Asserts Believes claims Emphasizes Insists Acknowledges Extols Endorses Observes Celebrates

1. Avoid playing it “safe” and using boring worn out attributions such as “he says” “she states” “she claims” “he believes”blah blah blah…Use vivid precise signal verbs for attribution of quotes • Asserts • Believes • claims • Emphasizes • Insists • Acknowledges • Extols • Endorses • Observes • Celebrates • Corroborates • Qualifies • Deplores • Questions • Repudiates • Advocates • Exhorts • Implores • Warns • Urges • Pleads • Etc…

2. Week 12

3. Monday April 14thJE #4 So then, what’s the difference between referring to people as “men and women” versus “male and female”? explain • Objectives: /aka what I’m learning & the take aways1) identify expectations and take aways 2) explain surface and deeper reading 3) practice surface and deeper reading 4) complete the reading of Woolf’s piece 5) practice identifying motives for writing – arguments 6) identify strategies for effective writing 7) reflect on take aways 8) respond to poetry • I can review the new expectations for journals, notes and take aways • I can understand surface and deeper reading and practice it in my notes • I can practice surface and deeper reading as per pop culture Disney • I can read with the class Woolf’s piece p. 356 taking notes as Norton and others point them out • I can read Letters p.363 – p.366 do #s1, 4, apply surface and deeper methods in answering #7. Answer this: what is it that they are trying to work out? What chaos is there in their world that they hope to put in order through their letters? Provide evidence. • I can demonstrate close reading of the text from Writing Worth Reading • I can record my results on the MC practice • I can remember to do a take away • I can answer the journal and do a response to the video poem (Why poetry) https://www.youtube.com/watch?v=67lknF4D9dg

4. The difference between surface and deeper reading and meanings:

5. Amount China contributed to relief efforts in the Philippines following Super Typhoon Haiyan : $1,741,497Amount IKEA contributed : $4,021,600

6. strategy

7. Identify differences – surfaceexplain if those differences matter – why = deeper

8. Process: Divide reading standards into three chunks/three questions: 1.) Key Ideas & Details: What does the text say? 2.) Craft and Structure: What does the text do? 3.) Integration of Knowledge & Ideas: What does the text mean?

12. Well, what do you know? The dog ate your diploma too!

13. Tuesday April 15thJE #5 In your own words between 150 – 300 words tell what it means to be a boy or girl in America at the beginning of 2014: (then what is the mood of the image on the screen, explain) • Objectives: 1) gender neutral activity 2) novel group meeting and updating • 3) work on concluding assessment for the unit • I can do a practice of surface and deeper reading based on the next slides – placed on my homework of “Letters” • I can hand in my homework and class practice • I can meet with my project group and do the gender neutral activity regarding the famous pieces of Americana – doing either 1, 2, or 3 based on the UNO card we draw – due tomorrow end of the day lab 502 • I can do the concluding activity for this unit: Argument supporting an assertion p362 #2 or #5 or page 407 #4 due Friday. • I can take notes on writing an effective analysis paper • I can finish taking notes from Writing Worth Reading • I can remember to do a take away • I can do a response to the video poem https://www.youtube.com/watch?v=73QFCfWkfD0 cbc bullying

14. Wit: what is the message of these postings/ads? Do they reflect the values of our culture? explain IRANIAN BARBIE Trouble in Iran pictures

15. Wednesday/Thursday march 7/8thJC #6 where in society are there gender inequalities and what can be done to remediate these situations? • Objectives: 1) voice lesson practice 2) select and begin prewriting for unit essay VL next slide • Read as a class page 406 and then do the concluding activity for this unit: In essay form write a persuasive argumentative paper supporting an assertion related to p362 #2 or #5 orpage 407 #4 due Monday. • List two arguments that you will make • The counter p.o.v. and refutation • Include some examples you might use

16. Analysis: using quotations • Goldilocks – not too little, not too much – just right • What is the right amount? • Think of quotations as guests to your essay – they need to be introduced to your reader, and then you need to help them fit in after introducing them and using them. So the amount? Budget – how much do you need to have outsourced to be sure it is done properly? • Choose quotes as experts who assist you in your argument • Be sure you have something to add or say about the quotation that enhances your point.

17. Funsies… • How does the ocean greet someone? • It just waves • What’s a giraffe’s favorite food? • Neck-tarines • How did the grape feel when the elephant stepped on it? • Crushed • Do you know why I was proud that I finished the puzzle in less than an hour? • Because the box said 3 years and up!

18. Wednesday April 16thJE #5 So how does community – school in particular impact one’s learning in light of gender role expectations? • Objectives: 1) more review of style elements 2) voice lesson practice 3) assess vocab understanding and comprehension 4) read together and discuss aspects of gender in the past • I can take more notes on analysis • I can take notes on pronoun usage and sexist pronouns as per UNC handout “Gender-sensitive Language” • I can take notes and apply the practices from pages 424 – 425 starting on page 420. I can do independent practices 1, 2, and 4 from pages 424 7 425. • I can go to lab 502 and continue to work on the gender neutral activity • I can remember to do a take away • I can do a response to the video poem https://www.youtube.com/watch?v=PZ7-rgfu-2s video on language

19. Analysis: more with quotations • 1. be sure the quotes is useful – that you will have something to say about it • 2. introduce the quotation and qualify it before inserting it – warm the audience up to what the quotation will say, and the explain how that is related to your point of view – don’t assume the audience will make the connections you are trying to make. • So in practice you write: X states in Blank, “ ___________.” X’s point is that __________. X’s observations are shallow in that… • **** be sure to use the variety of active/action verbs I gave to you in reflecting your source’s position and your own. • Also when introducing your source try to qualify your source. • *** be sure not to be redundant – “A quote by Shakespeare says…” should be “Shakespeare says…” it is redundant (like me) and weakens your point.

20. MC practice • Each section = 5 minutes share for 25 minutes • Finalization is 5 minutes • Answers: 5 minutes • Discuss with group which answers you want explained – top 2: 5 minutes • Go over answers to each groups’ top 2 – 5 minutes • Reflection due tomorrow

21. Funsies… • Why did the boy eat his homework? • Because the teacher said it was a piece of cake. • Why did Beethoven get rid of all his chickens? • Because they kept saying, “bach, bach, bach” • What do you get when you cross a snowman and a vampire? • Frostbite • What does a bumblebee wear when it gets cold? • A yellow jacket

22. Thursday March 1stJE #7 What are the roles of a husband and a wife in a relationship? • Objectives: 1) practice language skills through synecdoche and metonymy 2) more practice of Greek & Latin roots3) take notes and class discussion of piece s done for independent practice 4) assignment of assessing the theme of the unit through various media 5) practice and identify elements of voice • I can hand in pronoun hmwk • I can do the voice lesson in my notes • I can do the summary/paraphrase activity with a partner on the articles titled “Strides” and “Protein differences” • I can meet with my Novel group and confer on the progress of our novel project journals due in 6 days. • I can have my response to one of the assigned prompts for this unit due tomorrow. • I can remember to do a take away • I can do a response to the video poem http://www.ted.com/talks/taylor_mali_what_teachers_make.html what teachers make

23. How to paraphrase and write a summary • In a paraphrase, you list key points in your own words. • In a summary, you present in your own words the gist of the text. • One way to learn summary is with a partner to read a text, maybe five to six pages long, number the paragraphs and • write one-sentence summaries of each paragraph. • Then transform the summary sentences into a précis.

24. Imagery Consider: “A woman drew her long black hair out tight And fiddled whisper music on those strings And bats with baby faces in the violet light Whistled, and beat their wings And crawled head downward down a blackened wall And upside down in air were towers Tolling reminiscent bells, that kept the hours And voices singing out of empty cisterns and exhausted wells.” --T.S. Eliot, “The Waste Land” Discuss: Paraphrase the image of the first two lines. What mood does the image create? What is the surface imagery? List the auditory images in these lines. How do these images help create the mood of the passage? What is the deeper meaning for Eliot? For you? Apply: Think of a mood and then try to create surface imagery: Now what is the deeper meaning of your imagery? Apply key images to convey what it is you are working out or want to have meaning:

25. Funsies… • What did the penny say to the other penny? • We make perfect sense. • What did the cucumber say to the parrot? • Nothing cucumbers don’t have mouths. • Why didn’t the skeleton cross the road? • He didn’t have the guts. • Things that make you go hmmm… • Is there another word for synonym?

26. Friday April 18thJE #8 FWF • Objectives: 1) Greek Latin word introductions and practice 2) introduce new vocab and practice it 3) assign new vocab 4) peer review essay 5) hand in essay for assessment • I can hand in my response to one of the given prompts • I can practice deeper and surface reading from the next slide • I can take notes on analysis and do the assignment for Monday • I can read p. 431- 447 and apply the analysis practice to this piece. • I can have my analysis completed by the end of the hour – timed reading and writing. • I can respond to the video poem in my notes: https://www.youtube.com/watch?v=AqL7nbcxMk4 absent father

27. Surface argument? obviousDeeper arguments? Unseen/hidden or one’s motive

28. Analysis: choosing a position • Yes/no/okay but… • First determine what the writer you are reading/listening to is saying • Determine your position – respond to what the author says – agree, disagree, or both? • So identify the authors thesis and supports/arguments • Then your position – straightforward – agree disagree of two minds – relative to the author on his/her topic. • Independent practice: • 1. Bring in a copy of a sports or fitness editorial. • 2. do a close reading of it • 3. Summarize what the author says. • 4.Identify the author’s thesis and supporting arguments. • 5.Introduce your position. • 6. Offer a quotation from the piece and respond to it. • Due Monday

29. Funisies… • How did the ocean say hello? • It just waved • What does it mean when someone is generous to a fault? • That they leave their money to an earthquake • How do you say hello to a steak? • It’s a pleasure to meat you • How do you say hello to a steak? • hello

30. Week 13