This is a general outline of this week's activities and is subject to change, based on
the needs of the students. Please continue to check the blog daily, for detailed information on class activities, assignments, requirements, and deadlines.
Planning Your Week:
Monday, January 8: Bring three-ring binder with tabs and headphones to class, watch Camille A. Langston’s video “How to Use Rhetoric to Get What You Want” (https://ed.ted.com/lessons/how-to-use-rhetoric-to-get-what-you-want-camille-a-langston) before coming to class, complete technology sign-ups before coming to class
Friday, January 12: Last day to bring money for vocabulary book/online access, presentations for Friday Forum, pre-course assignment due to TurnItIn.com by 11:59 p.m.
Learning Goals:
Focus Standards:
ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Monday, January 8
Handouts provided by teacher: technology sign-off page
Materials provided by student: technology sign-up page
Tuesday, January 9
Handouts provided by teacher: Rhetorical analysis packet
Materials provided by student: Signed syllabus, vocabulary payment, three-ring binder
Wednesday, January 10
Handouts provided by teacher: Native American assimilation articles, vocabulary journal requirements
Materials provided by student: Signed syllabus, vocabulary payment, three-ring binder
Thursday, January 11
Handouts provided by teacher: Materials for rhetorical analysis stations
Materials provided by student: Signed syllabus, vocabulary payment, three-ring binder, annotated articles from Wednesday
Friday, January 12
Handouts provided by teacher: Friday Forum notes document, Rhetoric Wrap-Up assignment #1
Materials provided by student: Friday Forum materials for presenters
the needs of the students. Please continue to check the blog daily, for detailed information on class activities, assignments, requirements, and deadlines.
Planning Your Week:
Monday, January 8: Bring three-ring binder with tabs and headphones to class, watch Camille A. Langston’s video “How to Use Rhetoric to Get What You Want” (https://ed.ted.com/lessons/how-to-use-rhetoric-to-get-what-you-want-camille-a-langston) before coming to class, complete technology sign-ups before coming to class
Friday, January 12: Last day to bring money for vocabulary book/online access, presentations for Friday Forum, pre-course assignment due to TurnItIn.com by 11:59 p.m.
Learning Goals:
Focus Standards:
ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Monday, January 8
Handouts provided by teacher: technology sign-off page
Materials provided by student: technology sign-up page
- Opening: Review technology assignment and distribute sign-off page. Complete book lineage presentations, if needed. Introduce Friday Forum assignment.
- Work Session: In computer lab 9129, complete technology sign-off.
- Review Camille A. Langston’s “How to Use Rhetoric to Get What You Want.” Complete the blog assignment: write response, post link to response on your teacher’s blog, and comment on a friend’s post.
- Closing: If you finish early, please begin your USA Test Prep EOC assignment. Log in to USA Test Prep, find our class, and start the assignment.
Tuesday, January 9
Handouts provided by teacher: Rhetorical analysis packet
Materials provided by student: Signed syllabus, vocabulary payment, three-ring binder
- Opening: 5 Minutes to a 5/EOC Warm-Up Question
- Work Session: Your teacher will lead a rhetorical analysis workshop. Students will take notes, discuss strategies for completing the rhetorical analysis essay, and evaluate sample rhetorical analysis essays from past AP exams.
- Closing: Answer questions regarding pre-course assignment, due Friday.
Wednesday, January 10
Handouts provided by teacher: Native American assimilation articles, vocabulary journal requirements
Materials provided by student: Signed syllabus, vocabulary payment, three-ring binder
- Opening: 5 Minutes to a 5/EOC Warm-Up Question
- Work Session: Introduce vocabulary journal assignment. https://drive.google.com/file/d/1_vVOnIEyBU2N88CHoiYGJYW6YUTdWh6o/view?usp=sharing
- Review rhetorical analysis essay writing strategies.
- Read and discuss “The Cutting of my Long Hair” (http://scienceviews.com/indian/indianstories9.html_) and “Kill the Indian, and Save the Man” (https://docs.google.com/document/d/1ZHGEsVKKC3wlTbgOBbYDAjMjmuTg5n8-QlTSuQl1QuA/edit?usp=sharing).
- In pairs, write a claim about Native American assimilation based on the articles.
- Closing: Share claims with the class.
Thursday, January 11
Handouts provided by teacher: Materials for rhetorical analysis stations
Materials provided by student: Signed syllabus, vocabulary payment, three-ring binder, annotated articles from Wednesday
- Opening: 5 Minutes to a 5/EOC Warm-Up Question
- Work Session: Visit rhetorical analysis stations.
- Station 1: Identify the author’s main claim and purpose for writing “The Cutting of My Long Hair.” Find three pieces of evidence to support this claim.
- Station 2: Identify the author’s main claim and purpose for writing “Save the Indian, and Kill the Man.” Find three pieces of evidence to support this claim.
- Station 3: Identify three rhetorical strategies used in “The Cutting of My Long Hair.”
- Station 4: Identify three rhetorical strategies used in “Save the Indian, and Kill the Man.”
- Station 5: Determine the tone of both articles and how the authors convey the tone.
- Station 6: Outline the structure of both articles.
- Closing: Review Friday Forum requirements.
Friday, January 12
Handouts provided by teacher: Friday Forum notes document, Rhetoric Wrap-Up assignment #1
Materials provided by student: Friday Forum materials for presenters
- Opening: 5 Minutes to a 5/EOC Warm-Up Question
- Work Session: Friday Forum presentation
- Assign Rhetoric Wrap-Up task #1 - due Friday, January 19th.
- Page 12 “Juxtaposing to Analyze the Ads” (1-2) *Hint - the ads are on page 11.
- Pages 13-14 (1-4) beginning with “How are the two photos alike?”
- Page 19 “Looking at a Text’s Moves to Discover Tone” - Please write two paragraphs.
- Page 26 Multiple choice (1-4)
- Pages 35-26 “Examining How a Poem Develops Its Central Idea” and “Connecting One Poem to Another” (1-4) and (1-3) - no group work required.
- Page 47 “Responding to a Text” (1-10)