Objectives: The focus of these six weeks will be to initiate students to the analytical process. Activities will primarily deal with annotation skills and identifying textual function. Class readings, including the out-ofschool book, will center on a thematic question: How are human beings valued by society?
TEKS Addressed:
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(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
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(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from the text to support their understanding. Students are expected to analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary works, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning.
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(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
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(15) Writing/Expository and Procedural texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
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(17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
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(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
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(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
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(24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
Book:
1) We Wish to Inform You That Tomorrow We Will Be Killed With Our Families by Philip Gourevitch,
Picador USA Copyright 1998 (students will read book outside of class)
Readings:
1) Chapter 1 Everything’s An Argument
2) “Studies Find Benefits to Advanced Placement Courses” by Jay Mathews
3) “Girl” by Jamaica Kincaid
4) “An Indian Looking-Glass for the White Man” by William Apess
5) “The Perils of Indifference” by Elie Wiesel
Assessments:
1) Vocabulary Quizzes 1-3
2) AP Multiple Choice Language diagnostic exam
3) Multiple Choice Language Exam “Memories of a Dead Man Walking” by Sister Helen Prejean
4) Euthanasia Synthesis Paper
5) Chapter 1 Everything’s an Argument Quiz

Essays:
1) Occasional Paper
2) Book Analysis
3) Social Issue Film/Documentary Essay
Homework:
1) We Wish to Inform You That Tomorrow We Will Be Killed With Our Families by Philip Gourevitch reading Guides and Dialectical Journals
2) Chapters 1 and 2 Everything’s An Argument readings and annotation
Extra Credit Opportunities:
1) Frontline: The Triumph of Evil: 100 Days of Slaughter
2) Valentina’s Nightmare: A Journey into Rwanda Genocide
Session 1:
1) Welcome and name chain
2) Personal data cards
3) Study buddy coordination, exchange phone numbers
Session 2:
1) What Is the Difference Between High School and College Academics? Power Point presentation
2) Distribute and discuss policy handout
3) Rhetorical Devices and SAT vocabulary 1 and practice worksheets
Session 3:
1) Tide commercials discussion prompt - http://www.youtube.com/watch?v=ju4jAfg4p8s&feature=related http://www.youtube.com/watch?v=Mkz4X3wEk1g&feature=related http://www.youtube.com/watch?v=X2cs8gnb42A
2) Lime descriptive writing activity
3) Follow-up discussion – How do distractions affect the message?
Session 4:
1) Revisit topic of distraction and relate to writing
2) Find the Errors editing worksheet
3) Mouse trap discussion prompt - http://courses.knox.edu/theatre121/ImageLinks/MousetrapGame2.jpg
http://www.centralconnector.com/images/mtrp02.gif
4) Goldberg machine with quick write responses http://marynowsky.files.wordpress.com/2006/04/rube_napkin.gif?w=450 http://www.spectrum.usask.ca/schoolchallenge/rube3.jpg
5) Segue to discussion of textual function
Session 5:
1) Textual Functions Power Point
2)
Introduce “Studies Find Benefits to Advanced Placement Courses” article, complete pre-reading prediction activities
3)
Read and think aloud, annotate each paragraph’s textual function and identify marker words
Session 6:
1) Introduce analytical process with visual analysis Velazquez painting

http://laurashefler.net/arthistory2010/wp-content/uploads/2010/07/13-00-Velazquez-Meninas.jpg
http://www.google.com/imgres?imgurl=http://uwacadweb.uwyo.edu/Ashleywy/velazquez-lasmeninas.JPG&imgrefurl=http://uwacadweb.uwyo.edu/Ashleywy/las_meninas.htm&usg=__iEZOyUoMs aXMxDasILxtWgjbf84=&h=900&w=767&sz=331&hl=en&start=22&um=1&itbs=1&tbnid=0Dn85GT hceA43M:&tbnh=146&tbnw=124&prev=/images%3Fq%3Dvelazquez%2Bportrait%2Bof%2Bthe%2Ba rtist%26start%3D18%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D18%26tbs%3Disch:1
2) Read and discuss Marking the Text handout
3)
Revisit “Studies Find Benefits to Advanced Placement Courses” article, complete annotation worksheets and non-fiction analysis sheet
4) Rhetorical PRECIS
Session 7:
1) Vocabulary quiz 1
2) Introduce vocabulary 2, complete practice worksheets
Session 8:
1) Monty Python Argument Clinic video clip http://www.youtube.com/watch?v=kQFKtI6gn9Y
2) Mini-lecture Chapter 1 Everything’s An Argument
3) Small group discussion activity p. 6 of Everything’s An Argument
Session 9:
1) Complete textbook “Respond” activities 1, 3, 4, 6, p. 36-37 Everything’s An Argument (students may work together in small groups)
Session 10:
1) Revisit concept of analysis
2)
Read Toni Morrison’s The Big Box aloud to students, discuss and analyze theme, syntax and diction
3) Write model rhetorical PRECIS
4) In small groups students will do same with children’s book
Sessions 1 and 2: Holiday
Session 3:
1)
Read and discuss “Pausing to Connect” handout for annotation strategy
2) Pre-reading activities “Girl”
3) Read aloud, discuss, annotate textual functions and “pause to connect”
4:
1)
Revisit “Girl”
2) Students work in small groups to complete multiple choice language exam
Whole class discussion and grading
Session 5:
1) Diagnostic pre-test – Multiple Choice Questions English Language and Composition
Session 6:
1) Mini lecture review and Power Point Chapter 1 Everything’s An Argument
Session 7:

1) Review annotation strategies
2)
Read and discuss “Writing in the Margins” annotation handout
3) Read and think aloud “An Indian Looking-Glass for the White Man” and annotate
Session 8:
1) Revisit “An Indian Looking-Glass for the White Man”
2) Students work in small groups to complete multiple choice language exam
3) Whole class discussion and grading
Session 9:
1) Socratic Seminar Chapters 1-9 We Wish to Inform You That Tomorrow We Will Be Killed With
Our Families
Session 10:
1)
Listening Quiz “Ain’t I A Woman” by Soujourner Truth and post discussion on theme
2) Visual analysis of thematic photographs, students will complete analysis template with one photo http://www.flickr.com/photos/alex978/1016152029/ http://www.peaceteam.org.nz/images/death_tolls.jpg
http://www.chilloutpoint.com/images/2009/march/ad_campaigns/best_ad_campaigns07.jpg
Session 1:
1) Vocabulary Quiz 2
2) Introduce vocabulary 3 and complete practice worksheets
Session 2:
3)
Read and discuss “Charting the Text” handout
1) Review example
Session 3:
1) Pre-reading activities “The Perils of Indifference”
2)
Read and think aloud “The Perils of Indifference” with annotations
Session 4:
1) Chart the text – “The Perils of Indifference”
2) Small groups complete rhetorical PRECIS and share with class
Session 5:
1) Overview of synthesis paper
2) Read and think aloud selections on euthanasia, annotate
Session 6:
1) Independent student writing
Session 7:
1) Documentary viewing – Frontline: The Ghosts of Rwanda with notes
Session 8:
1) Independent student work and writing, outlines for documentary analysis essays
Session 9:
1) Vocabulary Quiz 3

2) Introduce vocabulary 4
Session 10:
1) Multiple Choice Language Exam “Memories of a Dead Man”