As you may have inferred from my implications yesterday, today's class was all about the prompt for Cindy Syntax. As I watch first hour jump right into the writing process, it looks like my hints were read quite well.
Don't forget on Tuesday you have a vocab quiz and the rest of the syntax packet (1,4,7) or vocab experts and page 2 of the syntax packet (3). We will be working with the syndetons, more syntax practices courtesy of fourth hour, a team syntax prompt, and, eventually, a syntax quiz courtesy of third hour's creative writing.
Friday, October 11, 2019
Wednesday, October 9, 2019
Cindy & Her Syntax
4: After going over the second page of the syntax handout (yes, compound sentences can have - shockingly - three independent clauses), the majority of class focused on the excerpt from Cinderella Ate My Daughter, including sharing of purposes for the reading from last evening, identifying all the sentence types in the text, and concluding the overall purpose and syntactical patterns in the passage. If absent, you are expected to have completed the aforementioned purposes and syntax identification on your own for next class as you will need your passage, with any notes that you have, for our Friday work. For Tuesday's class, we will have the vocab quiz for unit 4 and check your answers for the last 2 pages of the syntax handout - highlighting optional at this point, though highly recommended if you are struggling with syntax of find a difficult selection.
1: Same as fourth hour.
3: After going over the first page of the syntax handout (with reminders to note an independent-dependent clause combo as complex and not as a simple sentence), we spent the rest of class on Cinderella Ate My Daughter, including the purposes from the remainder of the reading sections, identifying all of the sentence types in the text, and concluding with overall purpose and syntactical patterns in the passage. If absent, as note in first hour, you are expected to have completed the aforementioned purposes and syntax identification on your own for next class. You will need this passage and all of your notes for Friday's work. For Tuesday's class, you will highlight the second page of the syntax handout and identify the types of syntax and resume with vocab experts.
7: Same as fourth and first hour.
1: Same as fourth hour.
3: After going over the first page of the syntax handout (with reminders to note an independent-dependent clause combo as complex and not as a simple sentence), we spent the rest of class on Cinderella Ate My Daughter, including the purposes from the remainder of the reading sections, identifying all of the sentence types in the text, and concluding with overall purpose and syntactical patterns in the passage. If absent, as note in first hour, you are expected to have completed the aforementioned purposes and syntax identification on your own for next class. You will need this passage and all of your notes for Friday's work. For Tuesday's class, you will highlight the second page of the syntax handout and identify the types of syntax and resume with vocab experts.
7: Same as fourth and first hour.
Tuesday, October 8, 2019
Cindy & Her Purpose
While Cinderella is part of the princess culture and part of Orenstein's title regarding her deep dive into gender roles and their impact of young girls (and boys by connection), the actual character of Cinderella does not play much of a part in our look at the purpose, the why Orenstein writes her first chapter in "chunks" of ethos, exemplification, juxtaposition, and other methodology to convey the confusing realm of parenthood and its myriad of decisions that impact a child forever. Wow - that was a long sentence! In all classes, we started the process of identifying the purposes of the text, and each individual class has their assignment of the remaining text for purpose work. Make sure you have those purposes identified and ready to share. And if you were absent today, you should pick up a copy of the text a.s.a.p. to catch up on those purposes before your next class period.
1 & 4: We finished up vocab, which means review is next. Since the quarter is ending, we may just have the quiz after the review, but that will all depend on finishing up the second page of the syntax handout (with highlighting and identifying the types) and Cinderella Ate My Daughter, both of which are for homework. Can we top "to aggrandize" as a purpose infinitive?
3: We added to our vocab and practiced highlighting the various clauses and identifying the syntax types before our foray into Cinderella Ate My Daughter, which is reading for this evening along with the first page of the syntax handout.
7: We reviewed vocab, which means the quiz will be in the near future. After checking out how you did with identifying clauses and syntax on the second page of the handout, we commenced our look at Cinderella Ate My Daughter. Make sure to finish up identifying the purposes of our Cindy excerpt and complete the third page of the syntax handout.
1 & 4: We finished up vocab, which means review is next. Since the quarter is ending, we may just have the quiz after the review, but that will all depend on finishing up the second page of the syntax handout (with highlighting and identifying the types) and Cinderella Ate My Daughter, both of which are for homework. Can we top "to aggrandize" as a purpose infinitive?
3: We added to our vocab and practiced highlighting the various clauses and identifying the syntax types before our foray into Cinderella Ate My Daughter, which is reading for this evening along with the first page of the syntax handout.
7: We reviewed vocab, which means the quiz will be in the near future. After checking out how you did with identifying clauses and syntax on the second page of the handout, we commenced our look at Cinderella Ate My Daughter. Make sure to finish up identifying the purposes of our Cindy excerpt and complete the third page of the syntax handout.
Monday, October 7, 2019
Yep, Still Syntaxing (That's Probably Not a Verb)
1 & 4: After vocab experts, we reviewed our syntax types and our 11 modes of discourse to prepare for our look at cumulative and periodic sentences and their clauses' purposes and to resume the identification of clauses via highlighting/underlining to ascertain what type of sentence we have on the projector or the page. Finish up page 1 of your 1st & 7th hour syntax - we will go over those tomorrow and then move into a reading selection that will ultimately crescendo into a syntactical analysis.
3: After vocab experts, you now have all 6 types of syntax, and your mission is to compose 2 sentences for each type - hopefully sentences with a little panache and memorability. In addition, make sure you know the 11 modes of discourse.
7: After vocab work, we looked at the breakdown of cumulative and periodic sentences, and then worked with highlighting clauses on the 1st and 7th hour syntax handout. An educated guesstimate (oxymoron?) would be that we will finish page 1 in class, and you will have page 2 for homework.
3: After vocab experts, you now have all 6 types of syntax, and your mission is to compose 2 sentences for each type - hopefully sentences with a little panache and memorability. In addition, make sure you know the 11 modes of discourse.
7: After vocab work, we looked at the breakdown of cumulative and periodic sentences, and then worked with highlighting clauses on the 1st and 7th hour syntax handout. An educated guesstimate (oxymoron?) would be that we will finish page 1 in class, and you will have page 2 for homework.
Friday, October 4, 2019
The Sentences of the AP Exam
In all classes, we are in the midst of vocab, syntactical work, and motivational speeches regarding why it would behoove you to take the AP Lang exam. I may have given you a couple corny analogies, but the last one, the idea of learning to crawl and then moving forward into walking and running should be the one that sticks with you on your journey through a class and life, for that matter.
1: We finished the presentation regarding the AP exam and will resume syntax on Monday. Make sure you know the 11 modes of discourse.
3: We continued forward with syntax and punctuation, completing a practice handout.
4: We finished our 6 types of syntax and you have some sentence writing to do: compose 2 original sentences for each of the types of syntax (simple, compound, complex, c/c, cumulative, periodic) - be creative!
7: We reviewed vocab, syntax, and modes of discourse.
1: We finished the presentation regarding the AP exam and will resume syntax on Monday. Make sure you know the 11 modes of discourse.
3: We continued forward with syntax and punctuation, completing a practice handout.
4: We finished our 6 types of syntax and you have some sentence writing to do: compose 2 original sentences for each of the types of syntax (simple, compound, complex, c/c, cumulative, periodic) - be creative!
7: We reviewed vocab, syntax, and modes of discourse.
Thursday, October 3, 2019
Syntax City
We're all at different stages of syntax and vocabulary! You can find the agenda and specifics of our block day below:
1: After vocab experts, we resumed our syntactical work with compound sentence punctuation, semicolons, colons, and transitional punctuation, complex sentence examples and rules, a punctuation practice handout to ascertain that we all are on the right track with our mechanical understanding of writing, compound-complex sentences, cumulative sentences, and periodic sentences. For homework, you are to write 2 original examples for each of the 6 types of syntax: simple, compound, complex, c/c, cumulative, and periodic. To end the hour, we looked at the 3 prompt styles for the AP exam, and that is where we will resume.
3: After our completion of the Capote prompts and feedback, you copied down vocab unit 14 with the intention of starting class, and then delved into the world of syntax: the differentiation of independent and dependent clauses, subordinating conjunctions, simple sentences, coordinating conjunctions, compound sentences and its punctuation rules, semicolons, colons, transitional punctuation rules, and complex sentences. A lot more to come tomorrow.
4: After vocab experts, we did a lot of syntactical review - and typing this is starting to feel a bit redundant - the differentiation of independent and dependent clauses, subordinating conjunctions, simple sentences, coordinating conjunctions, compound sentences and its punctuation rules, semicolons, colons, transitional punctuation rules, and complex sentences and its punctuation rules, and a practice handout to check our comprehension of punctuation. We will resume tomorrow with the remaining syntactical types.
7: After vocab, we checked your punctuation review handout, introduced the last 3 syntax types of compound-complex, cumulative, and periodic, presented the reasons why it would behoove you to take the AP exam, took breaks with a dancing llama, returned to syntax to identify clauses and sentence types, and took a specific look at modes of discourse - i.e. the 11 you should know for tomorrow. For homework, you are to write 2 original examples for each of the 6 types of syntax: simple, compound, complex, c/c, cumulative, and periodic.
1: After vocab experts, we resumed our syntactical work with compound sentence punctuation, semicolons, colons, and transitional punctuation, complex sentence examples and rules, a punctuation practice handout to ascertain that we all are on the right track with our mechanical understanding of writing, compound-complex sentences, cumulative sentences, and periodic sentences. For homework, you are to write 2 original examples for each of the 6 types of syntax: simple, compound, complex, c/c, cumulative, and periodic. To end the hour, we looked at the 3 prompt styles for the AP exam, and that is where we will resume.
3: After our completion of the Capote prompts and feedback, you copied down vocab unit 14 with the intention of starting class, and then delved into the world of syntax: the differentiation of independent and dependent clauses, subordinating conjunctions, simple sentences, coordinating conjunctions, compound sentences and its punctuation rules, semicolons, colons, transitional punctuation rules, and complex sentences. A lot more to come tomorrow.
4: After vocab experts, we did a lot of syntactical review - and typing this is starting to feel a bit redundant - the differentiation of independent and dependent clauses, subordinating conjunctions, simple sentences, coordinating conjunctions, compound sentences and its punctuation rules, semicolons, colons, transitional punctuation rules, and complex sentences and its punctuation rules, and a practice handout to check our comprehension of punctuation. We will resume tomorrow with the remaining syntactical types.
7: After vocab, we checked your punctuation review handout, introduced the last 3 syntax types of compound-complex, cumulative, and periodic, presented the reasons why it would behoove you to take the AP exam, took breaks with a dancing llama, returned to syntax to identify clauses and sentence types, and took a specific look at modes of discourse - i.e. the 11 you should know for tomorrow. For homework, you are to write 2 original examples for each of the 6 types of syntax: simple, compound, complex, c/c, cumulative, and periodic.
Tuesday, October 1, 2019
The Scintillating Side of Syntax
O.k. I admit the blog title is a little saucy and probably not completely accurate regarding the analysis of sentence structure, but it does offer alliteration and what (maybe?) syntax analysis could become if handled with maturity and originality. Our syntax work covers clauses (i.e. the determinants of syntax), punctuation (or how you should be writing your own sentences), and, most importantly, the sentence types for rhetorical analysis (or the big 6 that fit the majority of structures).
1: We finished our evaluations of the Capote prompt, a favorable exercise in writing and reviewing with the 1-6 system. Then, we copied down unit 14 vocab, which will commence during the block day. Last, we started our syntax unit with the types of clauses, subordinating and coordinating conjunctions, and simple and compound sentences. We will review all of that and return to more syntax.
3: After regrouping with your Capote prompt partners, we began the reading and evaluation portion of the assignment. That will continue on the block day.
4: We copied down unit 14 vocab and then completed our evaluations of the Capote prompt. Syntax will start tomorrow - so be ready for almost 90 minutes of sentences.
7: We started vocab experts for unit 14, reviewed all of the syntax, punctuation, and clauses from last class, and then continued forward with syntax. At this point, you have knowledge of what not to do (comma splices) and what to do with complex sentences, colons, and transitions. At the end of class, you started work on a punctuation practice that we will finish up next time around.
1: We finished our evaluations of the Capote prompt, a favorable exercise in writing and reviewing with the 1-6 system. Then, we copied down unit 14 vocab, which will commence during the block day. Last, we started our syntax unit with the types of clauses, subordinating and coordinating conjunctions, and simple and compound sentences. We will review all of that and return to more syntax.
3: After regrouping with your Capote prompt partners, we began the reading and evaluation portion of the assignment. That will continue on the block day.
4: We copied down unit 14 vocab and then completed our evaluations of the Capote prompt. Syntax will start tomorrow - so be ready for almost 90 minutes of sentences.
7: We started vocab experts for unit 14, reviewed all of the syntax, punctuation, and clauses from last class, and then continued forward with syntax. At this point, you have knowledge of what not to do (comma splices) and what to do with complex sentences, colons, and transitions. At the end of class, you started work on a punctuation practice that we will finish up next time around.
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