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September 3-4 I can edit sentences for mistakes in comma mechanics. I can write a well-developed, well-analyzed one-paragraph rhetorical analysis I can.

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Presentation on theme: "September 3-4 I can edit sentences for mistakes in comma mechanics. I can write a well-developed, well-analyzed one-paragraph rhetorical analysis I can."— Presentation transcript:

1 September 3-4 I can edit sentences for mistakes in comma mechanics. I can write a well-developed, well-analyzed one-paragraph rhetorical analysis I can actively participate in class discussions on education.

2 Nutshell Commas Rules 2, 3, 4, and commas with interrupters; semicolons a, b I raked the leaves, and loaded them into the barrel. If you get stuck just copy the same word, or top until an idea occurs to you. There would be advantages however if everyone agreed to the same requirements. The store is only open Monday through Friday, the owner will schedule private appointments for Saturday. As I look back I can see that I made a few mistakes.

3 Using the graphic organizer we completed in class, write a one-paragraph analysis of Mike Rose’s “I Just Wanna Be Average.” Be sure to relate his purpose to a larger context, to a universal idea, to your own life. A Block: Write your own rhetorical analysis

4 What is an allegory? Predict what the title might mean. Allegory of the Cave What are they symbolic meanings of – The cave – The prisoners – The shadows – The light – “outside” – The actual forms/objects How might the allegory relate to Rockwell’s letter? To Mike Rose’s essay?

5 How close is Mike Rose’s essay to our own reality? What do you think about the state of education now? Is it, like Rockwell points out, like the Bed of Procrustes? Or is it like Plato’s cave? What is wrong with education today? What is right with it? Journal then Free Talk

6 A and B Blocks Vocabulary Lesson Two Do exercise 1 and 2 for homework. Be looking for 5 new words, due next Friday, September 12. New format for the five words: In addition to the 15 assigned words, you should keep a vocabulary journal. Each entry should have the following elements: 1.Write the sentence where the word appears and underline or highlight it. 2.Document where you read the word or where you heard it. 3.Define the word. 4.Create your own sentence using the word. Here is an example: 1.“Do you not come your tardy son to chide, / That, lapsed in time and Passion, lets go by/ the important acting of your dread command?” 2.Hamlet, Act 3, Scene 4, II Chide; to express disapproval if ; scold; reproach 4.His mother chided him for forgetting to do his homework Each time you turn in a journal, I expect a minimum of 5 entries.

7 B Block September 4 What is tone? What words can we use to describe a writer’s tone? As AP students, we need to move beyond simple, clichéd words such as funny, angry, or sad to describe tone. Take a few minutes and brainstorm other words that can be used to describe the tone words that are on the board. You MAY use your phones.

8 SOAPSTone and SIFTS analysis organizers Using the SOAPSTone and SIFTS organizers, analyze Jonathan Edwards’s sermon “Sinners in the Hands of an Angry God.”

9 B Block Homework Exercise 1 and 2, Lesson 2 vocabulary packet (due Monday, Sept. 8) Work on finding five new words using the “new” vocabulary journal outline (can be kept on notebook paper) Due Friday, Sept. 12 Read “A Model of Christian Charity” by John Winthrop and complete the SOAPSTone and SIFTS organizers (due Monday, Sept. 8)


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