Homework: Read Chapter 7 and post one discussion question on tutnritin.com and respond to another student’s question on turnitin.com.
Friday, January 30, 2015
Thursday, January 29, 2015
January
29, 2015
Wesley
Learning
Objectives: Using my own knowledge of
human nature and textual evidence from The Great Gatsby, I can write and speak
insight-fully about the novel.
Regarding late work: Please leave late work (e.g.,
missing hard copies of Gatsby-esque party scene) from yesterday on my desk at
the end of class.
January
29th Journal Prompt (discussion starter): What do Gatsby's actions around Daisy tell us
about his character? How do these actions (as well as Chapter 4 information
about Gatsby, Daisy and Tom) help to reveal a different side of Gatsby and
perhaps suggest an underlying drive that may be affecting Gatsby and causing
him to live the way he does?
Question
courtesy of TJ Williams, 10th period
·
9th period
Please take 8 minutes to formulate an
approximately 1-page long response which incorporates at least one piece of
embedded textual evidence from both chapter 4 and 5, respectively.
Period 9: Students who submitted chapter 5 questions to
turnitin.com will receive 8 points each.
Group A:
Michelle, Anders, Emily, Dana, Connor
Group B:
Rebecca, Krupa, Amy B, Yair, Anisa
Group C:
Claire, Carolyn, Abby, Andrea, Sean
Group D:
Colin, Chris, Sam, Matt, Michael
Students
not on in one of the groups above did not submit a question to turnitin for
chaptr5 and they will participate in their own discussion of TJ's question, and
then independently write written half-page responses with at least one embedded
quote to the following questions: Michelle’s question (#1) Connor’s question
(#5), Amy B’s (#12), and ). They will
submit their three 1/2 page response at the end of class in order to gain back potentially
6 of the 8 points they did not receive for submitting Chapter 5 questions to
turnitin.com last night (Ayah, Amy L,
Anna)).
Homework:
Read Chapter 6 and post one discussion question on tutnritin.com and respond to
another student’s question on turnitin.com.
Period 10 discussion groups:
Group A: Jack Blahnik, Maggie, Cora, TJ, Anna P,
Group B: Ellie, Claudia, Meg, Cecilia, Alexa,
Group C: Anna C, Gene, Colleen, Sam and Jacob
The above students will receive 8 points each for having submitted chapter 5 questions to turnitin.com. They will also participate in small group discussions focusing on response to TJ's question and the questions written by each of their group members.
Students not on that list will participate in a separate discussion of TJ's question, and then independently write written half-page responses with at least one embedded quote to the following questions: Cora's question (#3) , Ellie's and Cecilia's questions combined (#5 and #8), and Claudia and Jacob's questions (# 6 and #15). They will submit their three 1/2 page response at the end of class in order to gain potentially back 6 of the 8 points they did not receive for submitting questions to turnitin.com. (Liz, Talya, Audrey, Kiera, Jack, Mary).
Homework:
Read Chapter 6 and post one discussion question on tutnritin.com and respond to
another student’s question on turnitin.com.
Wednesday, January 28, 2015
Gatsby
Homework: Please read chapter 5 and submit one discussion question for chapter 5; if you did not yet submit a discussion question for chapter four, please do so tonight.
Tuesday, January 27, 2015
Gatsby, January 27
Learning Objective: I can adopt Carraway's voice and style and use it to create a modern-day party analogous to the Gatsby party.
Have new students sign-up for turnitin.com to facilitate Socratic discussions.
Rhetorical Analysis quick write...print this...
Find a passage that you think is particularly well written. What is it about the passage that appeals to you?
Imagine a modern-day Gatsby in the LT area. Where would he live? Where would he wish to live? What and who might he yearn for? What would his party be like? What kind of music would play? What rumors would exist about him?
Work on a draft this evening which adopts Carraway's voice and style but describes a modern-day LT-area Gatsby - party. You can't describe the entire party, but type up a two-page scene from the party to share with classmates on Wednesday (10 points) Print this and submit an electronic copy to turnitin.com.
HW: Read 61-80 for Wednesday and submit a discussion question for turnitin.com.
Have new students sign-up for turnitin.com to facilitate Socratic discussions.
Turnitin.com Info…
If new to class, please sign up tonight. Class id’s and the password
are below. I
All students should submit one discussion question
(inferential/interpretive or evaluative for Chapter 4 of Gatsby).
Period 9 id # 8832312
Period 10 id # 8832347
Password wesley (all lowercase)
Find a passage that you think is particularly well written. What is it about the passage that appeals to you?
Imagine a modern-day Gatsby in the LT area. Where would he live? Where would he wish to live? What and who might he yearn for? What would his party be like? What kind of music would play? What rumors would exist about him?
Work on a draft this evening which adopts Carraway's voice and style but describes a modern-day LT-area Gatsby - party. You can't describe the entire party, but type up a two-page scene from the party to share with classmates on Wednesday (10 points) Print this and submit an electronic copy to turnitin.com.
HW: Read 61-80 for Wednesday and submit a discussion question for turnitin.com.
Monday, January 26, 2015
January 26, 2015...
Imagine a modern-day Gatsby in the LT area. Where would he live? Where would he wish to live? What and who might he yearn for? What would his party be like? What kind of music would play? What rumors would exist about him?
Work on a draft this evening which adopts Carraway's voice and style but describes a modern-day LT-area Gatsby - party. You can't describe the entire party, but type up a two-page scene from the party to share with classmates on Wednesday (10 points).
HW: Read 61-80 for Wednesday and do the following journal:
Friday, January 23, 2015
Great Gatsby Chapter 1
Learning Target...I can contribute to a sustained and insightful conversation about characters and plot in The Great Gatsby.
Gatsby Reading Log sheet
Groups of four...
...
Discuss the poem which precedes chapter 1. Meaning? What does it hint at as possibly following in the novel?
Find and share two of your inference annotations with your group. What page/passage(s) did they address and what were your inferences? Explain your reasoning. Try to avoid repeating the same inferences as other group members, although you should definitely discuss overlapping inferences with them.
Chapter one characterization...Look at your annotation guide for the characters. If you haven't already done so, find one defining/descriptive passage or sentence which seems to capture the essence of the character in some way. Write the page and paragraph and bracket the passage, sentence, or phrase in your book.
Annotation check..Remember to do happening's captions...what is happening in the story? A couple words per page.
Inference: Make an inferential annotation every other page.
HW: Read and annotate chapters 2 and 3 and complete the annotation guide journals for each chapter.
Putting the synthesis essays on hold for now.
Gatsby Reading Log sheet
Groups of four...
...
Discuss the poem which precedes chapter 1. Meaning? What does it hint at as possibly following in the novel?
Find and share two of your inference annotations with your group. What page/passage(s) did they address and what were your inferences? Explain your reasoning. Try to avoid repeating the same inferences as other group members, although you should definitely discuss overlapping inferences with them.
Chapter one characterization...Look at your annotation guide for the characters. If you haven't already done so, find one defining/descriptive passage or sentence which seems to capture the essence of the character in some way. Write the page and paragraph and bracket the passage, sentence, or phrase in your book.
Annotation check..Remember to do happening's captions...what is happening in the story? A couple words per page.
Inference: Make an inferential annotation every other page.
HW: Read and annotate chapters 2 and 3 and complete the annotation guide journals for each chapter.
Putting the synthesis essays on hold for now.
Friday, January 16, 2015
Why I love My Job and Linoln's Second Inaugural
1. How would you describe the tone of "Why I love My Job"?
2. Describe the structure of "Why I Love My Job." Do you think it is effective? Why?
3. In what ways does Reilly appeal to pathos?
4. Reilly begins his piece with a comment from his journalism professor and ends with his response to the professor. What is the effect of this framing device?
Lincoln’s Greatest Speech
2. Describe the structure of "Why I Love My Job." Do you think it is effective? Why?
3. In what ways does Reilly appeal to pathos?
4. Reilly begins his piece with a comment from his journalism professor and ends with his response to the professor. What is the effect of this framing device?
Lincoln’s Greatest Speech
1.
True or false…There were worries that someone
might try to assassinate Lincoln during the inaugural address.
2.
True or False…Although little else was known
about the speech, a number of sources accurately reported that it would brief.
3.
True or False…Lincoln received the most applause
when he alluded to the differences between North and South (e.g., “one of them
would make war rather than let the nation survive).
4.
True or False…Lincoln once debated Stephen
Douglas about whether the constitution forbid the Federal Government from limiting
the spread of slavery in US territories.
5.
True or False…Rather than considering historical
context or precedent, Lincoln’s speeches looked solely to the future.
Thursday, January 15, 2015
Rhetorical analysis and synthesis: Using rhetorical analysis and research to understand politics and history
What do you notice about the rhetorical and stylistic elements of the speech?
A good rhetorician can make fairly accurate inferences about personal and political motivations behind a speech or a book, especially when they also do a little research.
A knowledge of current events, history, religion, culture, economy, and military issues concurrent with a particular time and place coupled with a keen rhetorical awareness can enable an educated observer to accurately read the surficial meanings and sub-text of most any speech, political ad, or doucment.
As we prepare leaders for tomorrow, we hope to prepare leaders who are discerning and can reach informed and independent conclusions about what things mean. We do not want intellectual sheep. We want researchers, thinkers, and visionaries.
My aim is to show you just how much rhetorical analysis and research can reveal to a thoughtful person. I want you to see how we can use a knowledge of history, current events, and language to better understand our world.
So let's take join Ron C. White, author of Lincoln's Greatest Speech, as he delves into the speech and what it reveals about Lincoln and the social and political issues era.
And just as White considers a variety of sources and synthesize his own viewpoint of Lincoln, next week you will learn how to combine research and rhetoric to arrive at and write about your own insights on a particular topic to which you are privy to multiple sources and viewpoints. So pay attention to how White does it; you will do a condensed version of this next week.
A good rhetorician can make fairly accurate inferences about personal and political motivations behind a speech or a book, especially when they also do a little research.
A knowledge of current events, history, religion, culture, economy, and military issues concurrent with a particular time and place coupled with a keen rhetorical awareness can enable an educated observer to accurately read the surficial meanings and sub-text of most any speech, political ad, or doucment.
As we prepare leaders for tomorrow, we hope to prepare leaders who are discerning and can reach informed and independent conclusions about what things mean. We do not want intellectual sheep. We want researchers, thinkers, and visionaries.
My aim is to show you just how much rhetorical analysis and research can reveal to a thoughtful person. I want you to see how we can use a knowledge of history, current events, and language to better understand our world.
So let's take join Ron C. White, author of Lincoln's Greatest Speech, as he delves into the speech and what it reveals about Lincoln and the social and political issues era.
And just as White considers a variety of sources and synthesize his own viewpoint of Lincoln, next week you will learn how to combine research and rhetoric to arrive at and write about your own insights on a particular topic to which you are privy to multiple sources and viewpoints. So pay attention to how White does it; you will do a condensed version of this next week.
Tuesday, January 13, 2015
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