Transcript September 3 A Block

September 3-4
• I can edit sentences for mistakes in comma
mechanics.
• I can write a well-developed, well-analyzed
one-paragraph rhetorical analysis
• I can actively participate in class discussions
on education.
• I raked the leaves, and loaded them into the barrel.
• If you get stuck just copy the same word, or top until
an idea occurs to you.
• There would be advantages however if everyone
agreed to the same requirements.
• The store is only open Monday through Friday, the
owner will schedule private appointments for
Saturday.
• As I look back I can see that I made a few mistakes.
Nutshell Commas Rules 2, 3, 4, and
commas with interrupters; semicolons a, b
A Block: Write your own rhetorical
analysis
• Using the graphic organizer we completed in
class, write a one-paragraph analysis of Mike
Rose’s “I Just Wanna Be Average.”
• Be sure to relate his purpose to a larger
context, to a universal idea, to your own life.
• What is an allegory?
• Predict what the title might mean.
• Allegory of the Cave
• What are they symbolic meanings of
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The cave
The prisoners
The shadows
The light
“outside”
The actual forms/objects
• How might the allegory relate to Rockwell’s letter? To Mike Rose’s
essay?
Journal then Free Talk
• How close is Mike Rose’s essay to our own
reality?
• What do you think about the state of
education now?
• Is it, like Rockwell points out, like the Bed of
Procrustes?
• Or is it like Plato’s cave?
• What is wrong with education today? What is
right with it?
A and B Blocks
Vocabulary Lesson Two
• Do exercise 1 and 2 for homework.
• Be looking for 5 new words, due next Friday, September
12. New format for the five words:
• In addition to the 15 assigned words, you should keep a vocabulary journal. Each entry should
have the following elements:
1.
2.
3.
4.
Write the sentence where the word appears and underline or highlight it.
Document where you read the word or where you heard it.
Define the word.
Create your own sentence using the word.
•
Here is an example:
1. “Do you not come your tardy son to chide, / That, lapsed in time and Passion, lets go by/ the
important acting of your dread command?”
2. Hamlet, Act 3, Scene 4, II. 121-22
3. Chide; to express disapproval if ; scold; reproach
4. His mother chided him for forgetting to do his homework
•
Each time you turn in a journal, I expect a minimum of 5 entries.
B Block September 4
• What is tone? What words can we use to
describe a writer’s tone?
• As AP students, we need to move beyond
simple, clichéd words such as funny, angry, or
sad to describe tone.
• Take a few minutes and brainstorm other
words that can be used to describe the tone
words that are on the board. You MAY use
your phones.
SOAPSTone and SIFTS analysis
organizers
Using the SOAPSTone and SIFTS organizers,
analyze Jonathan Edwards’s sermon
“Sinners in the Hands of an Angry God.”
B Block Homework
• Exercise 1 and 2, Lesson 2 vocabulary packet
(due Monday, Sept. 8)
• Work on finding five new words using the
“new” vocabulary journal outline (can be kept
on notebook paper) Due Friday, Sept. 12
• Read “A Model of Christian Charity” by John
Winthrop and complete the SOAPSTone and
SIFTS organizers (due Monday, Sept. 8)