This week, we'll get to enjoy each other's "Setting the Stage" projects displayed in the room and work on creating our own narratives about how we/our families came to be in California as we travel with the Joads in The Grapes of Wrath.
TUESDAY: Journal warm-up. Independent reading check-in. Pass back quizzes. Discuss Chapter 10 of The Grapes of Wrath. Which Joad family member are you or a family member like, and why?
Notes - more rhetorical analysis terminology: types of imagery and its effects on a reader. The class will interview each other and write down how their partners' families came to be in California, adding at least one form of figurative language to their interview.
Due:
Finish reading Grapes, Chapter 10. Which character are you most similar to, and why? Be ready to discuss.
Create your first post on the Independent Reading discussion board in Turnitin.com - one comment that is a minimum of three sentences long (please see the sidebar for login instructions).
Ask your parents/guardians how you/your family came to be in California and be ready to talk about it in class next week.
Homework:
Read Chapters 11 and 12 of Grapes of Wrath (both short, intercalary chapters) and be ready to discuss the following:
1. Find a good example of Steinbeck's use of imagery and think about its effectiveness in Chapter 11
2. Look for repetition in Chapter 12: how does it make the scene come alive for the reader and help Steinbeck's overall purpose?
3. Is Steinbeck using logos, pathos or ethos to make his overall argument in these chapters? If so, how?
Make sure you have either journal entries or "absent" marked for each day of class so far. We'll be turning them in on Thursday for a journal check.
THURSDAY: Journal warm-up. Quiz covering the vocabulary, grammar and Grapes reading for the week. Discuss Chapter 11 and 12 and homework questions - include notes about repetition. Share excerpts from interviews on Tuesday (each student should have 1 paragraph minimum describing how they/their families came to be in California with 1 example of imagery included). Add two more sentences that include imagery and/or figurative language that is original. Receive narrative rubric and writing assignment. View examples of effective narratives - student examples and Chipotle example.
Due:
Read Chapters 11 and 12 of Grapes of Wrath (both short, intercalary chapters) and be ready to discuss the following:
1. Find a good example of Steinbeck's use of imagery and think about its effect in Chapter 11
2. Look for repetition in Chapter 12: how does it make the scene come alive for the reader and help Steinbeck's overall purpose?
3. Is Steinbeck using logos, pathos or ethos to make his overall argument in these chapters? If so, how?
Journals, in the class bin at the end of the period.
Homework:
1. Using the rubric as a guide, type out a very rough draft of the narrative writing assignment (1-3 pages, double spaced) and please bring a hard copy with you to class on Monday.
See sidebar for narrative rubric and narrative sample from Chipotle contest winner.
2. Read another 10-20 pages of your Independent Reading book, noting some of the rhetorical devices we've already studied (logos, ethos, pathos, figurative language, imagery, repetition, connotation, juxtaposition).
- a. For the 2nd topic listed in Turnitin.com under the Discussion tab: please respond with a quote in MLA format showing an original example of a rhetorical device we've studied in class so far (figurative language, imagery, juxtaposition, connotation, logos, pathos, ethos) not already on the discussion board. Write at least one sentence about the quote describing how the example is effective and helping the author's overall goal/purpose.
- b. Please read and respond to at least 1 other discussion board member's post from last week. Respectfully disagreeing is just fine!
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