Quarter+3+Assignments

//Week 1 Objectives://
 * //Determine an author's purpse in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text//
 * //Apply knowledge of language to make effective choices for meaning or style//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters//
 * //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain//

Review class requirements and policies Elements of Voice & Style: what are they, and how do they work? Listen to a clip from David Sedaris: identify the elements in his writing--how does he achieve his voice? Independent Reading Unit: its purpose in our class //HW: bring in a piece of writing (it can be a poem, an excerpt from a book, fiction or non-fiction) that you love on Monday; the writing style and voice must inform what you wish to do with your own writing. You will need to share the piece with the class, so be prepared to read and explain what is going on in the piece that attracts you! Get parent signatures for course sheets.//
 * Thurs 2/3--**Writer's Survey [[file:writing survey.doc]]

NYU college essay: read and answer: Read [|Krentz essay]. Krentz has a toolbox--he shows people's words and behavior as a means of communicating truths about people. Though he does narrate his own reactions and understandings, we could easily understand his point with the dialogue and character interactions alone! //HW: remember to bring in a piece of someone's writing to share--it must be writing you admire and wish to emulate; you must have flashdrives by Monday!// // Read "Writing About Yourself" and annotate; write a response before Tuesday's class that addresses each bullet below: //
 * Fri 2/4--**Share comments from yesterday's survey
 * Diagnostic writing prompt:** We come across many truths in our lives, but some stand out because they inspire change in us. Tell about a time that something you learned changed the way you thought or acted.
 * what personality traits is the author trying to get across? How do you know?
 * is this a successful essay?
 * would you admit the student to NYU?
 * Try to model Krentz--select an experience (it can be from your diagnostic) and narrow in on it--show us something about how people (the good, the bad, or the ugly) think and behave in order to get across a specific idea. Do not tell us your own ideas, just show us something so that we "get it" without you having to explain. Please send this to me at some point today.
 * //Summarize some of the advice given--what should we walk away knowing?//
 * //Respond to the advice--add on, agree or disagree with points, evaluate its helpfulness; how does this compare with how you currently write or how you were taught to write?//
 * //Is writing narrative different from other kinds of writing, or is "writing just writing"?//

//Week 2 Objectives://
 * //Apply knowledge of language to make effective choices for meaning or style//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or character//
 * //Determine an author's purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text//
 * //Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach//
 * //Work with peers to set rules for collegial discussions or decision-making, clear goals and deadlines, and individual roles as needed//

Share writing that you brought in; what about its voice and style appeals to you? [|Modeling Exercise.doc] //HW: have your independent reading text for tomorrow! Remember, have your written response to "Writing About Yourself" before you walk into the classroom.//
 * Mon 2/7--**brief discussion of a piece of writing I brought in as a model for your sharing

**Tues 2/8**--SSR Introduce [|rhetorical strategies] Read "Summer Rituals" by Ray Bradbury and complete the "Discovering Rhetorical Strategies" questions 1-4; answer thoroughly. Share out. Review points from "Writing About Yourself" as preparation for tomorrow's writing.

**Wed 2/9**--SSR Review "Summer Rituals"--what lines stand out as vivid? What effects have rhetorical strategies had on the story and the reader? Descriptive writing assignment: because we just read a chapter that encourages writing about what YOU wish, the topic is your choice. However, it must be in memoir form--you must bring a memory alive for us. Remember from the reading: //"Make sure every component in your memoir is doing useful work...see that all the details--people, places, events, anecdotes, ideas, emotions--are moving your story steadily along."// See me if you want some suggestions!

**Thurs 2/10--**SSR [|Revision: what is its purpose? what constitutes revision?] Show models and revise some lines together. Peer review of description writings--after 2 people have given feedback, you must revise. Turn in original memoir with your 2 feeback sheets (your revised sentences on the back of your feedback sheets) HW: please turn in today's feedback and revision assignment by tomorrow =)

**Fri 2/11--**SSR Give students standards related to class discussions; based on these standards, have students create categories that should be part of our graded discussion rubric. [|Discussion criteria.doc] Break students up into groups and have each group work on a section of the rubric. Each group must distinguish between "A", "C" and "D/F" skills. Students will fill in a rubric and we will review each section

//Week 3 Objectives://
 * //Apply knowledge of language to make effective choices for meaning or style//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters//
 * //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text//
 * //Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate thoughtful, well-reasoned exchange of ideas//

Quick write: So far, what do you notice about your chosen author's writing style? How would you describe his/her voice? What rhetorical devices are used? What is your personal reaction to the text so far? Peruse [|college essays online] and select a couple that appeal to you; be prepared to share why with the class. Look at college essay questions--dissect together. Select a question and start brainstorming with a focus on story and description. You can choose one from this list, or find one for a college that interests you. [|College_Essay_Questions[1.doc]] Start writing!
 * Mon 2/14--**SSR

Diction exercise from __Voice Lessons__ College essay drafting; while students are drafting, meet with me to review their diagnostic writings & HSPA scores
 * Tues 2/15--**SSR

HSPA goals--introduce HSPA page and work process Open-ended work: what is the purpose of the open-ended question? How are they assessed? How do we successfully answer them? Read "Flowers" and write the response to the first question together; students will write the second response on their own
 * Wed 2/16--**SSR

GD self-evaluation [|expos gd reflection.doc]
 * Thurs 2/17--**Graded Discussion

HSPA work: Persuasive reading and Open-ended--do multiple choice after reading and discuss answers Draft the first open-ended question together as a class; students should answer the second question on their own and get feedback from a peer
 * Fri 2/18--**SSR

Week 4 Objectives:
 * //Apply knowledge of language to make effective choices for meaning or style//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters//
 * //Develop claims and counterclaims fairly and thoroughly, supplying teh most relevent evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases//
 * //Introduce a topic; organize complex ideas, concepts, and information so that each new elements builds on that which precedes it to create a unified whole//

college essay revision & conferencing--please get feedback from teacher and from a peer! [|Come up with a title that is not LAME] HSPA practice & essay revision--please remember to look at sample expository essays--it will help you tremendously!
 * Tues 2/22--**SSR

HSPA practice & essay revision
 * Wed 2/23--**SSR

HSPA conferencing--by today, you must show one piece that you've worked on from the HSPA packet for verbal feedback. Use your time to wrap up HSPA work and have a revised draft of your college essay for tomorrow's class--we will be doing finishing touches tomorrow.
 * Thurs 2/24--**SSR

Argumentation quick write: what makes an argument effective? What does it mean to "know your audience"? Notes: [|Argumentation.doc] Audience and Strength of Claims activity: [|Why Shouldnt little Jimmy play with power tools.doc] ; complete the first one together; half the class does evens, half does odds; share out
 * Fri 2/25--**SSR

Week 5 Objectives:


 * //Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach//
 * //Determine an author's purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text//
 * //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain//
 * //Read and comprehend complex literary and informational texts independently and proficiently//
 * //Use context as a clue to the meaning of a word or phrase; verify the preliminary determination of the meaning of a word or phrase//

[|Here is a terrific example of creating voice] through diction, sentence variety, and punctuation--written by the most brilliant musician on earth. college essay conferencing (if you're ready to turn in your essay for a grade, work on your craft analysis) HW: next set of graded discussion readings and questions--discussion will be Friday 3/4
 * Mon 2/28--**catch up on last week =)

HW: **final draft of college essay due tomorrow**
 * Tues 3/1--**NO CLASS due to HSPA. Best wishes!!! Remember to show those readers how well you think & write! Always show thought process and always be precise.

Discussion: what should our argument assessment be? What would be meaningful? Should there be options? What should we measure? How? What forms can arguments take?
 * Wed 3/2--**Complete the [[file:College Essay Reflection.doc]]and rubric--turn in all materials with finished essay.

Go over notes as a class: [|ethos, pathos, logos] as modes of argumentation [|The 3 Artistic Proofs.doc] __Skit Activity:__ Each group creates a situation in which they must use persuasion to get what they want; they have 10 minutes to come up with a short skit in which they act out the scenario using pathos/ethos/logos; viewing students identify the usage and its effect HW: Graded discussion tomorrow!
 * Thurs 3/3--**shortened class (38 minutes only)


 * Fri 3/4--**Graded discussion =)

//Week 6 Objectives://
 * //Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging//
 * //Determine an author's purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text//
 * //Come to discussion prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate thoughtful, well-reasoned exchange of ideas//
 * //Evaluate a speaker's, writer's, or creator's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.//
 * //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain//

Craft analysis: practice using To His Coy Mistress (remember, you have a craft analysis for your independent read due Friday!)
 * Mon 3/7--**Argument: To His Coy Mistress [[file:To His Coy Mistress.doc]]
 * Identify: purpose, tone, audience, and rhetorical strategies
 * Where does he use ethos, pathos, and/or logos?
 * Evaluate the piece as an argument: strengths and weaknesses?

If time: work on your craft analysis
 * Tues 3/8--**Read "How Bingeing Became the New College Sport" and "Life is Precious, or It's Not" from Prose Reader; What arguments and assumptions does each author make? What kinds of support are used? What questions or objections do certain claims or support raise for you? Who is the audience for each? Overall, how strong is each argument? [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://reimerexpos.wikispaces.com/file/view/kingsolver+and+seaman+questions.doc"]][|kingsolver and seaman questions.doc]

Satire as argument: Define irony, parody, and satire Satire as argument: view and analyze satire on adbusters.org--what argument are the visuals and words making? View clips from the Colbert Report and write down examples of satire or irony. After viewing, you should go back to your examples and explain each one: what was he //really// saying? [|satire--colbert.doc] Share out. What makes satire effective? HW: please bring in a trustworthy source that you believe speaks to our chosen topic of "Being a Teen in 2011 America"--we will be sharing sources on Friday
 * Wed 3/9--**Brainstorm possible questions that will help to better clarify potential foci for the argument assessment.

Study Jonathan Swift's argument, "A Modest Proposal" HW: your craft analysis is due tomorrow! bring in a source that you think will contribute to our topic of "being an American teen in 2011"
 * Thurs 3/10--**More on satire as argument: writing satire

View //Digital Nation// (first half only) HW: Satire assignment: Write a satirical editorial or news article. Must be 1-2 well-developed paragraph(s). You should accompany your story with an image for added effect. Remember--you will rely on verbal irony! Due Monday.
 * Fri 3/11--**review requirements for argument and discuss avenues for an authentic audience

//Week 7 Objectives://


 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters//
 * //Develop claims and counterclaims fairly and thoroughly, supplying the most relevent evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases//
 * //Introduce a topic; organize complex ideas, concepts, and information so that each new elements builds on that which precedes it to create a unified whole//
 * //Conduct short, as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.//

Introduce blog assignment; you must start setting up your blog on Tuesday, so be prepared with a topic. Spend the rest of class clarifying your direction for your argument project. On what aspect(s) of teenage life will you focus? What questions will guide your research and writing? What questions do you have, or what support will you need to help you accomplish this? Please submit this info in writing before you leave.
 * Mon 3/14--**Source share

**Tues 3/15--**Please continue working on your argument today--gather research and start organizing thoughts. Before you leave, please email me turn in answers to the following:
 * 1) What did you accomplish today?
 * 2) Are you having a difficult time on any aspect of this assignment?
 * 3) What are you feeling confident about in regards to this assignment?

// **Wed 3/16--**Visual argument do-now (look at images from news); share out--what do these images convey without words? // // Images as arguments (readings and exercises from //everything's an argument) [|visual argument intro.doc] // Based on the reading, we will decide on visual elements on which you will be assessed for your blog // // Spend the rest of class setting up your blog with attention to format, color schemes, and font. //

// **Thurs 3/17--**Happy St. Patty's Day! // Synthesis do-now: apples to apples // Pair up and analyze your assigned image using the questions on the first page of the packet. //

// **Fri 3/18--**Synthesis do-now: apples to apples // // Argument check-in: meet in a circle and share out--where are you // with the project--what do you have questions about or where do you need more support or guidance? How satisfied are you with your work so far, and why?

//Week 8 Objectives://
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Use technology, including the internet, to produce, publish, and update individual writing products in response to ongoing feedback, including new arguments or information//
 * //Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation//
 * //Integrate and evaluate multiple sources of information presented in different media (print and electronic) in order to address a question or problems//
 * //Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topics or issue to stimulate thoughtful, well-reasoned exchange of ideas//

// **Mon 3/21--**S //ynthesis: what is it, and how do we do it? Give students political cartoons; in small groups, come up with a paragraph synthesizing the cartoons. Share out as a class, and revise as needed Work on one of your blog entries and try to synthesize info HW: start preparing for your next graded discussion, which will be held on Friday 3/25

// **Tues 3/22--** //Evaluate the use of synthesis in sample paragraphs: [|Synthesis paragraph samples-1.pdf] Again, return to your blog and be sure that you are synthesizing. By the end of class, I need the link to your blog; I will also be looking for synthesis. HW: you will share about your argument progress tomorrow. please answer the following before coming to class:
 * Where are you with your project? (how far have you gotten?)
 * What questions or uncertainties do you have? On what do you want to get feedback when we meet today?
 * How satisfied are you with your work so far and why?
 * Where do you think you'll submit your argument in the hopes of getting some feedback?

// **Wed 3/23--** Argument check-in: see above! // // Argument conferencing and independent work. //

HW: graded discussion tomorrow; you must have written preparation COMPLETE in order to participate
 * Thurs 3/24--W**ork on your argument in class and/or get teacher feedback! If you did not check in with me yesterday, you must do so today.

HW: argument projects due Tuesday!
 * Fri 3/25--**Graded discussion

//Week 9 Objectives://
 * //Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation//
 * //Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts (blog)//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience//
 * Evaluate a speaker's, writer's, or creator's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used


 * Mon 3/28--**Last day to work on your argument and to conference with me; in the conference, you must have specific questions about your writing and support =)

my synthesis share--I heard something cool on NPR and I made a synthesis connection! Go here for more clarity about synthesis writing. Work on blogging--try to develop a clear direction--what is the purpose of your blog? Before you leave class, email me the following:
 * Tues 3/29--**Argument share/presentation
 * what is the purpose of your blog: What understanding is your research opening to you? What is your thesis or theme, or what question are you answering? (cause/effect, compare/contrast, persuasion, etc.)
 * about what are you uncertain?
 * what is working for you so far?
 * are you finding enough material for your blog? can I help in anyway with this process?


 * Wed 3/30--**Synthesis using graded discussion articles; in pairs, complete the "Making Connections" chart and compose 1-2 paragraphs that synthesize the articles' information. Share out.

HW: if you wish to revise your synthesis writing from yesterday, you must give that to me by the end of class tomorrow.
 * Thurs 3/31--**blog share and peer feedback; read two peers' blogs and complete the attached feedback form. [[file:Blog Response.doc]][[file:Blog Links.doc]]

HW: your revised argument is due on Monday--you must turn in the original copy along with a new, clean copy. If you are not revising, please return your original copy.
 * Fri 4/1--**blog conferencing!!! When you see me, please print out two of your entries that are using synthesis; highlight--like we did with the sample paragraphs--so that we can review them together. You may also use part of your time today to revise your synthesis writing with your partner.

Week 10 Objectives:

HW: complete the attached argument reflection; to be shared tomorrow in circle time!
 * Mon 4/4--**Blog conferencing

With your remaining time, please work on your blog; be sure at least 6 of your entries use synthesis.
 * Tues 4/5--**Argument project share!


 * Wed 4/6--**Last day to work on synthesis in your blogs; last opportunity for conferencing before a GRADE!!!


 * Thurs 4/7--**Block 1 & 2 Exams


 * Fri 4/8--**Block 3 & 4 Exams