November 18-21
Standards:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Participate in a variety of styles of discussion.
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.
Objectives:
1. Compare elements of the hero's journey across texts and media.
2. In a timed setting, synthesize major thematic elements from Ready Player One.
Agenda:
T: Timed writing on Ready Player One. Have the book completed by the time you arrive in class.
W: Let's evaluate Google Glass and it's potential towards building an Oasis.
TH: Ready Player One Project Q&A/ Work Day
F: Ready Player One Project due! Yahoo!
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Participate in a variety of styles of discussion.
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.
Objectives:
1. Compare elements of the hero's journey across texts and media.
2. In a timed setting, synthesize major thematic elements from Ready Player One.
Agenda:
T: Timed writing on Ready Player One. Have the book completed by the time you arrive in class.
W: Let's evaluate Google Glass and it's potential towards building an Oasis.
TH: Ready Player One Project Q&A/ Work Day
F: Ready Player One Project due! Yahoo!
October 14-17
Standards:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Participate in a variety of styles of discussion.
Objectives:
1. Identify and track the development of a theme (thematic statement) in In Cold Blood.
2. Create respectful, insightful interviews questions based on independent research.
3. Analyze ACT Reading, ACT Writing and AP Multiple Choice, establishing test purpose and structure.
Agenda:
T: Create thematic statement and begin the organization of the essay (maximum 700 words).
W: Workshop claim with peers and submit finalized 360 questions.
TH: Analyze AP Multiple Choice, ACT Reading and Writing for the following:
F: Discussion of questions 1-3. Using the same tests:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Participate in a variety of styles of discussion.
Objectives:
1. Identify and track the development of a theme (thematic statement) in In Cold Blood.
2. Create respectful, insightful interviews questions based on independent research.
3. Analyze ACT Reading, ACT Writing and AP Multiple Choice, establishing test purpose and structure.
Agenda:
T: Create thematic statement and begin the organization of the essay (maximum 700 words).
W: Workshop claim with peers and submit finalized 360 questions.
TH: Analyze AP Multiple Choice, ACT Reading and Writing for the following:
- What is each exam testing for?
- What are the most challenging elements of each test?
- Circle questions you know you would get wrong.
F: Discussion of questions 1-3. Using the same tests:
- What commonalities do you see among questions? Look at specific phrasing/ question types.
- List the academic vocabulary used in each test and cite the question number for each piece of vocabulary.
September 30-October 3
Standards:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Participate in a variety of styles of discussion.
Reflect on personal learning while engaging in increasingly difficult texts.
Objectives:
1. Complete section 2 of In Cold Blood.
2. Analyze Capote's growing (?) bias towards his subjects.
3. Utilize content-specific vocabulary.
Agenda:
T: Read through page
W: Assess Capote's growing bias in favor of his subjects.
TH: Final paper assignment (if you are not here, get the directions from your in-class BFF) Read to the end of Sections 3 for Tuesday. (Note: It's a lot, plan ahead).
F: VOCABULARY TEST OVER THE FIRST 60 RHETORICAL TERMS AHHHH. STUDY UP.
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Participate in a variety of styles of discussion.
Reflect on personal learning while engaging in increasingly difficult texts.
Objectives:
1. Complete section 2 of In Cold Blood.
2. Analyze Capote's growing (?) bias towards his subjects.
3. Utilize content-specific vocabulary.
Agenda:
T: Read through page
W: Assess Capote's growing bias in favor of his subjects.
TH: Final paper assignment (if you are not here, get the directions from your in-class BFF) Read to the end of Sections 3 for Tuesday. (Note: It's a lot, plan ahead).
F: VOCABULARY TEST OVER THE FIRST 60 RHETORICAL TERMS AHHHH. STUDY UP.
Week 7: September 22-26
Week 5: September 8-12
Standards:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Objectives:
1. Compile pieces of fiction and non-fiction, visual images and data in order to compile a synthesis question.
2. Analyze previous Synthesis Questions to mimic format while establishing a creative topic.
Agenda:
M: Turn To This Day (see file below) into a poem. In a short paragraph, then analyze your motivation for structuring the poem in the manner you chose. Due Tuesday.
T: SynQ work day. I apologize for my absence.
W: EDIT!! This was supposed to be a PARCC testing day, but it was not ready. Impromptu work day!
TH: PARCC PRACTICE TEST.
F: VOCABULARY TEST OVER THE FIRST 40 RHETORICAL TERMS AHHHH. STUDY UP.
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Objectives:
1. Compile pieces of fiction and non-fiction, visual images and data in order to compile a synthesis question.
2. Analyze previous Synthesis Questions to mimic format while establishing a creative topic.
Agenda:
M: Turn To This Day (see file below) into a poem. In a short paragraph, then analyze your motivation for structuring the poem in the manner you chose. Due Tuesday.
T: SynQ work day. I apologize for my absence.
W: EDIT!! This was supposed to be a PARCC testing day, but it was not ready. Impromptu work day!
TH: PARCC PRACTICE TEST.
F: VOCABULARY TEST OVER THE FIRST 40 RHETORICAL TERMS AHHHH. STUDY UP.
to_this_day_speech_revised.odt | |
File Size: | 15 kb |
File Type: | odt |
Week 4: September 2-5
http://apcentral.collegeboard.com/apc/members/exam/exam_information/2001.html
Standards:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Objectives:
1. Read non-fiction critically, separating slanted storytelling from fact to create a more realistic profile of Pat Tillman
2. Implement course-related vocabulary.
Agenda:
M: Summarize the story Krakauer told regarding Pat Tillman's fight AND your own interpretation. Discuss the overlaps to expose bias.
T: Analyze the tone shift between chapters 8-10 and 4-6. Compare multiple reviews for Where Men When Glory.
Your assignment, due NEXT FRIDAY, is to create a mostly positive review of Where Men When Glory. Do not make things up or be over the top, just spin the text so it can be presented in a manner which encourages readership. At least 500 words.
W: Introduction to the SynQ, dissecting sources. Come prepared with notes for in class timed writing on Thursday
TH: SynQ in-class writing!
F: VOCABULARY TEST OVER THE FIRST 20 RHETORICAL TERMS AHHHH
Standards:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Objectives:
1. Read non-fiction critically, separating slanted storytelling from fact to create a more realistic profile of Pat Tillman
2. Implement course-related vocabulary.
Agenda:
M: Summarize the story Krakauer told regarding Pat Tillman's fight AND your own interpretation. Discuss the overlaps to expose bias.
T: Analyze the tone shift between chapters 8-10 and 4-6. Compare multiple reviews for Where Men When Glory.
Your assignment, due NEXT FRIDAY, is to create a mostly positive review of Where Men When Glory. Do not make things up or be over the top, just spin the text so it can be presented in a manner which encourages readership. At least 500 words.
W: Introduction to the SynQ, dissecting sources. Come prepared with notes for in class timed writing on Thursday
TH: SynQ in-class writing!
F: VOCABULARY TEST OVER THE FIRST 20 RHETORICAL TERMS AHHHH
http://www.washingtonpost.com/wp-dyn/content/article/2009/09/11/AR2009091102614.html
http://www.nytimes.com/2009/09/13/books/review/Filkins-t.html?_r=1&
http://www.nytimes.com/2009/09/13/books/review/Filkins-t.html?_r=1&
Week 3: August 25-29
Standards:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Objectives:
1. Read non-fiction critically, separating slanted storytelling from fact to create a more realistic profile of Pat Tillman
2. Implement course-related vocabulary.
Agenda:
M: Summarize the story Krakauer told regarding Pat Tillman's fight AND your own interpretation. Discuss the overlaps to expose bias.
T: Analyze the tone shift between chapters 8-10 and 4-6. Compare multiple reviews for Where Men When Glory.
Your assignment, due NEXT FRIDAY, is to create a mostly positive review of Where Men When Glory. Do not make things up or be over the top, just spin the text so it can be presented in a manner which encourages readership. At least 500 words.
W: Introduction to the SynQ, dissecting sources. Come prepared with notes for in class timed writing on Thursday
TH: SynQ in-class writing!
F: VOCABULARY TEST OVER THE FIRST 20 RHETORICAL TERMS AHHHH
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Objectives:
1. Read non-fiction critically, separating slanted storytelling from fact to create a more realistic profile of Pat Tillman
2. Implement course-related vocabulary.
Agenda:
M: Summarize the story Krakauer told regarding Pat Tillman's fight AND your own interpretation. Discuss the overlaps to expose bias.
T: Analyze the tone shift between chapters 8-10 and 4-6. Compare multiple reviews for Where Men When Glory.
Your assignment, due NEXT FRIDAY, is to create a mostly positive review of Where Men When Glory. Do not make things up or be over the top, just spin the text so it can be presented in a manner which encourages readership. At least 500 words.
W: Introduction to the SynQ, dissecting sources. Come prepared with notes for in class timed writing on Thursday
TH: SynQ in-class writing!
F: VOCABULARY TEST OVER THE FIRST 20 RHETORICAL TERMS AHHHH
Week 2: August 18-22
Standards:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Objectives:
1. Create a common definition for bias.
2. Review the rhetorical triangle and annotate for it within the preface and prologue of Where Men Win Glory.
3. Annotate efficiently while COMPLETING THE ENTIRETY OF THE ASSIGNED READING YES I'M YELLING
Agenda:
M: Establish a definition for bias, review the rhetorical triangle and annotate for these in the preface and prologue of Where Men Win Glory. Completion of the annotations and the readings are due for Tuesday.
T: In under 200 words, create and validate a claim regarding Krakauer's display of bias in the preface and prologue of Where Men Win Glory. Read pages 3-5 (seriously, two pages) for homework.
W: Discuss Krakauer's intention in beginning a novel in the manner he did (personal introduction followed by detached war narrative). Read chapter 2 for homework.
TH: What is the rhetorical function of the Afghan narrative which splits Chapter 2?
F: Read chapters 4, 5, 6 and annotate for one-sided storytelling.
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.
Objectives:
1. Create a common definition for bias.
2. Review the rhetorical triangle and annotate for it within the preface and prologue of Where Men Win Glory.
3. Annotate efficiently while COMPLETING THE ENTIRETY OF THE ASSIGNED READING YES I'M YELLING
Agenda:
M: Establish a definition for bias, review the rhetorical triangle and annotate for these in the preface and prologue of Where Men Win Glory. Completion of the annotations and the readings are due for Tuesday.
T: In under 200 words, create and validate a claim regarding Krakauer's display of bias in the preface and prologue of Where Men Win Glory. Read pages 3-5 (seriously, two pages) for homework.
W: Discuss Krakauer's intention in beginning a novel in the manner he did (personal introduction followed by detached war narrative). Read chapter 2 for homework.
TH: What is the rhetorical function of the Afghan narrative which splits Chapter 2?
F: Read chapters 4, 5, 6 and annotate for one-sided storytelling.
Week 1: August 11-15
Agenda:
Monday (08/11): Syllabus (see below)
Tuesday (08/12): Rhetorical terms and devices categorization. Due by the end of class Wednesday.
Wednesday (08/13): Continue rhetorical terms/ devices categorization. Submit by the end of class.
Monday (08/11): Syllabus (see below)
Tuesday (08/12): Rhetorical terms and devices categorization. Due by the end of class Wednesday.
Wednesday (08/13): Continue rhetorical terms/ devices categorization. Submit by the end of class.