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The document provides instructions for students to analyze two articles on the same topic. Students are asked to fill out a chart comparing key elements of the two articles such as the thesis statement, evidence used, statistics, tone, and rhetorical devices. They are then instructed to write an eight paragraph essay comparing the two articles using a topic sentence, supporting detail, and analysis structure for each paragraph. The document defines important terms to help students with the analysis such as thesis, diction, tone, appeals, inference, technical language, voice, and connotation.
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This document provides guidelines for writing strong essays, including tips on different methods of development, essay structure, and key elements. The various methods of development covered are exposition, narrative, compare/contrast, process, and definition. For each part of the essay, the document offers guidelines and examples, such as focusing on one clear thesis, using evidence to support points, and restating the thesis in the conclusion. The overall message is that following basic structural guidelines can help students write effective essays.
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This slideshow was originally developed by misterbatroms. I simply removed the first few slides. All credit goes to him.
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Friday, march 2, 2012
This document outlines the learning objectives and lesson plan for an English class focusing on rhetorical devices in informational text. The objectives are to learn new rhetorical terms, read texts for understanding, determine central ideas, and analyze how authors develop and refine claims using rhetorical techniques. Key terms are defined. The lesson involves reviewing objectives and terms, reading an example text, more term review, completing a handout, and an activity identifying rhetorical devices in additional texts. Students are assigned extra practice analyzing rhetorical elements in other articles and writing their own short informational piece employing at least 3 such devices.
Q2M1 Analyzes the Arguments used by the Writers
This document provides guidance on analyzing arguments in manifestos. It defines what an argument is and outlines the key components. The document then discusses examining the author's method, persona, and purpose to effectively analyze the argument. Specific tips are provided, such as identifying the author's use of evidence and consideration of alternative views. Rhetorical devices that could indicate the argument, such as logos, ethos and pathos are also summarized. The overall goal is to help readers thoughtfully understand and critique the arguments presented in manifestos.
Annotated bibliographies middle_school_science
An annotated bibliography provides a concise summary for each source used in research. Each annotation includes: 1) a full citation, 2) a brief summary of the source's key ideas, 3) an evaluation of the source's reliability, and 4) a reflection on how useful the source was. Annotations are organized alphabetically and provide an overview of the scope and quality of sources to inform further research.
How to Write the Thesis Statement Presentation
This document provides guidance on writing an effective thesis statement for a literary analysis essay. It explains that a good thesis should make a specific, arguable claim about the topic and preview how the claim will be supported. It offers strategies for developing a thesis, such as understanding the prompt, identifying relevant evidence, and relating ideas. Sample thesis statements are included and analyzed for their strengths and weaknesses. Common pitfalls to avoid, such as vague, obvious, too broad or narrow theses, are also discussed.
Monday, march 5, 2012
This document contains an English lesson plan for grade 9 students. It includes the objectives of the lesson, which are to learn rhetorical terms and devices, read informational texts to understand central ideas and analyze how authors develop claims through rhetorical techniques. The lesson plan lists vocabulary terms for the unit like inference, thesis, connotative, technical language, and appeals to authority, emotion and logic. It also provides sample informational texts for students to analyze, including a PlayStation Vita product description. Students will then write their own short informational text using at least 3 rhetorical devices.
Essay writing at level 2
This document provides guidance on writing essays at Level 2, which requires more complex analysis than Level 1. It instructs the reader to carefully analyze the question by underlining key words and identifying what is being asked. A zero draft should brainstorm loosely without censoring ideas. The thesis statement should offer a concise main point summarizing the opinion on the topic. An outline states the thesis and previews how supporting texts will argue the case in each paragraph. Body paragraphs should develop one main idea and link back to the thesis. The conclusion should wrap up by moving from the texts back to the thesis in a memorable way. Finally, the language should be polished through proofreading.
Essay writing at level 2
This document provides guidance on writing essays at Level 2, which requires more complex analysis than Level 1. It instructs the reader to carefully analyze the question by underlining key words and identifying what is being asked. A zero draft should brainstorm loosely without censoring ideas. The thesis statement should offer a concise main point that indicates your opinion. The introduction should outline how you will prove your case through discussion of specific texts and topics. Each body paragraph should develop one main idea while linking back to the thesis. The conclusion should wrap up by moving from the texts back to the thesis in a memorable way. Finally, the language and flow of the essay should be polished through proofreading.
Essay writing at level 2
This document provides guidance on writing essays at Level 2, which requires more complex analysis than Level 1. It instructs the reader to carefully analyze the question by underlining key words and identifying what is being asked. A zero draft should brainstorm loosely without censoring ideas. The thesis statement should offer a concise main point that indicates your opinion. The introduction should outline how you will prove your case through discussion of specific texts and topics. Each body paragraph should develop one main idea while linking back to the thesis. The conclusion should wrap up by moving from the texts back to the thesis in a memorable way. Finally, the language and flow of the essay should be polished through proofreading.
Critical reading 4 steps
The document provides a detailed description of a four-step approach to critical reading in the social sciences. The four steps are: 1) Previewing the text to gather contextual information before reading; 2) Annotating the text during the reading by taking notes and marking key elements; 3) Analyzing the text after reading by examining things like evidence, assumptions, and author bias; 4) Responding to the text through writing responses, discussing with others, or keeping a writer's notebook. The goal is to engage actively with texts in order to better understand their meaning and messages.
First nine weeks curriculum
The curriculum guide outlines the 2011-2012 school year plan for the English II course at Lewis County High School, including themes, standards, activities, and assessments for each quarter focused on developing skills like analyzing themes, characters, and structures in literary and informational texts. Key units cover vocabulary, American documents, organizational patterns, complex characters, and applying learning through a student-created product.
The Literary Analysis Paper on Cocktail Hour Under the Tree of Forgetfulness
This document provides instructions for writing a literary analysis paper. It explains that a literary analysis involves making an argument about a piece of writing using evidence from the text to support a thesis statement. It outlines the key elements of literature that may be analyzed, such as plot, setting, characters, themes, and symbols. The document also provides guidance on how to start an analysis, including carefully reading the work, taking notes, identifying patterns and focus areas, and developing a thesis statement. It concludes by offering tips on outlining the essay and incorporating evidence from the text to support the thesis in the introduction, body, and conclusion sections.
Wednesday, march 7, 2012
This document outlines the learning objectives and lesson plan for an English 9 class. The learning objectives focus on key ideas and details, craft and structure in informational texts. Students will learn to cite evidence, determine central ideas, analyze developments, and understand an author's perspective. The lesson will include reviewing vocabulary like inference and tone. Students will complete a Close Analytic Breakdown (CAB) on sample text using the terms. They will also write a reflection on their participation and listening skills.
The persuasive essay juniors
The document provides guidance on writing a persuasive essay, including defining its key elements and structure. It recommends that a persuasive essay should (1) take a clear stance on an issue and attempt to change the reader's view, (2) present evidence to support the thesis while also acknowledging opposing arguments and refuting them, and (3) conclude by restating the main point to convince the reader. The essay should follow a basic 5-paragraph structure with an introduction, 3 body paragraphs developing the argument, and a conclusion.
Ra structure
This document contains an agenda for a class discussion on structuring a rhetorical analysis presentation and essay. It includes prompts for students to consider how they rely on different rhetorical appeals when arguing points. It then provides guidance on outlining the introduction, body paragraphs, and conclusion for the rhetorical analysis essay. This includes examples of possible structures and guidance on analyzing an author's use of ethos, pathos, and logos. The overall purpose is to help students plan and outline their rhetorical analysis essay.
Rhetorical analysis step by step
The document provides instructions for writing a rhetorical analysis prompt. It advises the reader to carefully read both the prompt and the selection being analyzed to understand what is being argued and the context. It then recommends re-reading the selection to identify at least four rhetorical strategies or moves used by the author and finding quotes to support this. The reader should plan an essay with a topic sentence on each strategy and a thesis tying multiple strategies to the overall argument. Body paragraphs should have a topic sentence, context, quote, and analysis of why the strategy was used. The conclusion should be concise and the analysis should focus on why choices were made for the intended audience rather than terminology or evaluation of success.
Tuesday, march 6, 2012
This document outlines an English lesson plan for 9th grade students on informational texts. The lesson includes a sponge activity where students create an ad for an item using rhetorical devices. Students will then review rhetorical terms, read examples of informational texts, and identify the rhetorical devices used. They will complete a comprehension assignment (CABS) using their notes. The objectives are for students to learn new rhetorical terms, read informational texts for understanding, determine central ideas, and analyze how authors develop and refine claims through rhetorical devices.
Annotated bibliographies
An annotated bibliography provides a summary and evaluation of sources on a topic. It demonstrates the quality and depth of research by highlighting relevant journals, books, and websites. The annotation informs readers of each source's relevance, accuracy, and quality to explore and organize sources for further research. Each annotation includes a citation, summary of main ideas, evaluation of usefulness, and reflection on how the source aided the researcher. Annotated bibliographies help organize literature and communicate the value of sources to others.
Persuasive writing powerpoint
This document provides guidance on writing a persuasive essay. It defines persuasive writing as making an argument to convince the reader of a particular viewpoint or action. It recommends choosing a clear position on a topic, researching the topic in detail to support arguments, and following an organizational format. This format includes an introduction with a hook, thesis, and universal concept; multiple body paragraphs with supporting arguments for and against the position; and a conclusion that restates the thesis and calls the reader to action. The document emphasizes using strong word choice and citations to persuade effectively within conventions of formal writing.
Eng 102H Rhetorical Analysis of an Argument
This document provides instructions for an assignment to analyze the rhetoric and argument of a written text. Students are asked to choose one of two articles to read closely and annotate. They then research the rhetorical situation surrounding the text, including the communicators, message, audience, context, and purpose. Students complete an analytical assignment and draft an essay with a thesis, summary of the text, supporting analysis using their research, and a concluding comment on the significance of the analysis. A draft is submitted for peer review and the final version is due a few days later.
Goalbook
This document discusses writing standards-based IEP goals using the Common Core. It provides a methodology for writing measurable goals that include representation, action/expression, and specific criteria. Key aspects include identifying the core purpose of a standard, using common core verbs, and ensuring the goal is observable, measurable, and includes criteria for determining if the student has accomplished the task. The document demonstrates this process by taking a 5th grade reading standard and writing a measurable goal for a student to use quotes when explaining a text with 80% accuracy on summaries within a given timeframe.
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The Literary Analysis Paper on Cocktail Hour Under the Tree of Forgetfulness
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Math Lesson 1- Advisory--grades 10-12--week of september 15th
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The document provides the schedule and lesson plans for an English class across two days. On the first day, students will be learning about figurative language and paraphrasing. They will analyze poems that use similes, metaphors, and personification. The next day, students will continue practicing paraphrasing and analyzing poetry through examining the poem "Morning" and discussing a documentary about poetry slams.
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This document provides schedules for English 9, English 10, and sponge classes for the week of September 30th. It outlines activities and assignments for each day, including reviewing terms and stories, note-taking, outlining papers, reading assignments, and tests. Students are expected to complete notes, outlines, reader's logs, and begin drafting papers in English while answering reflection questions in sponge.
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This document provides schedules and lesson plans for English classes at Hamilton High School. On Mondays, Wednesdays and Thursdays, English 9 classes will focus on writing an analytical paper, including reviewing notes, outlining, drafting and revising. English 10 classes will discuss literary elements like themes and characters in short stories, and complete reading comprehension activities. Both classes include daily "sponge" questions to start class discussions.
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This document contains information about classroom procedures and assignments for Mrs. Navejar's English class during the week of September 2nd through September 13th. It outlines the daily sponge questions and assignments for each day, including reading Walter Mitty and completing vocabulary and grammar activities. It also lists the common core standards that will be covered during the unit, such as citing textual evidence, determining themes, and analyzing characters.
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The document provides lesson plans for English 9 and 10 classes on two separate days. For English 9, the plan includes reviewing terms, completing a reading log for a short story, identifying literary elements, and practicing a reading strategy. Vocabulary work involves an "Immersed in Words Chart". For English 10, the plan consists of a sponge activity, reviewing a research article and citation styles, and beginning a new short story while completing another reading log. Both classes involve vocabulary development through a similar chart activity.
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This document contains the weekly schedule and lesson plans for English classes at an unspecified school during the week of September 9th. On Mondays, the English 9 class covered point of view, characters, Latin roots, and synonyms. The English 10 class reviewed a short story and focused on foreshadowing, safety instructions, and vocabulary. Subsequent days covered topics like short story analysis, grammar, and comparing/contrasting characters. The schedule provides an overview of the instructional focus for each English class each day that week.
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This document provides a weekly schedule for English classes during the week of September 9th. On Mondays, English 9 students learned about point of view, character types, Latin roots, subjects and predicates, and synonyms. English 10 students reviewed "The Monkey's Paw" and read "The Bridegroom". Tuesday's English 9 class involved writing stories and reviewing grammar terms, while English 10 practiced identifying subjects and predicates. The schedule outlined activities for each day that week.
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This document contains the lesson plans and instructions for an English 9 class over the course of one week. On the first day, the instructors are introduced and the course expectations and materials are reviewed. Students complete an introductory activity and homework is assigned on punctuation. Subsequent lessons cover assessments, curriculum maps, textbooks, and persuasive writing techniques, with homework assigned each day focusing on language skills.
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The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
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Informational text cab
- 1. Informational Text 9th Grade English Name: ___________________________ Period: _____ Points: ______ 1. What is the title of the article? ___________________________________________ 2. Who are the authors? A. _________________________ B. _______________________ 3. What is the title of the publication? _________________________________________ 4. When was the article published? __________________________________ Directions: 1. Review your rhetoric notes 2. Read both articles on the handout 3. Fill out the chart You Can’t Pass on Rubio, Irving is Your Best Shot, By Paul Ulane By Gary Gramling 1. Thesis statement (main idea) 2. Evidence that supports the author’s claim 3. List any statistics that the author provides 4. Diction (word choice) 5. Tone 6. Appeal to: logic or emotion? Provide evidence 7. Connotation 8. Technical language used in text 9. Describe the author’s voice
- 2. Turn over for CAB CAB Directions: 1. Review your rhetoric notes 2. Review the article again 3. Write an eight paragraph essay using the following structure Topic Sentence Supporting Detail Analysis Example: Paul Ulane’s thesis statement in, You Can’t Pass on Rubio, is that Paul Rubio is the best NBA rookie point guard. The definition of a thesis statement is, “The Focus statement of an essay; premise statement upon which the point of view or discussion in the essay is based.” The reader can identify the Ulane’s thesis statement because he starts his article with the quote, “The best rookie point guard of the 2011-12 NBA season was drafted three years ago.” The writer goes on to detail all of Rubio’s good qualities which supports his thesis. He utilizes rhetorical devices and appeals to the reader’s logic to support his thesis. Inference Draw conclusions about their reading by connecting the text with their background knowledge. Synthesize new ideas and information Thesis Focus statement of an essay; premise statement upon which the point of view or discussion in the essay is based. Connotative What is implied by a word. For example, the words sweet, gay, and awesome have connotations that are quite different from their actual definitions. Technical language Used in or peculiar to a specific field or profession; specialized Diction An author's choice of words to convey a tone or effect Tone The attitude a literary work takes towards its subject and theme. It reflects the narrator's attitude. Appeals to authority, emotion, logic rhetorical arguments in which the speaker either claims to be an expert or relies on information provided by experts (appeal to authority), attempts to affect the listener's personal feelings (appeal to emotion), or attempts to persuade the listener through use of deductive reasoning (appeal to logic). Voice The acknowledged or unacknowledged source of words of the story; the speaker, a "person" telling the story or poem.