Final: On Being a Cripple - Mair

CLASSWORK/HOMEWORK: Due 6/12/10
  CW: 6/8/10 "On Being a Cripple" - rhetorical analysis

Read paragraphs 10 to 13 of "On Being a Cripple," and write a well-organized essay explaining how the speaker uses features of style and rhetoric to convey her attitude toward her condition.

On Being a Cripple - Nancy Mair

CLASSWORK/HOMEWORK: Due 6/7/10
  CW: 6/3/10 "On Being a Cripple" - arg 

Read the first four paragraphs of "On Being a Cripple" carefully, considering the implications of her concluding statements. Then, using evidence drawn from your observation, experience, or reading, write an essay in which you support, refute, or qualify her attitude toward society.

On Being a Cripple - Nancy Mair

CLASSWORK/HOMEWORK: Due 6/7/10
CRITERION WRITING: 6/3/10 "On Being a Cripple" - arg

Read the first four paragraphs of "On Being a Cripple" carefully, considering the implications of her concluding statements. Then, using evidence drawn from your observation, experience, or reading, write an essay in which you support, refute, or qualify her attitude toward society.

On Being a Cripple - Nancy Mair

CLASSWORK/HOMEWORK: Due 6/2/10
Criterion Writing assignment = 5/19/10 On Being Cripple -Rhet Anal

Read paragraphs 10 to 13 of "On Being a Cripple," and write a well-organized essay explaining how the speaker uses features of style and rhetoric to convey her attitude toward her condition.

On Being a Cripple - Nancy Mair

CLASSWORK:

• Homework discussion ( items #1-2 & 4 in For Discussion and Writing, pp. 243-244)

CLASSWORK/HOMEWORK: Due 6/2/10
5/19/10 On Being Cripple -Rhet Anal

Read paragraphs 10 to 13 of "On Being a Cripple," and write a well-organized essay explaining how the speaker uses features of style and rhetoric to convey her attitude toward her condition.

On Being a Cripple - Nancy Mair

CLASSWORK:

• Homework discussion ( items #1-2 & 4 in For Discussion and Writing, pp. 243-244)

 CLASSWORK/HOMEWORK: Due 5/28/10
5/19/10 On Being Cripple -Rhet Anal

Read paragraphs 10 to 13 of "On Being a Cripple," and write a well-organized essay explaining how the speaker uses features of style and rhetoric to convey her attitude toward her condition.

On Being a Cripple - Nancy Mair

CLASSWORK:

• Submit homework ( items #1-2 & 4 in For Discussion and Writing, pp. 243-244)
• Final

CLASSWORK/HOMEWORK: Due 5/28/10
5/19/10 On Being Cripple -Rhet Anal

Read paragraphs 10 to 13 of "On Being a Cripple," and write a well-organized essay explaining how the speaker uses features of style and rhetoric to convey her attitude toward her condition.

On Being a Cripple - Nancy Mair

(Repeat of 5/20-24/10=student absence)

CLASSWORK:
Submit homework ( items #1-2 & 4 in For Discussion and Writing, pp. 243-244)
Final

CLASSWORK/HOMEWORK: Due 5/28/10
5/19/10 On Being Cripple -Rhet Anal

Read paragraphs 10 to 13 of "On Being a Cripple," and write a well-organized essay explaining how the speaker uses features of style and rhetoric to convey her attitude toward her condition.

"On Being a Cripple" - Nancy Mairs

(Repeat of 5/20/10=student absence)
CLASSWORK:

• Submit homework

CLASSWORK/HOMEWORK: Due 5/22/10

• 5/19/10 On Being Cripple -Rhet Anal

Read paragraphs 10 to 13 of "On Being a Cripple," and write a well-organized essay explaining how the speaker uses features of style and rhetoric to convey her attitude toward her condition.

"On Being a Cripple" - Nancy Mairs

CLASSWORK:

• Submit homework

CLASSWORK/HOMEWORK: Due 5/22/10

• 5/19/10 On Being Cripple -Rhet Anal

Read paragraphs 10 to 13 of "On Being a Cripple," and write a well-organized essay explaining how the speaker uses features of style and rhetoric to convey her attitude toward her condition.

"On Being Cripple" - Nancy Mairs

CLASSWORK:

• Distribute released responses to 2009 AP Language Exam Free Response Question #3

CLASSWORK/HOMEWORK:

• "On Being a Cripple" - Nancy Mairs (pp. 231-244; 50 Essays)
• Respond to the following questions in For Discussion and Writing: #1-2 & 4

"On Being Cripple"- Nancy Mairs

CLASSWORK:

• Compare response to released responses to 2009 AP Language Exam Free Response Question #3

CLASSWORK/HOMEWORK:\

• "On Being a Cripple" - Nancy Mairs (pp. 231-244; 50 Essays)
• Respond to the following questions in For Discussion and Writing: #1-2 & 4

Free Response Questions

CLASSWORK:

• Compare response to released responses to 2009 AP Language Exam Free Response Question #2

CLASSWORK/HOMEWORK:

• CW assignment 5/3/10 Question 3 = P/F as of 5/14

Free Responses

CLASSWORK:

• Compare response to released responses to 2009 AP Language Exam Free Response Question #2
• Discuss 5/3/10 Question 3 as needed

HOMEWORK:

• CW: Revise 5/3/10 Question 3 assigments

NB: CW assignment 5/3/10 Question 2 = P/F only (until 5/13); 5/3/10 Question 3 = P/F as of 5/14

AP Exam Prep: Free Response & Multiple Choice

CLASSWORK:

• Discuss responding to Multiple Choice questions
• Compare response to released responses to 2009 AP Language Exam Free Response Question #2
• Discuss 5/3/10 Question 3

HOMEWORK:

• CW: Complete 5/3/10 Question 3 assigments

NB: CW assignment 5/3/10 Question 2 = P/F only (until 5/13); 5/3/10 Question 3 = P/F as of 5/14

AP Exam Prep: Free Response Questions

CLASSWORK:

• Progress check CW assignments 
• Review released responses to 2009 AP Language Exam Free Response Question #2

CLASSWORK/HOMEWORK:

• CW: Complete 5/3/10 Question 3 assigments

NB: CW assignment 5/3/10 Question 2 = P/F only (until 5/13); 5/3/10 Question 3 = P/F as of 5/14

AP Exam Prep: Free Response Questions

CLASSWORK:

• Review released responses to 2009 AP Language Exam Free Response Question #2

CLASSWORK/HOMEWORK:

• CW: Complete 5/3/10 Question 3 assigments

NB: CW assignment 5/3/10 Question 2 = P/F only (until 5/13)

AP Exam Prep: Free Response Questions

CLASSWORK:

• Review released responses to 2009 AP Language Exam Free Response Question #2

CLASSWORK/HOMEWORK:

• CW: Complete 5/3/10 Question 2 & Question 3 assigments

AP Exam Prep: Free Response

CLASSWORK/HOMEWORK:

• Discuss and implement strategies to prevent a llack of response to analysis questions like 2009 AP Language Exam Free Response Question #2
• CW: Complete 5/3/10 Question 2

AP Exam Prep: Free Response Questions

CLASSWORK/HOMEWORK:

• Discuss response to 2009 AP Language Exam Free Response Question #1
• Compare response to 2009 AP Language Exam released responses
• CW: Complete 5/3/10 Question 2

AP Exam Prep: Free Response Question 1

CLASSWORK/HOMEWORK:

• Discuss response to 2009 AP Language Exam Free Response Question #1
• CW: Redo timed response to 5/3/10 Question 1

AP Exam Prep: Free Response

CLASSWORK/HOMEWORK:

• Review and discuss the 2009 Scoring Guide and Free Response items
• CW: Complete timed responses to
• 5/3/10 Question 1
• 5/3/10 Question 2
• 5/3/10 Question 3

The Ways We Lie - Stephanie Ericsson

(4/29/10=class did not meet)
CLASSWORK: 

• Discussion: "The Ways We Lie" by Stephanie Ericsson (50 Essays, pp. 120 - 129)
• #1, 2, & 4 in the For Discussion and Writing on p. 129

CLASSWORK/HOMEWORK:
CW: 4/28/10 The Inevitable Lie (argument)

The following assertion is from paragraph 35 of "The Ways We Lie" by Stephanie Ericsson:

...it's not easy to entirely eliminate lies from our lives.  No matter how pious we may try to be, we will still embellish, hedge, and omit to lubricate the daily machinery of living.  But there is a world of difference between telling functional lies and living a lie.  Martin Buber once said, "The lie is the spirit committing treason against itself."  Our acceptance of lies becomes a cultural cancer that eventually shrouds and reorders reality until moral garbage becomes as invisible to us as water is to a fish.

Write an essay in which you defend, challenge, or qualify this statement.  Use evidence to develop your argument from your reading, experience, and observation. 

The Ways We Lie - Stephanie Ericsson

CLASSWORK:

• Discussion: "The Ways We Lie" by Stephanie Ericsson (50 Essays, pp. 120 - 129)
• #1, 2, & 4 in the For Discussion and Writing on p. 129

CLASSWORK/HOMEWORK:
CW: 4/28/10 The Inevitable Lie (argument)

The following assertion is from paragraph 35 of "The Ways We Lie" by Stephanie Ericsson:

...it's not easy to entirely eliminate lies from our lives.  No matter how pious we may try to be, we will still embellish, hedge, and omit to lubricate the daily machinery of living.  But there is a world of difference between telling functional lies and living a lie.  Martin Buber once said, "The lie is the spirit committing treason against itself."  Our acceptance of lies becomes a cultural cancer that eventually shrouds and reorders reality until moral garbage becomes as invisible to us as water is to a fish.

Write an essay in which you defend, challenge, or qualify this statement.  Use evidence to develop your argument from your reading, experience, and observation. 

The Ways We Lie - Stephanie Ericsson

CLASSWORK:

•  Homework collected: define & provide an example of terms from AP Simulation
• Reading Check: "The Ways We Lie" - Stephanie Ericsson

CLASSWORK/HOMEWORK:

• Discussion: "The Ways We Lie" by Stephanie Ericsson (50 Essays, pp. 120 - 129)
• #1, 2, & 4 in the For Discussion and Writing on p. 129

The Ways We Lie - Stephanie Ericsson

(PSSA=no class 4/26)

CLASSWORK:

• Discussion: Responses on AP Multiple Choice Simulation

CLASSWORK/HOMEWORK:

• AP Multiple Choice Simulation: define and write an example for each term in the following: Hurston - #2 (all) and #9 (just the term "satiric"); King #1, #3, & #6
• Read "The Ways We Lie" by Stephanie Ericsson (50 Essays, pp. 120 - 129)
• Respond to #1, 2, & 4 in the For Discussion and Writing on p. 129
• Be prepared for a Reading Check

"The Ways We Lie" - Stephanie Ericsson

CLASSWORK:

• Discussion: Responses on AP Multiple Choice Simulation

CLASSWORK/HOMEWORK:

• Read "The Ways We Lie" by Stephanie Ericsson (50 Essays, pp. 120 - 129)
• Respond to #1, 2, & 4 in the For Discussion and Writing on p. 129
• Be prepared for a Reading Check 

Letter from Birmingham Jail/How It Feels To Be Colored Me

(PSSA=class did not meet 4/19-22/10)

CLASSWORK:

• Reading Review - AP Multiple-Choice simulation

CLASSWORK/HOMEWORK:
CW: 4/19 Race per King & Hurston

Compare King's understanding of race to Zora Neale Hurston's in "How It Feels To Be Colored Me" ( (p. 158). Be careful to note ways in which they agree as well as ways in which they disagree.

Letter from a Birmingham City Jail & How It Feels To Be Colored Me

(PSSA=class did not meet 4/21/10)

CLASSWORK:

• Reading Review - AP Multiple-Choice simulation

CLASSWORK/HOMEWORK:
CW: 4/19 Race per King & Hurston

Compare King's understanding of race to Zora Neale Hurston's in "How It Feels To Be Colored Me" ( (p. 158). Be careful to note ways in which they agree as well as ways in which they disagree.

Letter from a Birmingham City Jail & How It Feels To Be Colored Me

CLASSWORK:

• Reading Review - AP Multiple-Choice simulation

CLASSWORK/HOMEWORK:

• CW: 4/19 Race per King & Hurston

Compare King's understanding of race to Zora Neale Hurston's in "How It Feels To Be Colored Me" ( (p. 158). Be careful to note ways in which they agree as well as ways in which they disagree.

Letter from a Birmingham City Jail & How it Feels To Be Colored Me

CLASSWORK/HOMEWORK:
(Item #3, p. 189, 50 Essays)
Criterion Writing assignment: 4/19 Race per King & Hurston

Compare King's understanding of race to Zora Neale Hurston's in "How It Feels To Be Colored Me" ( (p. 158).  Be careful to note ways in which they agree as well as ways in which they disagree.

Proposal - final day

CLASSWORK/HOMEWORK:

• ONLY IN-CLASS WORKDAY = completion of proposal

"Letter from Birmingham Jail"

CLASSWORK/HOMEWORK:

• LAST IN-CLASS WORKDAY = respond and submit CW assignment 4/6/10 Letter from Birmingham Jail
• 4/16/10 = extension of final proposal deadline

"Letter from Birmingham Jail"

CLASSWORK/HOMEWORK:

• LAST IN-CLASS WORKDAY = respond and submit CW assignment 4/6/10 Letter from Birmingham Jail
• 4/16/10 = extension of final proposal deadline

"Letter from Birmingham City Jail"

CLASSWORK/HOMEWORK:

• 4/15/10 = respond and submit CW assignment 4/6/10 Letter from Birmingham Jail
• 4/16/10 = extension of final proposal deadline

"Letter from Birmingham Jail" - class day for essay

REVIEW: 4/6/10 CW prompt:

Martin Luther King Jr. made the following observation in "Letter from Birmingham Jail": "Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Luke warm acceptance is much more bewildering than out right rejection" (paragraph 23). Write an essay explaining why you agree or disagree with King's statement. Use specific evidence from your own experience, observation, or reading to develop your position.

 

DISCUSSION: composing an argument response

 

CLASSWORK/HOMEWORK:

• 4/13/10 = respond and submit CW assignment 3/22 King - Rhetorical Analysis
• 4/15/10 = respond and submit CW assignment 4/6/10 Letter from Birmingham Jail
• 4/16/10 = extension of final proposal deadline

Letter from a Birmingham City Jail - make-up of 4/9/10

REVIEW: 4/6/10 CW prompt:

Martin Luther King Jr. made the following observation in "Letter from Birmingham Jail": "Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Luke warm acceptance is much more bewildering than out right rejection" (paragraph 23). Write an essay explaining why you agree or disagree with King's statement. Use specific evidence from your own experience, observation, or reading to develop your position.

DISCUSSION: composing an argument response

CLASSWORK/HOMEWORK:
4/12/10 = respond and submit 4/6/10 CW assignment (due 4/13/10)
4/14/10 = extension of final proposal deadline

"Letter from Birmingham Jail" - composing an argument

REVIEW: 4/6/10 CW prompt:

Martin Luther King Jr. made the following observation in "Letter from Birmingham Jail": "Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Luke warm acceptance is much more bewildering than out right rejection" (paragraph 23).  Write an essay explaining why you agree or disagree with King's statement.  Use specific evidence from your own experience, observation, or reading to develop your position.

DISCUSSION: composing an argument response

CLASSWORK/HOMEWORK: 

4/12/10 = respond and submit 4/6/10 CW assignment (due 4/13/10)

4/14/10 = extension of final proposal deadline

Letter from Birmingham Jail - extension

CLASSWORK:

• review Proposal precis
• 4/13/10 - Letter from Birmingham Jail

CLASSWORK/HOMEWORK:

• 4/9/10 - Final Proposal paper due

Letter from a Birmingham City Jail - Day 2 Essay

CLASSWORK:

• review Proposal precis

CLASSWORK/HOMEWORK:

• 4/6/10 - Letter from Birmingham Jail - extension?
• 4/9/10 - Final Proposal paper due

Letter from a Birmingham City Jail - essay

CLASSWORK:

• discuss written responses to Questions on Rhetoric & Style "Letter from Birmingham City Jail"
• review Proposal precis

HOMEWORK:

• 4/9/10 - Final Proposal paper due
• 4/6/10 - Letter from Birmingham Jail

Martin Luther King Jr. made the following observation in "Letter from Birmingham Jail": "Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Luke warm acceptance is much more bewildering than out right rejection" (paragraph 23). Write an essay explaining why you agree or disagree with King's statement. Use specific evidence from your own experience, observation, or reading to develop your position.

Letter from a Birmingham City Jail - make-up day

HOMEWORK COLLECTION:

• written response to Questions on Rhetoric & Style "Letter from Birmingham City Jail"

REVIEW:

• Proposal precis

 

CLASSWORK:
CW: 3/22/10 King - Rhetorical Analysis

HOMEWORK: due 3/26/10

• CW: 3/22/10 King - Rhetorical Analysis
• Revise Proposal precis per feedback

Letter from Birmingham City Jail

Homework collection:

• written response to Questions on Rhetoric & Style "Letter from Birmingham City Jail" 

Review: 

• Proposal precis

CLASSWORK:

• CW: 3/22/10 King - Rhetorical Analysis
• Discussion: Questions on Rhetoric & Style "Letter from Birmingham City Jail"

HOMEWORK: due 3/26/10

• CW: 3/22/10 King - Rhetorical Analysis
• Revise Proposal precis per feedback

Letter from a Birmingham City Jail

Homework collection: 

• written response to Questions on Rhetoric & Style "Letter from Birmingham City Jail" 

Review: 

• Proposal precis

CLASSWORK:

• CW: 3/22/10 King - Rhetorical Analysis
• Discussion: Questions on Rhetoric & Style "Letter from Birmingham City Jail"

HOMEWORK: due 3/26/10

• CW: 3/22/10 King - Rhetorical Analysis
• Revise Proposal precis per feedback

"Letter from Birmingham City Jail"

Homework check: written response to Questions on Rhetoric & Style "Letter from Birmingham City Jail" 

CLASSWORK:

• Discussion: Questions on Rhetoric & Style "Letter from Birmingham City Jail"

HOMEWORK:

•  Revise Proposal precis as needed
•  CW: 3/22/10 King - Rhetorical Analysis

"Letter from Birmingham City Jail"

Homework collection: p. 189, q#1
Homework check: written response to Questions on Rhetoric & Style "Letter from Birmingham City Jail"

CLASSWORK:

• Review: Proposal Precis
• Discussion: based on response to Questions on Rhetoric & Style "Letter from Birmingham City Jail"

HOMEWORK:

•  Revise Proposal precis as needed
•  CW: 3/22/10 King - Rhetorical Analysis:

 In paragraphs 27 through 31, Martin Luther King Jr. considers the accusation that his nonviolent protest movement is "extreme." Write an essay analyzing the rhetorical strategies he employs to respond to this claim.

Letter from Birmingham City Jail - reassign

Homework collection: p. 189, q#1

CLASSWORK:

1. Review: Proposal Precis
2. Respond in writing to Questions on Rhetoric & Style "Letter from Birmingham City Jail"

HOMEWORK:

1. Complete responding to Questions on Rhetoric and Syle for  "Letter from Birmingham City Jail" by Martin Luther King, Jr
2. Proposal precis per directions

Letter from Birmingham Jail

Homework collection: p. 189, q#1

CLASSWORK:
1. Review: Proposal Precis
2. Respond in writing to Questions on Rhetoric & Style "Letter from Birmingham Jail"

HOMEWORK:
Complete responding to Questions on Rhetoric and Syle for  "Letter from Birmingham Jail" by Martin Luther King, Jr
Proposal precis per directions

Homework collection: p. 313, q#2
Classwork:
1. Review: Proposal Precis
2. Discusss: Question #1 (p. 628) from "When Did Skivvies Get Rated NC-17?"

Homework:

• Read critically: "Letter from Birmingham Jail" - Martin Luther King, Jr (50 Essays, pp. 172-189)
• Respond in writing: Q#1, p. 189
• Revise Proposal as needed

Arguments of Fact & Definition

Classwork:

1. Discusss:

• Chapter 7 - #1 on page 200
• "When Did Skivvies Get Rated NC-17?" (p622-627):  #1 (p. 628)

2. Review:  Proposal Precis

Homework:
Causal Argument, Chapter 10 (pp 285-306)p. 313 - Respond in writing to q.#2 (have fun with this one)
Revise Proposal (if necessary)

Arguments of Fact & Definition

Argument of Facts & Definition

 

Classwork:
Text: Everything's An Argument, Chapter 7, pp 174-202 and
"When Did Skivvies Get Rated NC-17?" (p622-627)
 
Discusss:

• Discuss your response to #1 on page 200
• Discuss your response to #1 on page 628

Review: 

• Arguments of Definition (pp217-233) 

Homework:

 Proposal Project

Argument of Facts - 2

Classwork:
Text: Everything's An Argument, Chapter 7, pp 174-202 and
"When Did Skivvies Get Rated NC-17?" (p622-627)

Review:

• Understanding Arguments of Fact
• Characterizing Factual Arguments
• Developing Factual Arguments

Discusss:

• Discuss your response to #1 on page 200
• Discuss your response to #1 on page 628

Homework:
Arguments of Definition (pp217-233)=MUST note-take thoroughly and completely!

Argument of Facts

Classwork/Homework:

Text: Everything's An Argument, Chapter 7, pp 174-202

Read & take notes (pp174-193:

• Understanding Arguments of Fact
• Characterizing Factual Arguments
• Developing Factual Arguments
• Discuss your response to #1 on page 200

Homework:
Read "When Did Skivvies Get Rated NC-17?" (p622-627)  Answer question #1 on page 628.

Proposal: Factual Arguments

Classwork/Homework:
Text: Everything's An Argument, Chapter 7, pp 174-202

• Read & take notes (pp174-193:
• Understanding Arguments of Fact
• Characterizing Factual Arguments
• Developing Factual Arguments

Homeework:

Be prepared to discuss your response to #1 on page 200

Proposal (on-going) - replacement day

Classwork: Complete the following CW assignment 2/23 Proposal 1st: 

In a well-organized typed composition, present your proposal. Include in your composition: an analysis and description of the problem, its ramifications or why it is significant; your claim, reason, and effects; a discussion of how your proposal addresses the need or problem; and an defense of its feasibility.

Homework: 
Reminder: ALL CW ASSIGNMENTS MUST BE COMPLETE BY 3/5/10
GRADING = PASS/FAIL 

• 2/16 A Modest Proposal
• 2/19 My Modest Proposal
• 2/23 (Exp) Proposal 1st

Proposal (on-going)

Classwork: Complete the following CW assignment 2/23 Proposal 1st: 

In a well-organized typed composition, present your proposal. Include in your composition: an analysis and description of the problem, its ramifications or why it is significant; your claim, reason, and effects; a discussion of how your proposal addresses the need or problem; and an defense of its feasibility.

Homework: 
Reminder: ALL CW ASSIGNMENTS MUST BE COMPLETE BY 3/4/10
GRADING = PASS/FAIL 

• 2/16 A Modest Proposal
• 2/19 My Modest Proposal
• 2/23 (Exp) Proposal 1st

Proposal

Classwork: Complete the following CW assignment 2/23 Proposal 1st:

In a well-organized typed composition, present your proposal. Include in your composition: an analysis and description of the problem, its ramifications or why it is significant; your claim, reason, and effects; a discussion of how your proposal addresses the need or problem; and an defense of its feasibility.

Homework:
Reminder: ALL CW ASSIGNMENTS MUST BE COMPLETE BY 3/4/10
GRADING = PASS/FAIL

• 2/16 A Modest Proposal
• 2/19 My Modest Proposal
• 2/23 (Exp) Proposal 1st

Tonal Shift & Proposal

Classwork: take out the Tone handout

• Tonal Shift: Assessment - KEY WORDS MUST BE UNDERLINED! 
• CW:  2/23 Proposal 1st: In a well-organized typed composition, present your proposal. Include in your composition: an analysis and description of the problem, its ramifications or why it is significant; your claim, reason, and effects; a discussion of how your proposal addresses the need or problem; and an defense of its feasibility.

Homework: 

Reminder:  ALL CW ASSIGNMENTS MUST BE COMPLETE BY 3/4/10

GRADING = PASS/FAIL

• 2/16 A Modest Proposal
• 2/19 My Modest Proposal
• 2/23 (Exp) Proposal 1st

Tone & Proposal

Classwork: take out the Tone handout
Discuss Tonal Shifts - key words must be underlined!

• Complete discussion: Assignment #7 review the Assessment
• CW: Proposal discussion

Homework: CW assignment: 2/23 Proposal 1st:

In a well-organized typed composition, present your proposal. Include in your composition: an analysis and description of the problem, its ramifications or why it is significant; your claim, reason, and effects; a discussion of how your proposal addresses the need or problem; and an defense of its feasibility.

ALL CW ASSIGNMENTS MUST BE COMPLETE BY 3/4/10

GRADING IS: PASS/FAIL

• 2/16 A Modest Proposal
• 2/19 My Modest Proposal
• 2/23 (Exp) Proposal 1st 

Tone. My Proposal

Classwork: take out the Tone handout

•  Discuss Tonal Shifts - key words must be underlined!
•  Complete discussion: Assignment #7
• Review the Assessment
• CW Proposal discussion

  

Homework CW assignment: 2/23 Proposal 1st:

In a well-organized typed composition, present your proposal. Include in your composition: an analysis and description of the problem, its ramifications or why it is significant; your claim, reason, and effects; a discussion of how your proposal addresses the need or problem; and an defense of its feasibility.

Proposal

Classwork: take out the Tone handout

• Discuss Tonal Shifts
• Assignment #7
• Assessment

Homework: 

• You must underline the key words and complete the Assessment!
• Complete the Criterion Writing 2/23 Proposal 1st prompt: 

In a well-organized typed composition, present your proposal.  Include in your composition: an analysis and description of the problem, its ramifications or why it is significant; your claim, reason, and effects; a discussion of how your proposal addresses the need or problem; and an defense of its feasibility.

Tone

Classwork: take out the Tone handouts

• Submit Tone Assessment
• Discuss Tonal Shifts
• Assignment #6
• Assignment #7

Homework:

Complete CW assignment:  2/19 My Modest Proposal

Tone

Classwork: take out work done on the Tone handouts

• Review: Recognizing and Identifying Tone
• Assignment #4
• Check responses to Assignment #5
• Discuss Tonal Shifts
• Assignment #6
• Assignment #7

Homework:

1. Complete Tone Assessment
2. Respond to 2/19 My Modest Proposal - due 2/22
    

Tone

Classwork: use Tone handouts for the following

• Recognizing and Identifying Tone
• Assignment #4
• Assignment #5
• Tonal Shifts (to be done tomorrow)
• Assignment #6
• Assignment #7

Homework:

• Complete Assignment #5 & try Assignment #6
• Submit as least one draft of CW "A Modest Proposal"

I propose/"A Modest Proposal"

Review:

• student proposals

Classwork/Homework: due 2/18/10

• Criterion Writing: complete the essay: 2/16  "A Modest Proposal"*

• use your dialectical journal OR create one to provide the specific details needed to respond to the prompt

Proposal: A Closer Look

Review:

• p. 351 q. #3
• student proposals

Classwork/Homework: due 2/18/10

Criterion Writing: Use your dialectical journal to assist you in responding to the 2/16 A Modest Proposal.

"A Modest Proposal"

Pre-class: 

• Have your proposal preparation format and your response to question #1 (EAA, p. 351) ready for inspection.  
• Submit response to question #3 (EAA, p.351)
• Have dialectical journal for paragraphs 1-18 & responses to q #1,2, &3 (50 Essays) available for inspection

Class:

• Review and critique the proposal formats.
• Share responses to question #1
• "A Modest Proposal" (50 Essays, pp. 393 -401)
• Discussion: questions #1, 2, & 3 (p. 401)
• Discussion of dialectical journals

Homework: 

• Revise responses to Swift's "A Modest Proposal"
• complete the dialectical journal for paragraphs 1-18

"A Modest Proposal"

Pre-class: 

• Have your proposal preparation format and your response to question #1 (EAA, p. 351) ready for inspection.  
• Submit response to question #3 (EAA, p.351)
• Have dialectical journal & responses to q #1,2, &3 (50 Essays) available for inspection

Class:

• Review and critique the proposal formats.
• Share responses to question #1
• "A Modest Proposal" (50 Essays, pp. 393 -401)
• Discussion: questions #1, 2, & 3 (p. 401)

Homework: 

• Revise responses to Swift's "A Modest Proposal"
• complete the dialectical journal for paragraphs 1-18

"A Modest Proposal"

Pre-class: 

• Have your proposal preparation format and your response to question #1 (EAA, p. 351) ready for inspection.  
• Submit response to question #3 (EAA, p.351

Class:

• Review and critique the proposal formats.
• Share responses to question #1
• "A Modest Proposal" (50 Essays, pp. 393 -401)
• Actively read creating a dialectical journal
• Respond in writing to questions #1, 2, & 3 (p. 401)

Homework: 

• Complete the work begun in class on Swift's "A Modest Proposal"

Proposal Project

Pre-class: 

• Have your proposal preparation format and your response to question #1 (EAA, p. 351) ready for inspection.  

Class:

• Review and critique the proposal formats.
• Share responses to question #1

Homework: 

• Read the two sample proposals on pp. 352 - 366.  
• Respond to question #3 (EAA, p. 351)