Hope you have a great Christmas break!
Read To Kill a Mockingbird over break, no annotating required.
Enjoy reading this classic... it is honestly my favorite book ever and I am so happy you will get to experience it also! :)
We will do synthesis essay presentations on the Wed. we return from break, so you will have time to practice and finalize plans with your group during class. See you in 2014!
Friday, December 20, 2013
Wednesday, December 18, 2013
Synthesis Presentations
For this short presentation, you will work in groups of 3-4 to:
1. Choose which synthesis essay prompt on reading you would like to respond to.
2. Discuss the various stances that could be taken in response.
3. Decide on your group's claim and develop a thesis statement.
4. Choose and justify the sources which you would use to support your position and to develop your counterargument.
5. Outline the main points and supporting details from the various referenced sources.
6. Decide who will present which aspect, so that each person in the group is speaking at least once.
7. Present on Friday! If you will not be present on Friday, your assignment is to write the synthesis essay.
1. Choose which synthesis essay prompt on reading you would like to respond to.
2. Discuss the various stances that could be taken in response.
3. Decide on your group's claim and develop a thesis statement.
4. Choose and justify the sources which you would use to support your position and to develop your counterargument.
5. Outline the main points and supporting details from the various referenced sources.
6. Decide who will present which aspect, so that each person in the group is speaking at least once.
7. Present on Friday! If you will not be present on Friday, your assignment is to write the synthesis essay.
Friday, December 13, 2013
Weekend work...
This weekend, your assignment is three-fold:
1. Read and take notes on ch. 5, paying close attention to vocabulary words you run into along the way.
2. Please read each of the articles linked below, and determine the claim and implications of each article:
"We Can't Teach Students to Love Reading" by Alan Jacobs , from The Chronicle for Higher Education, July 2011
"I Know Why the Caged Bird Cannot Read" by Francine Prose, from Harper Magazine, 1999
3. Final assignment is to discuss with your parents how you learned to read. Since they will probably have a stronger recollection of this experience than you do, ask them about how you learned to read, what types of questions you asked, what you were most interested in as far as particular books, stories you liked to be told (even if they were not read to you, just told by a family member), or what your favorite reading spots were when you were younger.
This is meant to be a fun activity, not a stressor! If you are uncomfortable asking your parents, or if they do not have strong memories of the occasion, try to remember for yourself a time when you read something that made your imagination take flight or just made you feel alive and interested in another world.
Please bring these stories and experiences with you to class on Monday to share (they need not be written down, just committed to memory well enough to be retold), and, if possible, the book or a few books that you enjoyed reading as a child!
Thanks and have a fun weekend!
1. Read and take notes on ch. 5, paying close attention to vocabulary words you run into along the way.
2. Please read each of the articles linked below, and determine the claim and implications of each article:
"We Can't Teach Students to Love Reading" by Alan Jacobs , from The Chronicle for Higher Education, July 2011
"I Know Why the Caged Bird Cannot Read" by Francine Prose, from Harper Magazine, 1999
3. Final assignment is to discuss with your parents how you learned to read. Since they will probably have a stronger recollection of this experience than you do, ask them about how you learned to read, what types of questions you asked, what you were most interested in as far as particular books, stories you liked to be told (even if they were not read to you, just told by a family member), or what your favorite reading spots were when you were younger.
This is meant to be a fun activity, not a stressor! If you are uncomfortable asking your parents, or if they do not have strong memories of the occasion, try to remember for yourself a time when you read something that made your imagination take flight or just made you feel alive and interested in another world.
Please bring these stories and experiences with you to class on Monday to share (they need not be written down, just committed to memory well enough to be retold), and, if possible, the book or a few books that you enjoyed reading as a child!
Thanks and have a fun weekend!
Thursday, December 12, 2013
Friday, December 6, 2013
To be ready for next week, 12/9-13
For Monday, please have a rough draft here of your creative writing piece modeling Eudora Welty's "Listening to Words." We will be discussing and editing on Monday, so this should be a full draft.
For Tuesday, 12/10, please read and take notes on Chapter 5: Rhetoric and the Reader, pp. 126-138, the focus chapter for this unit.
For Wednesday, 12/11, please read Malcolm X "Learning to Read" and write a comparison between this piece and Frederick Douglass' piece.
Vocabulary Words for this unit:
1. Persona
2. Efferent reading
3. Aesthetic reading
4. Stance
5. Irony
6. Implied metaphor
7. Simile
8. Hyperbole
9. Paradox
10. Colloquialism
11. Understatement
12. Euphemism
13. Didactic
14. Repetition
15. Parallelism
16. Allusion
17. Dialect
18. Repertoire
19. Scholarly language
20. Standard language
We will use these words throughout the unit in discussion and writings.
Assessment on these terms on Wed., 12/18
For Tuesday, 12/10, please read and take notes on Chapter 5: Rhetoric and the Reader, pp. 126-138, the focus chapter for this unit.
For Wednesday, 12/11, please read Malcolm X "Learning to Read" and write a comparison between this piece and Frederick Douglass' piece.
Vocabulary Words for this unit:
1. Persona
2. Efferent reading
3. Aesthetic reading
4. Stance
5. Irony
6. Implied metaphor
7. Simile
8. Hyperbole
9. Paradox
10. Colloquialism
11. Understatement
12. Euphemism
13. Didactic
14. Repetition
15. Parallelism
16. Allusion
17. Dialect
18. Repertoire
19. Scholarly language
20. Standard language
We will use these words throughout the unit in discussion and writings.
Assessment on these terms on Wed., 12/18
Wednesday, December 4, 2013
Creative Writing assignment & Reading due tomorrow
Hooray for creativity! :)
Here is the creative writing assignment you will be completing to go along with this unit.
Please read over to get a sense of this assignment, including rubric and due dates (rough draft due Monday, 12/9).
Also, for homework, please read Frederick Douglass' "Learning to Read and Write" in the 100 essays book, pp. 216-221. It is also linked below:
Frederick Douglass' "Learning to Read and Write"
Here is the creative writing assignment you will be completing to go along with this unit.
Please read over to get a sense of this assignment, including rubric and due dates (rough draft due Monday, 12/9).
Also, for homework, please read Frederick Douglass' "Learning to Read and Write" in the 100 essays book, pp. 216-221. It is also linked below:
Frederick Douglass' "Learning to Read and Write"
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