Quarter+2+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? Before leaving, introduce independent vocab assignment HW: bring in a piece of writing (it can be a poem, an excerpt from a book, fiction or non-fiction) that you love by Wednesday; you will need to share it with the class, so be prepared to read aloud! Get parent signatures.
 * Mon 11/15--**Writer's Survey [[file:writing survey.doc]]

Diction exercise from __Voice Lessons;__ share out and note connotations in diction NYU college essay: read and answer: Read [|Krentz essay] and complete writing prompt #3; it should be typed and no more than 1 page. HW: be working on vocab; remember to bring in your fav piece of writing to share =)
 * Tues 11/16--**Share comments from yesterday =) [[file:survey responses Q2.doc]]
 * 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?

Share writing that you brought in; what about it's voice and style appeals to you?
 * Wed 11/17--**Diction exercise from __Voice Lessons;__ share out and note connotations in diction

Rhetorical Devices: complete this sheet; feel free to work with a partner, but everyone fills out a chart =) Read "Writing About Yourself" and annotate; email me a typed response that addresses each bullet below: HW: make sure you have a flashdrive by tomorrow! If you didn't finish the reading and typed response, email that to me tonight.
 * Thurs 11/18--**Diction exercise from __Voice Lessons__--please complete the other side of yesterday's handout.
 * 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?
 * What advice about writing personal narratives would you add?

Diction exercise from __Voice Lessons__; this one will be graded! worth 10 points Writing with detail: what does it mean? what does it look like? Review reading from yesterday. Review rhetorical strategies chart and read "Summer Rituals" by Bradbury. Complete the "Discovering Rhetorical Strategies" questions 1-4; answer thoroughly. Share out. HW: first independent vocab writing due Monday (chart and writing piece)
 * Fri 11/19--**Introduce independent reading; book selection on Tuesday, so start considering a writer whose craft you wish to analyze.

//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 characters//

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! If you finish with time left, start your next set of vocab.
 * Mon 11/22--**Introduce independent reading assignment [[file:Expos Independent Reading Unit.docm]]

HW: correct your vocab writing
 * Tues 11/23--**IMC for book selection

Peer evaluation of description from Monday's prompt and share out Revise noted lines HW: second round of independent vocab due Monday (chart and writing piece); if you didn't turn in your memoir piece with feedback sheets and revisions, have that on Monday.
 * Wed 11/24-**-SSR for 10 minutes

Week 3 Objectives:
 * //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//
 * //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//

**Mon 11/29--**SSR for 10 minutes Imagery exercise from __Voice Lessons__ Give students standards related to class discussions; based on these standards, have students create categories that should be part of our graded discussion rubric. 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 Explain this week's graded discussion assignment; if time, students may begin their reading for this HW: start preparing for graded discussion

**Tues 11/30--**10 min SSR Imagery exercise from __Voice Lessons__: share out 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!

Imagery exercise from __Voice Lessons__: share out College essay drafting; while students are drafting, meet with me to review their diagnostic writings
 * Wed 12/1--**10 min SSR

College essay drafting If you finish early: work on vocab or graded discussion prep! HW: graded discussion preparation & week 2 vocab revisions due tomorrow
 * Thurs 12/2--**10 min SSR

GD self-evaluation with leftover time, you may either read or continue your essay HW: week 3 vocab due Monday; get me a rough draft of your essay by Monday =)
 * Fri 12/3--**Graded Discussion

//Week 4 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//

Introduce next set of graded discussion readings and questions Argumentation quick write: what makes an argument effective? What does it mean to "know your audience"? Notes: 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
 * Mon 12/6--**10 min SSR

Ethos, pathos, logos as modes of argumentation--quick review 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 If time: vocab revision or graded discussion prep
 * Tues 12/7--**10 min SSR

Narrative essay revision & conferencing [|Come up with a title that is not LAME] <span style="border-collapse: separate; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">If time: work on graded discussion prep or vocab
 * Wed 12/8--**10 min SSR

Please spend the rest of class working on any of the following: EVERYONE SHOULD BE WORKING AT ALL TIMES =) I will check email for any questions you might have, so feel free to email me. We have **B lunch** tomorrow, so no excuses about being late Friday! HW: vocab revisions due; graded discussion prep due
 * Thurs 12/9--**10 min SSR
 * graded discussion prep (remember--you need to find a second article)
 * college essay revisions
 * craft analysis for your independent book
 * vocab

Read 6 traits description of word choice; in pairs, identify "A", "C", and "F" verbs [|6 traits voice.docm] Next, go through your paper and write your verbs in the chart; get into groups of 3 and swap charts. Based on verbs and adjectives alone, what grade would you give this speech? Share out and suggest alternatives for verbs or adjectives Working alone again, go through your speech and change words that aren't "A's" [|Here is a terrific example of creating voice] through diction, sentence variety, and punctuation--written by the most brilliant musician on earth. Graded Discussion feedback and self-evaluation: HW: final essay draft due by Monday; graded discussion moved to Monday
 * Fri 12/10--**10 min SSR
 * 1) Take a few minutes and share some of your preparation for the scored discussion with a peer. Hopefully, talking out your ideas/points/questions will give you an idea of how well prepared you are and will help solidify some of your thinking. It’s a good idea to discuss the source you brought in to make sure that it “works”.
 * 2) Once you’re finished sharing, please take a few more moments to evaluate your preparedness for and understanding of the task. Write an honest (I am not grading you on your readiness //today//) reflection: How prepared are you? What indicators lead you to believe this? What do you still need to do?

//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//
 * //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//

If time: work on vocab HW: vocab due tomorrow
 * Mon 12/13--**Graded discussion

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? Give students the rubric for persuasive prompts and models that scored 10 or above. Have students identify where these essays met the 5/6 criteria. Share out.
 * Tues 12/14--**10 min SSR

Today's work:
 * Wed 12/15--**
 * 1) 15 minutes SSR
 * 2) please review each essay sample in the packet, all of which scored 11 or 12 (highest is 12). Make a handout that you would give to a class advising them about how to write an effective persuasive essay. What would your teacher include on a handout? What would a student need to see or learn in order to be successful? Print and turn in--this is a grade!
 * 3) Left over time: vocab or craft analysis

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? Share out. What makes satire effective? HW: vocab week 4 revisions due tomorrow
 * Thurs 12/16--**10 min SSR

Satire assignment: <span style="font-family: 'Comic Sans MS',cursive; font-size: small;">Write a satirical editorial or news article. Must be at least 150 words. You may want to accompany your story with an image for effect. Remember—you will rely on verbal irony! HW: Last week of vocab due on Monday! Get grade sheets signed.
 * Fri 12/17--**10 min SSR

//Week 6 Objectives://
 * //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, including where the text leaves matters uncertain//
 * //Analyze and evaluate the effectiveness of a creator's choices, including where points are clear, convicing, or engaging//

Introduce blog assignment; you must start setting up your blog today. Start creating! Be sure to email me your blog url ASAP--if you do not send me your url, you will get zeroes for the blog checks.
 * Mon 12/20--**10 min SSR

Images as arguments (readings and exercises from //everything's an argument) [|visual argument intro.doc]// // Pair up and analyze your assigned image using the questions on the first page of the packet. Be thorough; we'll go over together. We will also decide on visual elements on which you will be assessed for your blog. //
 * Tues 12/21--**10 min SSR

Mini lesson on Movie Maker with Mr. Klein! You will be using this program for your visual argument assignment (to be started after break). I will take notes and post a handout, but you are responsible for today's info. Ask questions today! HW: vocab week 5 revisions & craft analysis due at the start of class tomorrow
 * Wed 12/22--**Intro Visual Argument

HSPA Diagnostic conferences during class today; discuss areas in need of improvement and start planning how you will meet your goal for improvement during the second half of the quarter. When you are not working on HSPA goals, work on your blog.
 * Thurs 12/23--**10 min SSR


 * Over Break:** I will be doing a blog check on 12/30, and you should have 3 complete entries. I will be checking for completion, links to sources, and images. Also, you should start getting images and sources together for your visual argument so that you can maximize class time when you return.

//Week 7 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//
 * //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//
 * //Integrate and evaluate multiple sources of information presented in different media (print and electronic) in order to address a question or problem//

The rest of class: start putting together your visual essay; see me for guidance or thesis help, and show me what you've accomplished at the end of class. HW: the next blog check will be at 7 am on Monday, 1/10
 * Mon 1/3--**Review elements of the visual essay assignment; show students examples.


 * Tues 1/4--**Continue putting together your visual essay; see me for guidance or thesis help, and show me what you've accomplished at the end of class.

HW: start reading the articles about Big Pharma and working on a connection chart.
 * Wed 1/5--**Introduce synthesis: what is it, and how do we do it? Apples to Apples as an intro. Give students political cartoons; in small groups, come up with a paragraph synthesizing the cartoons. Share out as a class, and revise as needed.

Visual essay work!!! HW: Big Pharma; focus on making connections using synthesis--you must have 2 "making connections" charts filled out (one column for each of the 4 articles) and one well-developed piece of writing that synthesizes your connections; your piece of writing should be about the same quality and length as the samples we read in class today.
 * Thurs 1/6--**Evaluate the use of synthesis in sample paragraphs: [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://reimerexpos.wikispaces.com/file/view/Synthesis+paragraph+samples-1.pdf"]] [|Synthesis paragraph samples-1.pdf]

HW: start revising your blog to make synthesized connections in what you already have. Also, visual essays are due on Thurs 1/13!!! Blog check on Monday morning, so have your blog done before you go to bed on Sunday!
 * Fri 1/7--**visual essay work; conferencing about synthesis assignment

//Week 8 Objectives://
 * //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//
 * //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//
 * //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//
 * //Integrate and evaluate multiple sources of information presented in different media (print and electronic) in order to address a question or problem//

You must spend today revising your blog and/or working on your visual essay HW: revise blog entries as needed; you should come to tutorial if you need extra guidance with synthesis
 * Mon 1/10--**Class will divide into groups of 3 and share synthesis insights; as a group, compose a page that synthesizes your connections and turn in for a grade.

blog conferences; I will be checking for synthesis and will provide initial feedback HW: [|reading] with open-endeds (persuasive)
 * Tues 1/11--**visual essay work


 * Wed 1/12--snow day!!!**

With your remaining time, work on your visual essay. HW: [|narrative reading] with open-endeds This one is for a 20 point grade!
 * Thurs 1/13--**peer evaluation of open-endeds

With remaining class time: finish visual essays and post to the O drive before you go. It is perfectly acceptable to have your video on youtube--just send me the link--but I must get it by midnight tonight! (If you wrote a paper to read along with your video, you must also send the paper to me.)
 * Fri 1/14--**Go directly to the Little Theatre for a counseling presentation: I will collect your open-ended questions as you walk in.

//Week 9 Objectives://
 * //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//
 * //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//
 * //Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (HSPA work)//
 * //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 (blog evaluations)//


 * Mon 1/17--**NO SCHOOL


 * Tues 1/18--Surprise Snow Day!**

present visual essays. complete the top of the evaluation form for your peers' visual essays Once you complete your peer evaluations, you are to read the forms that peers filled out for you, then complete the bottom portion of the evaluation sheet about your own project. These evaluations are due by Friday 1/21. HW: blog away! You may also come to tutorial and present your essay to me if you didn't go today.
 * Wed 1/19--I will be in 649 for unit lunch; feel free to come by and do some work during that time. Blogs are still due by Friday 1/21.**

Expository essay--what is it really assessing? what do I need to do for success? look at models and write a sample paragraph together. remaining time: blog and HSPA skill building HW: blog and visual essay evals due tomorrow--even in the event of a snow day; I will be checking Friday evening.
 * Thurs 1/20--**finish presenting visual essays if necessary.


 * Fri 1/21--**surprise snow day!!!

//Week 10 Objectives:// //Written portion of exam:// //Discussion & synthesis portion of exam://
 * //Produce clear and coherent writing in which the development, organization, and style are appropriate to the purpose, task, and audience//
 * //Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, example, and analogy to manage the complexity of the topic//
 * //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//
 * //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 posing 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 ideas and conclusions; and promote divergent and creative perspectives//
 * Integrate and evaluate multiple sources of information presented in different media (print and electronic) in order to address a question or problem

HSPA skill conferences and revision work--this is the last day I will accept a new set of open-endeds to replace your score from last week.
 * Mon 1/24--**blog reflection [[file:Blog Final Reflection.doc]] please do this first and turn it in before you move on to your HSPA work


 * Tues 1/25--**HSPA skill conferences and revision work--you should have shown me your progress by today.

HW: I must see all 4 HSPA exercises by 5pm--no exceptions. It needs to be VERY clear which one you want me to use for a final grade. NO ONE CAN HAVE "THE STORY OF AN HOUR" AS THEIR GRADED OPTION!!!
 * Wed 1/26--**last day to work on HSPA skill building; you may also use this time to prepare for the exam graded discussion: [[file:Final Exam Discussion.doc]] [[file:exam synthesis charts.doc]]


 * Thurs 1/27--**Snow day the 4th!

HW: Be THOROUGHLY prepared for your discussion--the written preparation and synthesis charts make up more than half of your grade! See Wed 1/26 for the assignment. The online readings have **not** been copied for you, only the book readings. You will NOT need to have the online articles annotated, but still have notes for them. We're saving paper, here!
 * Fri 1/28--**written portion of the exam


 * Mon 1/31--**Blocks 1 & 2 exams


 * Tues 2/1--**Final exam graded discussion; you must demonstrate synthesis of information and insight