English II: American Literature. Mr. Loeb / Mrs. McLaughlin English II Week IX: 10/27/14 10/31/14 Kenwood Academy High School

Transcription

1 English II: American Literature Mr. Loeb / Mrs. McLaughlin English II Week IX: 10/27/14 10/31/14 Kenwood Academy High School

2 Our Mantra

3 Our Goals Our measurable, feasible, and ambitious goals: 10th grade writers will achieve 3 points growth between the pre-plan and post-plan. 10th grade writers will achieve 85% mastery on all English and Reading College Readiness Skills covered in the course. 10th grade writers will score an average of 85% on all writing assignments by the end of the year.

4 Home-Learning Task(s): 10/27/14 Complete Grammar Home-Learning 10/27 (Due Tuesday, 10/28) Optional Revision for The Crucible Essay Assignment. (Due Friday, 10/31)

5 Grammar Mastery Quiz Data Review Last week, we took a Grammar Mastery Quiz on revising/deleting redundancy, wordiness, and style/ tone consistency. Here is how you stack up against other classes in your cohort: Period Average (% Correct) Total # Writers Total # DNP 2 64% % % 19 TOTAL 68.5% 63

6 Grammar Overview: Fixing Fused Sentences and Run-On Sentences NOTE: You will need to understand and be able to quickly recall your knowledge of simple, compound, complex, and compound-complex sentences this week.

7 Grammar Overview: Fixing Fragments and Run-On Sentences Good writers recognize and express complete thoughts in independent clauses (independent sentences that can stand alone). Writers use conjunctions and appropriate punctuation when they want to combine sentences. Writers use conjunctions and appropriate punctuation to fix sentence fragments (incomplete sentences) and run-on sentences (sentences that are combined without conjunctions or appropriate punctuation).

8 Grammar Overview: Fixing Fragments Fragments are incomplete sentences. A sentence has a subject, a predicate, and can stand alone as a complete thought. Fragments are typically missing one or more of these characteristics of a sentence. Example(s): I wrote a great paper. Without any fragments. Although it had a few mistakes. I wrote a great paper. I going to a writing tutor to work on my writing.

9 Solution #1 Grammar Overview: Fixing Fragments If the fragment is missing a subject or complete verb, add one to the sentence to make it an independent clause/ sentence. Example(s): Incorrect: I going to a writing tutor to work on my writing. Correct: I am going to a writing tutor to work on my writing. Incorrect: Got a job at the public library yesterday. Correct: I got a job at the public library yesterday.

10 Grammar Overview: Fixing Fragments Solution #2 Connect the fragment to an independent clause / sentence to complete the thought. Example(s): Incorrect: We left the game before it was over. When it started to rain. Correct: We left the game before it was over when it started to rain. Incorrect: Whenever I forget to finish my homework. Correct: We have a pop quiz whenever I forget to finish my homework.

11 Grammar Overview: Fixing Run-On Sentences A run-on sentence means that two independent clauses/sentences are joined together incorrectly. Correct grammatical form requires a comma and FANBOYS to join together two independent clauses OR a semicolon (if the ideas are closely related). Example(s): Incorrect: My alarm did not go off I was late to school. Incorrect: My alarm did not go off so I was late to school. Correct: My alarm did not go off, so I was late to school.

12 Solution #1 Grammar Overview: Fixing Fragments Check to see if there are two independent clauses; make sure that the two independent clauses are joined by a comma followed by a FANBOYS or a semicolon (if they are closely related). Example(s): Incorrect: We can go to the bonfire then we can go for pizza. Correct: We can go to the bonfire, and then we can go for pizza. We can go to the bonfire; then we can go for pizza.

13 Grammar Skills Practice: Group Practice Objective: Earn a Ph.D. in this week s skill by working through the three different levels of skill complexity. Work with your group to get through each level. Do not move on to the next level until the instructor has promoted you.

14 Home-Learning Task(s): 10/28/14 Finish Rhetorical Analysis of The American Crisis by Thomas Paine. (Due Wednesday, 10/29) Optional Revision for The Crucible Essay Assignment. (Due Friday, 10/31)

15 Bellringer: Rhetorical Appeals Can you recall the rhetorical appeals and rhetorical techniques we discussed and explored last week? Take two minutes to write down each one that you can remember. Additionally, please write down the definition of each. You may use your notes!

16 Recall: Rhetorical Appeals

17 Recall: Rhetorical Appeals

18 Recall: Rhetorical Appeals

19 Recall: Rhetorical Appeals

20 Thomas Paine s The American Crisis Thomas Paine ( ) Paine s series of writings, The American Crisis, served to persuade colonists that change needed to happen in order to be free of Great Britain s rule and taxation. Paine uses various rhetorical appeals to persuade his audience.

21 Thomas Paine s The American Crisis Today, we are going to read an excerpt from The American Crisis. As we read, be sure to annotate. In particular, you should be looking to spot the following rhetorical appeals and techniques: Pathos, Ethos, and Logos Analogy (e.g. similes, metaphors, etc.) Antithesis Allusion Think about how Paine uses these various techniques to persuade his audience.

22 Thomas Paine s The American Crisis With a partner, complete the Rhetorical Analysis of Reading handout. Whatever you cannot finish in class becomes part of your home-learning. Please work diligently and urgently.

23 Home-Learning Task(s): 10/28/14 Create three Sparking Questions on Thomas Paine s The American Crisis to share out during our Socratic Seminar tomorrow. (Due Thursday, 10/30) Optional Revision for The Crucible Essay Assignment. (Due Friday, 10/31)

24 Bellringer: Fragments and Run-On Sentences Review Take out your group practice from Monday. Use the next five minutes to check over your answers with a partner and/or finish the practice questions. Be prepared to go over the questions!

25 Socratic Seminar: Sparking Questions We are going to use our time today to create our Sparking Questions for tomorrow. Remember, Sparking Questions should follow the following format: In (Author s Name) s (Name of Text), (Narrator/ Author/Character) states, (Direct Quote) (citation). (Ask your sparking/critical thinking question here)?