Welcome! This Thursday night is Back-to-School Night, so be sure to invite parents and guardians to come and see what you've been doing in English class.
I'm excited about the progress we're making with rhetorical analysis, and this week we'll be just about finished with the Rhetorical Analysis packet.
MONDAY/TUESDAY: Journal warm-up. Notes: counterargument,
diction, denotation, connotation. Read Waters sample from Rhetorical
Analysis Packet in class and note her use of the counterargument.
Connotation/denotation worksheet in class. Finish logos, ethos, pathos skits.
Due:
Please complete the Rhetorical Analysis of President Carter's passage - Assignment for English 3.
Homework: For Thursday/Friday -
1.
Read and annotate two arguments, articles for and against Colin
Kaepernick's anthem protest, carefully noting all rhetorical devices and
the types of evidence and examples we've talked about so far in class:
Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar
Kaepernick Has a Right, but He's Still Wrong by John Kushma
(For those students unfamiliar with the topic, I have a general article here.)
2. Perform a SOAPS analysis on each, right next to the article.
3.
Then, take out a separate piece of paper. For one of the articles, (your choice) write down the following:
A. Name of an important rhetorical device that they use (for example, logos, ethos, pathos, imagery, counterargument, etc.)
B. A quote or summary from the article how it is used.
C. Why it makes their argument more effective.
WEDNESDAY (period 3 only): Journal warm-up. Last hour = PSAT forms
Due: n/a
Homework: For Friday:
1.
Read and annotate two arguments, articles for and against Colin
Kaepernick's anthem protest, carefully noting all rhetorical devices and
the types of evidence and examples we've talked about so far in class:
Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar
Kaepernick Has a Right, but He's Still Wrong by John Kushma
(For those students unfamiliar with the topic, I have a general article here.)
2. Perform a SOAPS analysis on each, right next to the article.
3.
Then, take out a separate piece of paper. For one of the articles, (your choice) write down the following:
A. Name of an important rhetorical device that they use (for example, logos, ethos, pathos, imagery, counterargument, etc.)
B. A quote or summary from the article how it is used.
C. Why it makes their argument more effective.
THURSDAY (period 5 only): Journal
warm-up. Vocab story rounds. Quiz covering vocab, grammar. Discuss
Colin Kaepernick articles, view outlines and discuss responses.
"Neighbor" style debate/discussion. Class vote about 1. effectiveness
of articles, 2. true opinions.
FRIDAY (minimum day, period 3 only): Journal warm-up. Quiz covering vocab, grammar. Discuss Colin Kaepernick articles, view outlines and discuss responses.
"Neighbor" style debate/discussion. Class vote about 1. effectiveness
of articles, 2. true opinions.
Due:
1.
Read and annotate two arguments, articles for and against Colin
Kaepernick's anthem protest, carefully noting all rhetorical devices and
the types of evidence and examples we've talked about so far in class:
Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar
Kaepernick Has a Right, but He's Still Wrong by John Kushma
(For those students unfamiliar with the topic, I have a general article here.)
2. Perform a SOAPS analysis on each, right next to the article.
3.
Then, take out a separate piece of paper. For one of the articles, (your choice) write down the following:
A. Name of an important rhetorical device that they use (for example, logos, ethos, pathos, imagery, counterargument, etc.)
B. A quote or summary from the article how it is used.
C. Why it makes their argument more effective.
Homework:
Before next class, please
read and annotate all 3 of the articles on pages 10-14 of the Rhetorical Analysis Packet and perform a
SOAPS analysis for each, (not the cartoon on page 15).
Sunday, September 24, 2017
Friday, September 15, 2017
September 18 - 22
This is an important week (am I saying that every week?!) for our rhetorical analysis unit. We will add three extremely helpful rhetorical devices to your list, as well as defining a counterargument. I'm looking forward to the examples that students generate in class this week.
MONDAY/TUESDAY: Journal warm-up. Collect imagery examples and share them with the class. Go over SOAPS of Beyoncé speech. Notes: logos, ethos, pathos - definitions and what each does for an argument. Read examples of each. Watch video examples and try to identify them as a class.
Due: Write a SOAPS analysis on a piece of paper for next class for Beyoncé's speech about Hurricane Harvey at Houston's St. John's Church. Please come to class with one example of one or more of the five types of imagery from your outside life.
Homework: For Thursday/Friday
Please read and annotate page 7 of the Rhetorical Analysis packet. Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters. Is this an effective letter in your opinion?
WEDNESDAY: (5th only) Journal warm-up. Current event day. Should schools use cameras for security or not? Read and/or view different perspectives, "stakeholder" style discussion and debate, vote.
Homework: For Friday - Please read and annotate page 7 of the Rhetorical Analysis packet. Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters. Is this an effective letter in your opinion?
THURSDAY/FRIDAY: Journal warm-up. Quiz covering Vocabulary sheet #2, grammar, and logos, ethos, pathos. Receive Vocab #3 and 4. Review Morrison's letter, noting what each instance of logos, ethos, and pathos does for her argument. Notes: counterargument. Read Alice Water's argument on page 6 of the Rhetorical Analysis Basics Packet together. Group activity: logos, ethos, pathos skits. Last few minutes: portfolio retrieval.
Homework:
Please complete the Rhetorical Analysis of President Carter's passage - Assignment for English 3
MONDAY/TUESDAY: Journal warm-up. Collect imagery examples and share them with the class. Go over SOAPS of Beyoncé speech. Notes: logos, ethos, pathos - definitions and what each does for an argument. Read examples of each. Watch video examples and try to identify them as a class.
Due: Write a SOAPS analysis on a piece of paper for next class for Beyoncé's speech about Hurricane Harvey at Houston's St. John's Church. Please come to class with one example of one or more of the five types of imagery from your outside life.
Homework: For Thursday/Friday
Please read and annotate page 7 of the Rhetorical Analysis packet. Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters. Is this an effective letter in your opinion?
WEDNESDAY: (5th only) Journal warm-up. Current event day. Should schools use cameras for security or not? Read and/or view different perspectives, "stakeholder" style discussion and debate, vote.
Due: n/a
Homework: For Friday - Please read and annotate page 7 of the Rhetorical Analysis packet. Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters. Is this an effective letter in your opinion?
THURSDAY/FRIDAY: Journal warm-up. Quiz covering Vocabulary sheet #2, grammar, and logos, ethos, pathos. Receive Vocab #3 and 4. Review Morrison's letter, noting what each instance of logos, ethos, and pathos does for her argument. Notes: counterargument. Read Alice Water's argument on page 6 of the Rhetorical Analysis Basics Packet together. Group activity: logos, ethos, pathos skits. Last few minutes: portfolio retrieval.
Due: Please read and annotate page 7 of the Rhetorical Analysis packet. Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters. Is this an effective letter in your opinion?
Homework:
Please complete the Rhetorical Analysis of President Carter's passage - Assignment for English 3
Monday, September 11, 2017
September 11-15
Thanks so much for all of the participation during the brief, one-week Warriors Don't Cry unit. I can see we're going to have a great year after hearing so many interesting discussions already.
This is an important week in the class as we begin to learn the basics of rhetorical analysis. Rhetorical Analysis is the first style of essay we'll be working on, and just so happens to be the same approach that you'll use if you're writing the SAT essay this year. Here's the agenda:
MONDAY/TUESDAY: Journal warm-up. Receive Basics of Rhetorical Analysis packet. Go over Aristotle's Rhetorical Triangle. Small group triangle activity. Learn the SOAPS method of analyzing a passage and work with President Bush's 9/11 speech. If time, do "story rounds" activity with vocabulary words.
Due: What makes you a warrior? assignment
Homework: For Thursday or Friday, please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are. Study for vocabulary quiz.
WEDNESDAY: (3rd only) Journal warm-up. Current event day. Should schools use cameras for security or not? Read and/or view different perspectives, "stakeholder" style discussion and debate, vote.
Due: n/a
Homework: For Friday, please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.
THURSDAY/FRIDAY: Journal warm-up. Weekly quiz covering Vocab #1, grammar, a couple of Where You Go summer reading questions. Review SOAPS with Where You Go Is Not Who You'll Be example. Types of imagery and its effects on an argument/passage. Definitions, imagery activity.
Due: Please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.
Homework: Write a SOAPS analysis on a piece of paper for next class for Beyoncé's speech about Hurricane Harvey at Houston's St. John's Church.
Find one good example of a persuasive text or visual that includes one or more of the five types of imagery (visual, auditory, olfactory, gustatory, and/or tactile). Please bring this for next class.
This is an important week in the class as we begin to learn the basics of rhetorical analysis. Rhetorical Analysis is the first style of essay we'll be working on, and just so happens to be the same approach that you'll use if you're writing the SAT essay this year. Here's the agenda:
MONDAY/TUESDAY: Journal warm-up. Receive Basics of Rhetorical Analysis packet. Go over Aristotle's Rhetorical Triangle. Small group triangle activity. Learn the SOAPS method of analyzing a passage and work with President Bush's 9/11 speech. If time, do "story rounds" activity with vocabulary words.
Due: What makes you a warrior? assignment
Homework: For Thursday or Friday, please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are. Study for vocabulary quiz.
WEDNESDAY: (3rd only) Journal warm-up. Current event day. Should schools use cameras for security or not? Read and/or view different perspectives, "stakeholder" style discussion and debate, vote.
Due: n/a
Homework: For Friday, please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.
THURSDAY/FRIDAY: Journal warm-up. Weekly quiz covering Vocab #1, grammar, a couple of Where You Go summer reading questions. Review SOAPS with Where You Go Is Not Who You'll Be example. Types of imagery and its effects on an argument/passage. Definitions, imagery activity.
Due: Please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.
Homework: Write a SOAPS analysis on a piece of paper for next class for Beyoncé's speech about Hurricane Harvey at Houston's St. John's Church.
Find one good example of a persuasive text or visual that includes one or more of the five types of imagery (visual, auditory, olfactory, gustatory, and/or tactile). Please bring this for next class.
Sunday, September 3, 2017
September 4 - 8
Welcome back! I really enjoyed meeting everyone last week and am
grateful to have such enthusiastic students that already have interesting insights
and opinions ready to share. I'm looking forward to continuing Warriors Don't Cry discussions and activities in class during this short week. Here's what's on the agenda:
MONDAY: No School - Labor Day Holiday.
TUESDAY/WEDNESDAY: Journal warm-up. Continue Warriors Don't Cry spiderweb-style discussion from last week. Read and react to printed excerpts of Warriors Don't Cry. Discuss definition of racism, textual evidence. Small group activities involving reactions: reactions in the book vs. reactions to real-life incidents. What is an appropriate reaction to racist comments and actions? How can a "good" response differ from case to case? Discuss Bruni's article "I'm White. Hear Me Out." What is his thesis/argument? What kinds of evidence does he use to support his argument? Do you agree or disagree with his conclusions?
Due:
THURSDAY/FRIDAY: Journal warm-up. Warriors Don't Cry reading quiz. Discussions and activities about the role of leaders in the book, and in the present. A look at how the media influenced and shaped opinions about the Central High integration, as well as how it affects current conflict. Discussions and small group activities covering the bystander effect at a high school. Intro to Warriors project. Receive vocabulary list #1 for the quiz next week. Last 10 minutes - portfolio distribution.
Due: Please review Warriors Don't Cry and jot down 2 people that could be categorized as leaders in the book, along with their reaction to the difficulties that the Little Rock Nine encountered.
Homework: "What makes you a Warrior" Project - due next class.
MONDAY: No School - Labor Day Holiday.
TUESDAY/WEDNESDAY: Journal warm-up. Continue Warriors Don't Cry spiderweb-style discussion from last week. Read and react to printed excerpts of Warriors Don't Cry. Discuss definition of racism, textual evidence. Small group activities involving reactions: reactions in the book vs. reactions to real-life incidents. What is an appropriate reaction to racist comments and actions? How can a "good" response differ from case to case? Discuss Bruni's article "I'm White. Hear Me Out." What is his thesis/argument? What kinds of evidence does he use to support his argument? Do you agree or disagree with his conclusions?
Due:
- Signature page of syllabus due.
- Turnitin.com permission form due back signed.
- Sign up for TheWeek.com weekly e-mail blast (optional, see sidebar for instructions).
- Get supplies for class (notebook with tabs per syllabus).
- Please review Warriors Don't Cry; the second week quiz on Thursday/Friday will cover this reading.
- Please read and annotate the article "I'm a White Man. Hear Me Out." by Frank Bruni and come with opinions about the article for Tuesday/Wednesday.
THURSDAY/FRIDAY: Journal warm-up. Warriors Don't Cry reading quiz. Discussions and activities about the role of leaders in the book, and in the present. A look at how the media influenced and shaped opinions about the Central High integration, as well as how it affects current conflict. Discussions and small group activities covering the bystander effect at a high school. Intro to Warriors project. Receive vocabulary list #1 for the quiz next week. Last 10 minutes - portfolio distribution.
Due: Please review Warriors Don't Cry and jot down 2 people that could be categorized as leaders in the book, along with their reaction to the difficulties that the Little Rock Nine encountered.
Homework: "What makes you a Warrior" Project - due next class.
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