Tuesday, October 18

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Tuesday, October 18

  1. 1. Agenda for Tuesday, October 18<br />Proofreading Practice 3.3 (10 min.)<br />GENBIT(20 min.)<br />Reading Selection Work (40 min.)<br /><ul><li>Review Content & Reconcile Vocabulary
  2. 2. DIDLES Me This, Batman!
  3. 3. Comprehension Check</li></ul>Independent Work (Time Permitting)<br /><ul><li>AP Assessment Practice</li></ul>Review Homework (10 min.)<br />
  4. 4. Proofreading Practice 3.3<br />
  5. 5. AP English 11 Number One Student WJE: GENBIT Strategy October 18, 2011<br /><ul><li>General Statement
  6. 6. Explain or Expand upon the general statement
  7. 7. Narrow to your specific writing topic
  8. 8. Background Info—specific information about your book or topic
  9. 9. Thesis Statement—one sentence that sums up what your entire essay will be about</li></li></ul><li>
  10. 10.
  11. 11. Thesis Statement Development<br />Given the Prompt…<br /><ul><li>In a well-developed essay, identify similarities and differences of style, subject and theme in The Way from Rainy Mountain and Leslie Marmon Silko’s story "The Man to Send Rain Clouds".</li></ul> ____________________________<br /> ____________________________<br /> ____________________________<br /> ____________________________<br /> ____________________________<br /> ____________________________<br /> ____________________________<br /> ____________________________<br /> ____________________________<br /> ____________________________<br />Thesis Steps<br />Read the prompt carefully.<br />Take the prompt and revise it into a question.<br />Concisely answer the question in a single sentence.<br />Your answer becomes your thesis statement, or the last line in a GENBIT Introductory paragraph.<br />
  12. 12. AP English 11 Number One Student WJE: GENBIT Strategy October 18, 2011<br /><ul><li>Draft an introductory paragraph for an essay responding to the following prompt using the GENBIT Strategy:
  13. 13. Identify and analyze the rhetorical strategies utilized by Peter and Hull to convey tone in “The Peter Principle.”
  14. 14. GENBIT Steps:</li></ul>Review prompt.<br />Develop the thesis statement.<br />Work through GENBIT strategy in your writing journal.<br />
  15. 15. AP English 11 Your Name Here Selection Work COMPLETED FOR HOMEWORK!<br /><ul><li>“The Peter Principle” by Laurence J. Peter and Raymond Hull
  16. 16. Complete the following in your reading journal:</li></ul>While reading:<br /><ul><li>Annotate as necessary
  17. 17. Track the 14 Tier 2 terms in the article: locate, context clues, define giving part of speech. Definitions to be reconciled next class.</li></ul>Write a rhetorical précis for the article.<br />Answer “Comprehension” questions 1—4<br />
  18. 18. “The Peter Principle” Tier 2 Vocabulary<br /><ul><li>Imponderables (7) n. not discernible; that which cannot be precisely determined, measured, or evaluated
  19. 19. Indolent (7) adj. lazy, slothful, slow
  20. 20. Insolent (7) adj. bold, disrespectful, abusive, arrogant
  21. 21. Dreadnought (7) adj. heavy, thick, expansive
  22. 22. Inaudible (7) adj. silent, hushed, difficult to hear
  23. 23. Incomprehensible (7) adj. difficult to understand, not understandable
  24. 24. Hypothesized (8) verb. speculate, think about deeply and theorize </li></li></ul><li>“The Peter Principle” Tier 2 Vocabulary<br /><ul><li>Hierarchy (8) n. chain of command, grouping, pecking order, placing, position
  25. 25. Minion (10) n. sycophant, brownnoser; a servile follower or subordinate of a person in power
  26. 26. Dismantled (18) v. take apart, disassemble
  27. 27. Protocol (22) n. rules of conduct, behavior in certain situation
  28. 28. Subordinates (22) n. person that serves another, aid, inferiors, helper (less – connotation than “minion”)
  29. 29. Eccentrics (34) n. person who is bizarre, unusual
  30. 30. Ostensible (37) adj. supposed, apparent</li></li></ul><li>Break for a Minute <br />Submit Reading Journal for Review in the correct pile<br />Turn in Writing Journal in the correct pile<br />Take out a sheet of loose leaf…<br />
  31. 31. DIDLS Me This, Batman!<br />Student Guide, p. 15:<br /><ul><li>Diction
  32. 32. Images
  33. 33. Details
  34. 34. Language
  35. 35. Sentence Structure</li></ul>Remember, just as in literary analysis, your ability to use DIDLS effectively is impacted by your own familiarity with different styles—the depth and breadth of your reading experience matters!<br />
  36. 36. AP English 11 Your Name Comp Check: “Peter Principle” October 18, 2011<br /><ul><li>Complete a DIDLS analysis of the selection.
  37. 37. Consider your DIDLS analysis notes when responding to the following questions & prompts:
  38. 38. Purpose and Audience: 1—3
  39. 39. Style & Structure: 1—4</li></li></ul><li>Homework<br />Complete “The Peter Principle” activities.<br />Tier 2 Quiz next class.<br />

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