September 25-29

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 skits/vocab story rounds. 

Due:
1. Completed Rhetorical Analysis Assignment for President Carter's passage.

2. Another 20 pages of your independent reading book read (up to about page 85).

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.  Choose ONE of the articles (your choice).  Write an OUTLINE (not the whole essay) of how you would respond to the following prompt:

• What rhetorical strategies does the author use to build his case and convince his audience that he is correct about Colin Kaepernick's anthem protest?

WEDNESDAY (period 2 only): Journal.  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.  Choose ONE of the articles (your choice).  Write an OUTLINE (not the whole essay) of how you would respond to the following prompt:
What rhetorical strategies does the author use to build his case and convince his audience that he is correct about Colin Kaepernick's anthem protest?

THURSDAY (periods 4 and 6 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 2 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.  Choose ONE of the articles (your choice).  Write an OUTLINE (not the whole essay) of how you would respond to the following prompt:
What rhetorical strategies does the author use to build his case and convince his audience that he is correct about Colin Kaepernick's anthem protest?

Homework:  Please read and annotate the 3 Apollo articles on pages 10-14 of the Rhetorical Analysis Packet and perform a SOAPS analysis on each of them, (not the cartoon on page 15).

Please respond to Independent Reading Discussion Post #2 in Turnitin.com before next class. 

If you're not up to page 85 or so, please catch up before next class.

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.

 

Read another 20 pages of your independent reading book, and find 2 examples of imagery (visual, auditory, olfactory, tactile, gustatory) to bring to class to share.

Homework: For Thursday/Friday

1. 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?
2. Read another 10 pages in your independent reading book.  (This brings the total independent reading up to 65 pages.)

WEDNESDAY: (4th and 6th 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

1. 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?
2. Read another 10 pages in your independent reading book.  (This brings the total independent reading up to 65 pages.)

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:

1. 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?
2. Read another 10 pages in your independent reading book.  (This brings the total independent reading up to 65 pages.)

Homework:
1. Please complete the Rhetorical Analysis Assignment for President Carter's passage.

3. Please read another 20 pages of your independent reading book (up to about page 85).

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

Read first 25 pages from your Independent Reading book. 

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: (2nd 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: 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.

Read another 20 pages of your independent reading book, and find 2 examples of imagery (visual, auditory, olfactory, tactile, gustatory) to bring to class to share.

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:

• 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).
• Choose one of the four themes from the Independent Reading Project list - final choice due in writing on Tuesday/Wednesday. 
• Log in to the Independent Reading Turnitin.com group (see sidebar on right hand side of this website for login info) and answer the first discussion question.  Read other responses to the question.
• Order or check out the independent reading book. (Please see or email me with any questions/concerns and I'm happy to help out here.)
• Please review Warriors Don't Cry; the second weekly 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.

Homework: Please review Warriors Don't Cry and jot down three people that could be categorized as leaders in the book, along with their reaction to the difficulties that the Little Rock Nine encountered.

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 three 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. 

Independent reading: please read the first 25 pages of your selected Independent Reading book.