Our class ID: 2499394
PSWD: synthesis

jamiso_t@bellsouth.net

4th and 5th are on a different schedule this week.
Please bring your green textbooks to class (5th)

Monday:

DGP/Parts of Speech
EOCT Prep:
Vocab/Reading Comp
4th Groups/R&J Acting: Complete Lit Analysis on Script/Practice Acting with Props. Finalize Costumes (If you need to keep costumes and/or props in the classroom, that is fine.

5th: Pass back essays
- Discuss essays (parenthetical documentation, topic sentences, arguing a point, analysis vs. summary)
- Go over your essays and discuss rewrites.

HOMEWORK: There will be a vocabulary quiz on Friday (both 4th and 5th).

Tuesday:
Vocab
DGP: Day Tuesday
4th: Dress Reh! Be ready for tomorrow!
5th: Rewriting your literary analysis

Homework: 5th block - By the end of class tomorrow, I want you to have your rewritten literary analysis (hand-written). Over the holiday, you will type it. We will then do final edits after the holiday.
4th: Final R&J Presentations of Scenes, with lit. analysis, summary, and reflection due. Make it GREAT!

Wednesday:
Vocab/DGP/EOCT work
4th: Final R&J Acting!
5th: Paper editing/peer editing.

Thursday:

- Vocab/DGP/EOCT work
- Finish R&J Movie (the older version).
- Write a review of movie.

Friday:
Vocab Quiz
Watch excerpts from the 1996 R&J
Compare/Contrast the two movies.

HAPPY THANKSGIVING

Standards and EQ's:

ELA9RL1.a
ELA9RL1.b
ELA9RL1.c
ELA9RL1.d
ELA9RC2.c
ELA9RC2.d
ELA9RC2.e
ELA9RC2.f

Nonfiction:

- How can students incorporate elements of narrative writing into compositions to enhance purpose, argument, and style?
- ELA9W1.a
ELA9W1.b
ELA9W1.c
ELA9W1.d
ELA9W1.e
ELA9W1.f
ELA9W1.g

Essential Questions:

1. What is a thesis statement and why should all writing, no matter what genre, contain a controlling idea?
2. How can students establish a clear thesis and then remain focused throughout their writing?
3. How does the focus/thesis relate to the purpose and audience of a piece of writing?
4. What is the purpose of a topic sentence, and how can students relate each topic sentence to the controlling idea of the essay?

Media Analysis:

Texts/Media
The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student
___ Element: ELA9LSV2.a
___ Element: ELA9LSV2.b
___ Element: ELA9LSV2.c
___ Element: ELA9LSV2.d
___ Element: ELA9LSV2.e
___ Element: ELA9LSV2.f
___ Element: ELA9LSV2.g
___ Element: ELA9LSV2.h

How do media genres (TV, news magazines, documentaries, online info) differ in their interpretation of the same event?

Monday:

- Pass back outlines
** In your papers, please make sure that you avoid generalizations or over-simplification of issues. Avoid using phrases like "always" "never" "all", etc. There are many sides to the complex issues you are writing about, so make sure you recognize that.

- Discuss generalizations/assumptions in writing
- Close reading/analysis of the excerpts in the packet (Green, Hazlitt, etc.)

HOMEWORK: Tomorrow we will have a timed writing on the Hazlitt piece. Also, remember that your peer editing is on Wednesday. I expect everyone to have a typed paper!
- Please register to turnitin.com if you have not already.
- Rhetorical Device Tracking Journal due Friday
- Socratic Seminar Assignment on IM for Friday (Finish the Book).
Tuesday:

- Review Style Analysis
Diction, Syntax, Organization, Detail, POV. I would suggest that you focus on 2-3 of these for the timed essay.
- Hazlitt Timed Writing (ELA11W7)

Wednesday:

Researched Argument Peer Editing.

Thursday:
Teacher Writing Conferences/Paper Revisions

Friday:

Collect Rhetorical Device Tracking Journal
Final Socratic Seminar on Invisible Man.

Homework for Monday, Dec. 1:

Please buy the Text Pride & Prejudice

Link to Amazon:
http://www.amazon.com/Pride-Prejudice-Barnes-Noble-Classics/dp/1593082010/ref=sr_1_4?ie=UTF8&s=books&qid=1225900944&sr=1-4

First Reading Assignment will be due on Monday, December 1st. Read to the end of chapter: 15 (page 214 in my text version). We will have a Socratic Seminar, so be ready to discuss. Please keep sticky notes/tabs in your book where you notice rhetorical devices, use of irony, paragraph/chapter juxtaposition, etc.

HAPPY THANKSGIVING!

Standards and EQ's Below:

EQ’s: How can reading varied texts give students knowledge, power, confidence, and increased understanding of the world in which they live?
- How does understanding the context of a novel help you understand the author’s purpose?

- Please read to page 478 for Thursday, Nov 13. The rhetorical device (brief) journal will now be due NEXT friday, along with the final Socratic Seminar Questions.
As you read, trace one rhetorical device/strategy that Ellison uses. (Continue below for more...)

Cite examples with documentation.

Format:

Can be hand-written or typed, but make sure it is NEAT.
Must demonstrate that student has read the entire passage, and that student clearly understands the rhetorical device being tracked.
Can be in bullet format with device, textual example, and specific questions answered.

- Please FINISH the text by Friday, Nov. 21. We will have our final Socratic Seminar on that day. Bring prepared seminar questions (at least 5) that delve deep into meaning, symbolism, rhetorical decives, etc. Demonstrate through in-depth conversation that you have read the entire text.

http://jamisonenglish.typepad.com/jamison_english/saturday-nov-8-2008-assignment.html

The due date for the memorization project will be:
Monday, Nov. 10
Tuesday, Nov. 11

I will have a sign-up sheet Monday Morning, Nov. 10 before school. First come first serve to sign up for presentation order.

You must have at least 14 lines - word for word - memorized and recited correctly (in order) for the A. Anything over this will be an added 2 points per line.

Agenda:

Monday:

Media Center/Entire Class
- I expect you to gather your materials (FAQ, Annotated Bib, Sources) and start working on your initial, working outline and your notecards.

Download this for notecard and bib card examples:

Download file

Download file

Download file

Tuesday:

I have reserved another Media Center day, but may not use it (depending on how much you get accomplished on Monday). If we do not work in the media center, we will go over the AP Mult. Choice questions from the Mid-Term exam.

Wednesday:

- Bring your Little Brown Handbook. We will have a grammar lesson today.
- Check note cards and bib cards.
- In Class Reading: Several excerpts for rhetorical analysis. You will have a timed writing on Friday on one of the reading from today and tomorrow.

HOMEWORK: IM to page 478 due. I will collect the rhetorical device journal next Friday. This can be in bullet format and should be about two pages, no more.

Thursday:

- Continue in-class analysis of excerpts (Hazlitt, Lincoln, Green, etc.)
- Answer questions in class.
- Hot seat for thesis statements.

Friday:

Check Formal Outline
Timed Writing - a Rhetorical Analysis.

strong>Standards and EQ's:

1. EQ’s: How can reading varied texts give students knowledge, power, confidence, and increased understanding of the world in which they live?
2. How does understanding the context of a novel help you understand the author’s purpose?
Evaluate past AP student writing (ELA11W3.g) (ELA11W3.j)
Essential Q: What is the purpose for analyzing style in writing? How can you identify rhetorical devices in literary passages?

Timed Writing/Rhetorical Analysis (ELA11W7)

ALL JOURNALS ARE DUE FRIDAY.

- THERE WILL BE A TIMED WRITING ON THURSDAY (5TH) AND A TAKE HOME ESSAY DUE MONDAY(4TH).

* There will be no vocabulary quiz this week.

Monday Agenda:

ROMEO & JULIET MONOLOGUE/SOLILOQUY PRESENTATIONS! Sign up for the order will be on my door asap Monday morning.

Tuesday:

- In class reading/Finish Act V!!! Students, I am so proud of you for working on the entire play and for getting through your first work of Shakespeare. Congrats! What a wonderful accomplishment.

HOMEWORK:
4th Block: Journals are due tomorrow (Wednesday)
5th: Journals and Test will be on Friday. Be ready to do a timed writing on Romeo & Juliet on Thursday. I want you to think about who actually is to blame for Romeo & Juliet's death.

Wednesday:

4th block:
- collect Journals
- Timed Writing
- Begin group acting companies

5th:
- Literary Device work/Iambic Pentameter work.
- Review for the Test

Thursday:

4th:
- Work on Literary Devices/Iambic Pentameter handouts (30 min) This will be assigned for homework if you don't finish. Due Friday.
- Acting Companies should start practicing their lines and deciding what kinds of costumes/props you will use.

5th:
Timed Writing/Who is at fault?
Final review for test

Friday:
4th - Acting Company Work.
5th - Romeo & Juliet Final Test

Essential Questions:
1. Why is it important to act Shakespeare? How can acting the part help you to better understand the text?
2. What is the difference between Shakespearean tragedy and comedy, and how can students identify these types of dramatic literature?
3. How can students identify dramatic elements (exposition, rising action, climax, denouement, dialogue, monologue, soliloquy, aside, dramatic irony) in dramatic works?
4. How can identifying dramatic elements in works of literature enhance students’ interpretation of the literature?

ELA9RL1.a
ELA9RL1.b
ELA9RL1.c
ELA9RL1.d
ELA9RC2.c
ELA9RC2.d
ELA9RC2.e
ELA9RC2.f

Download file

Students, as we go through this week, you should be working on your research paper. Try to follow the schedule I gave you, and remember that the notecard, bib card, and copied source check is next week, Nov. 12. I will try to get us a library or lab day one day next week, but I cannot guarantee it. You must pace yourselves and work independently.

Agenda:

Monday:
Debate: The Big Election! Please come to this class prepared to discuss several sides of the issue. I realize that the class is not quite evenly matched, so some will need to qualify.

Articles: "The Right to Offend" in class reading.

Homework: Wednesday your IM double journals are due. IM Reading due (see last IM entry).

Tuesday: Teacher work day/Voting. Students OFF

Wednesday:

Agenda:
- Collect double journals
- Discuss article "The Right to Offend". Brief writing activity.
- In class group grading of corp. spons/body image synthesis essays.

HOMEWORK: Get sleep tonight. Tomorrow you will have the multiple choice part of your mid-term and the reading part of your essay for the mid-term. Students, we will only write ONE essay for the mid-term (another synthesis essay).

Thursday:
Mid-Term Mult. Choice
Essay Prep/Reading the Synthesis essay excerpts.

Friday:
In class timed writing for mid-term: Synthesis essay.

Standards and EQ's:

1. EQ’s: How can reading varied texts give students knowledge, power, confidence, and increased understanding of the world in which they live?
2. How does understanding the context of a novel help you understand the author’s purpose?
Evaluate past AP student writing (ELA11W3.g) (ELA11W3.j)
Essential Q: What is the purpose for analyzing style in writing? How can you identify rhetorical devices in literary passages?

Timed Writing/Synthesis Essay (ELA11W7)

Please bring your textbooks every day to class!!!! You will notice that I put in the reading grade; if you have not been bringing materials you have lost points.

Monday, Nov. 3:

Agenda:

- Vocab
- DGP Parts of Speech
- EOCT practice for Reading Comprehension (students will read two excerpts that incorporate vocab from Sadlier-Oxford and will answer reading comp. questions.)

- Romeo & Julilet Reading: Groups will divide ACT III, will read and summarize, complete with literary analysis. Wednesday, groups will present their section to the class. Class, these are serious presentations, and the work requires that you go in-depth with the text. You are essentially teaching your section to the rest of the class, so be thorough. Presentations will be graded as TWO quiz grades, so do your best work. I will require a written, one paragraph reflection of your group work at the end of each presentation.

Tuesday Students are OFF. Voting Day/Teacher Work Day.

Wednesday:
Agenda:
Vocab
DGP
Groups from Monday will Present Act III to class. Graded as TWO QUIZ GRADES.
Groups read sections of Act IV/Do a summary-analysis sheet. You will present to the class Tomorrow.

HOMEWORK: Make sure your presentations are ready for tomorrow. Study for the vocab quiz (Friday).

Thursday:

- vocab
- DGP day Thursday & Friday
- Groups present act IV
- In Class reading of Act V - Readers' Theater. We will have a traditional reading session.

Friday:
Vocab Quiz
Finish Reading Romeo & Juliet!

Homework:

- Next Monday will be your Monologue/Soliloquy Presentations. There will be a sign-up sheet posted on my door first thing Monday morning. Plan on everyone going Monday; if we don't finish everyone, we will finish up on Tuesday.
- JOURNALS: Your ongoing ten journals are due next Wednesday, Nov. 12th.
4th Block: Next Wed, Thursday, and Friday you will cut down your scenes and rehearse with your groups. We will act out the entire play on Tuesday, Nov. 18th.
5th Block: Your Romeo & Juliet test will be Wednesday, Nov. 12

**After our R&J unit is complete, we will take our FAQ and start working on the researched argument essay. You will have your draft written before Thanksgiving Break. I will check your drafts the Friday before Thanksgiving.

Standards and Essential Questions for Romeo & Juliet:
Reading Comprehension/Drama
ELA9RL1.a , ELA9RL1.b, ELA9RL1.c, ELA9RL1.d

EQ: Why is it important that we read and act out Shakespeare? What strategies can students use to better understand Elizabethan Language?
How can students provide support/evidence from the text, which backs up students’ claims about theme? How does the author’s choice in diction (word choice) affect the theme or purpose of the work? Why is it important to understand the author’s purpose, and how can this understanding help students to better connect to the themes presented?
How can students identify the theme(s) in a text? Why should we know how to demonstrate how the selection of genre (different kinds of literature) affects the delivery of universal ideas?

Discuss theme
ELA9RL2.a, ELA9RL2.b, ELA9RL2.c, ELA9RL2.d

Vocab/DGP (ELA9RL5.a)

1. Shakespeare EQ: How can students identify dramatic elements (exposition, rising action, climax, denouement, dialogue, monologue, soliloquy, aside, dramatic irony) in dramatic works?
2. How can identifying dramatic elements in works of literature enhance students’ interpretation of the literature?

EQ: Why is it important that we read and act out Shakespeare? What strategies can students use to better understand Elizabethan Language?