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week 6

week 6. Monday January 20 th JA #1 What is the impact of jobs that are of necessity rather than by choice.

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week 6

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  1. week 6

  2. Monday January 20thJA #1 What is the impact of jobs that are of necessity rather than by choice • Objectives: /aka what I’m learning: 1) how to accept and select/choose a position that is best for one’s learning 2) how to respond to the journal prompt in a way that is meaningful 3) to what the goals and objectives are for the semester 4) what the policy and procedures will be for the class 5) how to use and record material for the unit reading logs 6) ask questions about the 3P grading system 7) apply the 3P system to one’s work 8) identify goals for the first 4 – 6 weeks of the semester. 9) identify vocab and practice for the upcoming quiz 10) do a reflection on today’s learning. • I can find a seat and then accept the seat that is assigned to me • I can complete the journal in a full manner that is efficacious toward AP prep – be ready to answer, I will call on people and volunteers. • I can read the Syllabus and use it for future references • I can understand and use the unit Reading log format for the semester • I can understand the 3P grading system • I can list a goal for each criteria of the 3Ps and file it in a safe place for reflection • I can copy the vocab for the next quiz and complete the practice before the quiz • I can do a take away

  3. Vocab XX • 1.colloquial I always get marked down in my essays for using colloquial language as opposed to more scholarly and formal diction. • 2. maudlin The film was unbearably maudlin, using every sad cliché to evoke tears. Once the little orphan girl lost her dog and then became paraplegic in an accident, I walked out. • 3. opine My third hour teacher likes to opine on all sorts of topics—we can usually get him going for a half an hour on the upcoming election, the price of gas, even the media’s obsession with Britney Spears. Once we kept him going so long that we didn’t have time to take our test! • 4. surmise I try to surmise what my birthday presents are based on their shapes, but sometimes my mom tries to lead me astray by wrapping small items in large packages! • 5. terse Mia wanted details about Ingrid’s new boyfriend but got only a terse description before the bell rang.

  4. Tuesday January 21stJA #2 Have Americans become more or less self-reliant? Explain… • Objectives: /aka what I’m learning1) how to identify vocab words and 2) practice non-verbal representations of vocab 3) how to form cogent arguments for analytical writing 4) review and apply SOAPSTone to writing an analysis 5) how to improve practice analytical writing 6) rewrite and practice material introduced in class 7) reflect on today’s learning. • I can review vocab and do the practice for the word(s) • I can understand and apply the ideas from “Making an argument, they say I say” handout… • I can review SOAPSTone before revising my essay attempt • I can apply the arguments notes to my practice response to the Hazlitt piece • I can rewrite it (Hazlitt piece), improving it and completing it on time and submitting a completed essay • I can bring a book to read for tomorrow’s SSR • I can do a take away

  5. opine

  6. SOAPSTone • Subject: the general topic or main idea • Occasion: time, place, historical context, circumstances that gave rise to it • Audience: individual(s) or group(s) to whom the text is supposed to appeal • Purpose: intended reason and anticipated outcome • Speaker: the voice of the writer – age, social class, education, reputation • Tone: attitude of the writer about or toward subject

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

  8. Wednesday January 22ndJA #3 respond to the following quotes: “She was a beautiful baby” “She blew shining bubbles of sound” –Tillie Olsen • Objectives: /aka what I’m learning: 1) how to identify vocab words and 2) practice non-verbal representations of vocab 3) how to read for meaning and to make meaning from what has been read 4) how to identify imagery in writing and how to apply the model to my own writing 5) what are the 8 parts of speech and the aspects of nouns – practice and apply 6) what the next unit is about 7) what the directions are for the next essay for the unit – a focus for my reading during the unit 7) why the first piece is important and how it sets the tone for the unit 8) to reflect on what was learned in class. • I can review vocab and do the practice for the word(s) • I can do SSR for 10 minutes and then record a meaningful reflection in 4 minutes. • I can do the VL from the next slide • I can take notes on parts of speech and practice the part as per directions – I can make my own handbook in my notes • I can read the overview of the next unit p.177 with the class • I can look at prompts on pages 256 – 257 & the directions for the essay for the unit and go over the directions for it. • I can read the piece for the next unit “Serving…” p.179 – 186 and record it on the unit reading log for tomorrow • I can do a take away

  9. VL#19 Imagery Consider: “In the midst of poverty and want, Felix carried with pleasure to his sister the first little white flower that peeped out from beneath the snowy ground.” --Mary Shelley, Frankenstein Discuss: What do you understand about Felix from the imagery of this sentence? How would the effect be different if Felix carried his sister a big bouquet of spring flowers? Apply: Write about a situation in which an aspect of a person/character’s personality is revealed by his/her actions

  10. 8 parts of speech • Noun • Pronoun • Verb • Adjective • Adverb • Preposition • Conjunction • interjection

  11. Nouns – for each define and give example(s) in your notes • Defined: • Common or proper • Concrete or abstract • Count or non-count • Singular or plural – collectives may be either depending upon usage • Possessive nouns

  12. Friday January 24thJA #4 How is work vital to one’s sense of self-worth? • Objectives: /aka what I’m learning1) how to identify vocab words and 2) practice non-verbal representations of vocab 3) what are various tropes and schemes and to practice them 4) how to do an effective and meaningful protocol 5) how to work collaboratively to make meaning from a piece in the unit 6) how to apply the principles of argumentative essay writing 7) how to reflect on learning • I can review vocab and do the practice for the word(s) • I can begin completing my tropes and schemes booklet based on the info from next slide • I can meet with my reading group and do a protocol for yesterday’s reading • I can show Mr. Norton that I completed the 1st reading log for the unit while doing the protocol • My group can hand in its protocol • My reading group can read together The Atlanta Exposition Address on p. 191 – 194 and I can do one of the four parts of the reading group handout due Monday • I can read the handout “Structuring an Argumentative Essay” and apply the method as demonstrated on p.478 to a controversial topic of my choice for Monday • I can bring a book for SSR tomorrow • I can do a take away

  13. nortonwo.wordpress.com

  14. surmise

  15. Vocab practice • Some people might consider this type of action as a word that describes intuitive painting: • Impetuous • “Turning quickly to chase after one’s love is an ____________ action.” thanks to Amanda

  16. Week 2

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