1 & 3: We continued with our vocabulary experts, then we went over the second syntax handout, then we learned about polysyndeton - the use of multiple conjunctions in syntax - and asyndeton - the lack of conjunction use in syntax. We analyzed a few samples, which will help us next week we look at a text for syndeton usage.
Monday will be the syntax quiz -- this one will be points. I highly recommend you review your handouts and practice identifying sentence structures for ultimate success and syntactical superiority.
7: You had your Cindy Syntax prompt today! At the end of the hour, you received your second syntax practice, which will need to be completed for Monday's class.
Friday, September 30, 2016
Wednesday, September 28, 2016
Cindy Syntax Continues
1: To continue our Cindy Syntax, you worked in a new group composed of representatives from each section of the text. I enjoyed my group immensely - Audrey, Jessie, Jared, and Jerald brought so much to the table with strategies, syntactical purposes, and overall purposes. I can't wait to read their final analysis and see how our group work helped with mature analysis.
After our group work, you wrote your first full prompt in a 45 minute timed environment. This 45 minutes includes a suggested 5 minute prepping stage and a suggested 40 minute writing stage.
Following our prompt work, we began Vocab Unit 14 with its first four words, and you received syntax handout 2, which will need to be completed for Friday's class work.
3: To continue our Cindy Syntax, you met in your original groups and clarified syntax types and patterns in your given text section. Then, you worked in a new group composed of representatives from the other textual sections to learn about the syntax throughout the text and determine overall syntactical patterns and textual purposes.
After all of this preparation, you wrote your first full prompt in a 45 minute timed environment. The 45 minutes allowed for a suggested 5 minute prewriting stage and a suggested 40 minute writing stage.
Following the Cindy Syntax prompt, we added four new vocabulary words for Unit 14, and you received syntax handout 2, which will be utilized in class on Friday.
7: Our class was all about Cindy today as we transitioned from Cindy Purpose to Cindy Syntax. After finishing purpose identification, you formed groups to identify the specific forms of syntax utilized in part of the text. Before leaving your original group, you also determined patterns of syntax that you would then share with your new group comprised of representatives from other text sections. As your new group continued forward, you also spent quality time looking at the text as a whole and how Orenstein uses syntactical patterns and purposes.
To end class, you copied down Unit 14 vocabulary and were assigned your next Vocab Expert word. Due to the prompt's duration on Friday, we will begin vocabulary on Monday.
For our next class, you will be writing the prompt for this text. Make sure you have your annotated text with you in order to expedite the prewriting stage and provide you confidence during prompt writing. You do not have a prompt, so there is no outline or prep work to complete prior to class.
After our group work, you wrote your first full prompt in a 45 minute timed environment. This 45 minutes includes a suggested 5 minute prepping stage and a suggested 40 minute writing stage.
Following our prompt work, we began Vocab Unit 14 with its first four words, and you received syntax handout 2, which will need to be completed for Friday's class work.
3: To continue our Cindy Syntax, you met in your original groups and clarified syntax types and patterns in your given text section. Then, you worked in a new group composed of representatives from the other textual sections to learn about the syntax throughout the text and determine overall syntactical patterns and textual purposes.
After all of this preparation, you wrote your first full prompt in a 45 minute timed environment. The 45 minutes allowed for a suggested 5 minute prewriting stage and a suggested 40 minute writing stage.
Following the Cindy Syntax prompt, we added four new vocabulary words for Unit 14, and you received syntax handout 2, which will be utilized in class on Friday.
7: Our class was all about Cindy today as we transitioned from Cindy Purpose to Cindy Syntax. After finishing purpose identification, you formed groups to identify the specific forms of syntax utilized in part of the text. Before leaving your original group, you also determined patterns of syntax that you would then share with your new group comprised of representatives from other text sections. As your new group continued forward, you also spent quality time looking at the text as a whole and how Orenstein uses syntactical patterns and purposes.
To end class, you copied down Unit 14 vocabulary and were assigned your next Vocab Expert word. Due to the prompt's duration on Friday, we will begin vocabulary on Monday.
For our next class, you will be writing the prompt for this text. Make sure you have your annotated text with you in order to expedite the prewriting stage and provide you confidence during prompt writing. You do not have a prompt, so there is no outline or prep work to complete prior to class.
Tuesday, September 27, 2016
Cindy Syntax
1st hour:
- Copied down Vocab Unit 14 and assigned words. We will, time permitting, commence this unit tomorrow.
- As a class, we shared section purposes of Cinderella Ate My Daughter.
- In your chosen groups, each of you became responsible for highlighting 1-2 sentence structures in a page range of the text. Then, you shared your finding with your group, notating the various types of syntax throughout your assigned pages and clarifying patterns of syntax.
Tomorrow, make sure to bring back your text, purpose annotations, and syntactical analysis. You will be in a new group, one composed of people from other page ranges, and you will be sharing your findings to prep for the writing prompt. Once that group work is complete, you will have your writing prompt. I have been asked whether you could have an outline for this writing prompt, which would be quite difficult to do since you do not have a prompt yet. The prompt will be given to you tomorrow. Forecasting an outline would not be appropriate for the assignment or for your time. Hence, NO OUTLINE - just bring your text with you.
3rd hour:
- We started Vocab Unit 14 with 4 new works today. We will, time permitting, continue with four more words tomorrow.
- As a class, we shared section purposes of Cinderella Ate My Daughter.
- In your chosen groups, each of you became responsible for highlighting 1-2 sentence structures in a page range of the text.
Tomorrow, make sure to bring back your text, purpose annotations, and syntactical analysis. You will reconvene with your group and look at the various syntax types and patterns of syntax. You will then be in a new group, one composed of people from other page ranges, and you will be sharing your findings to prep for the writing prompt. Once that group work is complete, you will have your writing prompt. I have been asked whether you could have an outline for this writing prompt, which would be quite difficult to do since you do not have a prompt yet. The prompt will be given to you tomorrow. Forecasting an outline would not be appropriate for the assignment or for your time. Hence, NO OUTLINE - just bring your text with you.
If you were absent, you should identify the types of syntax on pg. 9 so that you may be part of the experience tomorrow.
7th hour:
After we finished the vocabulary quiz, we read Cinderella Ate My Daughter and identified the purpose of each paragraph/section. For homework, finish reading and identifying the purposes - we will use this in class tomorrow! If you want a hint of what is to come, you can read first and third hours' synopses.
Monday, September 26, 2016
Cindy Purpose
All the classes are operating on the same theme, but we seem to be finishing our agenda at different times! Hopefully, this encapsulates everything we did today.
*For all classes, if you miss a vocabulary quiz, rhetorical toolbox quiz, or writing prompt, you have 2 school days to make this up or schedule an appointment to make up the work. Scheduling can occur via person or e-mail.
1: Vocab Quiz 13, followed by the review of Syntax Handout 1. Then, we started reading the first chapter of Cinderella Ate My Daughter, the text that you will use later in the week for a writing prompt. During class, we read about half of the text and then jotted down purposes of each section. For homework, finish up the purposes for each section. We will discuss these purposes and then turn Cindy Purpose into Cindy Syntax, differentiating various forms of syntax and then noting the syntactical patterns throughout the text.
3: We copied down Vocab Unit 14, which we will begin tomorrow and then reviewed the answers for Syntax Handout 1. Then, we used our textbook (it does exist) to review cumulative, periodic, and inverted sentences. Not only did we review structure of these syntactical forms, we analyzed the purpose of each example - for instance, some were to describe, some to indicate cause and effect, some to provide ethos, and so on. All of this set us up to start the first chapter of Cinderella Ate My Daughter, the text that will become your dear friend for the writing prompt this week. During class - for two sections at least - we notated the purposes of each section. For homework, finish up the purposes for the assigned sections. We will discuss these purposes and then move onto Cindy Syntax tomorrow.
7: Since the majority of the class had other duties during seventh hour on Friday, we saved our vocab review for today. Guess what? Yes, your quiz will be tomorrow. Meanwhile, we finished our last meetings on the Banneker prompt and reviewed the answers for Syntax Handout #1. To continue our syntax training, we grabbed a textbook and studied cumulative, periodic, and inverted sentences even further! How so, you ask? We looked at the purpose of each syntactical form and how an author can utilize description, cause and effect, process analysis, persuasive appeals, and all kinds of discourse to further an idea.
*For all classes, if you miss a vocabulary quiz, rhetorical toolbox quiz, or writing prompt, you have 2 school days to make this up or schedule an appointment to make up the work. Scheduling can occur via person or e-mail.
1: Vocab Quiz 13, followed by the review of Syntax Handout 1. Then, we started reading the first chapter of Cinderella Ate My Daughter, the text that you will use later in the week for a writing prompt. During class, we read about half of the text and then jotted down purposes of each section. For homework, finish up the purposes for each section. We will discuss these purposes and then turn Cindy Purpose into Cindy Syntax, differentiating various forms of syntax and then noting the syntactical patterns throughout the text.
3: We copied down Vocab Unit 14, which we will begin tomorrow and then reviewed the answers for Syntax Handout 1. Then, we used our textbook (it does exist) to review cumulative, periodic, and inverted sentences. Not only did we review structure of these syntactical forms, we analyzed the purpose of each example - for instance, some were to describe, some to indicate cause and effect, some to provide ethos, and so on. All of this set us up to start the first chapter of Cinderella Ate My Daughter, the text that will become your dear friend for the writing prompt this week. During class - for two sections at least - we notated the purposes of each section. For homework, finish up the purposes for the assigned sections. We will discuss these purposes and then move onto Cindy Syntax tomorrow.
7: Since the majority of the class had other duties during seventh hour on Friday, we saved our vocab review for today. Guess what? Yes, your quiz will be tomorrow. Meanwhile, we finished our last meetings on the Banneker prompt and reviewed the answers for Syntax Handout #1. To continue our syntax training, we grabbed a textbook and studied cumulative, periodic, and inverted sentences even further! How so, you ask? We looked at the purpose of each syntactical form and how an author can utilize description, cause and effect, process analysis, persuasive appeals, and all kinds of discourse to further an idea.
Friday, September 23, 2016
40 Minutes of Something or Another
With 40 minutes in class and with seventh hour losing several of its members due to assembly commitments, we were limited in our agenda today. However, here is what happened...
1: Vocab Review, analysis of cumulative, periodic, and inverted sentences in the textbook (remember, look at purpose and tone of these syntactical styles), syntax handout, which will be completed for Monday's class.
3: Finish meetings, vocab quiz 13, syntax handout, which will be completed for Monday's class. I do have digital copies for those absentees if they would like them.
7: Ideally, we will continue with our meetings, review vocab, and commence the syntax handout, which will be completed for Monday's class.
1: Vocab Review, analysis of cumulative, periodic, and inverted sentences in the textbook (remember, look at purpose and tone of these syntactical styles), syntax handout, which will be completed for Monday's class.
3: Finish meetings, vocab quiz 13, syntax handout, which will be completed for Monday's class. I do have digital copies for those absentees if they would like them.
7: Ideally, we will continue with our meetings, review vocab, and commence the syntax handout, which will be completed for Monday's class.
Wednesday, September 21, 2016
Banneker Meetings
Brevity...
1: Finished Banneker meetings, finished vocabulary unit 13 words, highlighted clauses and identified syntax types, analyzed cumulative and periodic sentences for purpose.
3 & 7: Checked the syntax handout for accuracy, discussed ways to improve verbs in writing, and started meetings for the Banneker prompt.
P.S. Izzy B and Sydney G guessed the exact number: 372.
Tuesday, September 20, 2016
Syntax Week Tuesday
All students turned in their 12 sentences reflecting the 6 styles of syntax.
1: After vocab experts, we focused on verbs today. While verb usage may seem mundane and a throwaway element, verbs reflect your level of diction, your voice, and your analysis of a text. During today's class, you worked on revising the verbs in your Banneker essay and focused on amending these issues:
1: After vocab experts, we focused on verbs today. While verb usage may seem mundane and a throwaway element, verbs reflect your level of diction, your voice, and your analysis of a text. During today's class, you worked on revising the verbs in your Banneker essay and focused on amending these issues:
- Writing in present tense and not past tense.
- Eradicating as many "to be" verbs as possible.
- Substituting redundant or vague verbs with specific, mature diction.
While you worked on revising your essays, I circled around the room for Banneker essay meetings, which we will complete during tomorrow's class. Syntax will return as well, so bring your syntax handout and your highlighters.
3 & 7: After vocab experts, we completed a few rounds of rhetorical toolbox definitions, focusing on strategies, persuasive appeals, and modes of discourse. Then, you grabbed your highlighters and worked on the remaining examples on the syntax handout. Tomorrow, we will be continuing with syntax, discussing verb issues, and meeting about your Banneker prompt.
3 & 7: After vocab experts, we completed a few rounds of rhetorical toolbox definitions, focusing on strategies, persuasive appeals, and modes of discourse. Then, you grabbed your highlighters and worked on the remaining examples on the syntax handout. Tomorrow, we will be continuing with syntax, discussing verb issues, and meeting about your Banneker prompt.
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