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Unit 1: Coming of Age

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Ali Francisco

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Transcript of Unit 1: Coming of Age



Retrieve corrected papers from basket. 3 hole punch them.

Journal: 8 minutes



Day 6
Journal Prompt:

SSR & HW Check
Success!
9 Honors English
Unit 1: Coming of Age
Review Vocabulary
Components of Voice
Diction
- Word choice intended to convey a certain effect.
Syntax
- Sentence structure; the arrangement of words and the order of grammatical elements in a sentence.
Imagery
- words or phrases that a writer use to represent people, items, actions, feelings, and ideas by appealing to the senses.
New vocabulary : INFERENCE
An inference is a conclusion made about a speaker or a topic based on clues in the text, not solid information or clearly stated ideas.
Parallel Structure
Identifying Anaphora:

Defining Parallel Structure...
"Two or more words, phrases, or clauses that are similar in length and grammatical form."
-Used to create a balanced sentence structure by creating a series of words, phrases, or clauses.

CCSS: Determine the meaning of words as they are used in the text, including figurative and connotative meanings as well as choices on meaning and tone.
Phones in slot;
NEED BOOK< HIGHLIGHTER
Lit Term Tuesday- THEME- Explanation
Current Events Explanation
Words on Wednesday- Vocab quiz tomorrow 3 questions. All Oral.


Phones in slot; name tags out
pick up a manila folder and a small sheet of paper.
WOW Quiz
WOW Procedures from now on.
Literary Terms: Flashback, Juxtaposition, Denotation vs. Connotation
ALWAYS highlight and read AC. VOC/LIT terms, KEY IDEAS in margins. It will help narrow your focus


Find examples of diction, syntax, imagery, parallelism, and tone by CREATING the following KEY. *You may use different colors, just make sure you identify it in the key.
Mark each with a different color.
Diction(D)= Red Syntax(S)= Orange
Imagery(I)= Green Parallelism(P)= Purple
Tone(T)= Yellow Flashback (F) Blue

Read Highlight Marigolds (pp. 15-22).
SB 1.5 - DO #1-7, #12(Chart)


A memorable form of repetition that... (p. 13)
"I Have a Dream" Quote
Define anaphora after reading the quote closely.
How do syntax and parallelism work together?
Academic Vocabulary Connotation & Denotation
Connotation- The associations and emotional overtones attached to a word.
Denotation- The precise meaning of a word.



Due Monday: Index card with THREE NAMES of interview subjects for your Embedded Assessment Interview Narrative. First and last names and which of the requirements they meet. For example, Hanna Engle- Western Michigan University. Plus two others


SSR- 20 - Finish introductions
SB 1.8 Two Versions of One Narrative
Fictional Narrative vs. Nonfiction Narrative
Nonfiction narratives~
Prose(not poetry pieces that have the same elements as fictional stories, but are based on actual characters and events.
Prose and poetry - Read #1 with your group on P. 32 in Before Reading and discuss

Read both selections silently"Always Running" and "Race Politics" by Luis J. Rodriguez
Highlight the examples of diction, imagery, syntax, and voice as you read. Complete DURING READING #2 on p. 32 as you read.
DO: Complete all of the Key Ideas and Details questions with your partner for both selections, pgs.33-36.
DO: Complete the AFTER READING chart on p. 37, AND the Identifying Parallel Structure on same page.

Day 7
Subject
Occasion (situation)
Audience
Purpose
S3 Subject, Style, Syntax
Tone
SOAPSTone
Cell phone slips; Code of Conduct slips- in basket

1. Read intro, p. 46, and WMD's on p. 46-7.
Annotate as you read.
CIRCLE Direct Quotations
BOX Indirect Quotations
Answer all Key Ideas and Details questions in margin and the SOAPSTone chart on p. 50 & 471

2. Read Interview Transcript p. 51-52.
CIRCLE Direct Quotations
BOX Indirect Quotations

Generate and bring to class 20 open ended questions on Monday that you will use for your EA 1, when you interview your subject.

HOMEWORK:
Manzanar Novel- read
Vocab quiz- cards, study

Generate and bring to class 20 open ended questions on Monday that you will use for your EA 1, when you interview your subject.


Interview Narrative
Using what you know a narrative is, infer what an "interview narrative" might be.
"WMDs" Photo Inferring
Phones off and in slot
MUG shot Monday #2
Current Events Document
Get a Chromebook and open a new Google Document. Create a new English 9 file folder as well.
Reliable Online news sources

Tuesday:Phones
Lit term Tuesday

Vocab quiz on Wednesdays
Root quiz Thursday each week.
New ROOTS each Thursdays after quiz.
Current Events Assignment
Summary
Quote incorporation
OWL (This link is in your syllabus)
https://owl.english.purdue.edu/owl/
Citing Sources

Wednesday
Phones;
Get manila folder(top shelf; Provide your own half sheet of paper)
WOW quiz
You need your secure Personal Narrative Interviewee by next week.
Incorporating quotes correctly
Share your paper with one person for proofreading purposes.

9th- 5th HOUR
Phones- Get SPEAK book
ChromeBooks
Begin Second Marking Period p. 47



Thursday
Get folder from table
Root Quiz and New words
WMD Interview Narrative-
Questions 1-3 p. 48,
SOAPSTone chart p. 50
Read Chuck Liddell - Interview Transcript
DO # 1-4;
You need your secure Personal Narrative Interviewee by next week.
Novel test is next Friday.
Chuck Liddell Transcript p. 51; DO #14 and first two bullets under Working with the text.




Friday
Place SOAPSTone chart from p. 50 in the basket.
Free Read
MWDS/Novel- use of Sparknotes










MUG SHOT MONDAY

Today you are writing your interview narrative from your transcript. Refer to WMD/Chuck Liddell in your SB book if needed.

Final Interview Narrative Paper is due on Monday, October 9. If you are absent, it is expected that you email me the paper before then end of the school day on Monday. My email is at the top of your syllabus:

TUESDAY: Phones; Lit Term Tuesday
Highlight your examplies of Imagery, direct quotes, indirect quotes, transitions and strong sentence structure.

SHARE and give one person EDITING RIGHTS

ITEMS OF NOTE:
When introducing your subject for the first time, use first AND last name, and the relationship you have with them. For example: Laura Smith, my mother, entered the room exhaustedly after just having completed a 12 hour shift in the emergency room, where she is the head nurse.

Wednesday:
Phones; PIck up sheet on table Punctuation/Embedding Quotations
WOW Quiz #4
Chromebooks- open Narrative

ITEMS OF NOTE:
Embedding quotations
Elevating diction(word choice) Eliminate words like "very" "A lot" "Fun" "Excellent" Awesome" unless they are direct quotes. Try to apply your WOW words to your papers.

Your instance of IMAGERY should "paint a picture for your reader." It should describe using the 5 senses.

The actual questions are NOT INCLUDED. This is the narrative portion, whereby you write without addressing the question.

THURSDAY:
Phones; Pick up test folder
Pick up all corrected papers from basket-they will be discarded at end of day today.
Root Quiz & get new roots
Go over date changes in planner
Get into previously set groups; desks facing each other.
Get chromebooks and open Interview Narrative.

Papers are due to me by 7 pm Monday. You will not have tomorrow or Monday to work on them in class. Give me editing rights and SHARE them with me.

Friday is Free read Friday and because of the shortened, pep assembly schedule, the entire hour is devoted to reading time. Test is in 17 days. Make sure you have your book.
Homework:
Transforming the Liddell Transcript
p. 51
If you did not finish transforming the Liddell Transcript from pgs. 46-47, your homework assignment is to finish doing so.
Make sure to include and HIGHLIGHT examples of parallel structure, transition words and descriptive information. Ex: "He shrugged flippantly and shifted in his seat, ready to answer the next question".

Academic Vocabulary:
Analogy
Literal analogy vs. figurative analogy
Read Building an Argument 1.15,. 61. Answer #1.
Read information text p. 63 and answer #7-10



Transforming the Liddell Transcript
Using the interview transcript from pages 46-47, turn the transcript into an interview narrative.
1. Pick a point of view
2. Pick a narrative style- present tense or past tense
3. Include quotes from Liddell
4. Include 3 descriptive techniques and focus on a key incident.
5. Organize your narrative in a chronological and/or logical order.
6. Incorporate the quotes in different ways, don't always use "he said" or "Liddell said".


Transcript Transformer Format- this is the 2nd document you are typing . Your first is your open ended questions.
OPEN a NEW GOOGLE DOCS.

My Point of View Is (pick one- 1st person or 3rd person):
My Narrative Style Is (pick one- present or past tense):
My Focus Topic Is:
I am using _______________ Order (Chronological or Logical).
I am starting with this event:
My 3 Descriptive Techniques Are:
1. Technique 1: How he acts
2. Technique 2: How he speaks
3. Technique 3: How he looks
My 3 Quotes Are:
1. Quote 1
2. Quote 2
3. Quote 3
I am ending with this event:

Ethos
- An appeal to character; establishing credibility as a trustworthy person.
Pathos
- An appeal to emotion; either positive or negative.
Logos
- An appeal to logic; using facts and statistics to back up your argument.
Day 13
Superhero Poster
Your group has 20 minutes to put your poster and argument together.
WHO WILL SAVE US?! ... You Decide
Superhero presentations and voting:
Each group presents their hero and tries to persuade the rest of the class to pick them.
As a class, we will vote on who is the best suited based on the group's argument.
Quote Workshop
Q&A in narrative form on pgs. 41-42, 50 and in magazines
1. Look at how the interviewer sets up the quotes.
How do they avoid asking questions before the quotes? What strategies do they use? Circle the sentences that introduce a question without asking it directly.
2. You may also look through the
provided magazines for integrated
quotes, then write down the quotes and context.
3. Under the quotes, explain how they embed the quote effectively without asking a question directly.
Entrance Ticket Prompt: How did you use the art of persuasion over the weekend? Tell me specifically how you used Logos, Pathos, and Ethos in your arguments. Did you convince your date to match your outfit? Or try to convince your parents to let all of your friends come over after the dance?
On a half-sheet of paper, answer the prompt. Turn them in to the first person in your row for me to collect when finished.
Rhetorical Appeals Recap: Logos= Logic and facts, Ethos= Ethics and good character, Pathos= Emotions

Day 14
Now that the World is Safe...
You are a reporter who has the opportunity to interview the hero who saved our planet!
Write an interview transcript between your reporter and the hero, discussing how they saved the world.
Come up with at least 5 questions for the hero to answer.
Provide a setting and set your transcript up similarly to the Chuck Liddell interview on pgs. 46-47 in your book. (Q & A format, not
narrative format.)
Voting for a Hero
Based off of who you think has the best credentials, vote on the hero you think should save the world.
An honest vote by show of hands decides the winner.
Homework
DUE WEDNESDAY~
Interview information: Name of person, time, location, and date of interview

DUE TUESDAY~
List of questions for your potential interviewee
Entrance Activity:
Quietly review the questions you wrote for your possible interviewee.
Revise them, think of better wordings and follow-up questions to ask. Write your revisions in a different colored pencil.
Questions to ask yourself as you review and to answer in your notes:
1. How do my questions address coming of age?
2. How thorough are my questions about my interviewee's experiences?
3. Do my questions give them the opportunity to give me a lot of information?
4. Do I have at least one question asking about a specific coming of age event?
Partner Interview Review
With your partner, trade questions. Star the questions that you think are their best, then write why you think so next to the question.
Find a question that you think could be better, then write a suggested revision next to it.
Predrafting
Look at the rubric on page 55 for your interview project. Circle, underline, or highlight the criteria you are unsure of how to achieve in your interview narrative.
On a separate sheet of paper, explain what aspects of the rubric and assignment you want more clarification on.
As a class we will discuss your questions.
Homework:
DUE WEDNESDAY~ Interview Information
THURSDAY~ Finalized Interview Questions
Interview Narrative Project Specifics
Your final narrative should be approximately 3-4 pages, typed, and free of major grammar and spelling errors. It will follow MLA formatting., but does not need a works cited page.
Your paper must include the rough drafts and revisions we will do.
It will be in narrative format and focus on your face-to-face interview with someone who meets the criteria defined in the directions. You MUST have your paper signed by the person you interviewed or it will not be grade.
Project Timeline:
Today - Interview completed, signed. Begin writing rough draft in class. Remember, this is NOT a LIST of questions, followed by the answer. Use the samples in your packet to decide HOW you want to set up your narrative. Must be double spaced, written in dark ink and you must incorporate the items within the packet such as the ones found in Part I and Part II. You should also look at the rubric in order to fully comprehend the requirements.
Exit Ticket:
In the remaining time in class, write an example of each:
1. Descriptive language (details, imagery)
2. 1st person perspective, 3rd person perspective
3. Effective transitions (look at your Transitions list for help)
4. Direct quotes and indirect quotes
5. Conveying voice (using the person's actions and descriptive information to show their personality)
Adverbials vs. Adjectivals Round II:
https://campus.digication.com/English9/How_to_distinguish_between_Adjective_and_Adverb_Pr
Recapping Analogies
What quotes were literal analogies? What were figurative? What clues did you use to help you come to those conclusions?
"Education is not the filling of a bucket but the lighting of a fire."- William Butler Yeats
Figurative or Literal?

"The highest result of education is tolerance." -Helen Keller
Figurative or Literal?

"Education is the most powerful weapon which you can use to change the world." -Nelson Mandela
Figurative or Literal?

"Education is our passport to the future, for tomorrow belongs to the people who prepare for it today." -Malcolm X
Figurative or Literal?

"Prejudices, it is well known, are most difficult to eradicate from the hert whose soil has never been loosened or fertilized by education; they grow there, firm as weeds among stones."- Charlotte Bronte
Figurative or Literal?
With a partner, pick one analogy that your both most agree with. On page 62, tell me why you chose that one. What did you like about your choice the most?

Talk with your partner about the types of analogies you see used in each quote. Are they good pieces of evidence to support claims about education?



RI.9-10.2- Determine a central idea of a text and analyze its development.
RI9-10.8- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.


Complete the chart on p. 76. using Analysis and textual support(THIS MEANS QUOTES FROM THE SPEECH!!)
Current Event due Friday- please print a hard copy


Thursday:Phones;
Pick up testing folder; Root Test; new root words
Complete the SOAPSTone of the Obama Speech.

Current Events HARD COPY due tomorrow
FREE READ FRIDAY TOMORROW- BRING YOUR NOVEL- test is in 11 days!



SSR- 15 min
Place Writing prompt from yesterday in basket
SB 1.15 Building an Argument #1-6
Read and Annotate "New School Year, Same Story: Education Pays" 1.15, pg. 64, # 7-10 Questions
Writing Prompt
pg. 64 Check for Understanding
Choose a benefit from "5 Ways Ed Pays" table (pg. 58) that is NOT greater wealth and write a claim about that benefit.
Write this on a separate piece of paper and turn it in to the pink box before you leave.


Page 64- Identify which part of the Rhetorical Triangle the listed claims from "5 Ways Ed Pays" would fall under, then complete the remaining questions.
RL9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL9-10.3 Analyze how complex characters develop over the course of a text, intereact with other characters, and advance the plot or develop the theme.
TUESDAY: Phones; Lit Term Tuesday
Introduction to Ethos/Pathos/Logos- Video SB 1.16
1.16- Rhetorical Appeals p. #1-6, p. 66
Read and Annotate America's Schoolchildren;
Complete all Key Ideas and Details, and SOAPSTone Strategy on p. 74, # 1-7 and complete chart.



With your partner, SOAPSTone and diagram the Rhetorical Triangle for the reading on a piece of construction paper. Put it on the Rhetorical Triangle Wall when you're finished.
Friday Recap:
How is SMELL different from SOAPSTone? How are they similar? What would you use SMELL for that you might not use SOAPSTone for?
Answer on a half-sheet of paper in your journal format (Topic sentence, 2 transition words, 2 examples, conclusion) and turn in to the pink box when finished.
HW Check
SSR 10 minutes
THURSDAY: Root quiz; new root words
Review test structure; MWDS, etc. YOU GET NO EXTRA TIME ON THE TEST. TIME MANAGEMENT is a skill that must be taught, practiced & learned.
1st hour missing phone slips: Kalinowski,
3rd HOUR missing phone slips - Wega, Weiss, Blacksher, Sammi, Hannah, Mayson, Torryian, Colby,
5th Phone: Amelia, Erissa,
6th Honor code: Molly, Ashley, Madyson
6th Phone: Krystal, Kaylin, Amari, Aubrey, Lauren, Sophia, Elise
SHARE your paper with a partner in class. Give them editing rights.
As you read your partner's narrative, use the rubric on p. 62 and the following items.
Highlight examples of each of these elements:
Unique title
List the major points of support or evidence
Mark sentences or paragraphs that seem out of order, incompletely explained, or otherwise in need of revision with arrows to where you think they would fit better and an explanation why.
Imagery- Did they use the 5 senses?
Transitions
Smoothly-incorporated quotes ( none of "I asked them this question...")
3 Direct quotes
3 Indirect quotes
Good spelling and grammar
Sandwich Comments
When you are finished reviewing, write 3 comments on the back of the draft:
1. One thing you thought they did very well in their narrative.
2. One thing you think they could fix in their narrative.
3. One thing you thought was interesting about their piece.

1.17 Targeting your Audience chart in groups
Do #1-4 pgs. 73-74
Read An Early Start on College p. 75 and Identify the Elements of an argument: Claim, Supporting Evidence, Conclusion/Call to Action by highlighting them . Do #5-6.
1.18 Evaluating Claims and Reasonining 1,2 HIGHLIGHT CLAIM and underline COUNTERCLAIM. Do Key Ideas and Details for both pieces.
Formal vs. Informal Writing
If writing styles were clothing, what would formal look like?
What would informal be?
What would be unique to each style?
Which one would be more appealing if you were trying to impress someone?

Design It!
A formal writing style is clear, concise, often based on facts and follows a plan.

It is versatile- it can be descriptive, critical, or analytical.
Choosing one of the three and keeping in mind the following components, design a type of formal wear (suit or dress) that represents a writing "occassion". Elements such as grammar and language can be shown as parts of the outfit where they would make the most sense.

Writing "Occassions" or "Events"
-Descriptive: Describes the facts of an event without an opinion.
Ex: The house caught on fire.
-Analytical: The facts of an event organized in a specific order. often includes a reason for that order.
Ex: The house caught on fire because someone left the stove on.
-Critical: The facts of an event in a certain order, with an opinion and a counter-point.
Ex: The house caught on fire because the homeowner is unorganized. Opponents say that the homeowner is not unorganized, they were just too busy to remember turning the stove on.

Choose a type of writing piece that best works with these styles (An art opening= descriptive, a war report= suit of armor)

Elements:

-Claims/Counterclaims (Attention-getting pieces of outfit)
-Flow of Content/Paragraph Format (Overall look)
-Types of Evidence (pgs. 73-74) (Accessories)


Claims and Evidence
Read through the two articles on 78-79 and highlight the claim each one makes.
On the graph on page 81, work with a partner to identify the claims and evidence for each piece. Then, identify the counterclaims found in each article.
The chart should have 4-5 textual evidence quotes in each box.

Answer questions 4-6 in your book, p. 82
For question 7, identify the call to action for both .

The Thesis Sentence: An Introduction
Whenever you write a paper, you need to clearly tell your reader what you will be talking about. The topic sentence, or thesis, is in the road map for the reader. It tells them the big idea that you will talk about in the rest of your paper and usually previews the smaller parts of that big idea. A thesis is an opinion- not a fact, and your job through the rest of the paper is to back that opinion up and convince your readers that you are right.
Which one is a thesis statement?
"The Red-Headed League" is a short story.
"The Red-Headed League" is a good short story.
The Thesis/Paper Relationship Formula
The number of paragraphs in the body are determined by the number of components in the thesis.
Every Blank = An Essay Component = A Body Paragraph
Ex: "The Red-Headed League" is a
good
story because of the
suspenseful plot
and
fascinating characters
.

Thesis Practice
Rewrite these sentences and fill in the blanks on a sheet of paper:
1. I can best be described as ______________ and ______________.
2. Although I see myself as ______________, other people may see me as _________________.
3. Simple objects, such as ____________ and ____________, serve as symbols for the most important _____________ in my life.
4. I used to be ____________; now I am______________; someday I hope to be ___________.
5. My three most important goals are to _________________, to _________________, and to __________________.
MONDAY: Phones
MUG SHOT Monday;
Parent Teacher Conferences are Wednesday 4-7

Argument in Action- Thesis Statement vs. Topic Sentence
Using the thesis components structure, develop a topic sentence for the prompt:
How valuable is a college education? Take a stand on the issue. Using 2-3 support components, make a claim about whether or not a college education is as valuable as people say it is.

Your thesis should state your opinion (for or against the value of college) and give at least three strong reasons why.

Tuesday: Phones; Lit Term Tuesday;
Final Exam schedule
Get out your writing assignment; Intro including thesis and body paragraph 1
Take notes on Video regarding different types of introductions.

Wednesday: Phones; WOW Quiz #6 -1/2 sheet and folder.
Novel test-review structure




The Essay Planning Page
Pick one of the five topics that you came up with yesterday and use that thesis to craft an essay on the planning page. Each component of the thesis has a body paragraph about it.
Crafting a Strong Thesis
A good thesis sentence tells the reader exactly what you are going to talk about in your paper. It clearly states the subject of your paper, your opinion, and gives two or more components that you will discuss in detail. A bad thesis statement is vague and doesn't have a strong opinion or support for the topic.

Which one is a strong thesis? Why?

The North and South fought the Civil War for many reasons, some of which were the same and some different.

While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.

In a paragraph, explain which thesis does a better job explaining the author's opinion and support. What specifics of the paper do they mention?
Look at the thesis you wrote for homework- how can you specify your opinion and components?
Rewrite your thesis to be more specific and detailed.
1. I can best be described as ______________ and ______________.
2. Although I see myself as ______________, other people may see me as _________________.
3. Simple objects, such as ____________ and ____________, serve as symbols for the most important _____________ in my life.
4. I used to be ____________; now I am______________; someday I hope to be ___________.
5. My three most important goals are to _________________, to _________________, and to __________________.
Body Paragraphs and Details
Each paragraph takes a component from your thesis and talks about it for at least 5 sentences. For each component, you want to have three details/examples that explain and illustrate that point.
This format is very similar to your journal prompt format- you give a topic sentence, examples, and transitions that move from one paragraph to the next.

Transitions- Look at pg. 78; how does each body paragraph start? How do they transition from one idea to the next?
HW:
Using the thesis you developed about the value of college, follow the Essay Planning Outline and outline your argument for or against the value of college.
Body Paragraphs
Using the essay outline sheet prompt from yesterday, pick one of your body paragraphs.
What three details did you use?
Are they strong examples for that component?
In the margins of your paper or on the back, explain why you think the details you chose are strong supports.
For each example, find a way to portray it that connects to the reader and relates to the topic sentence.
1. Personal experience
2. Well-known reference or expert testimony
3. Common knowledge/common situation
HW:
Expand your 2 or 3 body paragraphs for your college essay. What examples can you use to make your supporting details more interesting?
Include the following types of examples for each body paragraph:
1. Personal experience
2. Well-known reference or expert testimony
3. Common knowledge/common situation
Use at least 3 Types of Evidence from our list in your examples, one per supporting detail. Make sure to include strong transition words.
Types of Evidence
1. Facts and Statistics (Logos) -Red
2. Analogy (Logos/Ethos) -Orange
3. Personal Experience (Pathos/Ethos) -Yellow
4. Illustrative Example (Logos/Pathos) -Green
5. Expert/personal testimony (Ethos/Logos) -Blue
6. Hypothetical Situation (Logos) -Purple
What makes this a good body paragraph? pg. 80
"Anti-college sentiment is nothing new. Mark Twain admonished us not to let schooling interfere with education, and we've always celebrated the maverick who blazes their own path. These days it's Facebook founder Mark Zuckerberg, Microsoft's Bill Gates, or Apple's Steve Jobs- all college dropouts- who are held up as evidence of why all that time sitting in class is better spent elsewere. Perhaps, but it's also worth remembering that their companies are bursting with college graduates. And what about all the people who didn't finish college and are not at the helm of a wildly successful venture?"
In your book, annotate what examples they use to make this paragraph interesting and persuasive.
What types of evidence do they use?
Using colored pencils, highlight each type of evidence you find in the paragraph on pg. 80.
On a separate piece of paper, write that body paragraph and include those examples. Your paragraph should be at least 5 sentences and include both examples and transition words. Be descriptive!
When you are finished, underline your examples in their coordinating color for easy identification. Turn it in to the pink box.
What's your Evidence?
You wrote 2 paragraphs about the value of college.
Highlight/underline your three types of evidence that you used per paragraph. Number each and in the margins of your paper or on the back, explain what types of evidence you used and what you think it adds to your argument.
Does it specify?
Does it elaborate?
Does it make your reader think?
Why or why not?
Swap paragraphs with a partner.
Read their paragraphs and answer these questions on the back of their paper.
1. Is the topic sentence clearly stated? How?
2. Do their supporting details clarify the topic? How?
3. Do their forms of evidence make sense with the topic? How?
4. Do they make you think? Why?
5. Is their evidence engaging? Why?
6. Do they include any transitions? Where, how well?
7. Do they use personal examples, common knowledge, and expert testimonies at all? What is the effect of their use?
Paragraph Share
A Good Introduction...
... A Good Conclusion
Starts with a hook and ends with a THESIS STATEMENT.
Recaps the thesis and supports and ends on a thought for the reader to consider.
Write a conclusion
HW:
Write an introduction for your college piece. What can you say that will grab your readers' attention?

Connect your paragraphs with transitions, either words or phrases. Make the paper flow!

Write a conclusion. What can you say that sums up your paper and asks the reader to think about your point?
Computer Lab Day
Transfer your written pieces from your argument essay to a word document. Edit, revise, and pull it together.
Print it off for use in class on Monday
Write a conclusion for your Essay Planning Page topic. Make sure to restate your thesis and briefly review your supports before ending on a thought that engages the reader's mind.
Transitions
These are words and phrases that connect paragraphs. Look at your paragraphs about college; where and how can you include transition words and phrases?
Day 26
Journal:
Is an incredibly strong desire all you need to achieve what you want? Why, or why not?

SSR & HW Check (Introduction and Conclusion paragraphs)
Print List
1. Value of College Essay Instructions
2. Transitions List
3. Root Sets Instructions

Counterclaims
What argument is opposite of yours? How would you address it, then refute it?

Look at pgs. 78-80 for examples of counterclaims.
Where would you put your counterclaim in your college essay? At the beginning? At the end? Where does it fit best?
When you are done with your paper...
1. Get in your Root Set Groups.
2.Read the Root Word Presentation Instructions
3. Divide up the words per person- who gets what?
Circle the roots YOU are responsible for
4. Decide on a presentation style (Prezi? Powerpoint? Posterboard? Skit with pictures? You choose!)
5. Divide up responsibilities- who is doing what?
Next Week Due Dates
Wednesday, Oct. 22 - Root Group 1 Presents
Friday, Oct. 24- Journals Due

Argument Paper Overview
Paper Prompt and Guidelines are on Skyward under "Argumentative Paper Guidelines" in your message center
Essay Review
Counterclaims
On a separate sheet of paper, write down your main claim.
Once you've identified your main argument, think of a good counterargument someone might make and write that down.

Example:
Claim-
"College is valuable because it prepares you for a rewarding career by teaching you time management and financial management."

Counterclaim-
"You can learn financial management and time management without going to college; there are many good careers that do not require a college degree."
Once you find a counterclaim, you need to refute it.
Refute
- To prove that a statement, theory, or person is wrong.
Read your essay to yourself. As you do, complete the following:
1. With a yellow highlighter, mark your thesis statement and restated thesis in your conclusion.
2. With a green highlighter, mark your hook.
3. Underlining in blue pencil or pen, find your three supporting details.
4. In red pen or pencil, number each of your evidences and write their names in that numbered order in the margin of your paper.
5. Circle your transition words and any word-links or idea-links that you used between paragraphs.
On the back of your paper, answer the questions in full sentences:
1.Is my thesis clear and easy to understand?
2. Is my hook engaging and do I transition well to my thesis?
3. Do I have three details for each of my supports?
4. What types of evidence do I use? Do they make sense?
5. Does my conclusion restate my thesis? Is it engaging?
Read "Why College Isn't for Everyone" and circle the counterclaim. When you are done, read "Actually, College is Very Much Worth It" and answer them for that piece.
Answer the questions on lined paper:
1. Where did the writer place the counterclaim? Does it work well there? Why?
2. Do you think they could have put the counterclaim somewhere else in the article and it would have worked well? Where would they put it?
3. What evidence do they use to back up the counterclaim?
4. What evidence do they use to refute the counterclaim?
Compare your answers for each piece.
1. How are the two articles' counterclaims addressed?
2. What evidence do they use to support that counterclaim? How much?
3. What evidence do they use to refute that claim? Does it work? How?
HW:
On your essay draft, circle an area where you think your counterclaim would fit best. In the margins, explain why it fits there the best. Write a paragraph addressing your counterclaim either on the back of your essay with an arrow pointing to where it would go or on a separate sheet of paper.
The counterclaim paragraph follows the same format at the others. Topic sentence, 3 supporting pieces of evidence, and transitions.
Day 28
Review Counterclaim
1. Where does it fit the best?
2. What evidence did you use to support it?
3. How did you refute it?
4. What transitions will you use to incorporate it into your essay?
Incorporating Quotes
"Text Talker" quote incorporations
Direct quotes from sources follow this format:
"This is a really important and poignant quote" (Francisco 2014).

Indirect quotes or paraphrases follow this format:
Ms. Francisco spoke of a very poignant and important topic in her discussion about quoting (Francisco 2014).
Purdue OWL Website:
https://owl.english.purdue.edu/owl/resource/747/03/
Dates, Page Numbers, and Names
At the end of each quotation is something that looks like this:
(Francisco 2014)
(Francisco 78)
If you were quoting an article I wrote and knew my (the author's) last name and the date of the publication, you would write that in the citation.

If you know the name of the author and the article has several pages to it, you would name the author and give the page number you found the quote on so your reader can find that reference.
Citations are proof to the reader that you didn't come up with random stuff to support your point.
They prove your reliability and support your evidence.
Read through your list of resource articles; which ones support your argument paper the best? Pick one or two articles from the reading list that fit best with your piece.
Reading List for Evidence Supports
1. “New School Year, Old Story: Education Pays” from the US Bureau of Labor Statistics pg. 63
2. “Remarks by the President in a National Address to America’s Schoolchildren” by President Barack Obama pgs. 67-71
3. “An Early Start on College” from the Minneapolis Star Tribune pgs. 75-76
4. “Why College Isn’t for Everyone” by Richard Vedder pg. 78-79
5. “Actually, College is Very Much Worth It” by Andrew J. Rotherham pg. 79-80

1. Pick 5 quotes from your two articles.
2. Use the Text Talker "frames" to frame your chosen quote.
3. Cite the quote using the author's name and the page number in the (Name Number) format.

HW:
Using the quotes you collected in class or finding new ones, incorporate them into your essay.
Where will they fit best? Write them in between the lines or add arrows to show where you want them.
Citing Sources Resources and Format
MLA
Son of a Citation Machine & Easybib
Practice MLA Citation Format
Day 30
Journal:
Is it possible to be too nice?
If so, is that a bad thing?
Surprise!
Media Center Time
1. Finish writing your essay and works cited page; edit with a partner.
More time = higher standards!
Do you have an engaging introduction? Are your quotes well integrated and backed up with solid reasoning?
2. Meet with your Root Word group and plan out your presentation. Get it started now so you don't have to rush.
Journals due
Friday, Oct. 24
Argumentative Paper due
Monday, Oct. 27
Day One- Welcome to English 9 Honors
"The smarter you are, the more you have to learn."
1st hour: PA announcements
PROCEDURES: My hand raised, you end your conversation and your hand goes up to acknowledge that you are ready to listen to the next set of instructions.

Pick up from Table
1. Course Syllabus & Honor code sheet.
2. Media Center: With ID, Get your 9th grade Springboard workbook and put YOUR NAME in BLACK PEN/SHARPIE in the front inside covand on the spine. This come to class daily unless otherwise indicated.
3. Station activity/Icebreaker
4. Homework: :)) TedTalk Graphic Organizer- Welcome to HONORS:)

Submit GOrg in basket
Syllabus





Test Friday over the summer reading. You MAY use your novel, however, the test will be timed.
#1-7= Quotes from novel with word bank- Vocabulary
#8-12- Character and quote matching
#13-17- Multiple choice
Essay(s)- Use your own paper.

PHONES, NAMETAGS
SB 1.5 - p. 23
p. DO #1-7, When answering questions, your answers need to incorporate textual examples and specific quotes.
*When you DO need more space to write, staple or tape the sheet of paper into your SB book

FRIDAY
Phones, Nametags
PICK UP Cell phone half slip on table- due Monday
Pg. 25-26 #12(Chart)
GET SUPPLIES/ COMPLETE BINDER ORGANIZATION if you did not do that this week.
HOMEWORK:
Novel: Farewell to Manzanar novel intro/video discussion/assignment/MWDS/final




Card sort: Alliteration, Metaphor, Simile and Personification.
With a partner, sort the words and sentences that correspond.
When you feel like your sort is correct, call me over and I will check it.


Journal- 5 minutes
SSR- 10 minutes
TEST: YOU WILL WRITE ALL OF YOUR ANSWER ON YOUR OWN PAPER. Take out 3-5 pages so you do not disturb others.
Number your paper 1-17.

You MAY use your novel, however, the test will be timed. 2:28 is the end time.
#1-7= Quotes from novel with word bank- Vocabulary- Indicate the correct letter
#8-12- Character and quote matching- Indicate the correct letter
#13-17- Multiple choice- Indicate the correct letter

Essays can be started anywhere on paper. Must include- introduction, numerous(2-3 body paragraphs, ) transition words, examples from novel to PROVE YOU READ IT, conclusion.

If you finish early, turn your paper over and read quietly. NO ELECTRONICS, NO TALKING.
Do NOT get up and submit your paper.



Phones in slot; Cell phone forms to basket
M.U.G. Shot Monday
Date and number at the top;
YOU are 100% responsible
for securing any of the MUG/Roots/Lit Terms when absent.

Learning How To Interview 1.6 SB; p. 30-33
DIRECT and INDIRECT QUOTATION- HIGHLIGHT
OPEN ENDED vs CLOSED ENDED QUESTION

DO #1-4, then complete #5 Chart and #6-9.
HOMEWORK:
Complete interview and write intro to be given in class tomorrow.


TUESDAY: Pick up Major Works Data Sheet from Table
Lit Term Tuesday

Quick meeting with interview partner
Introductions

Read 1.8 Always Running p. 37
Read 1.8 Race Politics p. 39, Key ideas and details#1-10
GET A PLANNER!! A PAPER ONE!!
*You should have selected a person to interview and contacted him/her by now.
Read Manzanar on your own.



Wednesday: Phone slips in basket; nametags on desk
Words on Wednesday(WOW section)

Get Chromebook-Use the same number as your phone slot
Create an English 9 HONORS FOLDER
Continue MWDS(Major Works Data Sheet) template
NAME IT and save it

Read 1.8 Always Running p. 37
Read 1.8 Race Politics p. 39, Key ideas and details#1-10
GET A PLANNER!! A PAPER ONE!!
*You should have selected a person to interview and contacted him/her by now.
Read Manzanar on your own.


Thursday:
Cell phone slips;
Thirsty(Root Words) Thursday- Date on top.
MWDS transferred to Google Doc
Add in info for Manazanar so far
Read 1.8 Always Running p. 37
Read 1.8 Race Politics p. 39, Key ideas and details#1-10
Chart on p. 50



Friday:
MWDS- As you read, keep up on this. You can print it out and bring it to use on test day. September 28 ( Manzanar)


SOAPSTone p. 43 for WMD
Subject
Occasion (situation)
Audience
Purpose
S3 Subject, Style, Syntax
Tone

RI.9-10.2- Determine a central idea of a text and analyze its development.
RI9-10.8- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.

THURSDAY
Video- Shmoop on Ethos, Pathos, Logos
You will need multi colored markers, pens or highlighters
Using Rhetorical Appeals 1.15- Highlight (in different colors) examples of Ethos, Pathos and Logos)
Read and annotate America's School Children, p. 74-5; #1-7
Read Manzanar if you finish.


FRIDAY:
Free Read Friday- Read for 15 minutes- Suggestion: Manzanar if you are not finished. *Bring novel of your choice on Fridays from now on.
Review of Manzanar test structure: 10 T/F; 10 MC, 5 Short answer (paragraphs) - must use textual evidence - PROVE you read the book.


Do 1.16 and use 5 Ways Ed Pays video, Education, Schoolchildren, for the chart on p. 76-77.

HOMEWORK: READ Manzanar- complete MWDS, print it our.

Standard: L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to a comprehension or expression.
Standard (Reading for Information) RI9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RISE AND READ:
Standard (Literacy)L.9-10.5b. Analyze nuances in the meaning of words with similar denotations.
Standard L. 9-10.6. Acquire and use accurately general academic and specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Welcome to English 9H- It's the 4th name- because it's 4th hour.
Locate the desk with your name on it and sit down.
Submit Honor Code in pink basket
Pick up graphic organizer from table

Make nametag using index card, Bifold (make a tent) and write first name in BOLD with a dark marker.
Cell phone Sheet policy & distribution

Syllabus highlights(need a highlighter)

Restroom, teacher phone policies
(grades will be entered as ZEROES if slips are not signed and returned .)

Introduction to Springboard - How book is setup
WITHIN EACH UNIT
Academic Vocabulary
Literary Terms
Word Connections
Grammar Usage
Key Ideas & Details
My Notes

Academic Vocabulary
strategize, inference, denotation, connotation, transcript, claim, counterclaim, analogy



Day 5



RISE AND READ:
RL9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL9-10.3 Analyze how complex characters develop over the course of a text, intereact with other characters, and advance the plot or develop the theme.


Day 6
RL9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL9-10.3 Analyze how complex characters develop over the course of a text, intereact with other characters, and advance the plot or develop the theme.

STANDARD:
L.9-10.10 Use Parallel Structure
L. 9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
STANDARD" Determine the meaning of words as they are used in the text, including figurative and connotative meanings as well as choices on meaning and tone.
SSR- 10
Journal Prompt: You can address any one of these or any combination in your response.
How is the speaker’s (Melinda’s) voice different from the author’s (Laurie Halse Anderson’s) voice in the story? What does Melinda say about life and school that is different from what the author says? What are some examples of the author’s message being different from what Melinda believes/experiences?
Vocab Quiz #2

CCSS:
RL.9-10.5Analyze how the author's choices concerning how to structure a text, or events within it, and manipulate time create such effects as mystery, tension and surprise.
RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
Homework:
DO Before Reading #1-4, p. 14.
Highlight Marigolds (pp. 15-22).
Find examples of diction, syntax, imagery, parallelism, and tone. Mark each with a different color.
Diction= Red Syntax= Orange
Imagery= Green Parallelism= Purple
Tone= Yellow
What inferences can you make about the speaker and the events?

NEED SPEAK AND SPRINGBOARD AND HIGHLIGHTER AND GROUPS
As you listen to the rest of the Marigolds story, continue to highlight the items you started yesterday.






Direct vs. Indirect Quotation- What's the difference?
Write down partner's first and last name.
On your own, write down four IMPORTANT questions about your partner(from your group) (What questions give you the most information?)
Springboard Activity 1.6, p. 25, #1-4
Learning How to Interview
Complete #5-9 with your partner.
Revise your partner questions to make sure they're open-ended.
#10 Introducing your Partner will be completed on your own paper and must follow the bulleted guidelines on p. 28.
For tomorrow: Have a rough draft written on your own paper to introduce your partner. This is in paragraph form, not Q & A form.

CCSS
RL9-10.4 Determine the meaning of words and phrases as they are used in the text.
RL9-10.5 Analyze how an author's choices concerning how to structure a text, order events and manipulate time create effects such as mystery, tension, or surprise.
RI.9-10.6 Determine an author's point or view, or purpose and analyze how an author uses rhetoric to advance that point of view or purpose.
RI9-10.5 Analyze in detail how an athor's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of the text.
RI.9-10.3 Analyze how the author unfolds an analysis orseries of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
MONDAY:
Name tags on desk; honor codes in basket

Get out all binder supplies: Tabs,3- ring binder, loose-leaf paper,

Binder organization.
In the following order, label the 6 sections as follows:
1. Syllabus/Basics
2. M.U.G. Shot Monday- You will need loose leaf notebook paper in here. 25 sheets
3. Lit Term Tuesday- You will need loose leaf notebook paper in here. 25 sheets
4. Words on Wednesday(Vocab)You will need loose leaf notebook paper in here. 25 sheets
5. Thirsty Thursday(Roots)- 25 sheets loose leaf notebook paper Powerpoint is given every other Monday; test over those 10 is the following Thursday + any previous words is the following Thursday.
6. Unit 1- Coming of Age Major Works Data Sheet
7. Unit 2- Defining Style
8. Unit 3- Coming of Age in Changing Times
You need a PAPER/HARD COPY calendar!!!!
Semester 1 important dates

KEEP YOUR BINDER and YOUR SPRINGBOARD book the entire year.
*As you are given new items, please 3 hole punch EVERYTHING and place in your binder in the appropriate category.

PHONES OFF and in SLOTS
NAME TAGS; If you don't have them on your desk, you will be marked absent as I don't know all of your names yet.
Honor Code in Basket- Hours 1,5,6

With partner , review all of the the highlighted Academic Vocabulary and literary terms you have encountered thus far.

Continue Power of the Parallel p. 14, 15, #1-6
Together, Highlight the examples of parallelism in each quote, then write out the pattern that the speaker used under the quote. Complete #1-4 plus Check for Understanding, p. 15.. All work can and should be done in your book.

Highlight JUXTAPOSITION and FLASHBACK on p. 16, and Know their meaning. Read Marigolds, p. 16-23 and highlight instances of JUXTAPOSITION and FLASHBACK in the piece.

*Make sure you have secured two possible interview subjects for the upcoming interview. Remember the qualifications they must have.





Vocabulary quiz #4
Work in Chromebooks on writing assignment
You should have completed your interview and are now
starting to type it into an interview narrative. The rubric is on page 55.
You will submit your original questions as well as your final draft.
Picture Bride test is Friday
Turn in your notebook to the second page of your syllabus.

https://owl.english.purdue.edu/owl/resource/747/15/

Today, make sure you are working on the following:
1. Transition words- use them correctly
2. Imagery- describe in detail the person, setting, etc.
3. Diction choices- elevate your vocabulary
4. What point of view are you writing this from? 1st person, 3rd? Either is fine, just be consistent.
5. Vary sentence starters.
6. MLA Format- 2nd page of syllabus- this is considered a formal paper and should be treated as such. No contractions unless in a direct quote.
7. Appropriate title

SSR- 10 minutes

Do Check for Understanding p. 24
KEY VOCABULARY: Denotation, connotaion, foreshadowing, parallel structure,diction, inference, imagery, juxtaposition

Interview Narrative p. 24- Open ended vs. closed ended questions.
KEY VOCABULARY: direct vs. indirect quotations,

SPEAK TEST:
Spread out- try not to sit next to anyone.
Use your own paper. When finished, turn papers over and read silently or do other homework.
At 2:20 I will give the final instructions.
Pick up the Embedded assessment rubric on the table.
SSR- 20
House on Mango test is next Friday. Discuss test structure

DO NOT HAND IN PAPER YET- we are completing an activity with them today in class.

STAPLE your paper and drafts n the following order:
ON TOP: FINAL DRAFT
2nd: 2nd rough draft
3rd: 1st draft
bottom: RUBRIC


SSR- 20 minutes
Vocab quiz
1.18 #3 After Reading Chart on p. 81
Thesis statement vs. Topic Sentence

Monday: MUG #2
Place your 20 open ended questions out on your desk.

SB 1.10, p. 51- Examining the Art of Questioning

Read Chuck Liddell transcript p. 51
DO After reading P. #1-4 (two bulleted items under "Working from the Text") ,5 and complete chart.
Transforming the Transcript 1.11 p. 57

TUESDAY:

Lit Term Tuesday #2- Storytelling Arc
SB 1.11 Transforming the Transcript, #1-2 p. 58
THEN: WORK on the below items for YOUR INTERVIEW
Manzanar- Test is 11 days away
WOW quiz tomottow
Issues with questions:
Off topic: Stay focused- your goal is to find out what coming of age events contributed to who they are today. Some of you are asking questions like "who is your favorite sports team?"
"WHAT?" questions- Too many questions starting with this word.
Order your questions- Chronological is usually the best.
Remember to introduce yourself and the PURPOSE of the assignment. "Because I have to, or my teacher said" is not the purpose
HOMEWORK INTERVIEW COMPLETED
Monday, Sept. 24. Interview questions and answers must be completed and brought to class by Monday.
DIRECTIONS & RUBRIC
EA 1, p. 61-62

Phones; collect & keep all corrected papers from basket.
Pick up index card from table
MUG shot Monday
Submit Index card with info by tomorrow.

SB 1.12 Planning an Interview
Conduct interview this week
Interview must be completed by Thursday

Small groups of 4
Create 5 questions(should have follow up questions ready as well) to interview me in class.
Produce transcript of the interview
Produce Interview Narrative


Tuesday
Phones; Submit Index card to basket; pick up corrected papers
Lit Term Tuesday
Review structure of novel test on Friday.
Move to Groups; Complete Transcript & narrative from yesterday's in class interview. Submit to basket. 20 minutes
Requirements for your Interview Narrative
Construct your interview questions
How to Conduct an Interview
How to format a paper




Open a new Google Doc and title it Interview Narrative
Using your questions and answers that you have from your interview, begin typing your paper.

You should have the same header as you had in your questions: Name, Date, Class, Double spaced, 12 point Times New Roman font.

Your questions and their answers will also be turned in for a grade so type in the answers to your interview questions as well.
If you have done none of the interview work, do not log onto a computer. You can work on Picture Bride.

Room 312.
Tomorrow: Picture Bride Packet due
Monday: Picture Bride Test
Place your completed "Can I Chew Gum in Class" cell phone forms in the correct pink basket. STAPLE your CELL PHONE sheet to the TOP HALF of your HONOR CODE so BOTH SETS of SIGNATURES are SHOWING.

Phone procedures.

Word of the Day, Academic Word Of the Day, etc.

Today is picture day- Called down by last name-
Report to Large gym, Johnson St. End

1. Name tags- Need a sheet of construction paper and a marker.
2. Stations


Phones in slot, Nametags on desk; Honor code in basket
Need a highlighter

Introduction to Springboard - Construct of book
Goals
WITHIN EACH UNIT
Academic Vocabulary
Literary Terms
Word Connections
Grammar Usage
Key Ideas & Details
My Notes

Unit 1: Coming of Age- Springboard book

Talking about Voice- Activity 1.1, 1.2, p. 5,6-7
ALWAYS:
Preview all Literary terms, academic vocabulary as a prereading strategy.
BOLD
words are important and provide guidance and emphasis.
VOICE = The "fingerprint" of the author. It is the result of the speaker's use of language. It includes DICTION, SYNTAX and IMAGERY.
Work through 1.3 Narrative Voices-
Grammar, Vocabulary, Etymology, Word Connections
Key ideas & Details- Do #1-4 and chart.
GET SUPPLIES FOR TUESDAY- WE WILL ORGANIZE BINDERS!



Make cards for literary terms and academic vocabulary
With your partner, review 1. 2,3,4 on pages 5-7 and complete the chart on page 7.

REVIEW IMPORTANT LITERARY TERMS and ACADEMIC VOCABULARY




MONDAY
Work on Parallel Structure 1.4
You are ALWAYS responsible for Grammar, Vocab, Etymology and Word Connections Literary Terms .
Power of the Parallel p. 14 Do #1-6
Check your Understanding #1-4 p. 15



Look at the photo, draw some conclusions about Liddell based off of the article's title, the photo, and the photo caption? Discuss with your group what you think this guy is like, using just the picture you see.
Phones; Get folder from table
Root quiz
Get Chromebooks after root quiz
Complete your Transcript by moving your answers from the interview to the document you began yesterday.
BOLD the questions. Put quotes around the items that are DIRECT quotes and identify the as DQ; identify Indirect quotes as IQ.

REMINDERS:
Remember that the topic you are interviewing them about is
HOW

their post-high school education (college, vocational school, military training, etc.) contributed to their coming of age . Many of you are conducting a job interview and not following the purpose of the assignment. This will earn you a failing grade.
3 direct quotes
3 indirect quotes

TEST TOMORROW on NOVEL-BRING your OWN PAPER, NOVEL and MWDS. You may use the entire class period but no more than that.
Bring other work, reading material to quietly work if you finish early.

PHones: GET FOLDER
Need your own paper, novel and MWDS on your desk.
Make sure you have easy access to study materials, homework, etc so you are not disturbing the entire class if you finish early.

NUMBER EACH ITEM FOR Multiple choice and write the LETTER ANSWER ONLY.

FOR THE ESSAYS, indicate, WHICH essays you have chosen, 1,2,3, and write essay below it. Remember, your job is to PROVE TO ME YOU READ THIS NOVEL. You MUST USE character names, places, events, and insert quotes and examples.

When you are finished, place your test and answer sheet inside the folder and put it under your desk.

You may read quietly, do other homework, etc.
The Rhetorical Triangle
Ethos: Speaker
Pathos: Audience
Logos: Text
Wednesday: Phones; WOW Quiz #6 -1/2 sheet and folder.
Novel test-review structure
Transitions video and Practice

THURSDAY: Phones; Root Quiz; new roots
Argumentative Essay
Begin transferring to Document
Make a key and highlight the following:
Thesis, Topic sentences, Evidence to support your TS, transition words

Be careful about use of pronouns (you" etc. )

FRIDAY: Free Read Friday- 15 minutes
TEST MONDAY- Bring own paper, novel, and MWDS if you made one. Bring extra homework, reading material
Arg Essay-
Class ends at 12:31- my clock is 5 minutes fast

Standard (Reading for Information) RI9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RISE AND READ:
Standard (Literacy)L.9-10.5b. Analyze nuances in the meaning of words with similar denotations.
Standard L. 9-10.6. Acquire and use accurately general academic and specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Journal, Transition, MWDS
Proofreading Interview
RL9-10.6- Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advnace that point of view or purpose.
RI.9-10.5- Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of the text.
RI.9-10.3- Analyze how the author unfolds an analysis or series of ideas or events,. including the order in which the points are made, howey are introduced and developed, and the connections that are drawn between them.
Parallelism in Grammar
Farewell to Manzanar Doc

EA!: Interview Narrative
NOVEL TESTS
WOW Quiz #1- Need 1/2 sheet of paper, numbered 1-3, and manila folder for "diagonal vision" from the table.

Get #2 WOW words
Watch the video, "Five Ways Ed Pays." As you do, write down the evidence the ad gives for each of the sections they talk about in the table on page 55. Then complete questions on p. 66.
SB 1.13 EA 2 and Claims
View Video& complete chart p. 65
Read 1.14 Education Still Pays p. 66-67
5 Ways Ed Pays
EPL Shmoop


MUG Shot Monday #3
1st hour missing phone slips: Auch, Schabel, Kalinowski,Hopkins, Holmes, Dorman-
3rd HOUR missing phone slips

- Wega, Weiss, Blacksher, Sammi, Hannah, Mayson, Torryian, Colby, Angelina-

5th HONOR CODE: Tong
5th Phone: Ton, Amelia, Alex, Erissa, Erek, Alexus, Ashlyn, Danielle,
6th Honor code: Zack, Molly, Ashley, Madyson
6th Phone: Krystal, Kaylin, Amari, Kennedy, Aubrey, Lauren, Sophia, Elise
Extras on the table
Put your interview transcript out on your desk.
Read and annotate An Early Start on College, p. 81; DO #3-6
Read and Annotate Why College isn't for Everyone p. 83;
Read and Annotate Actually, College is Very Much Worth It; DO #2-6
COMPLETE the CHART p. 89
Highlight
Claim, Counterclaim; formal and informal language, three rhetorical appeals(Ethos, Pathos, Logos) , parallel structure and anaphora.

Writing your Personal Narrative
Lit term Tuesday #3: Protagonist/Antagonist
Chart p. 89 due in basket before bell rings.
Get Chromebook from cart and logon
Open Chrome and type in Purdue OWL(Online Writing Lab)
MLA Format
Open Google Document in your English folder
Label it Interview Narrative


Wednesday: WOW Quiz 1/2 sheet of paper, label it & get folder; New Words

THESE FORMS MUST BE SUBMITTED OR YOU'LL RECEIVE A ZEROS ON ALL ASSIGNMENTS UNTIL THEY ARE RETURNED.

1st hour missing phone slips: Auch, Kalinowski, Dorman
3rd HOUR missing phone slips - Wega, Weiss, Blacksher, Sammi, Hannah, Mayson, Torryian, Colby, Angelina-
5th HONOR CODE: Tong
5th Phone: Tong, Amelia, Alex, Erissa, Erek, Danielle,
6th Honor code: Zack, Molly, Ashley, Madyson
6th Phone: Krystal, Kaylin, Amari, Kennedy, Aubrey, Lauren, Sophia, Elise
CHROMEBOOKS
Today, make sure you are working on the following:

1. Imagery- describe in detail the person, setting, etc.
2. Diction choices- elevate your vocabulary(HAPPY< MAD SAD = :()
3. Includes 3 direct quotes- Highlight in Yellow
4. Includes 3 Indirect quotes- Highlight in Pink
5. What point of view are you writing this from? 1st person, 3rd? Either is fine, just be consistent.
6. Vary sentence starters.
7. MLA Format- this is considered a formal paper and should be treated as such. No contractions unless in a direct quote.
8. Appropriate title

Pick up scan tron on table, Fill out name/date w/ pencil
Need paper, book and MWDS out on desk
You have till 5 minutes left in class period to take the test.
If you finish early, place test and scan tron FACE DOWN and do other work quietly.
missing question #16- so LEAVE IT BLANK on scan tron
RETURN MANZANAR to the media center.

Your Interview Narrative must be shared with me by 6 Sunday. Wirt Library has computers and if you need to download Google Drive to your phone to get this done, that is your responsibility.
Share to
tourdam@bcschools.net


1st hour missing phone slips: Kalinowski,
3rd HOUR missing phone slips - Wega, Weiss, Blacksher, Sammi, Hannah, Mayson, Torryian, Colby,
5th Phone: Amelia, Erissa,
6th Honor Honor code: Madyson
6th Phone: Krystal, Kaylin, Amari, Aubrey, Sophia,


Full transcript