Warm Up 9/26

1. Warm Up 9/26 In your notebooks, complete the blanks in the following sentences. Try not to use notes! alacrity array deduce encumber fraught haphazard incontrovertible inexplicable • I can _______ from your tattered clothes and bloody knees that you’ve had an accident. • The haunted forest is _______ with evil ghosts and goblins. • At the beginning of recess, the children ran to the playground with __________. • It is an _____________ reality that the earth revolves around the sun. • The idea that the universe is forever expanding—new space existing and pushing into non-space— is quite _________ to me; I never could grasp it. • Credit card debt _________ the young couple that struggled to buy their first house. • If you keep turning in homework as ____________ as this, you will never pass. • The _______ of desserts available at the restaurant tempted the diners.

2. Warm Up 9/27 In your notebooks, complete the blanks in the following sentences. Try not to use notes! Ingenious laggard sustenance torrid traverse ubiquitous zenith • Some people say meat is the most important _________ for life, but vegetarians would disagree. • Your idea to turn all of our human waste into fuel for cars is ___________, even if it’s also a little smelly. • Winning the Nobel prize for literature is, for most writers, the _______ of their career. • The __________ crossed the finish line hours after the winner broke through the red tape. • The old letter was filled with _________ declarations of undying love. • I have _________ from the East to the West coast of the United States multiple times. • Tourists with cameras are __________ in Europe every summer.

3. Warm up: Vocabulary Set One Review “Quiz”: • Take this even if you’ve passed Set one: you should know these words for the rest of the year, and will be using them in your writing • No reviewing words, just do your best. It doesn’t count for actual credit – it is review. So do your best, and don’t cheat.

4. REMINDERS • YOUR FIRST RHETORICAL MODE ESSAY IS DUE FRIDAY, OCTOBER 11 • Put this date on your calendars • YOU MUST REWRITE YOUR EOT (unless you got a 3 in all categories) • G/S/R = Grammar/Spelling/Revision • Must be typed • Due Thursday, Oct 3rd • FINISH PARALLELISM QUIZ RED0S, MCBRIDE LETTER REWRITES, PREP PHRASE QUIZ, EOT VOC SET 1…

5. “The Undercover Parent” 9A Required Module #2

6. Before starting… • Many of you still owe me a rewrite of your McBride letter…cough ‘em up…

7. Standards Goals For this Module: By the end of this module, you should be able to: • Identify main ideas, including the author’s main argument/claim within a text • Generate anecdotal evidence and use that evidence to support a claim • Use context clues to figure out the meaning of unfamiliar vocabulary • Evaluate the credibility of the overall text • Annotate the text in a purposeful manner • Summarize the text in a concise and accurate manner • Formulate a response to the text based on personal experience as it relates to the text • Evaluate the credibility of different types of evidence • Revise an essay with a focus on organizational structure

8. Don’t forget • Title all of your activities, write them down, and keep them in your notebook! You will have to turn them in, just like you’ve done with your first module, in order to receive credit.

9. Activity 1: Getting Ready to Read Answer these statements about parental monitoring with A (Agree), D (Disagree), SA (Strongly Agree), SD (Strongly Disagree) You do not have to write the statements. Just number them. • When I become a parent, I will spy on my teenaged son or daughter to find out what he or she is doing. • The internet can be a dangerous place. • I know of friends who have chatted online with people they don’t really know. • Cyber-bullying takes place on social networking sites (i.e., Facebook, MySpace, etc.) among my friends. • If you’re old enough to go on the internet, you’re old enough to know the dangers. • Parents should monitor some of their teens’ Internet use. • Teens’ social networking profiles should be set at the highest privacy settings (ex: in Facebook, it’d be letting no one find you if they searched for you) • Teens have a right to privacy.

10. Activity 2: Shifting Perspectives Now, imagine that you are a parent of teenagers rather than a teenager yourself. Respond to the same 8 statements, but from a PARENT’S PERSPECTIVE. Will you do some “prying” into your children’s lives via the Internet?... A (Agree), D (Disagree), SA (Strongly Agree), or SD (Strongly Disagree) You do not have to write the statements. Just number them. • As a parent, I will spy on my teenaged son or daughter to find out what he or she is doing. • Parents should monitor some of their teens’ Internet use. • Teens have a right to privacy.

11. Activity 2: Shifting Perspectives Now, in your journal, complete the following sentences based on what we’ve just talked about. Write the whole sentence: • As a parent of a teenager, I would take some precautionary measures in protecting my teen from the dangers of the Internet, which may include… • Some of the reasons I might spy on my daughter/son are… • As a parent of a teen, I would most like to know… Really think about these as you answer – you will consider these answers when you write your final essay that must include the “parent perspective”

12. Activity 3: Exploring Key Concepts • In your groups (or with a partner), discuss what the concept of “privacy” means to you. • How would you define the term? • How important is it?

13. Activity 4: Surveying the Text • Before you read, discuss the following questions in your group. EVERYONE should write the answers you come up with in your notes, under the heading “Activity 4: Surveying the Text” • What does the title “The Undercover Parent” reveal about the main idea of Coben’s article? • Have one person read the first paragraph aloud. Near the end he writes, “At first I was repelled at this invasion of privacy. Now, after doing a fair amount of research, I get it.” What do you predict the author’s position on parental monitoring spyware will be? • Now have someone else read aloud the last paragraph of Coben’s article. How do you think Coben’s position might have changed throughout the article?

14. Activity 5: Making Predictions • Now, we’ll make a preliminary SOAPSTone for this article. • I suggest you use a pencil. • Keep in mind, we will HAVE TO ADD to this after we’ve read the article, but it’s good to fill it out as best we can beforehand, in order to predict what the article will be about.

15. Activity 6: Key Vocabulary Write the following definitions in your notebook: DENOTATION of a word: the literal meaning of a word within a context (how it’s used). It’s “dictionary” definition. CONNOTATION of a word: the emotion or feeling behind a word within a context (how it’s used). EVERY WORD has a connotation of either: positive (+), negative ( - ), or neutral

16. Activity 6: Key Vocabulary Example words: are these positive, negative, or neutral? • Sneaky • Happy • Pillow • The • Purple • Cold • Warm I kicked the ball and made a goal. (kicked) I got kicked out of my apartment. (kicked)

17. Activity 6: Key Vocabulary • Working with the person next to you (your elbow partner), write each of the following words on separate piece of paper. • Then, put the words in an order from 1 (most negative) to 12 (least negative or most positive) – write this order down in your notebooks under this activity, and number them.

18. Activity 7: Reading for Understanding • As I read the article aloud, think about the predictions you made in your SOAPSTone. You may notice words you worked with as well. Think about personal connections you can make with the words mentioned.

19. Activity 7: Reading for Understanding • Now, in your notes, answer the following: • How accurate were your predictions? • When you read the whole article, did anything surprise you? • Are there any parts of the article that you found confusing? • Return to your initial completion of the SOAPSTone and complete your answers more fully and specifically. You may make changes to any predictions you made that were wrong, or add details for clarification.

20. Warm Up • Welcome back! We’ve got lots to do! • In your notebooks: • From either Set 1 or Set 2, choose the five words you are struggling with most, and write a sentence for each that shows you understand their meaning. • Share with a partner to make sure you are right.

21. Activity 8: considering structure “Chunking” means breaking an article into smaller pieces to better understand the arguments an author makes, and the steps he takes in an argument – just like your body paragraphs in an argumentative essay. In order to understand what the article is discussing, step by step, use the following “chunks” to summarize what Coben is doing in his article. Write these summaries directly in the right-hand margin of your article. Use the sentence starters below as help: Paragraphs 1-3: “Introduces with an anecdote….” “Presents the topic of the paper, which is…” Paragraphs 4-5: “Acknowledges the hesitation….” “Recognizes how parents feel…” Paragraphs 6-10: “Counters parental arguments…” “Lists and rebuts counterarguments…” Paragraphs 11-13: “Argues/Contends/Claims that…” “Suggests that parents…” Paragraphs 14-15: “Concedes (admits) to…” “Encourages parents to…”

22. Activity 9: noticing language In your notebooks, answer the following on your own: Describe a time when your parents have been overprotective. Why do you think Coben repeatedly uses the word “monitor” to describe the use of spyware? What are the connotations of the word “monitor”? Why does Coben also use words like “invasion of privacy,” “eavesdropping,” and “surveillance” to describe parents’ electronic monitoring practices? Can you find examples of other words with negative connotations that Coben uses to describe the use of spyware? How do these words impact the writer’s tone? Provide an example of a protective parent v.s a nosy parent.

23. Activity 10: Annotating the Text • This activity will help you look for specific evidence that you wish to respond to before writing your argument essay. • Coben does not use data or studies to support his claims about parental monitoring, but he does offer evidence and supports his viewpoint with concrete details.

24. Annotating the Text • Complete a rereading of the text in which you identify and mark examples Coben uses to add evidence to support his argument. Then, identify the supporting details. • Use a colored highlighter you haven’t used yet to mark examples Coben uses as evidence to make his argument. • Go through again, and use a different colored highlighter to mark the DETAILS that add SUPPORT to each piece of evidence.

25. Annotating the Text Lastly, respond to the text: In the margins, use the following questions to help respond to what Coben argues: • Have you also heard of the examples he uses? • Have you observed or experienced anything similar? • Which examples are serious? Which seem exaggerated to you?

26. Activity 10: Summary (Rhetorical Précis) Now, let’s take the information you’ve summarized to create a “rhetorical precis.” A rhetorical precis is used to summarize the main claims and arguments made in a text, so that you can both demonstrate that you understand the text, while also creating a useful summary to refer back to when you are writing your own opinions. We’ll use the green handout whenever you write a rhetorical précis. Be sure to keep it by gluing it in to your notebook or keeping it in your binder.

27. Activity 11: Thinking Critically Questions about Logic (Logos): • What kind of evidence does Coben use to support his claim? • Coben claims he did a “fair amount of research” on the subject. Where does he cite his research or reference it? • What well-known cases of Internet danger does Coben cite? Do these effectively support his claim? • Coben addresses counterarguments throughout his essay. Are there any counterarguments he does NOT consider (i.e., any other arguments that could be made against using spyware that he does not address)?

28. Activity 11: Thinking Critically Questions about the Writer (Ethos) • What does the author reveal about his background in the first paragraph? • Does the author seem knowledgeable about relationships between parents and their teen(s)? • What does the line “I want to know what’s being said in email and instant messages and in chat rooms” reveal about the writer’s background? Does this make him more trustworthy?

29. Activity 11: Thinking Critically Questions about Emotions (Pathos) • Does Coben’s piece affect your concern over the dangers on the Internet? • Does the piece scare you about the possibility of your parents “spying” on you? • How does Coben try to create a level of concern with parents who may be reading this piece? • Which of Coben’s examples of internet danger elicit an emotional response in you? Explain.

30. Activity 12: Connecting Reading to Writing Next class, you will have an extended period of time (1 hour) to write an essay in response to Coben’s article. In order to help you prepare for this essay, I will let you see the prompt ahead of time. For homework, you should PLAN what you would like to say (NOT write the essay—I will not let you bring this into class). You should decide: • which side of the argument you’ll take • what evidence you will use from Coben’s article • what evidence you will use from your own experiences and observations • what counterarguments (arguments against yours) you will have to address, and how you will address them • what your thesis will be You will be allowed to bring these notes, and your article, with you into the classroom when taking the final timed writing assignment.

31. Warm Up – Absolute Phrases The prompt: