

Warm-up: Review for vocab quiz

Classwork:  vocabulary quiz, discuss argumentative essays in groups with teacher feedback on one essay, started copying A-D definitions and examples from RFW

Homework:  finish A-D definitions & examples from LOC and RFW (due Tues) and start studying the terms (test on Thurs 11/14)

11/6

Warm-up:  What are the differences between analytical and argumentative essays?  Explain how you will know which type of essay to write based on the prompts and how your essay format will change.

Classwork:  argumentative essays on Emerson - practice taking both sides

Homework: study vocabulary - quiz tomorrow

11/5

Warm-up:  What makes Emerson’s essay an argument?  Does it follow the typical structure that you expect an argument to follow?  Why or why not?

Classwork:  Discuss Emerson; start learning about argumentative essays - read 5 Steps to a 5 about how to write them and take notes, discuss the Toulmin model

Homework:  study vocab

11/4

Warm-up:  Are the following pairs of words more synonymous or antonymous?  Explain your answer.
1.  sophomoric … canonical
2.  fervent … ardent
3.  trifling … canonical
4. iconoclast … martinet

Classwork: Emerson rhetoric and style questions

Homework:  finish emerson rhetoric and style questions

11/1

Fetterolf out

Read Emerson on LoC pg 102-108 and answer discussion questions on pg 108.

Keep studying vocab.