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Week 3 unit 1

Week 3 unit 1. Monday February 3 rd JA #5 Can you memorize the following letters in this order: . SFIBMFBICIAJFKMLKATTWDC.

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Week 3 unit 1

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  1. Week 3unit 1

  2. Monday February 3rdJA #5 Can you memorize the following letters in this order: SFIBMFBICIAJFKMLKATTWDC • Objectives: /aka what I’m learning1) how to identify vocab words and 2) practice non-verbal representations of vocab 3)how to make meaning from reading and reading for meaning 4) what was observed by my group and what I have to share from the assigned reading 5) collaborate and submit my groups work - my approval of it 6) how to understand the canons of rhetoric 7) practice the first principle of a canon of rhetoric 8) what surface meaning is and how it leads to deeper meaning 9) how to make deeper meanings through independent practice 10) reflect on my learning in a meaningful manner. • Different strategies available at this site: http://webspace.ship.edu/cgboer/memory.html • I can review vocab and do the practice for the word(s) • I can add to my tropes and schemes booklet notes • I can share with my reading group my responses to Washington’s piece on page 191 and we can hand in after sharing with the class our answers and I can record the piece on the unit reading log • I can read and take notes on “Structuring an Argumentative Essay” • I can make an outline for a controversial argument due Monday • I can take notes on Multiple Choice test taking strategies • I can recomplete the MC practice by tomorrow after considering the MC strategies • I can do SSR for 10 minutes and then record a meaningful reflection in 4 minutes. • I can do take away #5

  3. Reminders • Ap letter of intent • Vocab quiz on Friday.

  4. terse • surmise

  5. Words to know for vocab quiz next week • succinct sycophant tenet urbane vapid • colloquial maudlin opine surmise terse • shirk blithe impetus candor deference

  6. Tuesday February 4thJA #6 write an idea that people will disagree with and maybe actually find laughable – take it from a broad topic and narrow it, e.g. art, sports, environment, politics, education, etc. • Objectives: /aka what I’m learning1 how to identify vocab words and 2) practice non-verbal representations of vocab 3) practice defining and identifying various tropes and schemes 4) identify strategies and practice strategies for writing arguments 5) practice strategies for identifying arguments of writers. • I can hand in my MC practice – go over the answers • I can review vocab and do the practice for the word(s) • I can add to my tropes and schemes booklet notes • I can meet with my work essay group and determine where the group is and preview the rubric and purposeful writing notes • I can take notes on how to write an argument on the They Say / I Say model from next slides • I can look at my practice from yesterday and apply one of the forms to my outline • I can share my outline with someone else • I can protocol someone else’s outline • I can hand in my work. • I can Apply the Burke argument backside analysis to the essays on the AP release handout of samples – score the essays, use the method on the b-side of handout. (the Shakespeare exercise handout) • I can do a take away #6

  7. Vocab review – identify the word then make your own visual colloquial

  8. Writing an argument - continued • What is motivating you? • Your position only after a brief background – what is the conversation’s subject? What is the point of controversy? Use these positions to frame or qualify what you will say. It should include what others say about the topic, both sides briefly. • Then your thesis. • Analyze the following example

  9. How does Orwell start with what others are saying? • Most people who bother with the matter at all would admit that the English language is in a bad way, but it is generally assumed that we cannot by conscious action do anything about it. Our civilization is decadent and our language — so the argument runs — must inevitably share in the general collapse… • Now, it is clear that the decline of a language must ultimately have political and economic causes: it is not due simply to the bad influence of this or that individual writer. But an effect can become a cause, reinforcing the original cause and producing the same effect in an intensified form, and so on indefinitely. A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts. The point is that the process is reversible. Modern English, especially written English, is full of bad habits which spread by imitation and which can be avoided if one is willing to take the necessary trouble.  ~ George Orwell, “Politics and the English Language”

  10. The answer and applying it to analysis and writing… • “Most people assume that we cannpot do anything about the bad state of the English language. But I say we can.” • Use this method not only for writing but also for analysis – think about it on the MC practices… • So what are methods for introducing the background? • It may be a hook or following the hook – place in your notes and try the following:

  11. Form A: challenging widely accepted beliefs (what do you notice about the form?) • _________ have always believed that ________ can/not _________ over _________. • Conventional wisdom has it that _________ • Common sense seems to dictate that ___________ • The standard way of thinking about _______ has it that ____________ • It is often said that ___________ • My whole life I have heard it said that ________________ • You might think that _____________ • Many people assume that __________________

  12. Form B: introduce a view as your own • I’ve always believed that ________ are/is ____________ • When I was a child I used to think that _____________ • Although I should know better by now, I cannot help thinking that ___________ • At the same time that I believe ____________, I also believe ____________

  13. Wednesday February 5thJA #7 What is your earliest memory? Are you sure? Write your response using one of the forms • Objectives: /aka what I’m learning11how to identify vocab words and 2) practice non-verbal representations of vocab 3) practice defining and identifying various tropes and schemes 4) understand how the evaluators assess AP essays 5) practice thinking like an evaluator and making assessments on peer writings 6) collaborate on work essay • I can review vocab and do the practice for the word(s) • I can add to my tropes and schemes booklet notes • I can take notes on Writing Worth Reading chapter 5 • I can understand how to evaluate an AP essay • I can evaluate the AP release essays from 2007 on Hazlitt’s “Want of Money” • I can meet and work with my writing group on the work essay and have it done by Monday! • I can do take away #7

  14. Vocab review eschew stymie

  15. Thursday February 6thJA #8 Exactly what are the qualifiers to the cliché, “It’s like comparing apples to oranges.” Is it valid? Explain. • Objectives: /aka what I’m learning1) how to identify vocab words and 2) practice non-verbal representations of vocab 3) practice defining and identifying various tropes and schemes 4) review and understand the strategies for effective MC test taking 5) assign MC practice 6) explain how to read deeper than surface meanings and 7) how to establish connections of ideas e.g. harper’s Index • I can review vocab and do the practice for the word(s) • I can have my vocab ready for tomorrow’s quiz • I can add to my tropes and schemes booklet notes • I can understand how to construct deeper meanings and surface meanings through practices to the Harper’s Index and the infographic for Monday • I can meet with my reading group and share my work on the work essay with them • I can do take away #8

  16. maudlin

  17. opine terse

  18. Use the flashcards for password or taboo…

  19. Friday February 7thJA #9 FWF (5 minutes) brainstorm the AP practice free response handout • Objectives: /aka what I’m learning: 1)practice the free response get an idea of the timing and format and type of question 2) vocab review and application of words – demonstrate knowledge 3) practice multiple choice questions 4) reflection on learning • I can do a practice timed writing – 40 minutes 2013 free response question #2 • I can do my best on the Vocab quiz after handing in my practice • I can complete my portion of the work essay for Monday • I can practice using the MC strategies on MC #5 independent practice • I can do take away #9

  20. Week 4

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