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In-class, note-taking and drafting formulaic opening using template in "Auburn Schools Packet" (above).
9/28/16 In-class, we will review our draft introductions using resources above.
We will be working in class on the graphic organizer found in Google Classroom.
9/28/16 See shared Google Document called "Something Orwell Introductions"
Paste your 6+ sentence introduction into the shared Google Doc. - finish for HW if needed
*Make sure your thesis statement matches the language of theprompt you've chosen (Para. 7 prompt or Para. 11-13 prompt) even if it sounds formulaic for now.
Begin to work alone or in partners (assigned in class) on the Graphic Organizer in Google Classroom. One per "pair" or "small group." Divide up some of the work for the graphic organizer. We will do the bulk of the work on the Graphic Organizer in class since we are working together on these pre-writing stages, but be prepared.
9/29 Period 8 has a double period.
I will distribute textbooks and we will have some SSR time.
Read closely Chapter 2 in the Textbook, specifically pages 35-48 (look at 58-59!). Take notes in your Writer's Notebook (would satisfy "daily observation" requirement). We will keep the Textbooks in class for now. Take a few pictures of what you think is important.
*I've checked your Orwell introductions at this point.
In-class: Period 4 will look at Period 8's introductions and vice versa through shared Google Documents.
At this point, you have been assigned a piece of the Graphic Organizer to work on individually. Or, you're completing it all on your own.
HW: Work on your part of the Graphic Organizer and revise your Introduction!!!
9/30/16 - Some class time to work on your part of the Graphic Organizer.
At this time, if you are working on paragraphs 11-13, the full text* of those paragraphs has been pasted into your Graphic Organizer.
*Find the full text on your own via Google.
You have divided up those three paragraphs into 6-9 chunks -- in a way that makes sense.
Look at two released AP Rhetorical Analysis prompts - focus on the language of the prompt - for comparison to what you're doing:
10/4/16 - Creative Non-Fiction Pieces were returned. Write back to my comments on your edited draft.
If you need more help with this genre, see this website:
"There are no limits to the subject matter as long as it is expressed in a story-oriented narrative way."
Computer Lab A-207 - Writing Time for Graphic Organizer before submission. It's easier to work on tables/charts on a desktop computer.
Graphic Organizer will be due by the end of the period; we can print at the end of the period. You should have your own personal copy of the Organizer.
HW:Read something beautiful.
10/5/16 Due: Have read & annotated "Araby" & "Eveline" (in the AP Booklet p. 50); prepare to explain how "Araby" -- similar to "Shooting an Elephant" -- is a narrative with an epiphany (about human nature, perhaps about power & imperialism).
In-class reading and language questions on "Araby" -- finish at home, if needed.
10/6/16 Period 4: Socratic Seminar Question on "Eveline" for Friday (double period)
Writing Workshop Time
10/7/16 Due at the start of class: Coded, typed, printed rhetorical analysis essay "first draft" -- includes revised introduction and 2 body paragraphs for peer-edit. Type the prompt verbatim at the top of your paper. Borrow from your graphic organizer.
HW: Read the article I posted in Google Classroom & revise your Orwell analysis essay.
10/10/16 We "bubbled" for the PSAT you will take on October 19th. If you were absent, Lori Rice-Spring has a plan for you.
HW: Review Question 2 posted in Google Classroom for a "scoring workshop" tomorrow.
10/11/16 We should take a look at some of the AP's released student samples of rhetorical analysis essays (high, middle, and low scores). I'll look for one that is similar to what you're writing. We just have to remember that these samples were written on-the-spot in 40 minutes and yours are not. The last time a memoir was on the test was in 2010. More recently, they have included letters, speeches, and essays.
10/13/16 Due: Revised Creative Non-Fiction (printed) submitted with previous copy so that I can compare drafts. This version should be dripping in description.
Bonus: Label parts [using brackets in colored pencil perhaps?] by predominance of "information"/"description"/"narration"/"reflection"/"persuasion" (for example, in colored pencil, next to a paragraph of mostly description, add "Desc." in the margin)
In-class Freewrite on Course Selection Guide's chart of weighted G.P.A. and levels.
10/14/16 View Charlie Rose's interview segments with Malcolm Gladwell on Outliers (YouTube it) -- connect to discussion on 10/13.
*If absent, watch at least part 1 of the Interview.
Mike Rose's narrative essay: "I Just Wanna Be Average" (page 67 in your AP Booklet).
10/16/16 I wasn't able to update the website until now so you may not have seen that I wanted you to read & annotate Mike Rose's narrative essay for Monday, 10/17. Hopefully, you're able to. I'd like you to think about what Mike Rose's "lucky break" was (back to Gladwell's Outliers). If not, no problem, we can discuss Tuesday.
10/17/16 In-class we viewed the TED Talk: Do Schools Kill Creativity? (2006) by Sir Ken Robinson. If you were absent, watch the Talk and take notes. Videos may be watched at home.
10/18/16 Due: Typed, printed, and CODED copy of Orwell rhetorical analysis essay w/the prompt typed verbatim at the top of the paper.
10/21/16 Period 1: Lynda Barry style sketch of "school" & mini-SOAPSTone for Prose in preparation for comprehensive SOAPSTone due next week.
Narrative, Barry believes, is so hard-wired into human beings that creativity can come as naturally to adults as it does to children. They need only to access the deep part of the brain that controls that storytelling instinct. Barry calls that state of mind “the image world” and feels it’s as central to a person’s well-being as the immune system.
10/24 Have read & annotated Francine Prose's essay "I know why the caged bird cannot read."
*You're going to need to read her piece more than once to be able to SOAPSTone it.
PROSE PODS are MUST READS PODS. Divide up the work. Create a comprehensive SOAPSTone.
Do not generalize her.
Do not cut off her claim after "...McDonald's employees" -- include "Future corporate board members..." or you will miss her point.
Period 8 Started Toulmin Model notes
10/25 Due: Jesness^at the start of class, and SOAPSTone (one per Pod, but include names next to work assigned) in Google Classroom by midnight.
In-class, an abbreviated Toulmin for Jesness's argument (Claim, Data, Warrant, Qualifier) in our Notebook
Discussed the "grade floor" at Penncrest
10/26 Due: Have read Todd Gitlin's essay on "The Liberal Arts in an Age of Info-Glut" (AP Booklet)
Surprise AP Practice: "The vacant ice looked tired" multiple-choice
10/26 & 10/27 HW: Make sure you're caught up in your reading. At this point, we've read (and listened to) several arguments on the topic of education (including English education at the secondary level) by Ken Robinson, Malcolm Gladwell, Mike Rose, Francine Prose, Jerry Jesness, Todd Gitlin.
*See Google Classroom for a look ahead.
10/27 Readers' Theater in the Auditorium. Period 4 and Period 8 meet me there. I'll tell you where to sit when Mr. Grouzes tells me.
10/28/16 Brainstorming for our Education Arguments; see Google Classroom. When you research via Google, add the words "scholarly articles" to your keyword search. For example, Google: "students choose their own classes scholarly articles" and you will eliminate some of the chaff.
ReadThe Language of Composition Textbook
Chapter 3 on “Synthesizing Sources”
Read pages 61-67Chapter 4 on "Education"
Read pages 87-88 and 173-175
HW: See the shared document entitled "Education Synthesis Pre-Writing" and add your name, ideas for prompt & draft personalized claim.
10/31: Have added the names of our core authors next to your blurb. At least three of our core authors (including any of the Textbook Chapter's authors as well) shall inform your argument. This includes Walker Percy whom we haven't read yet.
Period 4: In-class, we looked at the AP 2007 FRQ on incentives (+freewrite) for argument practice. Reviewed blurbs. +Add authors.
Period 8: Returned Orwell rhetorical essays; reviewed Period 4's blurbs and responded to one on paper; make sure your own blurbs are complete. +Add authors.
HW: Continue to add to/edit your blurb.
Start reading and annotating
Walker Percy. He's a genius.
ReadThe Language of Composition Textbook
Chapter 3 on “Synthesizing Sources”
Read pages 61-67
Read pages 72-74 on “The Synthesis Essay”
Skim until pages 84-85 on “Incorporating Sources” – read closely.
See also Chapter 4 on "Education" and look for potential sources.
Take pictures, find the pieces on the Internet, so you don't need to take the books home.
Due 11/2/16: Have read & annotated Walker Percy's "The Loss of the Creature" in the AP Booklet.
Also answer: What are the four ways that "it" can be recovered? And what exactly does he mean by "it."
This is probably the toughest piece you'll read. (There are two sections in this excerpt. One pertains to travel and the other to education. Of course, they go together.)
It will take you at least two days to get through the piece in its entirety and fully understand it.
Period 4 - Walker Percy assignment in Google Classroom
Period 8 - 2007 AP FRQ on incentives (freewrite) for argument practice.
11/3/16 Writing Workshop Time - come to class prepared to write/type.
We wrote Introductions based on openings by Rose or Jesness.
Sources required for your synthesis essay
3 or more from our core list ("core" includes Gladwell, Robinson, Jesness, Prose, Rose, Solnit, Gitlin, Percy or TEXTBOOK readings)3 or fewer of your own
1 graphic (required)
= 6 total (min.)
Search for graphics (statistics/charts/graphs/artwork) for your Education Synthesis Assignment.
Go to AP Central and look at released synthesis questions.
11/4/16 Toulmin practice for your argument. See Google Classroom. Remember: We want claims of policy!