Week 8

1. Week 8

2. Monday March 10thJC #4 Would you agree with Thoreau that one needs to develop their inner strengths before they can be a vital part of a community? Why? • Objectives: /aka what I’m learning 1) I can define and identify tropes and schemes and their purpose and usage @ I can practice writing the scheme or trope of the day 3) review vocab and try to identify it in usage and context 4) silent sustained reading 5) making meaning from the reading 6) assess completion of commencement and how well it hits its audience 6) work on the novel project • I can do More tropes and schemes identification practice – next slide • I can do more notes on rhetoric particularly on active and passive voice • I can copy the new set of vocab words • I can understand how to use the new reading/learning logs • I can use the new reading log with my Reading material and complete my SSR reading log • I can do SSR for 10 minutes a response to the article titled “Why is it a sin to read for fun?” • I can share my commencement speech with my writing group • Each writing group will share one speech with the class. • I can hand in my speech. • I can confer with my novel project group and reach consensus on the novel we will read • I can meet with Mr. Norton and conference on the 3Ps while working on my novel project

4. Everyday UseChapter 3 Summary Dimensions of style: Sentences, words, & figures Sentences: grammatical type, placement of details, variety Words: level of elaborateness and formality, difficulty, technicality Figures: schemes and tropes, figurative language

5. More clauses • A clause is a group of words having a subject and a verb. An independent clause can stand alone as a sentence. A dependent clause is always used as some part of speech. It can be an adjective, adverb, or noun. It cannot stand alone as a sentence. • A phrase is a group of words used as a sentence part. It does not have a subject and a verb. It can be a noun, adjective or adverb. We have studied the following phrases: prepositional, gerund, participial, and infinitive. • A compound sentence combines two or more independent clauses. Commas separate the clauses of a compound sentence. (A short sentence joined by and is sometimes combined without a comma.) Example: She talks and he listens. A semicolon can take the place of the conjunction and comma. Only clauses closely related in thought should be joined to make a compound sentence. • Instructions: Tell whether the words in quotation marks are independent clauses, dependent clauses, prepositional phrases, participial phrases, gerund phrases, or infinitive phrases. • 1. "When I received the email," I knew it was "not to be opened.“ 1. When I received the email = dependent clause, not to be opened = infinitive phrase • 2. When you go to the store, "buy some ice cream and cookies.“ • 2. buy some ice cream and cookies = independent clause • 3. The vase must have been broken "by the grandchildren.“ • 3. by the grandchildren = prepositional phrase • 4. "Having been left alone," the boy jumped at every noise. • 4. Having been left alone = participial phrase • 5. "Planning a successful wedding" requires lots of work. 5. Planning a successful wedding = gerund phrase

6. Shelley Vocab – to be done in your own hand writing – no typing, 1) define the word 2) part of speech 3) origins of word 4) make a cross word puzzle (may be made with an electronic device) – with separate answer key due next week Monday. • 1. indignation • 2. conjecture • 3. efface • 4. remorse • 5. sacrilege • 6. candor • 7. lamentations • 8. malice • 9. mockery • 10. guile

7. What vocabulary word am I? to remove or obliterate something by wearing away or rubbing out efface

8. What vocabulary word am I? anger because something seems unfair or unreasonable indignation

9. Tuesday March 11thJC #5 What are shadows? Make a venn diagram of the various communities to which you belong. • Objectives: /aka what I’m learning ) I can define and identify tropes and schemes and their purpose and usage @ I can practice writing the scheme or trope of the day 3) review vocab and try to identify it in usage and context 4) silent sustained reading 5) making meaning from the reading 6) apply the principles of the Cave to the modern connections of community 7) review MC effectiveness in answering MCs 8) write learning reflections 9) conference about learning 10) establish a online portfolio for sharing learning • I can SSR for 10 minutes and record my reading • I can add more terms to review for tropes and schemes and the art of rhetoric • I can practice identifying the vocab words • I can read together “The Cave” and answer the questions - community • I can go over the answers to the MC practice and then hand in my answers • I can do the reflection on my 3Ps • I can set up a portfolio on word press in lab 122 • I can conference on the 3Ps

10. Tropes & schemes practiceantithesis – schemeasyndeton – schemesynecdoche – tropeloose sentence - scheme • The use of understatement in which the contrary statement proves the point • Not bad at all • "I'm not doing this for my health.“ • "It's just a flesh wound."(Black Knight, after having both arms cut off, in Monty Python and the Holy Grail) • Answer: • Litotes - trope

11. Everyday UseChapter 3 Summary Sentences: Simple Sentence: a single independent clause Abraham Lincoln struggled to save the Union. Simple sentences can have a compound subject, compound verb, or both. Abraham Lincoln and Andrew Johnson struggled to save the Union. Abraham Lincoln struggled to save the Union and persevered. Abraham Lincoln and Andrew Johnson struggled to save the Union and persevered.

12. Everyday UseChapter 3 Summary Sentences: Compound Sentence: two independent clauses joined by a conjunction. Abraham Lincoln struggled to save the Union, and Andrew Johnson helped him.

13. Everyday UseChapter 3 Summary Sentences: Complex Sentence: one independent clause and at least one subordinate clause. When the leaders of the Confederacy insisted that the rights of the states were more important than the maintenance of the Union, Abraham Lincoln and Andrew Johnson struggled to save the Union and persevered.

14. What vocabulary word am I? lamentation an expression of grief or sorrow

15. What vocabulary word am I? candor honesty or directness, Whether refreshing or distasteful

18. Wednesday March 12thJC #6 If art is a part of defining a community then should the government be responsible for promoting and or financially supporting it? Why or why not? • Objectives: /aka what I’m learning ) I can define and identify tropes and schemes and their purpose and usage @ I can practice writing the scheme or trope of the day 3) review vocab and try to identify it in usage and context 4) silent sustained reading 5) making meaning from the reading 6) practice and identify through review and notes traits of effective writing 7) develop and update portfolio 8) conference on learning and goals • I can read for 10 minutes of SSR • I can have my 1st journal entry for my novel project completed by Monday! • I can practice identifying the vocab words • I can add more terms to review for tropes and schemes and the art of rhetoric • I can take notes on Writing Worth Reading chapter 5 • I can go to lab 502 and continue to work on my portfolio and conference with Mr. Norton

19. What vocabulary word am I? Guile the skillful use of dishonest means to trick people or to make them do what you want

20. What vocabulary word am I? mockery words or behavior intended to make somebody or something look silly or ridiculous

22. Everyday UseChapter 3 Summary Sentences: Compound-Complex Sentence: has defining features of both a compound and complex sentence. When the leaders of the Confederacy insisted that the rights of the states were more important than the maintenance of the Union, Abraham Lincoln struggled to save the Union and persevered, and Andrew Johnson assisted him.

23. Thursday March 13thJC # 7 What jobs/professions are deemed as appropriate for men but inappropriate for women? Vice-versa. Why? • Objectives: /aka what I’m learning ) I can define and identify tropes and schemes and their purpose and usage @ I can practice writing the scheme or trope of the day 3) review vocab and try to identify it in usage and context 4) silent sustained reading 5) ) making meaning from the reading 6) practice and identify through review and notes traits of effective writing 7) develop and update portfolio 8) conference on learning and goals • I can read for 10 minutes of SSR • I can practice identifying the vocab words • I can add more terms to review for tropes and schemes and the art of rhetoric • I can go to lab 502 and continue to work on my portfolio and conference with Mr. Norton

24. Vocab practice reading for context cluesgive a definition for each word based on its usage in the following sentences • She used her guile to get her way without anyone knowing it. • There were lamentations heard throughout the school when the students were told they would have to make up the snow days in June. • Some students do more than erase an answer they efface it by putting a hole in the paper where the answer used to be.

25. What vocabulary word am I? conjecture a conclusion, judgment, or statement based on incomplete or inconclusive information mathematics science a theorem in science or mathematics that has still to be proved

26. Everyday UseChapter 3 Summary Loose and Periodic Sentences: Use the sentence type that best fits your purpose. Basic sentences: subject, verb, compliments Abraham Lincoln wept.

27. Everyday UseChapter 3 Summary Loose and Periodic Sentences: Loose Sentences: a basic sentence with details added immediately at the end. Abraham Lincoln wept, fearing that the Union would not survive if the southern states seceded.

28. Friday March 14th JC #8 FWF  • Objectives: /aka what I’m learning ) ) I can define and identify tropes and schemes and their purpose and usage @ I can practice writing the scheme or trope of the day 3) review vocab and try to identify it in usage and context 4) silent sustained reading 5) making meaning from the reading 6)introduce the difference between deeper and surface reading 7) practice developing an eye for surface and deeper reading 8) identifying the connections through harper’s index – analogies collaborate to discover the links 9) the on-line community and its existence and impact in/on society • Happy pi day • I can do the timed writing P.o.v. activity • I can practice and understand how to do deeper and surface reading • I can practice surface and deeper reading by practicing with the harper’s index • I can do the infographic on my own and then do a protocol with my reading group and then hand it in. • I can do for homework: Read and respond to the article “Friendonomics” • I can have my crossword of the vocab ready for Monday!

29. What vocabulary word am I? remorse a strong feeling of guilt and regret

30. What vocabulary word am I? malice the intention Or desire to cause harm or pain to somebody

31. Everyday UseChapter 3 Summary Loose and Periodic Sentences: Periodic Sentences: a basic sentence with details added either before the basic elements, or in the middle of the basic elements. Alone in his study, dejected but not broken in spirit, Abraham Lincoln wept. Abraham Lincoln, alone in his study, wept.

32. Everyday UseChapter 3 Summary Loose and Periodic Sentences: The structure of a sentence affects the way it is read and understood. Pacing: Loose – faster pace, crisp, business-like Periodic – delays, balanced, thoughtful Sentence structure says much about the writer and his purpose, credibility (ethos), and goals.

33. FWF: p.o.v. writing activity • 1) brainstorm about the prompt • What is known • What is unknown • Setting – time & place • Theme/purpose • Various p.o.v.’s • Description – who, what, imagery • Prompt: the last tree in the world • 2) tell a story with that prompt • Assume a role participant or non participant p.o.v. • 12 minutes to write it!

34. Week 9