Comp II

HW: TBD

HW:

(Read sections 14 and 15 - fallacies and refutation).

Work on informal fallacies, Appendix C (handout on paper).

(See pp. 55-56 of manual.)

Thursday 1-31

Friday, 1-18 (punted to review classical argument text structure in student rough drafts)

Check pp. 32-33 of the argument manual? Check pp. 1-2 of Appendix C.

Discuss The Declaration of Independence. What is the text structure?

Begin reading A Modest Proposal in class. (This will be your second reading.)

HW: Finish reading A Modest Proposal for Tuesday. Finish the remainder of Appendix C.

________________________________________________________

Week 4

UNDER CONSTRUCTION

Tuesday 1-29

Review difference between deductive argument (syllogisms within the body of an argument) and deductive argument text structure (closed form argumentation - thesis first, top down argumentative prose)

Discuss Carl Rogers' methods and see the Rogers Gloria interview and discuss.

Introduce inductive and Rogerian appeals through this Youtube video and this one.

See this ehow discussion and review Appendix A, p. 53, in the Argument Manual.

Read Jonathan Peuchen's Rogerian argument about block scheduling and prepare together an outline for a Rogerian argument about this topic.

HW: (Read sections 14 and 15 - fallacies and refutation).

Work on informal fallacies, Appendix C (handout on paper).

(See pp. 55-56 of manual.)

Thursday 1-31

Tuesday, 5-1 Rough draft of challenged book essay due.Finish Hamlet movie. Review. Begin work on Hamlet longer essay. (See this article and this one to learn how to cite Shakespearean works. They both seem to be based on MLA 7, but that will be fine for this essay.) See this for information about works cited page for an electronic version of a Shakespearean play.Thursday, 5-3 Hamlet objective test cancelled (Google form.)Hamlet longer essay due. This will be your sole Hamlet grade. Do it well.Banned book APA style essay details. (Note: The model essays on this website are in MLA style.)- Re-examine APA style. Banned book essay is to be written in APA format. * You will not be required to write the following: a literature review, discussion segment, limitations segment, and conclusions paragraph. * You WILL be required to1. Create a title page, including an author note, in APA style.2. Create and use a running head for each page of the essay, APA style.3. Create and add an abstract to your paper (150-250 words) in the appropriate APA location.4. Use APA style for your parenthetical citations.5. Use APA-style page numbering.6. Use an APA-style References page. (Reminder: This is called a "works cited: page in MLA style.) See this OWL sample paper and this discussion of APA style for guidance in your efforts.Friday, 5-4 Senior comments for TroyDiscuss final oral exam (presentation). See these prompts.Begin preparing your outline for your oral presentation/discussion. Turn in literature books.HW: utline for your Thursday oral exam. Week 15Tuesday, 4-24Continue quotation explanations for Hamlet. Discuss Hamlet through Act 4. Act 4 quiz?See movie through Act 4.Finish assigning all quotations Finish reading Hamlet. Complete assigned quotations.HW: Discuss remainder of Hamlet, especially Ophelia's nursery rhymes and Horatios' role in the story. Continue Hamlet movie.Thursday, 4-26 Finish reading your challenged books. Write rough draft of text for banned book essays if you desire that I provide feedback prior to final draft.HW:Continue banned book essay work.* Copy passages that might have invited the challenge(s) to the books and cite page numbers for those passages.* List reasons the book should/should not be banned.* Make an outline for the position essay. NO SCHOOL: Finish reading your challenged books.Friday 4-27Week 14Tuesday, 4-17 No school.Wednesday, 4-18 Final draft of literary essay due.Quiz Act 2Discuss Act 2 of Hamlet. See Act 1 in movie. Assign quotes to explain from the quotations worksheet. HW: Prepare one quotation for Friday. Read Act 3 of "Hamlet." Choose a challenged book and start reading.Friday,4-20 Hamlet Act 2 and 3 quizzes. Explain assigned quotations.Read selections from Act III. View the Gibson movie to the end of Act II.HW: Complete the remainder of the quotes handout for Tuesday. Read Act IV for Tuesday. Are you reading your challenged book?Tuesday, 4-24 Review remainder of quotations. Continue movie. Get lit essays back. HW: Read Act V of Hamlet.

Week 13

Tuesday, 4-10

Peer edit short story literary essays. This is the grading guide for the short story literary essay. Use it as a checklist for your essay before you invite someone to edit for you.

Introduce challenged book assignment using the challenged book guide sheet. Explore material in the Challenged book unit in the left sidebar. See challenged books PPT to observe challenged books that are in the SES library.

Introduce Hamlet. For a very brief video synopsis of the plot of Hamlet, view here and here. Explore the materials in the Hamlet link in the left sidebar.

HW: Read Act 1 of Hamlet at No Fear Shakespeare.

Submit literary essays on Classroom. Due Thursday, but the sooner you get them in, the sooner I can offer feedback.

Thursday, 4-12

Submit short story literary essays.

Take Act 1 Hamlet quiz. (Open book, open internet.)

BTW, this interlinear translation of Hamlet might help you on the open book test and with upcoming Hamlet reading assignments.

Discuss portions of Act 1 of Hamlet.

Final draft of short story literary essay due Tuesday. I'll get them back to you tomorrow with a few suggestions.

HW: Read Act 2 of Hamlet at No Fear Shakespeare.

Friday, 4-14

* See sophomores' revisions. Make a comment or two on the back of the evaluation sheet.

* Complete instructor evaluation.

Discuss common issues with the short story literary essay.

1. idea development (Several essay jump ahead too quickly without supporting immediate ideas.)

2. Focus (Keep your focus in all paragraphs on the interpretive question.)

3. Sources (Many of you are relying heavily on eNotes and Sparknotes. If you get ideas from those sources, you must cite them. However, you really need to find additional sources. Use your Kansas Library Cards.

4. Lack of depth. Some essays haven't yet gotten beyond the obvious. Dig in. Intrigue me.

5. Diction. Almost all the essays need some work on word choice.

6. Point of view. Use third person. Consider the PAG. Sound like a scholar.

7. Accuracy. Some essay include inaccurate info. Re-read your stories to make sure you know what you are talking about. Cite from the text to prove that you do.

Discuss sections of Act 1 and 2 of Hamlet.

Quiz Act II. (Google form)

HW:

* Prepare final draft of literary essay. Three sources required. Five or more sources would be better.

*Read Act III of Hamlet.

________________________________________________________________

Read together Trifles by Susan Glaspell. (p. 1305 in text), if time permits.

Week 12

Tuesday, 4-4

Demonstrate use of Kansas Library Card literature data base.

Ask again about short story and interpretive question for literary analysis.

Using this grading guide, edit more sophomore "Demon Lover" essays.

HW: Read “A Good Man is Hard to Find – O'Connor (431). Hear Flannery O'Connor read her own story here, if you like.

Thursday, 4-6

Using this grading guide, edit remainder of sophomore "Demon Lover" essays.

Discuss "Good Man."

Read the following letter to John Hawkes by Flannery O'Connor about "A Good Man is Hard to Find."

HW: Find sources on your Kansas Library Card that will help you with your 4-7 page essay.

P.S. If you plan to change your story for your literary essay, write a new interpretive question.

Read “Miss Brill” – Mansfield (639)

Friday, 4-8

Remind about Kansas Library Card access.

Show me the interpretative question and hone it with me.

Work on literary essays. Write the rough draft of your literary essay for Tuesday.

HW: Write literary essay for Tuesday.

Read "Saboteur" - Ha Jin (200)

_________________________________________________________

Week 11

Tuesday, 3-27

Submit ch. 11 ABGW notes.

Write and submit local writing assessment.

HW: If you haven't already read “The Jilting of Granny Weatherall” – Porter (94), get it done.

Thursday, 3-29

Wrap up Rogerian essay details.

Discuss "Greasy Lake" (Boyle) and “The Jilting of Granny Weatherall” – Porter (94)

HW: Read "The Lottery." (Shirley Jackson 262)

Friday, 3-31 If I ask you for another draft of the Rogerian, essay, it's due this day.

Discuss "The Lottery," using Zach Blomquist (The Lottery) as a discussion starter.

HW: Read this literary essay , a sociological approach to "The Lottery."

Then:

1. Choose a story about which you will write your literary essay.

2. Establish an interpretive question that you will attempt to address in your essay.

3. Consider what approach you might take to the essay (psychological, sociological, archetypal, historical/biographical, formalistic, etc. See the literary criticism section in the back of the text for details and read this approaches to literature handout.

4. See the literary essay link for additional details.

HW: Anything above that you don't finish in class.

Week 10

Tuesday, 3-13

Final draft of Rogerian due.

Discuss poetry choices.

Discuss poems and analysis.

Poetry sampler:

Turn in 20 poem list.

Click to see the poetry project assignment. Discuss selected poems, including:

“Buffalo Bill’s Defunct” – E.E. Cummings (327) (*938)

Emily Dickinson poems (534-542) (*1097-1115)

“The Death of a Ball Turret Gunner” – Jarrell (118) (*1195)

“Dulce et Decorem Est” – Owen (272) (*742)

“Daddy” – Plath (524) (*1222)

“My Papa’s Waltz” – Roethke (786) (*718)

Discuss the short story "Cathedral" and the assignment related to it.

The following was carried over from 3-9:

1. Take 10 minutes to Google "The Pied Piper of Tucson" or Charles Schmid. (The antagonist in "Where are You Going" is based on this real-life character.)

2. Hear Bob Dylan's "It's All Over Now, Baby Blue" and see the lyrics here. Hear Oates talk about Dylan.

3. See this short Youtube clip of scenes from Smooth Talk.

4. Read and discuss Joyce Carol Oates' "Smooth Talk" essay about the movie.

Discuss "Where are You Going..." (654). Read this blog which provides various ways to interpret the story. See beginning of Smooth Talk movie. Connect all to story.

Work on poetry project.

HW:

1. Finish poetry project. Be ready to present.

2. Do steps 1-4 above (Google "The Pied Piper of Tucson," etc.) and be ready for discussion about

a. Charles Schmid,

b. the story's relationship to Bob Dylan,

c. the movie clip,

d. Oates' "Smooth Talk" essay.

e. interpretations discussed in the blog.

Thursday, 3-15

Begin (and finish?) presenting poetry presentations.

Finish discussion of "Where are You Going?" Refer to the four steps above.

HW:

For Friday, read "Greasy Lake."

For 3-27, read Ch. 11 (Analyzing a Short Story) in ABGW and take notes.

Friday, 3-17

Finish poetry presentations.

Discuss "Greasy Lake."

HW:

1. Read “The Jilting of Granny Weatherall” – Porter (94)

2. Read Ch. 11 ABGW and take notes.

SPRING BREAK - MARCH 17-25

Week 9

Tuesday, 3-6

Discuss short "answer" portion of A&P and BB essay test.

(moved from ice day on 2-22)

Today you will be teaching yourself about how to write a literary essay for this class. Writing assignment #3 is as follows: Assignment #3 – Write a literary analysis about one of the short stories discussed in class. Choose an interpretive question, develop a thesis, and support that thesis with logic and quotations from the short story.

To prepare for this assignment:

1. Start by reading “Cathedral” –Carver (109)

2. Next read OfBlindnessandMaritalDrama.doc

3. Next complete the following worksheet: Assignment for Cathedral essays. (You will need to open this document and create a Google Doc.) This assignment will be due Tuesday.

4. Read the literary essay Assignment Sheet.

5. If you finish, get an Allyn and Bacon Guide to Writing book from the back cabinet and read and take notes on ch. 12. The Cathedral work is due next time we meet, but try to finish today.

HW: Due Thursday: Complete the above for "Cathedral" essays.

Due Friday: Read "Where are you going; where have you been." (654)

Thursday, 3-8

Revisit Rogerian essays.

Discuss longer A&P/BB essays.

Mention the two upcoming assignments - literary essay and poetry project assignment.

Make a list of 20 poems you have read. List page #, author, Title, and add a sentence commenting about what the poem is about and what you like or dislike about it.

HW: Read "Where are You Going..." (654). Write no fewer than three and no more than 10 interpretive questions to discuss Friday.

Friday, 3-9

1. Take 10 minutes to Google "The Pied Piper of Tucson" or Charles Schmid. (The antagonist in "Where are You Going" is based on this real-life character.)

2. Hear Bob Dylan's "It's All Over Now, Baby Blue" and see the lyrics here. Hear Oates talk about Dylan.

3. See this short Youtube clip of scenes from Smooth Talk.

4. Read and discuss Joyce Carol Oates' "Smooth Talk" essay about the movie.

Discuss "Where are You Going..." (654). Read this blog which provides various ways to interpret the story. See beginning of Smooth Talk movie. Connect all to story.

HW: Read "Greasy Lake."

Week 8

Tuesday, 2-27

Google quiz - "Barnburning"

Review Barnburning archetype question on screen and revise.

Preview Friday's short answer and essay tests. Maybe hand out longer essay prompts in advance.

Thursday, 3-1

Take in-class short answer and essay test over "A&P" and "Barnburning."

3 short answer questions

longer essay question

Week 7

Tuesday, 2-20

Revisit the assignment sheet for the Rogerian essay. See the outlining suggestions.

See the Bill Snyder essay and maybe the school bond essay. Both maintain the Rogerian tone and are presented according to the outline recommendation.

Then move to our "regularly scheduled programming."

1. Take 10 minutes to write page numbers to reference when we discuss interpretive questions.

2. Discuss "Barnburning" Interpretive questions.

3. Anticipate test questions about the reading assignments listed below and write one multiple choice or short answer (as in one sentence) test question for each reading. Write questions that you feel cover major concepts in these reading materials. Include answers to your questions in bold print. Done or not, you are to turn these in on Classroom by the end of the block. I may choose the best questions to put on next Friday's test. If you don't finish all the readings, add that task to your weekend homework.

"A&P" and "Barnburning" essays are on the Text book (Kennedy) page. There are five readings - Background on Updike Why Sammy Really Quits Irony and Innocence in A&P, Historical Criticism by Hans H. Skei and Faulkner info.

HW:

1. Prepare and submit final draft of classical essay. (due tomorrow)

2. Write your test questions about the supplemental essays if you don't finish them during class.

3. Work on draft 2 of Rogerian.

Thursday, 2-22 (Frantic Friday schedule) - BECAME ICE CANCELLATION- move to Tuesday, 3-6

Final classical argument due.

Submit your test questions for the five readings assigned previously. See the list just before the homework for Tuesday.

Today you will be teaching yourself about how to write a literary essay for this class. Writing assignment #3 is as follows: Assignment #3 – Write a literary analysis about one of the short stories discussed in class. Choose an interpretive question, develop a thesis, and support that thesis with logic and quotations from the short story.

To prepare for this assignment:

1. Start by reading “Cathedral” –Carver (109)

2. Next read OfBlindnessandMaritalDrama.doc

3. Next complete the following worksheet: Assignment for Cathedral essays. (You will need to open this document and create a Google Doc.) This assignment will be due Tuesday.

4. Read the literary essay Assignment Sheet.

5. If you finish, get an Allyn and Bacon Guide to Writing book from the back cabinet and read and take notes on ch. 12. This will be due next Thursday. The Cathedral work is due next time we meet.

HW: Due Tuesday: Complete the above for "Cathedral" essays.

Friday, 2-23 No school

Week 6

Tuesday, 2-13 Submit Rogerian draft on Classroom. A&P worksheet due.

Check the A&P Worksheet (p.2.) for the story A&P . Discuss the first interpretive question from the handout -- McMahon and anti-establishment.

Work with 4 students on Classical while others read Barnburning.

HW: Read "Barnburning" (p. 178) and complete the Barnburning Handout.

The last item, the short answer about the literary archetype discussed on pp. 2225 and following, will be due Friday. The other answers are due Wednesday. You may need to read this handout about archetypes to have the background to understand the material discussed on pp. 2225 ff.

Thursday, 2-15

Continue discussing interpretive questions about A& P.

Discuss Barnburning handout - all questions except the last.

Read this handout about archetypes if you haven't already.

Work with 4 or more students on Classical while others read the literary criticism on 2225 ff. and write the summary paragraph in ACES style.

HW: Read 2225 and following and answer the last question on the Barnburning Handout. Also, for Monday, complete the "Barnburning" Interpretive questions.

Friday, 2-16

1. Submit on Classroom your ACES paragraph about the mythical archetype of Ab Snopes.

2. Then read all literary criticism and other items about "A&P" and "Barnburning" on the Text book (Kennedy) page. There are five readings - Background on Updike Why Sammy Really Quits Irony and Innocence in A&P, Historical Criticism by Hans H. Skei and Faulkner info.

HW:

Finish readings above.

Write one or more sentences to answer "Barnburning" Interpretive questions. Make notes about what you'll refer to in the text.

Week 5

Tuesday, 2-6

Check first two pages of manual.

Finish all work with argument manual.

Write the rough of your own Rogerian argument.

Show my "Modest Proposal for SES" on screen.

Show Jonathan's Rogerian on screen. Discuss structure and arguments.

Thursday, 2-8 Rogerian rough due and ready for peer edit.

HW: Read A & P and do A&P Worksheet for Tuesday. Finish your peer edit.

Friday, 2-9 Test over argument manual. Show me your peer edit on classmate's work.

HW: Revise Rogerian. Draft due Tuesday.

Read A & P and do A&P Worksheet.

____________________________________________________________

Week 4:

Tuesday, 1-30

Before lunch: Show 2 of the class's deductive arguments on screen.

Discuss:

1. Strong reasons that are actually reasons that support the thesis.

2. Forcasting and thesis at end of paragraph 1.

3. Organizational pattern for classical.

4. Topic sentences at the beginning of each paragraph.

5. Refutation after antithesis.

6. Conclusions that summarize.

After lunch: Continue revising deductive argument.

Thursday, 2-1

Discuss Hannah's Rogerian essay.

Read The Declaration of Independence and A Modest Proposal.

Review difference between deductive argument (syllogisms within the body of an argument) and deductive argument text structure (closed form argumentation - thesis first, top down argumentative prose) See this ehow discussion for background and review Appendix A, p. 53, in the Argument Manual.

Read Hannah Puetz's Rogerian.

Using Hannah's argument, in groups, review inductive text structure (delayed thesis argument) by outlining Hannah's Rogerian.

HW: Finish revision of classical argument.

Friday, 2-2 Classical "final draft" due.

Discuss Appendix C answers.

Put outlines of Hannah Puetz's essay on chalkboard. Catch up on argument manual. See Jonathan Peuchen's Rogerian and discuss. (See Mr. M's Modest Proposal for SES.)

HW: Do first two pages of argument manual.

Week 3:

Tuesday, 1-23

1. Begin by discussing argument manual pp. 11 and 15-29. (Catching up after snow and cold days.)

LUNCH

Classical argument draft 1 due. Show me. Then peer edit. (See pp. 55-56.)

Thursday 1-25 Revised draft 1 of classical argument due on Classroom.

Discuss Carl Rogers' methods and see the Rogers Gloria interview and discuss.

Introduce inductive and Rogerian appeals through this Youtube video and this one.

Then:

1. Read pages 43-46 of the argument manual to get a better understanding of the Rogerian argument.

2. Read the guide sheet for asst. #2 (The Rogerian Argument) and begin thinking about possilbe topics for the Rogerian essay. (Topic selection due Friday.)

3. Re-read sections 10-11 of the argument manual and complete the assignment on pp. 32-33. (You'll need to click the link to make a copy of those pages so you'll have them as a Google Doc.) It's okay to collaborate, but use your time wisely: There's plenty to do.

4. If you have time remaining, read The Declaration of Independence and A Modest Proposal. We'll begin discussing these two Tuesday.

HW: 1. Read the guide sheet for assignment

2. Choose two topics you will consider for this assignment.

3. Finish 32-33 in manual

4. Read "The Declaration..." and "A Modest Proposal."

Friday, 1-26 Discuss Thursday homework. Work on informal fallacies, Appendix C (handout on paper).

Review assignment 2: Choose a controversial topic. Read Jonathan Peuchen's Rogerian argument about block scheduling and prepare together an outline for a Rogerian argument about this topic.

HW: Read pp. 43-46 The Rogerian argument.

Week 2:

Tuesday, 1-16 Cold weather day

Thursday, 1-18

Declare editorial topic. Show assignment 1 rough outline.

Review independently the classical argument.

Discuss Marissa's rough draft text structure.

In groups, read and discuss Brooke Wells' texting and driving essay. Choose a group leader, a recorder and a moderator. Answer the following questions and then report to the whole class:

1. How does the essay catch attention and provide background in the first paragraph?

2. Where is the thesis located?

3. Does each body paragraph provide support for the thesis? What are the three points that are presented in support of the thesis?

4. What point does Brooke present in the antithesis? Does she refute this point?

5. Does Brooke summarize her main points in the conclusion? Does the last sentence provide a satisfactory sense of closure for the argument?

Discuss pages 11-12 of manual (postponed from last time we met). Continue with discussion of pages 15-25 (includes sections 7-9) of argument manual.

HW: Read pages 26-28 (includes sections 10- 11) of the argument manual. Complete any research you need to have done to write your classical argument.

Friday, 1-19

Discuss argument manual 26-28 (plus anything we couldn't finish from previous assignment)

Work on the classical argument. Due Tuesday, 1-23.

HW: Read pp. 29-31 of argument manual. Complete draft of classical argument.

Week 1:

Tuesday, 1-9

Introduction to Comp II. Examine syllabus. Initiate icebreakers to introduce argumentative writing: "The Story" and "The Lunar Survival Game."

HW: Read Argumentation Manual pages 1-14 (includes manual sections 1-6). Rank the items for the Lunar Survival Game on page 6, underline key points on 11-12, and do the egocentricity quiz on pages 13-14.

• 1. Icebreakers: The Story and Lunar Survival Game

• 2. How People Tend to Respond and Think

• 3. What We Don’t Argue About and What We Do Argue About

• 4. Valuable Intellectual Traits

• 5. Do We Care Whether Our Beliefs Are True?

• 6. Egocentricity Quiz

Thursday, 1-11

*Discuss pages 1-14 of the manual.

-Discuss the egocentricity exercise.

-Discuss page 11 of the manual and try to provide personal examples in

discussion.

Read the assignment sheet for the classical essay.

*Read the information about the classical argument. See Model essays in left sidebar. Read Brooke Wells' texting and driving together and discuss the following:

1. How does the essay catch attention and provide background in the first paragraph?

2. Where is the thesis located?

3. Does each body paragraph provide support for the thesis? What are the three points that are presented in support of the thesis?

4. What point does Brooke present in the antithesis? Does she refute this point?

5. Does Brooke summarize her main points in the conclusion? Does the last sentence provide a satisfactory sense of closure for the argument?

HW: 1. Choose a topic for your classical (deductive) essay and write a rough outline.

To assist you in making your choice, revisit the deductive essay assignment sheet and the classical argument information for details.

Also see Marissa's rough draft and the other model essays on the Model essays page of this web site. Finally, see Appendix A, p. 57, in the Argument Manual.

2. Read argumentation manual pages 15-25 (includes sections 7-9).

Friday, 1-12

Discuss pp. 15-25

Work on classical essay.

HW: TBD

UNDER CONSTRUCTION BEYOND THIS POINT

---------------------------------------------------------------------------------

Week 16

Monday, 5-1 NO SCHOOL

Tuesday and Wednesday, 5-2 and 5-3 Draft 1 of challenged book essay due. Peer edit.

- Re-examine APA style and make assignment to revise banned book essay in APA format for Monday/Tuesday. You will not be required to write the following: a literature review, discussion segment, limitations segment, and conclusions paragraph. You WILL be required to

1. Create a title page, including an author note, in APA style.

2. Create and use a running head for each page of the essay, APA style.

3. Create and add an abstract to your paper (150-250 words) in the appropriate APA location.

4. Convert your parenthetical citations to APA style citations.

5. Use APA-style page numbering.

6. Convert your Works Cited page to an APA-style References page.

See this OWL sample paper and this about.com discussion of APA style for guidance in your efforts. See this Weebly site to review last year's seniors' use of APA style in the believe/doubt essay.

Continue LOR.

Thursday and Friday, 5-4 and 5-5 Finish LOR movie and examine final essay exam options.

Prompt: Prepare a standard formal outline for your use in discussing the following prompt: What have you learned about yourself and your society/culture through our study of literature and composition? Cite specific events from short stories, dramas, poems, and movies we have read this semester that have prompted your epiphanies. (Outline due on Classroom by beginning of class Monday/Tuesday) More specifically, you are to choose an item from this take-home test to address the broad umbrella question above.

HW: Continue preparing your outline for your oral presentation/discussion. Study for LOR objective test which was moved to Monday/Tuesday.

HW: Prepare outline for Monday/Tuesday oral exam

All books in?

Week 17

Monday, 5-9 Final draft of banned book essay due in APA style. LOR objective test.

HW: Finish preparation for FINAL oral exam.

Thursday, 5-11 Seniors' last day In-class presentation of oral exam prompt. (See 5-4 and 5-5 above.)

Friday, 5-12 Graduation practice.

_______________________________________________________

Previous weeks

Week 16

Monday, 4-24

Hamlet longer essay draft 1 due for peer editing.

Focus on banned books essay. Intro The Lord of the Rings. See this essay. Examine model essays on this site. See Challenged book unit in the left sidebar.

* Research the reasons for the banning. You should make an annotated URL list of of web sites that discuss the controversies concerning your chosen book. (Some of you will finds scads of info and others very little. If you find very little, you will need to do the best you can with the available information. You are welcome to make phone calls to schools where a challenge existed.)

* Show me your annotated URL for item 1 by the end of the block.

Then work on Hamlet longer essay draft 2 (due Wednesday).

HW: 1. Hamlet longer essay due beginning of Wednesday's class. 2. Read the four model "banned book" essays (two on this web site and two that will be sent to you on Classroom).

Wednesday, 4-26 Hamlet essay draft 2 due.

LOR to end of intro.

Continue banned book essay work.

* Copy passages that might have invited the challenge(s) to the books and cite page numbers for those passages.

* List reasons the book should/should not be banned.

* Make an outline for the position essay.

Friday, 4-26 Show me work on challenged books from Monday and Wednesday. Continue banned book essay work.

HW: Finish reading challenged books. Complete the bulleted steps listed for Wednesday. Create an outline and begin the rough draft of challenged book essay. Outline due Monday beginning of class.

Week 14

Monday, 4-17 Finish Hamlet movie. Hamlet review. Begin work on Hamlet longer essay. (See this article and this one to learn how to cite Shakespearean works.)

Wednesday, 4-19 "Hamlet" objective test (Google forms test) and short answer (ACES paragraphs).

Friday, 4-21 Hamlet essay writing day and challenged book reading day. Hamlet essay rough due Monday.

Week 13

Monday, 4-10 Continue quotation explanations for Hamlet. Finish all quotations. Discuss Hamlet through Act 4. Act 4 quiz?

See movie through Act 4.

Read this essay about book banning. Explore the American Library Association web site. Note at least three challenged books that you might consider for your final research project/persuasive essay.

HW: Finish reading Hamlet; list 3 challenged books.

Wednesday, 4-12 Discuss remainder of Hamlet, especially Ophelia's nursery rhymes and Horatio's role in the story. Continue Hamlet movie.

Remind students of details for final projects/banned book argumentative research essays. If you've been absent, see the challenged books PPT.

Write a paragraph to explain your tentative plans for your final project.

HW: Challenged book paragraph.

Friday, 4-13 NO SCHOOL.

Long-term homework: See the banned book guide sheet. (In addition, there are two model essays posted on this web site.) The final project will be due in rough Wednesday, May 3 and in final draft Monday, May 8.

Coming soon: Hamlet objective test and Hamlet essay test. See the Hamlet link in the left sidebar.

Week 12

Monday, 4-3

Introduce challenged book assignment using the challenged book guide sheet. Explore material in the Challenged book unit in the left sidebar. See challenged books PPT to observe challenged books that are in the SES library.

Quiz Act 2

Discuss Act 2 of Hamlet. See Act 1 in movie. Assign quotes to explain from the quotations worksheet.

HW: Read Act 3 of "Hamlet." Choose a challenged book and start reading.

Wednesday,4-5 Hamlet Act 2 and 3 quiz. In class, read selections from Act III. View the Gibson movie to the end of Act II.

HW: Complete the quotes handout for Friday. Read Act IV for Monday.

Friday, 4-7 Review quotations.

HW: Read Act IV.

Week 11

Monday, 3-23

See responses to literary essays. Begin revising literary essays and seek additional sources of literary criticism for your chosen short story. Thus far, three have been required. Five or more sources would be better.

Read together Trifles by Susan Glaspell. (p. 1305 in text)

Introduce Hamlet. For a very brief video synopsis of the plot of Hamlet, view here and here. Explore the materials in the Hamlet link in the left sidebar.

HW: Read Act 1 of Hamlet at No Fear Shakespeare.

Wednesday, 3-25

Present any remaining poetry analyses (Khendal and Gracie, Cloey and Sierra).

Take Act 1 Hamlet quiz. (Open book, open internet. 15-minute time limit)

BTW, this interlinear translation of Hamlet might help you on the open book test and with upcoming Hamlet reading assignments.

Discuss portions of Act 1 of Hamlet.

Final draft of short story literary essay due Friday. Work in class on literary analysis.

HW: Prepare final draft of literary essay.

Friday, 3-27 Final draft of literary essay due.

Discuss sections of Act 1 of Hamlet.

HW: Read Act 2 of Hamlet at No Fear Shakespeare.

Week 10

Monday, 3-13 Literary essay draft 1 due; peer edit and turn in to Classroom.

Poetry sampler:

Turn in 20 poem list.

Click to see the poetry project assignment. Discuss selected poems, including:

“Buffalo Bill’s Defunct” – E.E. Cummings (327) (*938)

Emily Dickinson poems (534-542) (*1097-1115)

“The Death of a Ball Turret Gunner” – Jarrell (118) (*1195)

“Dulce et Decorem Est” – Owen (272) (*742)

“Daddy” – Plath (524) (*1222)

“My Papa’s Waltz” – Roethke (786) (*718)

Work on poetry presentations.

Wednesday, 3-15 Start poetry presentations.

Continue examining poems on Monday's list.

Using this grading guide, edit sophomore "Demon Lover" essays.

Friday, 3-17 Finish poetry presentations. Continue evaluating sophomores' literary essays.

3-18 to 3-26 SPRING BREAK

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Week 9

Monday, 3-6

Show notes for ABGW ch. 12, p.327. See the literary essay link for additional details.

Discuss "The Lottery," using Zach Blomquist (The Lottery) as a discussion starter.

HW: Read this literary essay , a sociological approach to "The Lottery." Write the rough draft of your literary essay.

1. Choose a story about which you will write your literary essay

2. Establish an interpretive question that you will attempt to address in your essay.

3. Consider what approach you might take to the essay (psychological, sociological, archetypal, historical/biographical, formalistic, etc. See the literary criticism section in the back of the text for details and read this approaches to literature handout.

HW: Read “A Good Man is Hard to Find – O'Connor (431) for Wednesday.

Wednesday, 3-8

Discuss "Good Man."

Read the following commentary by Flannery O'Connor about "A Good Man is Hard to Find."

Review recommendations for poetry analysis (written and oral presentations).

HW: Choose your story for your literary essay and write your interpretive question. Find sources on your Kansas Library Card that will help you with your 4-7 page essay.

Friday, 3-10

Block 1: Remind about Kansas Library Card access.

Show me the interpretative question and hone it with me. Work on literary essays.

Week 8

Monday, 2-27 and Thursday, 3-2

Discuss "Jilting."

Then, independently, follow the directions about "Cathedral." (109)

Today you will be teaching yourself about how to write a literary essay for this class. Writing assignment #3 is as follows: Assignment #3 – Write a literary analysis about one of the short stories discussed in class. Choose an interpretive question, develop a thesis, and support that thesis with logic and quotations from the short story.

To prepare for this assignment:

1. Start by reading “Cathedral” –Carver (109)

2. Next read OfBlindnessandMaritalDrama.doc

3. Next complete the following worksheet: Assignment for Cathedral essays. (You will need to open this document and create a Google Doc.) This assignment will be due Friday.

4. Read the literary essay Assignment Sheet.

5. When you finish, get an Allyn and Bacon Guide to Writing book from the back cabinet and read and take notes on ch. 12. This will be due Monday/Tuesday. The Cathedral work is due next time we meet.

6. If you've already read a short story you'd like to write about, write out the interpretive question you'd like to examine and discuss it with me Friday or some time next week.

HW: Due Friday: Complete the above for "Cathedral" essays.

Due Monday: Read and take notes on ABGW ch. 12, p.327. See the literary essay link for additional details.

Tuesday, 2-28 and Wednesday, 3-1 NO School (Professional dev and P/T conferences)

Friday, 3-3

Discuss "Greasy Lake."

Begin to limit to a story and an interpretive question for your literary analysis.

HW: Read “The Lottery” –Jackson (262)

Week 7

Monday, 2-13

Read aloud the informal fallacy "essays."

Take objective test over logic, "A&P" and "Barn Burning"

Begin take-home portion of test. Due Wednesday/Thursday.

HW: Finish essay.

Wednesday, 2-15

Submit "A&P" or "Barn Burning" essay on Classroom.

Introduce local writing assessment. Start an MLA document.

Mention the two assignments due before spring break - literary essay and poetry project assignment.

1. Take 10 minutes to Google "The Pied Piper of Tucson" or Charles Schmid. (The antagonist in "Where are You Going" is based on this real-life character.)

2. Hear Bob Dylan's "It's All Over Now, Baby Blue" and see the lyrics here. Hear Oates talk about Dylan.

3. See this short Youtube clip of scenes from Smooth Talk.

4. Read and discuss Joyce Carol Oates' "Smooth Talk" essay about the movie.

HW: Read "Where are You Going..." (654). Write no fewer than three and no more than 10 interpretive questions to discuss Monday.

Friday, 2-17 No School for students (Professional development day)

Monday, 2-20 Discuss "Where are You Going..." (654). Read this blog which provides various ways to interpret the story. See beginning of Smooth Talk movie. Connect all to story.

HW: Read "Greasy Lake."

Wednesday, 2-22

Begin local writing assessment.

(Mr. McClure gone Thursday, 2-23)

HW: Read “The Jilting of Granny Weatherall” – Porter (94)

Friday, 2-24 Finish and submit paper version of local writing assessment.

HW: Read Ch. 12 ABGW and take notes.

Week 6

Monday, 2-6

* Take each other's Text book (Kennedy) reading assignments tests.

See sample Rogerian arguments on screen.

See sample Barnburning short answers from pp. 2225 ff. on screen.

Wrap up discussions of "A&P" (Why does Sammy quit? Is Sammy a reliable narrator?) and "Barnburning" (Sarty as an archetypal hero) interpretive questions. Check to see if anyone has more questions about the "right there" first 26 questions.

Discuss "Barnburning" interpretive questions. See Barnburning video.

HW: Finish draft 2 of Rogerian. Review all informal fallacies in the argument manual. (Objective test Friday)

Wednesday, 2-8

Submit version 2 (final draft, we hope) of your Rogerian essays.

Submit version 2 of the ACES summary paragraph about Volpe's literary essay that begins on p. 2225.

Test prep.

1. Logic review:

a. See this youtube video demonstrating informal fallacies.

b. See and analyze this commercial and other Liberty Mutual commercials, including Brad. See this commentary about the ad series. Can you identify any informal fallacies that we have studied?

c. See this analysis of a Trump speech.

d. Assign informal fallacy group essay.

1. Man has not set foot on the moon.

2. America is (is not) the greatest country on earth.

3. Taxes are too high (too low).

4. Women's suffrage should be repealed: Women have suffered long enough.

5. You should own a timeshare.

6. Choose your topic.

2. Lit review. See the test prep information on the Text book (Kennedy) page.

3. Preview possible essay questions.

HW: Prepare for test. (Add hands-on logic assignment here.)

Friday, 2-10 Logic and lit ("A & P" and "Barnburning") objective test. Begin the take-home portion in class. Finish over the weekend.

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Week 5

Monday, 1-30

Submit Rogerian on Classroom.

Check the A&P Worksheet (p.2.) for the story A&P . Discuss the first two interpretive questions from the handout -- McMahon and anti-establishment.

HW: Read "Barnburning" (p. 178) and complete the Barnburning Handout.

The last item, the short answer about the literary archetype discussed on pp. 2225 and following, will be due Friday. The other answers are due Wednesday.

Wednesday, 2-1

Discuss Barnburning handout.

HW: Read 2225 and following and answer the last question on the Barnburning Handout. Also complete the "Barnburning" Interpretive questions.

Friday, 2-3

1. Submit on Classroom your ACES paragraph about the mythical archetype of Ab Snopes.

2. Then read all literary criticism and other items about "A&P" and "Barnburning" on the Text book (Kennedy) page. There are five readings - Background on Updike Why Sammy Really Quits Irony and Innocence in A&P, Historical Criticism by Hans H. Skei and Faulkner info. (You might need to ask Deric how to open these - or use a desktop computer.)

3. Anticipate test questions about these reading assignments and write one multiple choice or short answer (as in one sentence) test question for each reading. Write questions that you feel cover major concepts in these reading materials. Include answers to your questions in bold print. Done or not, you are to turn these in on Classroom by the end of the block. I may choose the best questions to put on next Friday's test. If you don't finish all the readings, add that task to your weekend homework.

HW: Use the ACES method to answer "Barnburning" Interpretive questions.

Week 4

Monday, 1-23

On your own:

1. Submit essay #1 draft 2 (classical, traditional essay).

2. Review inductive and Rogerian appeals through this Youtube video and this one.

Together:

1. Review Jonathan Peuchen's Rogerian argument about block scheduling.

2. Review inductive text structure (delayed thesis argument). Read this article about helmets and snowboarding and prepare together an outline for a Rogerian argument about this topic.

3. Read together Hannah Puetz's Rogerian about the drinking age.

Review assignment 2: What is your Rogerian topic?

HW: (Read sections 14 and 15 of argument manual - fallacies and refutation). Read and view all materials we did not get to today.

Complete rough draft of Rogerian essay for Monday/Tuesday.

Wednesday, 1-25

Block 1 only:

Wednesday, January 25

Mental Health Awareness videos

See https://www.youtube.com/watch?v=gkZiBnL0h7Y

and

Demi Lovato “I Feel Amazing”

https://www.youtube.com/watch?v=OA26d737YFw

Discuss manual sections 14 and 15.

Discuss text structures of The Declaration of Independence and A Modest Proposal.

See this analysis of the Declaration.

Open to work on Rogerian argument if time remains.

HW: Rogerian rough due for peer edit Friday.

Friday, 1-27

Hannah Puetz's Rogerian.

Show me Rogerian for completion grade. Peer edit Rogerian essay. Draft due to me Monday.

Pass out literature book.

HW: Read A&P , p. 15 ff. Complete A&P Worksheet (This includes comprehension and interpretive questions for A&P.) Worksheet due Monday.

Week 3

Monday, 1-16 Teacher in-service in Lindsborg. No school for students.

Tuesday, 1-17 and Wednesday, 1-18

Block 1: Review formal fallacies by checking pp. 32 and 33 in argument manual.

Introduce informal fallacies.

Review difference between deductive argument (syllogisms within the body of an argument) and deductive argument text structure (closed form argumentation - thesis first, top down argumentative prose) See this ehow discussion for background and review Appendix A, p. 53, in the Argument Manual.

Discuss Carl Rogers' methods and see the Rogers Gloria interview and discuss.

Review inductive text structure (delayed thesis argument).

Review assignment 2: Choose a controversial topic. Read Jonathan Peuchen's Rogerian argument about block scheduling and prepare together an outline for a Rogerian argument about this topic.

HW: (Read sections 14 and 15 - fallacies and refutation). Revise asst. #1 (classical argument).

Tuesday, 1-17 and Wednesday, 1-18 Block 6: Do Friday, 1-13 independent assignment.

Thursday, 1-19 and Friday, 1-20

Block 1: Correct misconceptions about classical argument.

Both blocks: Check formal fallacies assignment pp. 32-33.

Discuss informal fallacies.

Do paper handout.

Work with me on your essays while others do worksheet.

HW: Revise classical essay; choose topic for Rogerian essay.

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Week 2:

Monday, 1-9 Discuss and do the exercises in sections 7 - 9 of the argument manual. Declare topic for assignment 1.

Revisit the deductive essay assignment sheet and read together this discussion of the classical argument.

See Marissa's rough draft. Then click on "model essays" in the left sidebar to see other deductive essays and Appendix A (approximately page 53) in the Argument Manual.

HW: Read all Model essays in the left sidebar. Write the rough draft of your editorial (classical argument).

Wednesday, 1-11

See this article and video and 1. assess Cindy Reed's and Jamie Hawley's degree of salience on the issue they address, 2. make note of their use of ethos, logos and pathos, and 3. observe the text structures of their deductive arguments (What are their theses? What are the main points they use to support the thesis? Does either include an antithesis? Should they?)

Self edit and then peer edit essay 1. Show me the completed rough by the end of the block. Revise and submit paper 1 via Classroom by the beginning of Friday's class.

HW: Revise and submit the classical (deductive) essay.

Friday, 1-13 Mr. McClure gone to Salina Tech block 1.

Introduce inductive and Rogerian appeals through this Youtube video and this one.

Then:

1. Read pages 43-46 of the argument manual to get a better understanding of the Rogerian argument.

2. Read the guide sheet for asst. #2 (The Rogerian Argument) and begin thinking about possilbe topics for the Rogerian essay. (Topic selection due Thursday/Friday.)

3. Read sections 10-11 of the argument manual and complete the assignment on pp. 32-33. (You'll need to click the link to make a copy of those pages so you'll have them as a Google Doc.) It's okay to collaborate, but use your time wisely: There's plenty to do.

4. If you have time remaining, read The Declaration of Independence and A Modest Proposal. We'll discuss these two Thursday and Friday next week.

HW: Anything you don't get done during class time.

Week 1:

Wednesday and Thursday, 1-4 and 1-5

Introduction to Comp II. Examine syllabus. Initiate icebreakers to introduce argumentative writing: "The Story" and "The Lunar Survival Game."

HW: Read Argumentation Manual sections 1-6. Make a copy so you can underline or highlight key points in sections 2-5, and do the egocentricity quiz in section 6. (You'll stop at the end of the egocentricity quiz.)

• 1. Icebreakers: The Story and Lunar Survival Game

• 2. How People Tend to Respond and Think

• 3. What We Don’t Argue About and What We Do Argue About

• 4. Valuable Intellectual Traits

• 5. Do We Care Whether Our Beliefs Are True?

• 6. Egocentricity Quiz

Friday, 1-6

Discuss pages 1-13 of the manual. Discuss the egocentricity exercise.

Discuss classical argument. See "model essays" in left sidebar. Read Marissa's rough essay together and discuss.

HW:

Read argumentation manual sections 7-9 (pages 14-24). Choose your editorial topic and write a rough outline.