Homework archives 17

2017

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.

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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.

2016 and prior

2016 (probably)

Monday, 5-2 LOR

Wednesday, 5-4 Final draft of banned book essay due

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 your use of APA style in the believe/doubt essay.

Finish LOR movie and review for objective test. Use the worksheet and take notes.

Friday, 5-6 LOR objective test.

Submit banned book essay in APA format.

HW: Prepare outline for Monday/Tuesday oral exam

All books in?

FINAL oral exam:

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 literary archetypes? In addition to citing specific events from The Fellowship of the Ring which have prompted your epiphanies, also cite specific stories, characters, and events from other short stories, dramas, poems, and movies we have read this semester. (Outline due on Classroom by beginning of class Monday/Tuesday)

OR choose a different prompt from this take-home test.

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

Monday, 5-9 In-class discussion of oral exam prompt. (See Friday, 5-6 above.)

Tuesday, 5-10 Seniors' last day Seniors' last day. In-class discussion of oral exam prompt. (See Friday, 5-6 above.)

Friday, 5-13 Graduation practice.

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Week 16

Monday, 4-25 Show me work on challenged books essay pre-writing (annotated URL list, copied objectionable passages, your reasons the book should/should not be banned, outline for essay). Continue banned book essay work. Continue viewing LOR.

HW: Finish reading challenged books (if you haven't finished). Continue to add to your prewriting notes (the bulleted steps listed for Wednesday last week). Using your outline as a guide, begin the rough draft of challenged book essay.

Wednesday, 4-27 Final draft of Hamlet essay due for those who need a revision. LOR

Mention artifact due Friday.

Friday, 4-29 STUDENTS: COMPLETE T-VALS FOR FIRST SEMESTER. Rough draft of challenged book essay due. Artifact due. Peer edit challenged book essays.

Week 15

Monday, 4-18 Hamlet essay writing day and challenged book reading day Hamlet short essays (2 in-class essays) and longer essay rough (begun last week as out-of-class assignment) due Wednesday/Thursday.

Wednesday, 4-20

Hamlet longer essay due. Focus on banned books essay. See the challenged book essay guide sheet. See Lindsey Lockhart's essay on The Color Purple on screen. (Sorry, I won't be posting this one.) Intro The Lord of the Rings. See this essay. See Challenged book unit in the left sidebar to examine model challenged book essays on this site.

* Research the reasons for the banning. Students should make an annotated URL list of of web sites that discuss the controversies concerning their books. (Some 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 list for item 1 (reasons for book banning) by the end of the block.

HW: Read the remainder of the two model "banned book" essays on this web site.

Friday, 4-22 Continue LOR. Continue banned book essay work. See Marissa's intro and observe how it aligns with the Challenged book outline template. (Note: This is just one way to approach the intro to the essay.)

HW:

* Copy passages (from your chosen book) that might have invited the challenge(s) and cite page numbers for those passages.

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

* Make an outline for the position essay. See Challenged book outline template, make a copy of this (file, make a copy and work on that copy).

Week 14

Monday, 4-11 Anna - poetry presentation

Continue Hamlet movie and discuss remainder of story, especially Horatio's role in the story.

Finish discussing Hamlet quotes.

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, April 27 and in final draft Wednesday, May 4.

Wednesday, 4-13 State Music Large Groups Finish Hamlet movie. Hamlet review. Continue work on Hamlet longer essay.

Friday, 4-15 "Hamlet" objective test.

Week 13

Monday, 4-3 and Tuesday, 4-4 Begin quotation explanations for Hamlet. Discuss Hamlet through Act 4

Explore the American Library Association web site and other links in the challenged book unit to find challenged books you might desire to read for your final research project. 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 you would consider for your "banned book essay." Refer to the challenged book unit info to choose your book.

Wednesday, 4-5 NO SCHOOL for students

Thursday, 4-7 and Friday, 4-8 Discuss assigned Hamlet quotes. Continue movie.

HW: Finish reading Hamlet. Find and check out a book for your challenged book essay. You may start the Hamlet longer essay 2016 if you want to get ahead.

Monday, 4-11

Discuss remainder of Hamlet; continue movie.

Provide details for final projects/banned book argumentative research essays. Show challenged books PPT.

Begin writing a paragraph to explain your tentative plans for your final project.

In the paragraph, name the book and author, tell what you currently know about where and why it has been challenged, and state your initial feeling about whether the challenge(s) seem justified.

HW: Challenged book paragraph.

Week 12

Monday, 3-28

Discuss sections of Act 1 and 2 of "Hamlet."

See Act 2 in movie.

HW: Do quotations assigned. Finish final draft of literary essay. Read Act 3.

Wednesday, 3-30 Final draft of literary essay due.

Hamlet Act 2 and 3 quiz. In class, read and discuss selections from Act III.

HW: Read Act 4 for Monday.

Friday, 4-1 Film through Act 3. Assign quotes to explain from the quotations worksheet.

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

Week 11 (Beginning of Q4)

Monday, 3-21

See responses to literary essays on Classroom. Begin revising literary essays and seek more sources of literary criticism for your chosen short story. You should have four or more sources.

Present poetry analyses.

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, 3-23

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

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

HW: Prepare final draft of literary essay. Read Act 2 of "Hamlet" at No Fear Shakespeare.

Friday, 3-25 NO SCHOOL - GOOD FRIDAY

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Week 10

Monday, 3-7 Discuss (and quiz?) "Saboteur" ‐ Ha Jin (200)

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)

HW:

Choose a poem for your project. Begin the rough draft of your literary essay.

Wednesday, 3-9

Show list of 20 poems. Continue poetry from Monday. "Buffalo Bill" and "Daddy."

Literary essay draft 1 due Friday, 3-11; get someone to edit before you turn in to Classroom.

Work on written versions of poetry presentations.

Use the remainder of the time to work on literary essays.

HW: Finish literary analysis. Poetry presentations due first day back from break.

Friday, 3-11 Submit literary essay.

Work on poetry presentation.

HW: Finish poetry presentation.

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Week 9

Monday, 2-29 and Tuesday, 3-1

Finish "Good Man."

1. Read the following commentary by Flannery O'Connor about "A Good Man is Hard to Find." Ask the students to discuss among themselves how her comments about her own work influence their understanding of the story.

2. Instruct them to write a paragraph about any new understandings they now have about "Good Man" and save it in their Google Drives for Thursday.

3. Read Zach Blomquist (The Lottery) as a discussion starter and as an example of a well-written interpretive literary essay.

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

Begin your literary essay.

See the literary essay link.

Write and submit on Classroom your interpretive question for your short story analysis. See steps below:

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

2.Write out your interpretive question for your short story literary essay and answer it.

3. Cite three excerpts from the story that support your answer to your interpretive question. This activity will provide the foundation creating an outline for your literary essay.

3. Submit this exercise to Classroom no later than the beginning of your Thursday/Friday class period.

4. Next, 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.

5. After getting a Kansas Library Card number (6th block: check your email), navigate to the Literary Criticism portion of the KSL ("General Research," "View All," "Literary Reference Center") and begin research on your story. (You will get the best results by using advanced search, typing the name of your chosen story and choosing "literary criticism" as the document type.)

HW:

1. Submit steps 1-3 above by the beginning of the next class period. 2. Read "Miss Brill." Katherine Mansfield (639)

If time permits, continue to the homework for Thursday/Friday. (See below.)

Wednesday, 3-2 NO SCHOOL

Thursday, 3-3 and Friday, 3-4

Discuss "The Lottery" and "Miss Brill."

HW:

1. Read 20 poems for Monday/Tuesday - List page, title, author, and one sentence explanation for each poem.

2. Read "Saboteur" ‐ Ha Jin (200)

3. Continue gathering info and begin writing the analysis.

Week 8

Monday, 2-22 Introduce local writing assessment. Turn in Cathedral assignment via EdModo if you haven't already. Show ch 12 notes if you haven't already.

Discuss "Greasy Lake."

Reminder: See the literary essay link.

By next Monday:

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 – Cather (431) for Friday.

Wednesday, 2-24 Write local assessment. Begin to limit to a story and an interpretive question for your literary analysis.

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

Read “The Lottery” –Jackson (262) for Monday.

Friday, 2-26 Discuss "Good Man." Reminder: literary essay and poetry analysis - written and oral presentations - due before spring break.

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Week 7

Monday, 2-15 Show me ch. 12 notes. Discuss "Where are You Going..." (654). Discuss student-written interpretive questions of "Where are you going."

Mention again the two assignments due before spring break - literary essay and poetry project assignment. Discuss "Where are You Going." Read and discuss Joyce Carol Oates' "Smooth Talk" essay about the movie. Read this blog which provides various ways to interpret the story. Connect all to story. "Smooth Talk" clips?

HW: Read "Cathedral." (109)

Wednesday, 2-17 Independently, follow the directions about "Cathedral."

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. (If you desire to type this instead of printing the worksheet and handwriting, you will need to download the document via the download arrow.) This assignment will be due Monday/Tuesday.

4. Re-read the literary essay Assignment Sheet.

5. If you haven't finished taking notes on Allyn and Bacon Guide ch. 12, get a book from the back cabinet and read and take notes. This will be due Monday/Tuesday along with the Cathedral work.

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

HW: 1. Complete the above for "Cathedral" essays. 2. Read “The Jilting of Granny Weatherall” – Porter (94)

Friday, 2-19 Discuss Granny. Quiz?

HW: Read "Greasy Lake" (143)

Week 6

Monday, 2-8

Short answer and Essay test "Barnburning" and Prior

HW: Read "Where are you Going; Where Have you Been?" Kennedy 654 ff.

Wednesday, 2-10 See this AP English clip (long trailer) for the movie Smooth Talk. Hear Bob Dylan's "It's All Over Now, Baby Blue" and see the lyrics here. Search the internet to learn all you can about the pied piper of Tuscon. Share your info.

Teacher: Invite questions about "Where are you going?" Students: Pose verbally as many interpretive questions about "Where are You Going?" as you can. Then write no fewer than three and no more than 10 interpretive questions (each person) to discuss Friday.

HW: Revise longer essay for test 1.

Friday, 2-12 Take-you-time longer essay revision due. Mention the two assignments due before spring break - literary essay and poetry project assignment.

HW: Read and take notes on ABGW ch. 12 (due Monday)

Finalize Rogerian for Wednesday. They'll be returned to you this weekend.

Week 5

Monday, 2-1

Check Barnburning Handout.

See Barnburning movie.

Conference about Rogerian essays.

HW: Do Barnburning Interpretive questions.

Wednesday, 2-3

Barnburning discussion of Interpretive questions.

Review for objective test by reading all materials relating to A&P and Barnburning and reviewing as directed here.

To practice for the essay exam, see the sample essay test provided.

Friday, 2-5 Barnburning and prior objective test.

Monday, 2-8 Barnburning and A&P essay test.

Week 4

Monday, 1-25 (Frantic schedule)

Block 1: Submit final draft of classical argument.

Discuss Appendix C.

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

Open to work on Rogerian argument if time remains.

HW: Worksheet due Wednesday. Rogerian rough due Friday.

Block 6: See assignment for Friday, 1-22.

HW: Complete Appendix C.

Prepare rough of Rogerian argument for Friday. Peer edit prior to submitting.

Tuesday, 1-26 Block 6 (normal schedule)

Submit final draft of classical argument.

Discuss Appendix C.

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

HW: Finish A&P worksheet for Thursday. Prepare draft 1 of Rogerian for Friday. Peer edit prior to submitting.

Wednesday, 1-27 Block 1 (normal schedule)

Check the A&P/Literary terms handout.

HW: Read "Barnburning" (p. 178) and begin Barnburning Handout and Barnburning Interpretive questions

Thursday, 1-28 Block 6 (normal schedule)

Check the A&P/Literary terms handout.

HW: Read "Barnburning" (p. 178) and begin Barnburning Handout and Barnburning Interpretive questions

Friday, 1-29 (Frantic schedule)

Draft 1 of Rogerian argument (assignment 2) due in rough. Peer edit on your own prior to submission.

Discuss the first two interpretive questions from the handout -- McMahon and anti-establishment.

HW: Finish the "Barnburning" worksheet, including the interpretive questions.

Monday, 2-1 and Tuesday 2-2 Wrap up details after snow day confusion. Continue "A & P" interpretive discussions. Wrap up remainder of logic manual.

Week 3

Tuesday, 1-19 and Wednesday, 1-20

Paper #1 draft 2 due.

Introduce informal fallacies. Review inductive and Rogerian appeals through this Youtube video and this one.

Review inductive text structure (delayed thesis argument).

Review assignment 2: Choose a controversial topic. Read this article about helmets and snowboarding and prepare together an outline for a Rogerian argument about this topic.

HW:pp. 50-54 (sections 14 and 15 - fallacies and refutation). Read and view all materials we did not get to today. Read Jonathan Peuchen's Rogerian argument about block scheduling. Choose a topic for the Rogerian argument.

All enrolled? Has Mrs. White asked for money for CCCC?

Thursday, 1-21 and Friday, 1-22

Declare topic for Rogerian.

Discuss Jonathan Peuchen's Rogerian argument about block scheduling. Read together Hannah Puetz's Rogerian about the drinking age.

Begin Appendix C.

HW: Finish Appendix C for Monday/Tuesday. Final draft of classical due Monday/Tuesday. Complete rough draft of Rogerian essay for Wednesday/Thursday.

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Week 2:

Monday, 1-11 and Tuesday, 1-12 - Enroll in Mrs. White's office some time during class.

Review Brooke's sample essay. (Discuss questions from Friday.)

Discuss and do the exercises from pp. 15-25 of the manual. Declare topic for assignment 1. Begin researching and writing

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

Wednesday 1-13

Assignment 1 (deductive essay) due.

Peer edit essay 1. Revise and submit paper 1 via Google Classroom by end of period. Reminder: enroll for CCCC if you haven't already.

Continue discussion of pp. 15-25 of argument manual.

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. 55, in the Argument Manual.

HW: Read pp. 26 - 29 ( sections 10-11) of the manual and complete pp. 32-35.

Friday 1-15 Are you enrolled? Review text structure of deductive (classical) editorial.

Check 32-35.

Begin revising deductive essays.

HW: Read the guide sheet for asst. #2. Read The Declaration of Independence and A Modest Proposal

Revise asst. #1 (classical argument).

Week 1:

Monday, 1-4 Teacher Work Day

Tuesday, 1-5 and Wednesday, 1-6

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, 1-7 and Friday, 1-8

*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).

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4th quarter

Week 17