One thing is for certain: Writing can always be improved. This week, we are going to be making a short stop to focus on the rhetorical analysis writing in detail, one part of the paper a day. The goal is to remind students of the elements of strong responses so they are prepared to build this into their essays as a whole. Ideas? As always, I’m open to your thoughts.
MONDAY
Bell Ringer (15 minutes): Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.
- Caught ‘Ya (L11.1-3)
- Etymology (L11.4-6)
- G/AF: Sentence Corrections with guided questions with assigned weekly partner
- Share outs (based on pacing)
Multiple Choice Monday: Through the study of an AP MC reading selection (Prestwick The Scarlet Letter AP Test Questions 1-10), students will be able to correctly answer the question, including justification for the selected answer.
- Student are given 13 minutes to read the text and answer the questions.
- T will give correct answers and percentage of students who correctly answered the question. Students will have the opportunity to ask questions about what is unknown as needed.
- Students will review answers and write corrections with argumentative stemFOR HOMEWORK if they desire earning back the missed points.
- Frame: I chose ___ because ____. That is wrong because ____. The correct answer is ___ because ____.
Writing Workshop: Through the review of the rhetoric précis, the student will be able to write a thorough introduction including a thesis with vocabulary from the prompt.
Note: Student essays are evaluating the rhetorical strategies that Paine employs to accomplish his purpose.
- Students will review the outline completed over the weekend.
- Students will review elements of an effective introduction by looking at seven examples from released AP exams and identifying strategies for an effective introduction.
- Students will finalize the introduction paragraph using the sentences from their outline and critical attributes from class today.
- Peer Review (Time Permitted): Students will review the introduction paragraph for grammar, usage, and mechanics.
- Submitted paragraphs will be reviewed by the teacher and appropriate written feedback will be returned to students during class tomorrow.
HWK: Students will write two body paragraphs using information from their outlines.
TUESDAY
Bell Ringer (15 minutes): Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.
- Caught ‘Ya (L11.1-3)
- Etymology (L11.4-6)
- G/AF: Sentence Corrections with guided questions with assigned weekly partner
- Share outs (based on pacing)
Thesis Statement Tuesday: Through the review of the three types of thesis statements, students will identify what their thesis statement is and use this to organize their paragraphs.
- Highlight your thesis statement. What type of statement is it? Are your main points clear? How could you improve it?
- Syntax Evaluation: How would you label the syntax of your thesis?
Writing Workshop: Through the review of TIQA and incorporating quotes, the student will be able to write body paragraphs for the analytical essay.
Writing Workshop:
- The class will sit in a circle and pass their first paragraph to the person on the left for peer review.
- Students will return their paragraphs and evaluate the quality of feedback before deciding what revisions should be made.
NOTE: Short share out for T is track common errors on the board.
- What is TIQA? Look at paragraph 1. Highlight AUTHOR’s words in green, direct quotes from PAINE in red, and paraphrases from PAINE in yellow. What color should be most common on your page? Why?
- For body paragraph 2, students will look for the errors discovered in part 1 and make those changes on their own. Additionally, students will evaluate TIQA in their own writing.
Reflection Closing: What errors do you commonly make? How can you work to correct these errors in the future? What TIQA-related changes did you make? How can this process help you writing the final body paragraph?
HWK: Finalize the body of your essay.
WEDNESDAY
Bell Ringer (15 minutes): Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.
- Caught ‘Ya (L11.1-3)
- Etymology (L11.4-6)
- G/AF: Sentence Corrections with guided questions with assigned weekly partner
- Share outs (based on pacing)
Writing Wednesday: Through the study of The Art of Styling Sentences and the specific review of patterns 1-3, students will be able to write thorough and concise sentences.
- Students will identify the sentence parts of the given sentences.
- Students will label the pattern of the given sentence.
- Students will create an example for each of the sentence patterns in their paragraphs. (Ex, one pattern per paragraph.)
Cohesive Conclusions: Through the study of concluding paragraphs from actual AP essays, the students will be able to identify critical attributes of an effective conclusion and demonstrate mastery by writing an effective conclusion.
- Students will review and BAT a released AP writing prompt.
- Students will review sample released AP conclusion paragraphs for the prompt in order to identify critical attributes of the conclusion paragraph.
- Students will share the CA and evaluate them as a class to create guided questions.
- Students will write their conclusion paragraph.
Time Permitting, students will peer review the conclusion paragraph.
Closure: Finalize your essay to submit before class tomorrow.
THURSDAY
Bell Ringer (15 minutes): Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.
- Caught ‘Ya (L11.1-3)
- Etymology (L11.4-6)
- G/AF: Sentence Corrections with guided questions with assigned weekly partner
- Share outs (based on pacing)
Tutoring Thursday: Through the study of AP Rhetoric, students will be able to correctly identify and explain the given device in the task cards. (Mastery 8/10)
I: Student are given 10 minutes to review the academic vocabulary associated with the excerpts on the task cards. This is designed to help reteach missed skills, and definitions of unknown words are encouraged for learning outside of class.
D/Ap: Students will rotate through stations to complete a minimum of ten task cards each for a grade. Mastery = 8 of 10.
Visual Rhetoric: Through the study of comics and visuals found on released AP exams, the student will be able to analyze the image to create a logical conclusion.
- T will model the process of see, infer, and conclude again for students.
- Class will discuss the depth of the responses.
- T will model taking the conclusion and creating a sentence using the designated pattern.
- Students will apply the model process to analyze the visual rhetoric and track conclusions in a variety of sentence patterns.
HWK: Take a break. If you did not submit your essay today, you BETTER have it tomorrow morning.
FRIDAY
Bell Ringer (15 minutes): Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.
- Caught ‘Ya (L11.1-3)
- Etymology (L11.4-6)
- G/AF: Sentence Corrections with guided questions with assigned weekly partner
- Share outs (based on pacing)
Free Response Friday: Through the review of the student-created essay, students will finalize and submit the rhetorical analysis essay.
- Students will type the finalized essay with Google Docs.
Sunday News, Monday Views: Through the study of current events, students will be able to rhetorically analyze a chosen article from the weekend news.
- Students will pick an article and complete the analysis.
- Monday: Ss will share to raise awareness of current events and build background knowledge to help prepare for the AP exam.
~Note: This assignment is weekend homework due at the start of EVERY Monday.
Kirk's Corner 