| English IV Agenda: Week of April 13 through 17
For this set, you will once again be given a packet to complete based on your analysis of single poem. You will focus on content, form (structure), language, and style and be asked to evaluate/critique each poem based on your analysis. Each “IRLA” is numbered in the packet, and you should use complete sentences to answer the questions.
If you need to review your poetry terminology, you may feel free to use Writer’s Inc., where the terminology begins in section 426.
Your objectives are to review the literary terminology associated with poetry and to practice using these terms in your written analysis of the poems.
IRLA #1: Last set due now. New set. “Habit,” by Jane Hirshfield —content questions.
Work Period: Today we will continue working with the document the “APEC Women and the
Economy Summit,” a speech by former Secretary of State Hillary Clinton, paragraphs 21—44.
Listen as Hillary Clinton delivers the second part of her speech. At this point you should focus on making inferences about Clinton’s underlying attitudes and beliefs about her topic. To that end, you should continue to annotate your text as you listen and come up with statements about which you believe you can make solid inferences.
Review your “Forming Evidence Based Claims” worksheet (from over the break) to assess your related details and EBC. (Please consider volunteering your claim for use as a model tomorrow for learning how to organize claims using the “Organizing Evidence Based Claims” worksheet.)
Wrap-Up: What difficulties are you having with the text? Specifically, what is causing this trouble? What are some strategies we can employ to improve your initial comprehension? (Remember your handout, “Seven Habits of Highly Effective Readers.”) Write out one question you have about a specific area of the text. Turn to the student closest to you and exchange questions. Can you help each other with the answers? Any volunteers to share excellent questions and/or answers?
Mini-lesson and IRLA #2: Last set overdue. Continue with questions on form and structure of the poem “Habit.”
Work Period: By the end of the class today, you should understand the purpose for and how to use the “Organizing Evidence-Based Claims” worksheet.
Preview the worksheets, noting the structure. What do you think the purpose of these worksheets might be? How might you use them? Volunteers to fill in a two point worksheet?
Wrap-Up: What are you finding to be the most difficult part of this process so far? Write out one question you have on an index card and hand it in on your way out the door.
Mini-Lesson and IRLA #3: Review of figurative language, handout on tone, syntax and style. Continue working with the poem with questions on language and style.
Work Period: Today you will work to come up with a fourth and final claim EBC from the Clinton speech. Your goal is to end up with three strong claims that you are able to tie together into a solid analytical essay using all of the evidence you found to support your claims. Fill out the worksheet “Forming Evidence Based Claims” for this new claim, select two more to go with it—that’s right, you can steal the best stuff in the room—and decide on the best organization for the three claims:
What are some possible organizational strategies for ANY academic essay?
Read the “Quick Guide” on academic writing in section 356 of Writer’s Inc. Think about your three claims. Identify your purpose for writing. Think about the form, audience, voice and point of view. Skim sections 357—369. What is one possible organizational strategy for your purpose—in other words, what KIND of essay might you write that ties your three claims together for a specific academic purpose? (See also “Modes of Discourse” on page 4 of the “Tone, Style and Syntax” handout.)
Fill out a two or three point “Organizing Evidence Based Claims” worksheet based on your analysis of your task and purpose. If you honestly feel you will struggle with this task, select the two point graphic organizer. If you want to push yourself (and your score WILL be curved) use the three point organizer.
Wrap-Up: Volunteers to share your thoughts on organizational strategies/essay types? Discuss.
IRLA #4: Due tomorrow upon completion of fifth response. Continue working with “Habit” with the evaluation and critique questions.
Mini-Lesson: What is the purpose of a standard introduction to an academic essay? What do you hope to accomplish in an introduction? Read the introduction to essay of argumentation in section 366 in Writer’s Inc. Which sentence puts forth the thesis? What do you expect to follow in the body of the essay?
Work Period: Review all of your EBCs. Write a strong thesis that ties them together. Share your claims and your thesis with a partner. Answer these questions for each other:
Is the thesis arguable?
Is the thesis a “truism,” that is, so obvious that no one would disagree with it?
Does the thesis address all of the EBCs?
Is the thesis of the right breadth—that is, not so broad as to lack focus and not so narrow as to leave the writer with no room for support or development?
Does the thesis seem reasonably easy to support using the EBCs selected?
Wrap-Up: Volunteers to share thesis statements?
Mini-Lesson and IRLA #5: Due upon completion of response. Review, discuss and fill out the “Dr. Smart Fit” worksheet for “Habit.”
Mini-Lesson: What are transitions? Why are they important in academic writing—what purpose do they serve? Handout: “Connecting Ideas.” You will be expected to understand all of the transitional words and phrases on this handout, the purposes for which each is used, and to begin using them in your academic writing, starting with this essay of argumentation.
Work Period: Handout: “Evidence-Based Argumentation Terms.” You will be expected to be able to define, explain and use these terms in planning and writing your paper.
Relationship to issue
Chain of reasoning
Using your thesis and the handout “Delineating Arguments,” plan your essay and begin drafting your opening (introductory) paragraph.
Wrap-Up: Share your introduction with a NEW partner. Tell each other what you believe will be coming up in the body of the essay based on these introductions. How close were you? Do you need to revise your writing based on your partner’s expectations?