Summer syllabus 1 a new


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Summer syllabus 1 a new

  1. 1. Week 1 Class Work Homework Essay 1 The Argument Class 1 Introduction Brainstorming Activity Introduce essay #1 Outlining Thesis Topic Sentences Counterargument BUY: The Hunger Games (HG) The Saint Martin's Guide to Writing (SMG). Make: Your Word Press Website username Post #1 Outline with thesis Bring: A hard copy of your outline; pen; paper Be prepared to take in-class essay test #1 Class 2 Lecture: Four Sentence Types Discussion: review for essay #1 In-Class Writing: In Class Essay #1 Read: HG through chapter 2. SMG 16-38 Study: Vocab (chapters 1 and 2). — Post #2: If your last name begins with the letter A-I, answer the questions in the “Analyzing Writing Strategies” section after the Dillard essay on pages 25-26 — If your last name begins with the letter J-Q, answer the questions in the “Analyzing Writing Strategies” section after the Wolff essay on page 31-32 — If your last name begins with the letter R-Z, answer the questions in the “Analyzing Writing Strategies” section after the Bragg essay on page 36-37. Bring: SMG Essay #2 The Narrative Class 3 T Teams 1 Presentation: Vocabulary chapters 1-2 Discussion: Readings 16-38 In class Reading: Basic Features (40-41) Lecture: Formatting dialogue In-Class Writing: Practicing dialogue Read: HG through chapter 7. As you read, look for a passage that reminds you of a personal experience. Post #3: The dialogues from the in-class writing Study: Vocab (Chapters 1-4). Bring: HG and SMG Week 2 Class Work Homework Class 4 Presentation: Vocabulary chapters 3-4 Discussion: The Hunger Games: Stories Presentation: Essay #2 In-Class Writing: page 46 SMG 1. Beginning with a quotation/transitioning to your remembered event. 2. Vivid presentation of a place: Using sensory details: 643-648 3. Describe a person central to your event. Include a physical description and gestures or behaviors. 4. Writing Dialogue. 5. Framing: beginnings and endings • Read: HG through chapter 9. • Post #4: finish and post your in-class writing • 1. Beginning with a quotation/transitioning to your remembered event. 2. Vivid presentation of a place: Using sensory details: 643-648 3. Describe a person central to your event. Include a physical description and gestures or behaviors. 4. Writing Dialogue. 5. Framing: beginnings and endings • Bring: HG and SMG; draft of your writing
  2. 2. Class 5 Vocabulary Test: (Chapters 1-4) The Hunger Games: Themes and Concepts Discussion: Wolff: “Analyzing Writing Strategies” #3: p31: Sentence length. Reflecting on the Event's Significance pp. 48-49 In-Class Writing Focus on the climax of your event. Write a paragraph describing the action using short and long sentences to control the intensity of your narrative. Recalling Your Remembered Feelings and Thoughts Exploring Your Present Perspective Formulating a Tentative Thesis Statement Read: HG through chapter 12. SMG p 37 “Commentary: Autobiographical Significance,” and 625-633. Post #5: Post your draft: Long quote; transition; thesis; intro to event, description of place(s), description of people, a dialogue or two, the climax (with short and long sentences working to achieve your goal), and a paragraph that speaks to the significance or your event (use the list of answers to the questions on slide #10 and #11); end with framing plan. Study: Vocab Bring: HG and SMG; A copy of post #5 Class 6 Presentation: Vocabulary 5-7 Discussion: The Hunger Games: What is your take on the game so far? Writing Discussion: Group Work/Discussion: Bragg: “Analyzing Writing Strategies #1 p 36: Comparing In-Class Writing: Similes and Metaphors Preparing the complete draft: SMG 52-53 Read: Catch up on HG (You should be through ch. 12. Writing: Complete your draft Post #6: Post two dialogues from your essay. Study: Vocabulary (1-7) Bring: Two clean, complete copies of your draft; SMG Class 7 Writing Workshop: Revision strategies Presentation: MLA Format Editing Strategies: compound sentences, dangling modifiers, homonyms Discussion: Open for questions In-Class Writing: Writing Workshop Editing Read: HG through chapter 15 SMG 134- 148 Write: Using the comments you received from your readers, revise your draft. Consider carefully what each person had to say. Improve your essay! Edit Essay #2 Post #7: Post two versions a section of your essay that vividly describes a place AND two versions of a section that vividly describes a person. (One draft version and one revised version of each) Vocabulary 1-9 Exam Next class Week 3 Class Work Homework Essay #3 The Concept Class 8 CT Due Electronically before class: Essay #2 ( Vocabulary Test #2: (Chapters 5-9) Discussion: Ngo and Toufexis Essay #3: The Concept Essay In-Class Writing: Consider topics for your essay from The Hunger Games. Make a list of four different possibilities. Write paragraphs for two of them, sketching out what you already know about the concept. Use at least one example for each from HG. Read: HG through chapter 19; SMG 148-163 Post #8 Finish and post your in-class writing; then, find a definition for your concept. It can be from a dictionary or an encyclopedia. Post #9: Name the two concepts about which you wrote paragraphs. Find a few lines from The Hunger Games that illustrate each concept. Copy them into your post, and then explain how the example demonstrates, defines, or embodies the concept. (include page numbers) Bring: SMG to Class Study Vocab 10-13
  3. 3. Class 9 Presentation: Vocabulary (10-13) Presentation: Friedman: Anecdotes; Compare and Contrast Holmes: Illustrations and Examples Basic Features Discussion: Ways to begin your concept essay. In-Class Writing: S Focusing your Concept S Writing your Thesis S Outlining Read: HG through chapter 22 Post #10: Finish and post your in-class writing: Focused concept, thesis, anecdotes Find three more examples of your concept in HG. Endeavor to find examples to represent your classifications or categories. Post #11 Choose another concept to compare and contrast with yours for the purpose of demonstrating differences. Study: Vocab (1-13) Class 10 Presentation Vocabulary (14-18) Vocab Game: 10-18 Discussion: Reviewing The Focus Writing the Thesis Presentation: Appositives: Explaining the concept 178-79 In-Class Writing: Drafting the Concept Essay Read: HG through chapter 24 Post #12 Post a list of five appositive phrases you wrote to use in your essay. Study: Vocab (1-18) Bring: A one page outline for your in-class essay Class 11 In Class Essay#3 Exam: The Concept essay Read: Finish The Hunger Games Read: SMG 326-359: Read all four essays in the chapter. Patrick O Malley, More Testing, More Learning (annotated student essay) ]Karen Kornbluh, Win-Win Flexibility ]Matthew Miller, A New Deal for Teachers ]Gian-Claudia Sciara, Making Communities Safe for Bicycles Post #13: Discuss the basic features as they appear in each essay. Pick a different feature for each essay Study Vocabulary 10-21: Exam next class 10-18 Bring SMG Week 4 Class Work Homework Essay #4 The Problem/Solution Essay Class 12 CT Vocabulary Test #3: 10-18 Presentation: Vocabulary 19-21 Discussion: Problem Solution Essays • Patrick O Malley, “More Testing, More Learning” • Karen Kornbluh, “Win-Win Flexibility” Introduction to Essay #4 In-Class Writing Finish your Chart Post #14 Use your Chart to begin to brainstorm ideas for your essay. Choose two problems: Write one paragraph explaining each problem in detail. Write another explaining a tentative solution for each problem. Study: Vocabulary 19-23
  4. 4. Class 13 • Presentation Vocabulary 19-23 • Vocab Game • Discussion: Essay #4 • In-Class Writing: Finding a problem to write about. Post #15: § Your revised and developed description of your problem. This should be two to four good paragraphs. § Write one or more sentences to serve as your tentative thesis statement. In most essays proposing solutions to problems, the thesis statement is a concise announcement of the solution. Think about how emphatic you should make the thesis and whether you should forecast your reasons. § Write a paragraph explaining why your solution would solve the problem. § Add a paragraph about why it is possible. § Make a list of the steps of implementation. Review the readings in this chapter to see how other writers construct their thesis statements. Bring SMG and a copy of your essay draft. Class 14 Vocabulary Test 4: 19-23 • Review • Describing the problem • The solution: the thesis • Outlining the plan • Planning for objections: the counterargument • Evaluating Alternative Solutions • Research? • Investigate • Interview • Read • Post #16 § Your counterargument § Your consideration of alternative solutions Make notes about what kind of information you need to support your arguments. We will meet in the library tomorrow to do research. Class 15 • Library Day Be prepared to do research for your essay • Do research for your problem solution essay • Post #17: A works cited page for essay #4 Week 5 Class Work Homework Class 16 • Class 17 Essay #4: In class writing Post #19 Put all of the parts we wrote today into a single document. Read it aloud to make sure it is in a logical order. Change the order of your paragraphs if that makes sense to you. Bring Three copies of your complete essay Class 18 Vocabulary Test 5: 24-27 Writing Workshop Read: “I Have a Dream" Bring Copy of Essay #4
  5. 5. Class 19 Essay #4 Due Make-up Vocabulary Test Intro to Speech Week 6 Class Work Homework Class 20 Speech Writing Class 21 Speech Writing Class 22 Speeches Due Class 23 Speeches Due