Even though our minds are on rhetorical analysis now, we will one day venture into argumentation and how we can exemplify a point via various subjects ranging from history, literature, mathematics, psychology, current events, pop culture, mythology, science, and many more! To add to your ethos of mathematics and science personas, I will introduce you to one of my favorites (as the Scholar Quiz knows): Ada Lovelace, the daughter of Lord Byron and the first female computer programmer. I almost forgot that today is the day to celebrate her and other women in STEM fields and studies. So, if you would like to have knowledge about her for future arguments or trivia, here is a link detailing her background: https://www.biography.com/news/ada-lovelace-facts-book-sydney-padua,
Tuesday, October 10, 2017
The Reader, The War, & The Randomness
Due to PSAT testing and differing progression through our ending syntactical assignments, all the classes are up to something different this week - even though all will eventually end in the same place.
1: We reviewed vocab, which means your quiz will be FRIDAY due to the PSAT test. If you are sticking around with me tomorrow, you will have ample time to review vocab and rhetorical strategies, so I hope you are ready for a block period review competition! For the majority of class, we analyzed a passage from The Reader, which did have a few examples of polysyndeton for our review of the strategy. At the end of the hour, we quickly looked at semicolons, colons, and transitions. Remember, a semicolon's main job is to join 2 independent clauses together (with the occasional usage of avoiding comma confusion). A colon announces a list or explanation, which means you need an independent clause before using one. A transitory word or phrase is excess information and requires a comma to separate it from the rest of the sentence. For Friday, you will need to complete third hour syntax and the punctuation handout. Yes, you will be called upon so make sure you are completing all of the assignments.
3: The featured item for your class was our first team close read, which allowed students to circle/underline key words and phrases to help understand the passage and its connection with the prompt. How exciting to find zeugma and asyndeton lurking about in the dialogue, ethos, and pathos (amongst other items of note). If you were absent, you will need to pick up this passage prior to our next class, so that you will be prepared for phase 2 of the team close read. Yes, there is a phase 2. Yes, phase 2 involves the writing portion. For Friday's class, you will also need to finish third hour syntax, which can be picked up from me as well.
4: First off, I believe I did not give you the syntax handout for third hour. Oops on my part. I guess we shall tackle that assignment during Thursday's class. Meanwhile, we finished up The Reader passage and spent the remainder of the class hanging out with Alcott for a team close read. When you are close reading, you are circling/underlining/notating anything and everything that stands out to you - words, phrases, images. Eventually, everything will come together into a strategy. For next class, we will finish the team close read with our last group and then move into the writing portion. Don't forget it will be a D Day (not a historical allusion), so we will be shorted 15 minutes.
7: At the start, we completed the vocab quiz for unit 14. As mentioned in class, we will take a brief hiatus from vocab so that we may have time to finish up the syntax unit and start up diction. Afterwards, we spent quality time with The Reader passage, finding polysyndeton, juxtaposition, tone shifts, and lots of emphasis on point of view and the author's diction, For homework, finish the syntax practices for third hour.
1: We reviewed vocab, which means your quiz will be FRIDAY due to the PSAT test. If you are sticking around with me tomorrow, you will have ample time to review vocab and rhetorical strategies, so I hope you are ready for a block period review competition! For the majority of class, we analyzed a passage from The Reader, which did have a few examples of polysyndeton for our review of the strategy. At the end of the hour, we quickly looked at semicolons, colons, and transitions. Remember, a semicolon's main job is to join 2 independent clauses together (with the occasional usage of avoiding comma confusion). A colon announces a list or explanation, which means you need an independent clause before using one. A transitory word or phrase is excess information and requires a comma to separate it from the rest of the sentence. For Friday, you will need to complete third hour syntax and the punctuation handout. Yes, you will be called upon so make sure you are completing all of the assignments.
3: The featured item for your class was our first team close read, which allowed students to circle/underline key words and phrases to help understand the passage and its connection with the prompt. How exciting to find zeugma and asyndeton lurking about in the dialogue, ethos, and pathos (amongst other items of note). If you were absent, you will need to pick up this passage prior to our next class, so that you will be prepared for phase 2 of the team close read. Yes, there is a phase 2. Yes, phase 2 involves the writing portion. For Friday's class, you will also need to finish third hour syntax, which can be picked up from me as well.
4: First off, I believe I did not give you the syntax handout for third hour. Oops on my part. I guess we shall tackle that assignment during Thursday's class. Meanwhile, we finished up The Reader passage and spent the remainder of the class hanging out with Alcott for a team close read. When you are close reading, you are circling/underlining/notating anything and everything that stands out to you - words, phrases, images. Eventually, everything will come together into a strategy. For next class, we will finish the team close read with our last group and then move into the writing portion. Don't forget it will be a D Day (not a historical allusion), so we will be shorted 15 minutes.
7: At the start, we completed the vocab quiz for unit 14. As mentioned in class, we will take a brief hiatus from vocab so that we may have time to finish up the syntax unit and start up diction. Afterwards, we spent quality time with The Reader passage, finding polysyndeton, juxtaposition, tone shifts, and lots of emphasis on point of view and the author's diction, For homework, finish the syntax practices for third hour.
Monday, October 9, 2017
The Syndetons
Fourth hour probably has an inkling of this, but we will be taking a week off from vocab to finish up syntax and begin our diction study. In addition, the next close reading club will meet this Wednesday, and we will be using an old AP Lang prompt for practice. After our close reading clubs, you are welcome to take any of the prompts home to practice writing as well.
1: We began with vocab experts, finishing off the 15 words, preparing for a review session tomorrow, prepping for a quiz over all of the words. We then completed your toolbox quiz #2, which is to help you practice identifying terms and taking sentences and breaking these down to determine their strategies. Remember, you may not know every historical, Biblical, or literary reference, but you can use context clues and phrasing to determine if an allusion is present. Last, we looked at samples of polysyndeton & asyndeton and how authors use this technique to suit their purpose. We will be using a sample test to break down syntax and rhetorical strategies tomorrow.
3: We began with the vocab quiz and then spent the rest of the hour looking at polysyndeton and asyndeton and other rhetorical strategies in The Reader excerpt.
4: We commenced with the rhetorical toolbox quiz #2, looked at samples of polysyndeton and asyndeton, and then practiced identifying strategies in The Reader excerpt, which we will finish up tomorrow.
7: We reviewed vocab, which means your quiz is tomorrow. Then, we completed toolbox quiz #2 and looked at examples of polysyndeton and asyndeton for tomorrow's reading excerpt.
1: We began with vocab experts, finishing off the 15 words, preparing for a review session tomorrow, prepping for a quiz over all of the words. We then completed your toolbox quiz #2, which is to help you practice identifying terms and taking sentences and breaking these down to determine their strategies. Remember, you may not know every historical, Biblical, or literary reference, but you can use context clues and phrasing to determine if an allusion is present. Last, we looked at samples of polysyndeton & asyndeton and how authors use this technique to suit their purpose. We will be using a sample test to break down syntax and rhetorical strategies tomorrow.
3: We began with the vocab quiz and then spent the rest of the hour looking at polysyndeton and asyndeton and other rhetorical strategies in The Reader excerpt.
4: We commenced with the rhetorical toolbox quiz #2, looked at samples of polysyndeton and asyndeton, and then practiced identifying strategies in The Reader excerpt, which we will finish up tomorrow.
7: We reviewed vocab, which means your quiz is tomorrow. Then, we completed toolbox quiz #2 and looked at examples of polysyndeton and asyndeton for tomorrow's reading excerpt.
Friday, October 6, 2017
Some of the Agenda
With 40 minute classes, our agenda was cut short in all of the AP Lang classes. However, every class did have the opportunity to go over seventh hour's syntax handout. You will have one practice next week, and then you shall have a quiz over those 6 types of sentences.
1: Vocab experts continued, seventh hour syntax completed.
3: Vocab review for the quiz on Monday, seventh hour syntax completed, rhetorical toolbox quiz # 2 in the books.
4: Vocab quiz 14 and seventh hour syntax completed.
7: Seventh hour syntax and vocab experts completed.
Syntax will wrap up next week, and then we will be jumping into diction!
1: Vocab experts continued, seventh hour syntax completed.
3: Vocab review for the quiz on Monday, seventh hour syntax completed, rhetorical toolbox quiz # 2 in the books.
4: Vocab quiz 14 and seventh hour syntax completed.
7: Seventh hour syntax and vocab experts completed.
Syntax will wrap up next week, and then we will be jumping into diction!
Wednesday, October 4, 2017
Surprise, Surprise
I hope fourth hour is not reading this. So, fourth hour, stop reading this blog right now! Now that it is Thursday, you call read the blog.
All classes continued forward with vocab experts, analyzing patterns of syntax in conjunction with purpose, and writing to a prompt for Cindy Syntax. For homework, you are to identify all of seventh hour's syntax (highlighters optional).
In first hour today, we spent a little time on prepositional phrases, what they are, what purpose they serve, and how they do not create a dependent clause. So, here are a few links to help any of you are unfamiliar with prepositions, phrases, and the like.
https://www.englishgrammar101.com/module-6/prepositions/lesson-1/prepositions-and-prepositional-phrases
https://www.englishgrammar101.com/module-6/prepositions/lesson-11/commas-with-prepositional-phrases
http://www.k12reader.com/term/dependent-clause/
http://www.quickanddirtytips.com/education/grammar/what-is-a-subordinate-clause
All classes continued forward with vocab experts, analyzing patterns of syntax in conjunction with purpose, and writing to a prompt for Cindy Syntax. For homework, you are to identify all of seventh hour's syntax (highlighters optional).
In first hour today, we spent a little time on prepositional phrases, what they are, what purpose they serve, and how they do not create a dependent clause. So, here are a few links to help any of you are unfamiliar with prepositions, phrases, and the like.
https://www.englishgrammar101.com/module-6/prepositions/lesson-1/prepositions-and-prepositional-phrases
https://www.englishgrammar101.com/module-6/prepositions/lesson-11/commas-with-prepositional-phrases
http://www.k12reader.com/term/dependent-clause/
http://www.quickanddirtytips.com/education/grammar/what-is-a-subordinate-clause
Tuesday, October 3, 2017
All About That Cindy
Syntax week (or week and a half) continues as we work on fourth hour's syntactical samples and work in groups to share the syntactical patterns of sections and then chapters as a whole. If you were absent today, you will need to do as much syntactical analysis as possible on the entire chapter - that includes the "Big 6" syntax forms and additional rhetorical strategies connected with syntax. You will need all of this information for tomorrow's class as we work on identifying overall patterns of syntax, looking at examples on how to bring in evidence in paragraphs, and - as you may have surmised - be ready to write to a prompt regarding the syntax in the essay.
1: Vocab experts began - finally! - and then we continued into fourth hour syntax, which needs to be completed for tomorrow's class. In groups, you shared your syntactical findings, which you will use for homework to identify patterns of syntax utilized by Orenstein in her text. Be ready for vocab, syntax, Cindy patterns, and a lot more tomorrow.
3: Vocab experts continued forward as we have completed 12 words at this point. Afterwards, you finished up the back side of fourth hour's syntax samples and reconvened in groups to share your syntactical identifications. For homework, look over Cindy and see what patterns you notice in Orenstein's syntax.
4: We finished up the last of unit 4, which means a review on Thursday and a quiz on Friday. Following our vocab excursion, you finished identifying your class syntax and worked in groups to share all those syntactical forms in which Orenstein peppers her passage. For homework, look over Cindy and see what patterns exist in the introductory chapter.
7: We added four more words to the kitty today, and then you completed the fourth hour syntax handout. To round out the hour, you worked with your group and a new group to study the syntax of Cindy, which will be needed for tomorrow's discussion of syntactical patterns. Make sure you have some notes jotted down regarding these patterns.
For all classes, I would recommend looking over the entirety of the Cindy passage - even if you have heard about syntax from your classmates, you may want to have greater ethos and understanding of syntax throughout the whole text.
And, a new addition arrived last night. Ingram and Tango are happy to announce they have a new baby sister named Elinor Octavia. She is named after Elinor Dashwood and for her place as the eighth rabbit that I have been fortunate to love. At close to three months, she is an absolute cuddle bunny, very curious while playing with her toys and her big sister, and a strong eater. The picture below is from her baby cage (you should see her big girl cage that is about twice the size), the location where we have already begun litterbox training.
1: Vocab experts began - finally! - and then we continued into fourth hour syntax, which needs to be completed for tomorrow's class. In groups, you shared your syntactical findings, which you will use for homework to identify patterns of syntax utilized by Orenstein in her text. Be ready for vocab, syntax, Cindy patterns, and a lot more tomorrow.
3: Vocab experts continued forward as we have completed 12 words at this point. Afterwards, you finished up the back side of fourth hour's syntax samples and reconvened in groups to share your syntactical identifications. For homework, look over Cindy and see what patterns you notice in Orenstein's syntax.
4: We finished up the last of unit 4, which means a review on Thursday and a quiz on Friday. Following our vocab excursion, you finished identifying your class syntax and worked in groups to share all those syntactical forms in which Orenstein peppers her passage. For homework, look over Cindy and see what patterns exist in the introductory chapter.
7: We added four more words to the kitty today, and then you completed the fourth hour syntax handout. To round out the hour, you worked with your group and a new group to study the syntax of Cindy, which will be needed for tomorrow's discussion of syntactical patterns. Make sure you have some notes jotted down regarding these patterns.
For all classes, I would recommend looking over the entirety of the Cindy passage - even if you have heard about syntax from your classmates, you may want to have greater ethos and understanding of syntax throughout the whole text.
And, a new addition arrived last night. Ingram and Tango are happy to announce they have a new baby sister named Elinor Octavia. She is named after Elinor Dashwood and for her place as the eighth rabbit that I have been fortunate to love. At close to three months, she is an absolute cuddle bunny, very curious while playing with her toys and her big sister, and a strong eater. The picture below is from her baby cage (you should see her big girl cage that is about twice the size), the location where we have already begun litterbox training.
Monday, October 2, 2017
Fourth Hour's Syntax
Thank you to fourth hour for your plethora of syntax samples that featured band thoughts, Scholar Quiz advertisements, random frog and rabbit conflict, and Brett's self-aggrandizing note. We will be using these sentences tomorrow too - so make sure you have your handout with you. (And, look forward to the other classes helping our practices during this week and, possibly, into next week.)
1: We began with the fourth hour syntax practice and then ended the hour with Cindy syntax - the purpose, the style of syntax, other elements of syntax (anaphora, hypophora, epistrophe, polysyndeton, asyndeton). For homework, groups are to highlight their assigned pages for specific syntax and any other syntactical strategies of notice.
3, 4, 7: After vocab experts today, we spent quality time with fourth hour's syntax. Then, you had a short time to reconvene with your groups and ask questions about Cindy syntax - which is due tomorrow!
1: We began with the fourth hour syntax practice and then ended the hour with Cindy syntax - the purpose, the style of syntax, other elements of syntax (anaphora, hypophora, epistrophe, polysyndeton, asyndeton). For homework, groups are to highlight their assigned pages for specific syntax and any other syntactical strategies of notice.
3, 4, 7: After vocab experts today, we spent quality time with fourth hour's syntax. Then, you had a short time to reconvene with your groups and ask questions about Cindy syntax - which is due tomorrow!
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