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Week 6

Week 6. Monday February 24 th JB # 7 If your community were given a grant for 1 million dollars to be spent on anything for the good of the community, what 1 thing would you have it .

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Week 6

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  1. Week 6

  2. Monday February 24thJB #7 If your community were given a grant for 1 million dollars to be spent on anything for the good of the community, what 1 thing would you have it • Objectives: /aka what I’m learning 1) review of vocab before quiz 2) correct use and identification of tropes and schemes 3) effective writing strategies and methods 4) respond and share King responses 5)practice protocol and develop protocol as habit 6) assess vocab skills. 7) reflect on learning • I can review vocab and do the practice for the word(s) • I can add to my tropes and schemes booklet notes • I can share my King essay with my writing group • I can protocol essays with my writing group • I can consider making adjustments to my essay and hand it in tomorrow • I can take notes on Writing Worth Reading chapter 5 • I can take part in Vocab review hangman • I can hand in my vocab and then do well on the quiz • I can do a take away

  3. Vocab • 1. garrulous • Garrulousgatherings of students are unwelcome in a library that values silence. • Our sightseeing guide was so garrulous that we never got to enjoy the serenity of the mountain lake. • 2. loathe • No, mom, it’s not that I dislike cauliflower—I loatheit; I hate its smell, its texture, and its taste. • 3. impertinent • He is such an impertinent young man that his teachers are always assigning him detentions for his rudeness. • The spa worker suggested that I sign up for an eye brow wax, saying impertinently, “You are supposed to have two, you know!” • 4. puerile • My little brother is so puerile (burping and spitting milk from his nose) that I don’t ever invite friends over for dinner. • 5. turpitude • His turpitude in taking pictures of the actor’s lifeless body after he was struck by a car shocked even the most callous of the paparazzi.

  4. Vocab XX cont. send to me visuals for review and that action is a demonstration of above and beyond – e.g. =A • 1. malapropism • When the student said he was sent to the office for using inappropriate languid, I had to smile at his malapropism. • 2. maverick • He is a maverick when it comes to art—he can create masterpieces from the most unexpected materials—McDonald’s wrappers to used TV Guides; his art is social commentary and recycling. • 3. paucity • Based on the paucity of evidence connecting him to the crime, I cannot find him guilty of picking the tulips. • 4. galvanize • The sophomore knew she would have a hard time beating the senior for the position of school secretary, so she tried to galvanize voter-support by saying she would fight for an open campus forunderclassmen. • 5. quixotic • His quixotic attempts to help the environment usually landed him in jail—like the time he broke into all the homes in our neighborhood to collect recyclable goods out of kitchen trash cans.

  5. Vocab Hangman (10 chances) X X

  6. vapid gaunt assuage cursory

  7. Funsies… • The new weed whacker is the best because it uses • cutting-hedge technology. • He didn't tell his mother that he ate some glue, not only because did he not want to get in trouble, but his lips • were sealed. • The frustrated cannibal threw up his • hands.

  8. Tuesday February 24thJB #8 Comment on Thoreau’s following quotations: “Simplify, simplify, simplify.” “Why should we live with such hurry and waste of life?” • Objectives: 1) develop and maintain identifying tropes and schemes 2) add to the notes on writing that is worth reading 3)read the background on Thoreau 4) rad deeply about Thoreau 5) apply and communicate one’s philosophy like Thoreau. 6) reflect on learning • I can add to my tropes and schemes booklet notes • I can take notes on Writing Worth Reading chapter 5 • I can read together page 276 the mini-biography on Thoreau –KNOW him! • I can read Thoreau’s piece uninterrupted. I can then re-read it and copy the first sentence to each paragraph. I can respond in some way to each sentence – however I am inspired or reacting. • I can identify the argument of the piece and at least three good quotes – I can copy and analyze each quote and explain why I selected it – why the piece is worth writing about. • I can write in a manner to share my answer to suggested writing #4 on page 282 for Monday. • I can do a take away.

  9. funsies • What has an elephants trunk, a tiger’s stripes, and a giraffe’s neck? • A zoo • Who is the gereral that won the cereal wars? • General Mills • What are baseball pitchers afraid of? • Bats!

  10. Wednesday February 25thJB #9 What is the definition of a family? How is your definition different from the traditional definition of 100 years ago? Why? • Objectives:1) practice terms for composition by identifying tropes or schemes 2) practice and review elements of rhetoric 3) to read and respond to the arguments that are about “family” applying the analysis skills 4) to have student practice writing like Thoreau 5) do a reflection on learning • I can do more tropes and schemes identification practice – next slide • I can do more notes on rhetoric • I can read with the class Howard’s “In search of the good family” page 283 and then in my reading group answer questions 6 & 8 from page 289 • I can work on my imitation of Thoreau’s philosophy due Monday • I can do a take away

  11. Everyday UseChapter 3 Summary Style: Choices regarding words, phrases, sentences. Does style reflect personality? Is style governed by occasion and appropriateness? Is style a conscious effort?

  12. Everyday UseChapter 3 Summary Style and situation: The answer to most questions about style is “It depends on the situation.” Situation: Need to write, writer, audience, subject, purpose, genre, time, place Issues of style: figurative language, first-person, second-person, contractions, active voice, passive voice.

  13. funsies • What happens to a sunburned banana? • It peels • What is a job for which barb Wyre would be skilled? • Making fences • What’s smarter than a talking dog? • A spelling bee

  14. Thursday February 27thJB #10 what do you live for? • Objectives: 1) more practice with tropes and schemes 2) more practice with rhetorical elements 3) identify arguments about education and community 5) respond to Quindlen’s speech 6) reflect on learning • I can do More tropes and schemes identification practice – next slide • I can do more notes on rhetoric • I can finish notes on Thoreau, and then hand in my work • I can read Quindlen’s speech on pages 296 – 299 and 1) Answer # 7 page 300 2) why does her speech matter? • I can write 2 questions that I would ask Quindlen based on her speech, I will refer back to a quote from her speech as the starting point of my question, e.g. “when you said, “blah blah” what did you mean?” and then anticipate how she might reply. • I can do a take away

  15. Everyday UseChapter 3 Summary Style and jargon: Admonitions such as “write for the generalized reader” and “avoid five-dollar words” appear in many writing handbooks. This is true, to a point Writing should be accessible to the well-educated, diligent reader. Use complicated words when appropriate. Use specialized vocabulary when appropriate. Make it accessible. Make it sound natural.

  16. Everyday UseChapter 3 Summary Style and active vs. passive voice: Active Voice: Doer – Action – Receiver The lab technician filtered the solution. Passive Voice: Receiver – Action (by Doer) The solution was filtered by the lab technician.

  17. funsies • What job is best suited for Matt Res? • Bed salesperson • Did you hearthe joke about the roof? • I’d tell you but its over your head • What celebration did Dee Ploma just enjoy? • graduation

  18. Friday February 28thJC #1 Give a solution to world poverty: Is it our problem? Explain. • Objectives: 1) review Quindlen and discuss the answers 2) read Russell’s piece on the “The Happy Life” and Singer’s piece 3) respond to both piece In argumentative form 4) reflect on learning 5) review rhetorical techniques 6) review tropes and schemes • I can do More tropes and schemes identification practice – next slide • I can do more notes on rhetoric • I can go over my answers to Quindlen’s piece with my reading group • I can hand in my answers • I can take notes on exhortation – next slide • I can read page 317 “The Happy Life” Bertrand Russell, and “The Singer Solution…” with the class and with the class and do a reading protocol • I can have my philosophy piece ready for Monday • I can do MC #5 over the weekend • I can do a take away

  19. Exhortation:NounAn address or communication emphatically urging someone to do something. Use an exhortation any time you really want to encourage someone to do something. It's a way of communicating that's persuasive and powerful — an exhortation might come from a government in the form of a speech encouraging people to get flu shots, or it might be a teacher urging his students to sit quietly. Whether it comes in the form of a warning or encouragement, an exhortation strongly advises people to take some particular action.Source: http://www.vocabulary.com/dictionary/exhortation • Maybe try to write your philosophy as an exhortation!

  20. Everyday UseChapter 3 Summary Style and active vs. passive voice: Active Voice is preferred because: Active voice is more forceful. Passive voice uses more words (helping verbs). Passive voice conceals the doer of the action.

  21. Everyday UseChapter 3 Summary Style and active vs. passive voice: Advantages of Passive Voice: More conducive to scientific and technical writing (emphasis on what is done, rather than who does it). Emphasis can be placed on the doer by moving the subject to the end of the sentence.

  22. funsies • Why did the phone wear glasses? • It lost its contacts • What do you get if you cross a a human digit with a truck? • A toe truck • Why are circles so smart? • Because they have 360 degrees

  23. Week 7

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