Analyzing Critical Reviews and Punctuation Usage

1. Honors English 9 Week 15: April 16-20, 2012

2. Monday, April 16, 2012 Due Today: Movie Assignment • Walk-In: Take out a new sheet of paper. • Turn in your film viewing worksheet to the inbox and your workbook in the box. • Learning Objective: • Students will understand that determining criteria for evaluating a literary, artistic, or performance review helps the reviewer determine what perspectives are valuable in a review. • Students will analyze mentor texts to determine the critical attributes of a critical review. • Agenda: • Critical Review Mentor Text #3 Homework: Plan out Review .

3. Semicolon Use • Open up to page 462 in Writer’s Inc • Find the rules for using a semicolon in a group. • Copy down the definition and the example. • A semicolon is used to separate groups of words that already contain commas. • Example: Every Saturday night my brother gathers up his things; goggles, shower cap, and snorkel; bubble bath, soap, and shampoo; tapes, stereo, and rubber duck—and heads for the tub.

4. Colon Use • Open up to page 463 in Writer’s Inc • Find the rules for using a colon in a list. • Copy down the definition and the example. • A colon is used to introduce a list. Do not use a colon between a verb and its object or complement, or between a preposition and its object. • Example: I got all the proper equipment: scissors, a bucket of water to keep things clean, some cotton for the stuffing, and needle and thread to sew it up.

5. Colon and Semicolon Practice • Find the two sentences that contain a list in our mentor text. Copy down the sentences as they are. • Now are task is to rewrite these sentences. One using a semicolon with groups, the other with a colon and a list.

6. Colon and Semicolon Practice • This casting makes no sense because (1) It’s a distraction for fans of the hugely popular TV series, and (2) all three actors are pretty bad. • This casting makes no sense: it’s a distraction for fans, nothing like the TV series, and the three actors are pretty bad.

7. Colon and Semicolon Practice • As “The Last Airbender” bores and alienates audiences, consider the opportunities missed here. (1) This material should have become an animated A-list film. (2) It was a blunder jumping aboard the 3D bandwagon with phony 3D retro-fitted to a 2D film. (3). If it had to be live action, better special effects artists should have been found. • “The Last Airbender” bores and alienates audiences and many opportunities were missed; not being an A-list animated film, jumping aboard the 3D bandwagon, and fitting a phony 3D film into a 2D film; choosing live action, better special effects, and better special effects artists.

8. Chart Noticings for Mentor Text #3 • You can either complete the noticing chart for advanced for your process grade, or you can start on your plan.

9. Tuesday, April 17, 2012 Due Today: • Walk-IN: Take out your mentor text noticings, your plan (if you started one), and a new sheet of paper. • Learning Objective: • Students will understand that determining criteria for evaluating a literary, artistic, or performance review helps the reviewer determine what perspectives are valuable in a review. • Students will reflect mentor texts to determine the critical attributes of a critical review. • Agenda: • Always/Sometimes/Never • Critical Review Plan Homework: Polished Draft of Review Due Blockday

10. Critical Review Synthesis/Hypothesis • Reflect back to your exploration of our mentor texts. • What similarities or trends are you starting to see among the Critical ReviewGenre? • Why are these trends present? What purpose do these techniques serve that may be necessary to the genre? • What differences or unique characteristics have you seen? What purpose do these unique traits serve? Why does the writer deviate from the similarity or trend?

11. Critical Review Always, Sometimes, and Never Chart

12. Critical Review Outline Intro—What are some techniques you can use? List some possibilities. Body Paragraphs—What types of evidence can you use? List some possibilities. • What are you claims? What are your counterclaims? How are you going to organize them? • What types of rhetorical appeals can you use? List some possibilities? Conclusion--What are some techniques can you use? List some possibilities? Craft and Style—What are some techniques you plan on incorporating? Look at your mentor noticing chart. Look at the A/S/N chart. Things to consider are tone, word choice, imagery, and transitions. Consider genre specific formatting. Conventions—You will need to use a semicolon with groups of lists and a colon in a list. What other types of punctuation are needed? Consider common punctuation from our mentor texts?

13. Wed-Thurs, April 18-19, 2012 Due Today: Draft of Critical Review • Walk-In: Take out your critical review draft, your plan, your always, sometimes, never chart, and your mentor text noticings. • Learning Objective: • Students will understand that determining criteria for evaluating a literary, artistic, or performance review helps the reviewer determine what perspectives are valuable in a review. • Students will analyze mentor texts to determine the critical attributes of a critical review. • Agenda: • Drafting/Conferences Homework: Final Draft due Next Blockday .

14. Critical Review Outline Intro—What are some techniques you can use? List some possibilities. Body Paragraphs—What types of evidence can you use? List some possibilities. • What are you claims? What are your counterclaims? How are you going to organize them? • What types of rhetorical appeals can you use? List some possibilities? Conclusion--What are some techniques can you use? List some possibilities? Craft and Style—What are some techniques you plan on incorporating? Look at your mentor noticing chart. Look at the A/S/N chart. Things to consider are tone, word choice, imagery, and transitions. Consider genre specific formatting. Conventions—You will need to use a semicolon with groups of lists and a colon in a list. What other types of punctuation are needed? Consider common punctuation from our mentor texts?

15. Conferences and Self Guided Workshop • While, I am calling people up to conference with them about their essay, your task is to begin revising your essay using the mentor texts, your always/sometimes/never chart, or reading other people’s essays to help you improve your writing. • You may want to write down some questions you have for your teacher, before your conference.

16. Conferences • How did your begin your essay? Why did you choose this way? • What is your claim/thesis? • What evidence did you use to support your claim? • What counterclaims did your address? • How did you end your essay? Why did you choose to end this way?

17. Analogies Homework • Page 128 and 129. • Identify correct answer and write the type of analogy. • The different types of relationships found in analogies are synonym, antonym, part/whole, characteristic/quality, classification, cause/effect, function, location, degree, performer/action, performer/object, and action/object. • These types are located on page 124. • Due Monday

18. Friday, April 20, 2012 Due Today: • Walk-IN: If you did not receive feedback on your essay, and you would like feedback today, please place your on the desk in the middle of the room. • Then get ready to go to N-105 to complete Acuity. • Learning Objective: • Students will demonstrate their reading comprehension on the Acuity multiple choice test. • Agenda: • Acuity: N-105 Homework: Final Draft Due Blockday Vocab Workbook page 129, 130, 131