Agendas+and+Assignments


 * Quarter 1:**

//Week 1 Objectives://
 * //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//
 * //Use narrative techniques, such as dialogue, pacing, description, reflection to develop experiences, events, and/or characters//

HW: get parent signatures/emails on course intro sheet (attached); have a flashdrive by Friday.
 * 9/7--**intro to course; rhetorical devices worksheet[[file:Rhetorical_Strategies_List (2).doc]]

Read and annotate "Writing About Yourself"--underline good detail/advice for discussion NYU college essay: read and answer: HW: read [|Krentz essay] and complete writing prompt #3; it should be typed and approx 1 page.
 * 9/8--**take 25 minutes only and respond to the prompt: "Write about a time that you needed a friend."
 * 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?


 * 9/9--**NO SCHOOL

Swap essay responses and identify rhetorical devices in your peer's paper; also tell what they did well! 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. HW: Read ch. 1 Description--be sure to annotate //Week 2 Objectives://
 * 9/10--**Discuss Krentz; identify rhetorical devices.
 * //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//
 * //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.//

Discuss HW reading--what valuable advice did you find? What makes quality descriptive writing? Read "Summer Rituals" by Bradbury and do "Discovering Rhetorical Strategies" questions 1-4; answer thoroughly. Share out. Introduce critical reading assignment, to be done weekly. This week's readings: "First Confession" and "The Truth About Lying" HW: start on critical reading assignment
 * 9/13--**Imagery exercise from __Voice Lessons__.

Descriptive writing prompt: Peer review prompts; share strong examples of description HW: Read "Only daughter" by Cisneros and do "Discovering Rhetorical Strategies" questions 1-3.
 * 9/14--**Imagery exercise from __Voice Lessons__.
 * What are some of the important rituals in your life? How many times a year do they occur? What purposes do they serve? How do rituals help create a social framework in your life? What feelings and senses do these rituals evoke? How will you help us experience them?
 * Using these questions, write a descriptive essay about a ritual OR an event that is significant in your life. In your essay, include the people involved, the setting, and all 5 senses if possible; use similes and metaphors to make your description as vivid as possible. Remember: details, details, details...but only details that help create the feeling/experience you want!

Review "Only daughter" 6 Traits rubric discussion [|Revision: What is it? What does it look like?] Using the feedback on your descriptive essay, make //significant yet effective// revisions. Use gloss notes to show where and why you made changes. If time: begin drafting college essay
 * 9/15--**Diction exercise from __Voice Lessons__.

Read and listen to David Sedaris story. How does he create voice? What makes his humor successful? Listen to [|Grammar girl on Voice] describe your voice and write a few sentences that model those traits. How can you consciously create voice? How are you doing this in your essay? Continue drafting essay. HW: paired readings and response due tomorrow
 * 9/16-**-Diction exercise from __Voice Lessons__.

conference with teacher about college essay when not confernecing: revise for voice and rhetorical devices by inserting comments to show where you used devices and created voice HW: email me your first draft of college essay **before** Monday; no excuses
 * 9/17--**paired reading graded discussion

//Week 3 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//

Intro student-driven vocab assignment HW: start reading! bring your text to class daily Here's your paired reading assignment for Friday:
 * 9/20--**Go directly to the IMC for non-fiction book talk and selection!

Conference with me about your essay Revise with comments HW: you must turn in a revised draft with comments by 5pm on Wednesday 9/22.
 * 9/21--**Workshop Day...but FIRST, 10 minutes of SSR

college essay revision; by 5pm tonight, you must email me a completely revised copy with comments HW: independent vocab, non-fiction reading, paired readings....you have a lot to be working on!
 * 9/22--**10 minutes of SSR

Intro to argument quick write: What makes a good argument? What is one of the best argument's you've heard lately? What made it good? Identify the basics and kinds of argument: notes adapted from e//verything's an argument// by Andrea Lunsford 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? HW: be prepared for tomorrow's GD
 * 9/23--**10 minutes of SSR

Critical reading graded discussion Audience and Strength of Claims activity: You are assigned odds or evens, so don't do all. HW: Email me your "final" college essay by Monday 11:15am. Read [|"Offensive Play"] by Malcolm Gladwell (this is the whole article; I am giving you a shortened version in class, so don't panic) and complete the attached assignment for Thursday 9/30 Note that for next week's paired readings, you have to find the other half of the pair.
 * 9/24--**10 minutes of SSR

//Week 4 Objectives://
 * //Come to the 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.//
 * //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//
 * //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//

//Quick write:// Review your book thus far. Consider: how is your author creating interest? How would you describe the writing and voice? To whom would you recommend this book and why? Finish Friday's assignment about audience--review select ones as a class HW: be working on your graded discussion prep and finding your source to pair with Gladwell
 * 9/27--**10 minutes SSR (I will be checking vocab during this time)

//Mini lesson//: selecting significant quotes! (we need practice for your graded discussions...) We will read an essay aloud together, annotate and find quotes that serve to reveal purpose, claims, audience, tone, etc. using this chart: HW: fix vocab writing if needed; be working on your graded discussion reading/questions/article research
 * 9/28--**10 minutes SSR

Argument in media: advertisements (do first page only) Introduce blog assignment; look at current blogs and how they are set up, how they link and respond to sources, etc. Start setting up your blog! If you're using the wiki, go [|here] for an online tutorial on how to create your site. Otherwise, [|start your blog here.]. HW: be prepared for tomorrow's graded discussion! remember YOU have to bring in a 2nd source; have it ready at the start of class. Get parent signature on grade sheet.
 * 9/29--**10 minutes SSR

Rubric development for graded discussion Evaluate your preparedness for Monday's discussion. With time leftover: work on blog. HW: have new set of vocab (chart and written assignment) for Monday; commercial assignment (part II) is now due TUESDAY 10/5
 * 9/30--**10 minutes SSR

//Week 5 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 //
 * //Introduce a topic, organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful to aiding comprehension //
 * //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. //
 * //Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evident 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. //
 * //Use technology, including the internet, to produce, publish, and update individual or shared writing products i response to ongoing feedback, including new arguments or information //
 * //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 a thoughtful, well-reasoned exchange of ideas //

Graded Discussion! Feedback: what went well, what didn't? What do we still need to focus on? Self-evaluation. Remaining time: review blog requirements and work on your post (I will be checking later today that you have at least one complete post that links to 2 sources!)
 * 10/4--**10 minutes of SSR

Independent Reading assignment: College essay and graded discussion conferencing--establish 3 writing/discussion goals based on our conversation When you are not conferencing: Find an editorial of interest to you. Evaluate it's argument and compose a response. Be sure to address each part of the assignment! This is worth 40 points--20 points for each part. HW: finish editorial assignment; email me your work by 11:15am Thursday (that means, when the bell rings it should be in my email)
 * 10/5--**10 minutes SSR

Images as arguments (readings and exercises from //everything's an argument) // Remaining time: work on your blog. Be sure to use and evaluate an image into today's post. HW: Remember--email me your editorial assignment by 11:15am Thursday (that means, when the bell rings it should be in my email); you MUST follow directions for credit!
 * 10/6--**10 minutes SSR

Using yesterday's packet, pair up and analyze your assigned image using the questions on the first page of the packet. Be thorough; we'll go over together. Independent work: find an image that you believe is making an argument (try to avoid ads--look to news sources first); HW: if you did not give me your independent work in class, it must be emailed tonight!
 * 10/7--**10 minutes SSR

Work on blog; you should have 3 posts for this week completed. (until 12:10--then move on to the response portion below) Read a classmate's blog and respond to one of his/her posts. See assignment for partners and requirements. HW: vocab (chart and writing) is due Monday
 * 10/8--**10 minutes SSR

Week 6 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//
 * //cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text//
 * //introduce precise, knowledgeable claims, establish the significance of the claim, distinguish the claims from alternate or opposing claims, and create organization that logically sequences the claims, counterclaims, reasons, and evidence//
 * //Determine or clarify the meaning of an unknown word and multiple-meaning words//
 * //Demonstrate understanding of word relationships and nuances in word meanings//

Quick write: give your text a rating and explain why; use specific support! Review components and rubric for open-ended questions. Add to rubric in order to clarify expectations! Give students [|an article]; in pairs, read article and create 2 open-ended questions; swap questions with another pair and answer the questions with what you consider a "4" response based on the rubric. HW: start working on vocab
 * 10/11--**10 min SSR

Give your response to the pair that created your questions; grade your peers' responses using the rubric for open-endeds HSPA diagnostic/writing skill conferences; identify areas for improvement and set goals to be met When you are not conferencing: blogging! We will have blog conferences tomorrow, so be prepared to review your work so far HW: be working on vocab and graded discussion prep; get grade sheets signed for a HW grade
 * 10/12--**10 min SSR

Please work on your blog until 12:15; use the rest of the time to complete the attached reflection HW: have your next set of 3 entries on your blog--you should have 6 altogether
 * 10/13--**10 min SSR

Define pop culture; generate some questions that revolve around pop culture; as a class, pick a question and write a model paragraph focusing on developing a point and using rhetorical devices/strategies. Blog conferences; when you are not conferencing, you are working on your preparation for an essay about pop culture. By the end of class, you will turn in notes that you may use in your essay. HW: compose a response to the prompt; have ready to share in class tomorrow
 * 10/14--**10 min SSR

in-class HSPA persuasive prompt on pop culture--60 min Email essay to me; this is timed, so it is **absolutely due by 12:35** HW: vocab assignments due Monday
 * 10/15--**10 min SSR

//Week 7 Objectives://
 * //Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evident 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//
 * //Use technology, including the internet, to produce, publish, and update individual writing products in response to ongoing feedback, including new arguments or information//
 * //Cite strong and thorough textual evidence to support analysis of what hte 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 a thoughtful, well-reasoned exchange of ideas//
 * //Propel conversations by proposing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge positions and conclusions; promote creative and divergent perspectives//

Go over persuasive prompt rubric; peer evaluation of Friday's essay. Select a paragraph to rewrite into a "model" paragraph--focus on developing ideas and voice/style While rewriting, blog conferneces HW: graded discussion prep for Friday; here are the readings: [|Lunchbox Hegemony?] and [|The Electronic Fishbowl]
 * 10/18--**10 min SSR

Introduce synthesis--what is it? How do you do it? What kinds of connections can you make between writers? Activity: Political cartoons and synthesis Blog work; try to incorporate synthesis in your blogs! Print out one of your entries and show me where you synthesized. HW: review articles "The Ecstasy of War" and "Why We Crave Horror Movies" for tomorrow's activity
 * 10/19--**10 min SSR

Synthesis activity: "Making connections between Writers" (education articles: "Let Teenagers Try Adulthood", "A Model for High Schools", and "New Slant on writing encourages participation") Select 2 of the 3 articles to work with. The final product is a well developed synthesis paragraph! Introduce pop culture prompt that requires synthesis; you will be using your in-class essay as a starting point; show models of synthesis paragraphs
 * 10/20--**10 min SSR

1. Work on your blog 2. Work on reading, annotating, and responding to graded discussion materials 3. Work on your vocabulary chart and writing HW: be prepared for your graded discussion; remember the expectations of the rubric This is a significant grade of 50 points.
 * 10/21--You have 3 choices for today:**

Blogging/essay writing HW: new vocab due Monday; get grade sheet signed by parents
 * 10/22--**Graded Discussion on pop culture

//Week 8 Objectives://
 * //Integrate and evaluate multiple sources of information presented in different media (print and electronic) in order to address a question or problem//
 * //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//
 * //Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole//
 * //Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic//
 * //Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach//
 * <span style="color: #3b3b3a; display: block; font-family: Helvetica,sans-serif; font-size: small; line-height: 16px;">//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 a thoughtful, well-reasoned exchange of ideas//
 * //Propel conversations by proposing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge positions and conclusions; promote creative and divergent perspectives//


 * Note: You will not have blogging time in class, as our main focus this week is your synthesis essay. Be sure to blog on your own time--come to tutorial in 620 if needed. I will check blogs for 12 entries on Friday 10/25.**

read 2 articles and annotate for essay Review pop culture prompt and begin essay as you finish your reading HW: blogging, GD prep for Friday 10/29: [|Article 1], [|Article 2], [|Article 3], [|Article 4]
 * 10/25--**synthesis activity: making connections between unrelated objects

Quote integration practice using [|this article]. Finish reading/annotating your sources. Brainstorm and pre-write for your synthesis essay; you will conference tomorrow and will need to show me your thought mapping. HW: blogging; vocab work; have your brainstorming ready to show me
 * 10/26--**Diction do-now

review quote integration from yesterday Conferencing about your synthesis connections When not conferencing, you must be working on your essay; you must show me your quote integration in your essay during class HW: blogging, vocab work
 * 10/27--**Diction do-now

Work on synthesis essay; confernece with teacher and revise as needed, focusing on support and organization HW: blog work--I will check tomorrow for 12 entries
 * 10/28--**Voice do-now

Graded discussion Blog/essay drafting HW: last vocab due Monday
 * 10/29--**Voice do-now

Week 9 Objectives:
 * //Use precise language, domain specific vocabulary, and techniques such as metaphor, simile and analogy to manage the complexity of the topic//
 * //Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach//
 * //Integrate and evaluate multiple sources of information presented in different media (print and electronic) in order to address a question or problem//
 * //Devleop claims and counterclaims fairly and thoroughly, supplying the most relevant 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//
 * //Use technology, including the internet, to produce, publish, and update individual writing products in response to onging feedback, including new arguments or information//

Workshop: Synthesis essay Identify "A", "C", and "F" quality word choice Comb your paper and fill in your diction chart; swap with a peer and have your peer grade your diction Go back to your paper and revise for diction When you've completed the diction revision, move on and do the "rhetorical devices" handout Use checklist to self-assess your essay HW: Have your first complete draft of your synthesized pop culture essay; I will not accept a draft that does not attempt to synthesize sources (remember, 3 sources needed)
 * 11/1--**Review of 6 Traits

Synthesis essay draft due at the end of class! I am collecting a draft & your completed revision/checklist/self-assessment packet When you are not conferencing, you are blogging or finishing your synthesis essay draft HW: work on blog
 * 11/2--**Blog conferences

When you are not conferencing, you are working on your blog or revising your synthesis essay based on our conference HW: blog will be finally assessed on **Monday 11/8** (with the start of class); be sure to review the rubric.
 * 11/3--**Synthesis essay conferencing

//Week 10 Objectives://
 * //Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic//
 * //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//

Quick write: blog reflection and personal assessment HSPA expository essay review. Look at sample prompts and models--what do strong models look like? How did they address the prompt? Generate a list of tips for strong responses. Practice breaking down prompts.
 * 11/8--**Blogs due for final grade

Give students 3 options for an expository essay; break down each prompt as a class--what is the prompt //really// asking? expository essay prompt--30 minutes; you MUST include brainstorming as part of the process Self and peer evaluation of essays.
 * 11/9--**Review students' break down of prompts from yesterday.

Independent reading: final reflection on the process and suggestions for the future! HW: Prepare for exam!!!
 * 11/10--**HSPA skills: Multiple Choice strategies and practice test
 * synthesis essay due (you will have time to finalize this during the exam)
 * persuasive and narrative readings with open-ended responses


 * 11/11--**EXAMS 1 & 2


 * 11/12--**EXAMS 3 & 4