MacArthur's Commencement Address

Obj:  I  can analyze a text for rhetorical strategies and devices (structure, appeals, logic, and language) to understand how an author conveys his meaning.

War Unit: Pulling it all together

On Tuesday during afternoon advisory, we will be discussing the necessity of war in small groups with Ms. Chalmer's class. Discussion prompt: Develop a position on the following question: is war an inevitable element of human existence?

To prepare: Review Macarthur's speech that we will look at today and compare it with Eisenhower's Farewell address and Margaret Mead's essay that you will be reading for homework. Create an outline of your ideas that includes relevant evidence from all three of your sources. This outline will be collected as evidence of your preparation for the discussion.

1. Hannah's YLNT

2. Peace Action Maine Essay Contest

3. Boswell MC Questions

4. Macarthur's Commencement Address

HW: Read and annotate Margaret Mead's Essay and complete First Reading Questions.

Boswell's "On War" and Structure

Obj: I  can analyze the structure of a text and how this structure contributes to the text as a whole by tracing the focus of each paragraph.

1. Peace Action Maine Essay Contest

2. Discuss "Farewell Address": HW Questions

• What do you think of his speech? Does his message still resonate today?

3. Read and annotate Boswell's "On War"

• Review Arrangement-- the structure of an argument
• Structure Analysis

4. Take the multiple choice "quiz" at the end of the article. Then, we'll discuss!

HW: How does Boswell deliberately structure his essay "On War"? Is this structure effective in conveying his position on war? Explain.

Eisenhower and Cataline

Inquiry: How can I analyze texts by reading closely and answering questions on rhetoric and style? How can I draw comparisons between these texts?

Last class, we talked about war and its necessity. Whether you are pro, anti, or somewhere in between, war has been a reality throughout history. We will continue to examine war and people’s ideologies about war.  

1. Matt YLNT
2. Turn in Vocab Packets
3. Discuss Cataline's speech (q's from last class)

• Image analysis and quote: How do they inform your reading of the speech?

4. General Eisenhower's Letter to Allied Forces: Read the text silently and annotate for persuasive techniques

Remember SOAPStone:

• Subject
• Audience
• Occasion
• Purpose 
• Speaker 
• Tone

a)What is your initial response to the letter? Be specific. (First Reading Questions)

c) Second Reading Questions: (orally and mark text)

d) Comparing the 2 motivational speeches (Cataline and Eisenhower)

• Together on board
• 15-minute essay: which speech is more persuasive and why?

5. Introduction to Eisenhower's "Farewell Address"

Homework: Finish reading this address. Answer the “Second Reading” Questions on separate paper.

War and Politics (but mostly war)

Obj 1: analyze texts by reading closely and answering questions on rhetoric and style
Obj 2: draw comparisons between texts

1. Alex YLNT

2. Turn in final drafts (phew!) and complete self-assessment

3. Writing prompt: What is your position on war? (We must, we will! We will not! We shouldn’t, but…) Write a paragraph explanation.

4. Cicero: Roman Philosopher

Group Read: Why fight?

5. Intro to Cataline: Image Analysis and Quote

Group read/questions/discussion

Remember Friday: Advisory Presentations!

Monday: Vocab Unit 4

Advisory Tuesday: Presentations

Synthesis Essay Worshop

IQ: How can I give effective, actionable feedback, and how can I act on the feedback I receive?

Today in class you will be working on your final drafts of your research essay. Please choose a partner to work with who also has a completed rough draft, and do the following:

1. Read the following essay about what a synthesis essay is (and isn't).

https://www.bgsu.edu/content/dam/BGSU/learning-commons/documents/writing/synthesis/teaching-synthesis-anti-synthesis.pdf

2. Share your essay with your partner, and vice versa

3. Read your partner's essay through the lense of these questions:

1. Is the relationship between sources made clear?
2. Are synthesis words or phrases (agrees, disagrees, contradicts, confirms, goes even further, etc.) used to link two or more different sources? If so, highlight them! 
3. Does the synthesis word or phrase accurately summarize the relationship between/among sources?
4. Does synthesized source material overwhelm the writer's voice?
5. Is one source synthesized or otherwise used more than the other sources on the Works Cited page? 

4. As you're reading, make comments or suggestions on the document to help your partner improve. 

HW: Final Drafts Due Thursday
Be working on your poster style presentations for Friday!
Vocab Unit 4 due Monday

Lit Circle Meeting #3

1. Poster Presentations

• Explain assignment
• Choose advisory date: 3/21, 3/23, 3/28

2. Reading Check #3

3. Literature circle meetings

1. Try to get through everyone’s questions and passages
2. Include everyone in the group
3. Spend some time discussing the film, especially as it compares to the book--
1. What was similar? What was different? What do you make of that?
4. Ask tough questions, especially about purpose and effect of book
5. Stay on topic and focused

Lit Circle Supplement: Documentaries

3/12/18

How can viewing a documentary influence the reading of my lit circle book?

1. Rough draft check-in
2. Documentary Films

• Sister Wives 
• Food, Inc (Netflix)
• The Secret State of North Korea
• Poor Kids

Next class (Wednesday):

Literature Circle Meeting #3

• Select 2 Passages and create a question for your group to consider related to your passage
• Discuss Documentary

YLNT Response #15

Final Drafts of Research Essay due Tuesday, 3/20 (or Wednesday if there is a snow day!)

Practice with Synthesis

How can I analyze sources and work collaboratively to write a group synthesis essay?

1. Check-in on rough drafts: due Friday
2. Group work: Synthesis Essay Sources
Procedure:

• Read prompt together.
• Write for five minutes: do you agree or disagree? Why?
• Each person gets a source. It is your job to "teach" the main points of your source to your group. Read the source closely and be able to answer the following:
• Is your source for or against marketing goods and services to children?
• How would you sum up your article in one or two sentences?
• What supporting data does it provide? (if informative)
• If you're looking at an image: what stands out to you and why?
• What conclusions can you draw from your source?
• Each group member shares their source. Allow time for follow-up questions from group members.

3. Group Essay

• Create a google doc that is shared with all group members
• Decide what your group's position is
• Decide which 3 sources you will use and why (defend your use of these sources!)
• Now, you will work together as a group to write the essay. It may be beneficial to outline the essay together and then break up the writing by paragraph

We will look at all groups' essays during Friday's class and compare approaches!

HW: Rough draft is due Friday

1. YLNT: Beverly
2. Vocab Quiz
3. Check-in on research: what challenges did you face?
4. Bibliography--do you have 8-10 sources? Are 2 of them books?
5. Begin outlining essay

First, let's look at another sample prompt:

A recent Supreme Court decision has provoked much debate about private property rights. In it, the court ruled that the city of New London was within the bounds of the U.S. Constitution when it condemned private property for use in a redevelopment plan. This ruling is an example of the classic debate between individual rights versus the greater good.

Carefully read the following sources, including any introductory information. Then, in an essay that synthesizes at least three of the sources for support, take a position that supports, opposes, or qualifies the claim that the governmental taking of property from one private owner to give to another to further economic development constitutes a permissible “public use” under the Fifth Amendment.

What do you notice about the structure of the prompt? What information does the intro give? What is the student being asked to do in the essay?

Rough Draft Due March 9th

Literature Circle Meeting #2

How can I have an in-depth discussion about my book and make connections to current event issues or arguments that are relevant today?

1. Reading Check #2
2. Literature Circle Meeting
3. Source Notes: due next class

HW: Study vocab 1-3 (quiz next class) and complete They Say/I Say

Review Annotations and Multiple Choice Strategies

IQ: How do I write an annotated bibliography? 

1. Sample annotation: Citation + Gist + Validity

Davidson, Hilda Ellis. Roles of the Northern Goddess, Routledge, 1998.

Davidson's book provides a thorough examination of the major roles filled by the numerous pagan goddesses of Northern Europe in everyday life, including their roles in hunting, agriculture, domestic arts like weaving, the household, and death. The author discusses relevant archaeological evidence, patterns of symbol and ritual, and previous research. The book includes a number of black and white photographs of relevant artifacts. The source is valid because Routledge is a leading academic publishing company in London.

1. **MAKE SURE YOU HAVE A PROPER HEADING ON THE TOP OF YOUR ANNOTATED BIBLIOGRAPHY (so if we were to print it, it would be there)
2. You may use easybib.com--you will need to space it out properly (and alphabetize) on your final document. Please get rid of the highlighted background, too!
3. You should cite the source correctly and according to MLA 8.
4. You should have three parts to your paragraph entry:
1. The “gist” of the source (brief summary)
2. How you believe the source will benefit your paper (what side, background, point of view, authorship, etc)
3. The validity of the source--how you know it’s reliable

2. Faulkner: "On Ice"
Answer questions
Debrief answers in groups
Go over answers together

Next class:
Vocab 1-3 Review Game
Annotated Bibliography due

Homework over break

1. Lit Circles Meeting--first class back from break is meeting #2!! (2/27)
2. They Say/I Say of all your sources the second class you get back (2/29)
1. This is a hugely important step in the research process and will be graded!!
3. Continue practicing your vocab words from Units 1-3
1. We will have a quiz on Thursday the first week you return