Here are the notes from class on Monday, August 22nd on the elements of short stories.
Tuesday, August 23, 2011
Welcome Class of 2015!
Tuesday, January 26, 2010
Week 4: Jan 25-29
A writing assignment was given on Tuesday:
Purpose: Use literature to persuade an audience to change its attitude toward risk.
Audience:
1. peers (students roughly your age)
2. does not share your attitude toward risk
3. very familiar with 3 works under discussion
Evidence: Use “Two Sisters of Persephone”
“Gallipoli”
“The Road Not Taken”
(choose 2 of 3. Not all three!)
Counterargument: Required
Introduction: Funnel with thesis
Persuasion: Use pathos, ethos, and/or logos
Draft #1 Due Monday, 2/1
Length: 900-1000 words
Purpose: Use literature to persuade an audience to change its attitude toward risk.
Audience:
1. peers (students roughly your age)
2. does not share your attitude toward risk
3. very familiar with 3 works under discussion
Evidence: Use “Two Sisters of Persephone”
“Gallipoli”
“The Road Not Taken”
(choose 2 of 3. Not all three!)
Counterargument: Required
Introduction: Funnel with thesis
Persuasion: Use pathos, ethos, and/or logos
Draft #1 Due Monday, 2/1
Length: 900-1000 words
Monday, January 11, 2010
Week 2: January 11-15
Mon. 2nd period finished reading "A Sound of Thunder" and began working on the assignment: page 514,#1-7; one full page is the minimum length. Please write in complete sentences.
Tues.1st period received the "Sound of Thunder" assignment today. 2nd and 5th periods worked on editing. We discussed the difference between editing and proofreading. Editing, the more complex process, leads to suggestions for the writer about purpose, audience, meaning, and credibility. A good editor wants you to express yourself as clearly as possible; he is your friend!
Also, the persuasive techniques of pathos, logos, and ethos were introduced, and common popular examples were discussed.
Tues.1st period received the "Sound of Thunder" assignment today. 2nd and 5th periods worked on editing. We discussed the difference between editing and proofreading. Editing, the more complex process, leads to suggestions for the writer about purpose, audience, meaning, and credibility. A good editor wants you to express yourself as clearly as possible; he is your friend!
Also, the persuasive techniques of pathos, logos, and ethos were introduced, and common popular examples were discussed.
Wednesday, January 6, 2010
Spring Semester, Week One (Jan. 4- 8)
Mon. Welcome back! We reviewed the final and practiced sentence combining.
Tues. Students composed some thoughts on CHANGE. The topic: "What needs to change?"
In order to do this, we brainstormed things on world, country, school, and home level. Then, a K-W-L chart helped us to identify what we know and what we want to know about our topic. Students then wrote 250 words in class on their topic.
Wed. Notes on building credibility (which you'll be quizzed on):
1. Use facts
2. Understand other points of view
3. have an approporiate focus (don't try to "do to much")
4. think about your audience ahead of time
5. "Say what you mean, mean what you say..."
Thurs. Class examined a letter to the editor and discussed credibility issues of the writer. Students identified at credibility issues in 4 of the 5 areas introduced in yesterday's class. After discussion, students wrote a rebuttal letter, keeping in mind the need to maintain their own credibility.
1st period was a little different: this class received notes on the persuasive methods of pathos, ethos, and logos. We then studied a poster and identified where the techniques were being used, how they interact, and how effective they were.
Fri. Students discussed cause and effect, and read Ray Bradbury's short story "Sound of Thunder."
Tues. Students composed some thoughts on CHANGE. The topic: "What needs to change?"
In order to do this, we brainstormed things on world, country, school, and home level. Then, a K-W-L chart helped us to identify what we know and what we want to know about our topic. Students then wrote 250 words in class on their topic.
Wed. Notes on building credibility (which you'll be quizzed on):
1. Use facts
2. Understand other points of view
3. have an approporiate focus (don't try to "do to much")
4. think about your audience ahead of time
5. "Say what you mean, mean what you say..."
Thurs. Class examined a letter to the editor and discussed credibility issues of the writer. Students identified at credibility issues in 4 of the 5 areas introduced in yesterday's class. After discussion, students wrote a rebuttal letter, keeping in mind the need to maintain their own credibility.
1st period was a little different: this class received notes on the persuasive methods of pathos, ethos, and logos. We then studied a poster and identified where the techniques were being used, how they interact, and how effective they were.
Fri. Students discussed cause and effect, and read Ray Bradbury's short story "Sound of Thunder."
Saturday, December 5, 2009
Week 15: Dec. 1-4
Monday: Holiday. Mr. Brandt plays golf and shoots an all-time record 98 at Davis Muni. Roaring throngs of fans pursue him afterwards, demanding an autograph.
Tuesday: Back to school. Sentence diagrams were introduced. Maybe not as fun as golf, but close. Basic parts of speech, parts of a sentence, parts of a predicate, and types of phrase were discussed and diagrammed.
Wed: More diagramming, this time including compound subjects, compound verbs, adjective phrases, adverb phrases, and direct objects.
Thurs: No grammar! Students instead began preparing their Odyssey group presentations. Groups divided up their sections by line number, and began planning their tableaux.
Fri: 2nd day of group preparation for Tuesday's due date.
Tuesday: Back to school. Sentence diagrams were introduced. Maybe not as fun as golf, but close. Basic parts of speech, parts of a sentence, parts of a predicate, and types of phrase were discussed and diagrammed.
Wed: More diagramming, this time including compound subjects, compound verbs, adjective phrases, adverb phrases, and direct objects.
Thurs: No grammar! Students instead began preparing their Odyssey group presentations. Groups divided up their sections by line number, and began planning their tableaux.
Fri: 2nd day of group preparation for Tuesday's due date.
Friday, November 13, 2009
Week 14: Nov. 16-20
Mon.Students received a copy of the Odyssey group project, which is a group oral presentation of section of the epic to be presented Dec. 8-10. Class practiced writing Homeric similes.
Tues. From the Odyssey, students read "The Land of the Dead" as well as "Scylla and Charybdis". Class once again practiced writing Homeric similes.
Wed. Preposition quizzes are coming this week! Classes wrote and shared Homeric similes for the third time, then read about the Cattle of the Sun God, Helios.
Thurs. Fourth round of Homeric similes, plus continued reading of the Odyssey. We're rapidly approaching the conclusion.
Fri. All 3 classes finished reading "The Odyssey". Odysseus and Penelope are reunited (and it feels so good!).
Tues. From the Odyssey, students read "The Land of the Dead" as well as "Scylla and Charybdis". Class once again practiced writing Homeric similes.
Wed. Preposition quizzes are coming this week! Classes wrote and shared Homeric similes for the third time, then read about the Cattle of the Sun God, Helios.
Thurs. Fourth round of Homeric similes, plus continued reading of the Odyssey. We're rapidly approaching the conclusion.
Fri. All 3 classes finished reading "The Odyssey". Odysseus and Penelope are reunited (and it feels so good!).
Monday, November 9, 2009
Week 13: Nov. 9-13
Mon. Assignments this week include posting outside reading comments to edublogger and memorizing prepositions on pg. 28 of HH (1st two columns). Also, the third draft of Autobiographical Narrative assignment is due on Friday for 1st period, on Monday for 2nd period.
Students checked in their outside reading choices today, and read pp. 651-654 in HA (Homer's Invocation and Calypso's Island). Questions were provided as well, which students worked on in class.
Tues. Class read Homer's account of Calypso's Island out loud, and prepared a drawing of 4 parts of the story. Details need to be included, with references to specific lines.
Wed. Happy Veteran's Day!
Thurs. Class read a lengthy chunk of the Odyssey, including Odysseus' self-introduction, his account of departure from Troy and troubles with Cicones, encounters with Lotus Eaters and Polyphemus the Cyclops.
Fri. Students demonstrated their prowess at memorizing and reciting preposition. I announced that Ch. 3 of Holt Handbook would be the grammar focus for the final exam.
Students worked on Ex. 1 on pg. 72, which dealt with Adjective Phrases.
Students checked in their outside reading choices today, and read pp. 651-654 in HA (Homer's Invocation and Calypso's Island). Questions were provided as well, which students worked on in class.
Tues. Class read Homer's account of Calypso's Island out loud, and prepared a drawing of 4 parts of the story. Details need to be included, with references to specific lines.
Wed. Happy Veteran's Day!
Thurs. Class read a lengthy chunk of the Odyssey, including Odysseus' self-introduction, his account of departure from Troy and troubles with Cicones, encounters with Lotus Eaters and Polyphemus the Cyclops.
Fri. Students demonstrated their prowess at memorizing and reciting preposition. I announced that Ch. 3 of Holt Handbook would be the grammar focus for the final exam.
Students worked on Ex. 1 on pg. 72, which dealt with Adjective Phrases.
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