NICKEL AND DIMED
Unit 3: What do I want out of life?
SYLLABUS
RI.11-12.1 I CAN CITE STRONG AND THOROUGH TEXTUAL EVIDENCE TO SUPPORT
ANALYSIS.

Read the syllabus closely and annotate the
following:
Underline important points
 Question mark next to items that need clarification

NARRATIVE JOURNAL ENTRY
W.11-12.3 I CAN WRITE A NARRATIVE
TO DEVELOP REAL OR IMAGINED EXPERIENCES OR
EVENTS USING EFFECTIVE TECHNIQUE, WELL-CHOSEN DETAILS, AND WELL-STRUCTURED
EVENT SEQUENCES.


Answer the unit’s essential question in narrative
form: What do I want out of life?
Unit Intro
Major Text: Nickel and Dimed
 Writing Piece: informational

LEARNING TARGETS SELF-ASSESSMENT






Read along as we talk about the learning targets for
this unit.
Circle words you don’t know.
Identify the type of standard: reading, writing,
speaking.
In the middle column, paraphrase the standard or tell
me what you need to know more about.
Before we begin the unit, asses your current
knowledge and ability on a scale of 1 to 5, 1 being the
lowest and 5 being the highest.
On the back, make a Plus/Delta T-chart:
Plus – things you enjoy about this class so far
 Delta – things you would like to change or add to this class

ACT READING DIAGNOSTIC #3
I can locate or infer the main idea of a
passage; I can understand the author’s
approach in a passage.
I can locate and make inferences about
important details in a passage.
I can draw generalizations and conclusions
about people, ideas, and so on in passages.
NARRATIVE JOURNAL ENTRY
W.11-12.3 I CAN WRITE A NARRATIVE TO DEVELOP REAL OR IMAGINED EXPERIENCES
OR EVENTS USING EFFECTIVE TECHNIQUE, WELL-CHOSEN DETAILS, AND WELLSTRUCTURED EVENT SEQUENCES.

Describe a time when you learned something that
was new and difficult. Explain the process, the
hard work, and the payoff.
NICKEL AND DIMED INTRODUCTION

Close Reading Complex Passages:
1.
2.
3.
4.
5.
_______________ long sentences into parts; find the main
subject and verb, then look at each additional phrase.
Look for _______________ such as and, or, however that will
help you understand the relationships between ideas.
Look for ________________ for unknown words, such as
restated ideas, definitions, examples, and contrasts.
Identify _______________________ : If long sentences contain
pronouns (he, she, it, they), reread the text to make sure
you what the pronoun refers to.
____________ : restate each section in your own words.
NICKEL AND DIMED INTRODUCTION

Close Reading Complex Passages:
1.
2.
3.
4.
5.
Break down long sentences into parts; find the main
subject and verb, then look at each additional phrase.
Look for conjunctions such as and, or, however that will
help you understand the relationships between ideas.
Look for context clues for unknown words, such as
restated ideas, definitions, examples, and contrasts.
Identify pronoun antecedents: If long sentences contain
pronouns (he, she, it, they), reread the text to make sure
you know what the pronoun refers to.
Paraphrase: restate each section in your own words.
NICKEL AND DIMED INTRODUCTION

Close Reading Complex Passages:

Break down



Conjunctions




Circle unknown words
Draw lines to possible context clues
In the margin, write your inference of the meaning of the word
Pronoun antecedents:


Circle conjunctions and explain the purpose of conjunctions in the margin
Context clues


Underline the main idea of the sentence
Add each additional phrase and think about how it relates to the main
subject/verb.
Circle pronouns (it, this, that) underline and draw lines to antecedents
Paraphrase:

Restate the most difficult sentences in your own words in the margin
OUTLINING
RI.11-12.2 I CAN DETERMINE TWO OR MORE CENTRAL IDEAS OF A TEXT AND
ANALYZE THEIR DEVELOPMENT OVER THE COURSE OF THE TEXT; I CAN PROVIDE
AN OBJECTIVE SUMMARY OF THE TEXT.
1)
Main idea of section
a)
b)
c)
d)
2)
Detail
Detail
Detail
Detail
Main idea of section
a)
b)
c)
d)
Detail
Detail
Detail
Detail
1)
Different from “real”
low wage workers
a)
b)
c)
d)
Only temporary low
wage lifestyle
Will always have
real-life assets
Aim was just to see
if income could
match expenses
Previously had
brushes with
poverty
INFORMATIONAL JOURNAL ENTRY
W.11-12.2 I CAN WRITE INFORMATIVE/EXPLANATORY TEXTS TO EXAMINE AND CONVEY
COMPLEX IDEAS, CONCEPTS, AND INFORMATION CLEARLY AND ACCURATELY THROUGH THE
EFFECTIVE SELECTION, ORGANIZATION, AND ANALYSIS OF CONTENT.
Think of a sport, hobby, or career you are
interested in.
 List all the words associated with that field.
 Write a paragraph about your field using as
many of the words as you can.


FOR EXAMPLE:
Exercise
 Cardio, strength training, warm up, cool down, abs,
triceps, biceps, quads,

ACADEMIC VOCABULARY
L.11-12.4 I CAN ACQUIRE AND USE GENERAL ACADEMIC AND DOMAIN-SPECIFIC
WORDS AND PHRASES.
Academic Vocab
Definition
Immersion
Figurative language
Literal language
Diction
Connotation
Denotation
Jargon/Domain-specific language
Text structure
Rhetoric
Aesthetic impact
Irony
Satire
Understatement
Hyperbole
Simile
Metaphor
Personification
Juxtaposition
special words associated with a particular field or domain
Example
JARGON / DOMAIN-SPECIFIC LANGUAGE
L.11-12.4 I CAN ACQUIRE AND USE GENERAL ACADEMIC AND DOMAIN-SPECIFIC
WORDS AND PHRASES.

Domain-Specific Scattegories
Choose a writer for your group and designate one
sheet of paper
 Two minutes per category/domain
 For each category or domain, list as many domain
specific/jargon words that you can think of.
 One point per word

Music
 Video Games
 Military
 Sports
 Language Arts

JARGON / DOMAIN-SPECIFIC LANGUAGE
L.11-12.4 I CAN ACQUIRE AND USE GENERAL ACADEMIC AND DOMAIN-SPECIFIC
WORDS AND PHRASES.

How would using domain-specific language allow
for better word choice?
Precise word choice
 Appropriate style & tone

What are the domains in the introduction of
Nickel and Dimed?
 List the career jargon found in the introduction
to Nickel and Dimed.

JARGON / DOMAIN-SPECIFIC LANGUAGE
L.11-12.4 I CAN ACQUIRE AND USE GENERAL ACADEMIC AND DOMAIN-SPECIFIC
WORDS AND PHRASES.

Choose one of your jargon lists and write an
informative paragraph describing the topic using
as many of the words as possible in a logical and
distinct way.
ACADEMIC VOCABULARY
L.11-12.4 I CAN ACQUIRE AND USE GENERAL ACADEMIC AND DOMAIN-SPECIFIC
WORDS AND PHRASES.
Academic Vocab
Definition
Immersion
The act of being deeply involved or engaged
Figurative language
Literal language
Diction
Connotation
Denotation
Jargon/Domain-specific language
Text structure
Rhetoric
Aesthetic impact
Irony
Satire
Understatement
Hyperbole
Simile
Metaphor
Personification
Juxtaposition
special words associated with a particular field or domain
Example
INFORMATIONAL WRITING TASK
W.11-12.2 I CAN WRITE INFORMATIVE/EXPLANATORY TEXTS TO EXAMINE AND CONVEY
COMPLEX IDEAS, CONCEPTS, AND INFORMATION CLEARLY AND ACCURATELY THROUGH
THE EFFECTIVE SELECTION, ORGANIZATION, AND ANALYSIS OF CONTENT.

Brainstorm possible points of view to research
through immersion
It should be able to be experienced on a small scale
by the end of Thanksgiving break
 It should relate to a topic that you can research with
print and digital sources

Circle the one you plan on pursuing
 Write a timeline for your immersion experience
 Share your immersion plan and timeline
 List domain-specific language associated with
your immersion experience

ARGUMENTATIVE JOURNAL ENTRY
W.11-12.3 I CAN WRITE ARGUMENTS
TO SUPPORT CLAIMS USING VALID
REASONING AND SUFFICIENT EVIDENCE.

Which section of the ACT is the most difficult:
Reading or English? Support your opinion with
examples and personal anecdotes.

ACT Reading
Main Idea and Author’s Approach
 Generalizations and Conclusions
 Supporting Details


ACT English
Organization
 Word Choice
 Punctuation

ACT READING DIAGNOSTIC #3
I can locate or infer the main idea of a
passage; I can understand the author’s
approach in a passage.
I can locate and make inferences about
important details in a passage.
I can draw generalizations and conclusions
about people, ideas, and so on in passages.
ACT READING DIAGNOSTIC #3 ANALYSIS



Read the passage from the Diagnostic.
On a separate sheet of paper, summarize each
paragraph in three sentences or less.
Complete the close reading steps for any sentences that
are confusing or complicated.





Break down main phrase and then look at additional
phrases
Conjunctions
Context Clues for unknown words
Pronoun Antecedents
Paraphrase – restate the sentence in your own words
ACT READING DIAGNOSTIC #3 ANALYSIS

Identify the type of question:




Identify the content the question is asking about:






Main Ideas and Author’s Approach
Generalizations and Conclusions
Supporting Details
main point
author’s opinion about __________
explanation of __________
(specific detail)
author’s approach of __________
Identify the location of the content:





Passage
second paragraph
lines 10-29
last paragraph
“specific quote”
ACT READING DIAGNOSTIC #3 ANALYSIS
MODEL QUESTION #1
1.
2.
3.
4.
5.
Main Ideas and Author’s Approach
“main point”
“passage” – entire passage
The correct answer is B because the author continually
focuses on “how experiences after birth”
Incorrect answers:
ONLY discussed in the fourth paragraph.
B. CORRECT
C. not the main point.
D. never directly compared and is only a minor detail.
A.
ACT READING DIAGNOSTIC #3 ANALYSIS

Analyze the assigned questions with your group,
while I conference with each student about
his/her ACT Reading and English scores.
INFORMATIONAL JOURNAL ENTRY
W.11-12.2 I CAN WRITE INFORMATIVE/EXPLANATORY TEXTS TO EXAMINE AND CONVEY
COMPLEX IDEAS, CONCEPTS, AND INFORMATION CLEARLY AND ACCURATELY THROUGH THE
EFFECTIVE SELECTION, ORGANIZATION, AND ANALYSIS OF CONTENT.


Describe a commercial you have seen recently.
Explain why it was effective.
Take out your vocabulary log.
ACADEMIC VOCABULARY
L.11-12.4 I CAN ACQUIRE AND USE GENERAL ACADEMIC AND DOMAIN-SPECIFIC
WORDS AND PHRASES.
Academic Vocab
Definition
Immersion
The act of being deeply involved or engaged
Figurative language
Literal language
Diction
Connotation
Denotation
Jargon/Domain-specific language
Special words associated with a particular field or domain
Text structure
Rhetoric
The art of using language in order to make a point
Aesthetic impact
Irony
Satire
Understatement
Hyperbole
Simile
Metaphor
Personification
Juxtaposition
Fig. lang. that places opposite ideas near each other
Example
RHETORIC
RI.11-12.6: I CAN ANALYZE AN AUTHOR’S POINT OF VIEW AND USE OF RHETORIC
IN AN INFORMATIONAL TEXT.
Repetition:
Parallelism:
Examples:
Examples:
Antithesis:
Exclamation:
Examples:
Examples:
RHETORIC
RI.11-12.6: I CAN ANALYZE AN AUTHOR’S POINT OF VIEW AND USE OF
RHETORIC IN AN INFORMATIONAL TEXT.

Repetition: repeating an idea using the same words


Parallelism: repeating a structure with different words


Makes point by drawing attention to a pattern
Antithesis: juxtaposition of strongly contrasting words,
images, or ideas


Emphasizes a point
Makes points through comparison
Exclamation: an emotional statement, often indicated in
texts by an exclamation mark

Gives urgency and draws attention to a point
RHETORIC
RI.11-12.6: I CAN ANALYZE AN AUTHOR’S POINT OF VIEW AND USE OF
RHETORIC IN AN INFORMATIONAL TEXT.

With your smart device, navigate to the Unit 3 page of
my website:
Clarkenglish3honors.wikispaces.com/unit+3 (NO SPACES)

Complete your organizer by adding the commercial and
text examples.
RHETORIC
RI.11-12.6: I CAN ANALYZE AN AUTHOR’S POINT OF VIEW AND USE OF RHETORIC
IN AN INFORMATIONAL TEXT.

Repetition: restating an idea using the same words
“The war is inevitable – and let it come! I repeat it, sire, let it come!”
(Patrick Henry)
 Head On


Parallelism: repeating a grammatical structure
“With malice toward none; with charity for all…” (Abraham Lincoln)
 XBOX Invitation


Antithesis: juxtaposition of strongly contrasting words,
images, or ideas
“…ask not what your country can do for you – ask what you can do for
your country.” (John F. Kennedy)
 —
Kia


Exclamation: an emotional statement, often indicated in texts
by an exclamation mark


“…as for me, give me liberty or give me death!” (Patrick Henry)
Old Navy
RHETORIC
RI.11-12.6: I CAN ANALYZE AN AUTHOR’S POINT OF VIEW AND USE OF RHETORIC
IN AN INFORMATIONAL TEXT.

On a new sheet of paper,. create or recreate an ad
campaign that uses rhetorical devices

Creative Option – Commercial


Creative Option – Print Ad


Script a commercial using at least one rhetorical device
Draw a print ad that uses at least one rhetorical device
Conventional Option – recreate current ad

Describe a current advertising campaign that uses at least one
rhetorical device
On the back, explain the rhetorical device used.
 Extra credit for using multiple devices!
 DUE TOMORROW!

RHETORIC
RI.11-12.6: I CAN ANALYZE AN AUTHOR’S POINT OF VIEW AND USE OF RHETORIC
IN AN INFORMATIONAL TEXT.

Choose one of the rhetorical devices and describe it.
Explain how the device supports an author’s purpose or
point of view. Give an example from today’s lesson and
specifically explain how the device supported the author’s
purpose.
IMMERSION AND RESEARCH PLAN
1.
What is the topic of your immersion and research plan?
2.
What is the timeline of your immersion experience?
3.
What do you already know about your immersion topic?
4.
What has prevented you from experiencing this area in
the past?
5.
Develop a list of possible research questions about your
immersion topic. What do you hope to learn about your
topic through your immersion experience and research?
IMMERSION EXPERIENCE LOG
This log will serve as documentation of your
immersion experience.
 Detailed notes should be taken throughout the
experience to record the process as well as your
thoughts, reactions, and reflections.
 If your experience is ongoing or occurs in
multiple sessions, use additional paper to
continue your log.
 If possible or applicable, supplement your
experience with photo and video documentation.

EVALUATING SOURCES

What does it mean to evaluate?

Evaluate: To judge whether something has value
Why should we evaluate our sources of research?
Michael Scott on Wikipedia, State Farm Commercial
 Determine whether the following sources are “good” or
bad”:
newspaper
tabloid
encyclopedia
blog
online database
movies
documentaries
wikis
journal article

EVALUATING SOURCES
Authority: What are the author’s credentials? Who is the
publisher or website sponsor?
 Does the source look official or homemade?
 Choose websites with .org, .gov, or .edu instead of .com
 Whenever possible, use databases instead of search
engines
 Applicable: Does the source answer your research
questions? Is the research recent?

EVALUATING SOURCES ACTIVITY

Evaluate the following websites to see if they are good
resources for the following research question:
“Why do people become vegetarians?”

Using the graphic organizer, decide whether or not
each site it is a good source. Then do the same for a
site you find on your own topic:
How Many Vegetarians Are There?
 Being Vegetarian in Japan
 Being a Vegetarian

RESEARCH NOTES
Research question
 Source information
 Quotes (when wording is specific wording is
worth repeating exactly)
 Paraphrase – restate in YOUR OWN WORDS
(not worth quoting but specific details are
important)
 Summarize – condense in YOUR OWN WORDS
(main points are important but specific details
are not)
 Jargon/Domain-specific words related to topic

RHETORICAL DEVICES

Persepolis Chapter 1

Access the first chapter of the graphic novel:
clarkenglish3honors.wikispaces.com/Unit+3
Rhetorical device
Use of rhetorical
device in frame
Explanation of point
of view/purpose
Exclamation
Repetition
All the people are upset
and raising their fists
Lots of people were
upset about the
revolution
Parallelism
All the girls are using
the veil, but in
different, bad ways
They hate and don’t
understand the veil
antithesis
One group of women
fights for the veil and
the others against it
Shows how the country
is divided
RHETORICAL DEVICES


Choose one image that represents an example of rhetoric
and draw it on the top half of your paper. (25 points)
On the bottom half, explain how the rhetoric helps show
Marji’s point of view or purpose.
Topic sentence that identifies rhetorical device and frame (25
points)
 Description of rhetorical device in frame (25 points)
 Explanation of how rhetorical device in frame shows point of
view (25 points)


On the first page of the graphic novel, the author uses the
rhetorical device of parallelism in the frame with the
children on the playground. The parallelism appears as each
set of girls uses the veil in a different way: jumping rope
with the veil, being a monster with the veil, performing
executions in the name of the veil, and playing horse with
the veil. These different examples show how the author
believes the veil is bad. The veil is hot; the veil is a monster;
the veil brings about executions; the veil brings about
domination.
INFORMATIONAL JOURNAL ENTRY
W.11-12.2 I CAN WRITE INFORMATIVE/EXPLANATORY TEXTS TO EXAMINE AND CONVEY
COMPLEX IDEAS, CONCEPTS, AND INFORMATION CLEARLY AND ACCURATELY THROUGH THE
EFFECTIVE SELECTION, ORGANIZATION, AND ANALYSIS OF CONTENT.



SIT IN GROUPS; grab a book
Take out your academic vocabulary log and
reading log.
Review the rhetorical devices we have studied
over the past two weeks. Explain how
understanding rhetorical devices might improve
your appreciation of literature and life.
Academic Vocab
Definition
Immersion
The act of being deeply involved or engaged
Figurative language
Literal language
Diction
The choice and use of words and phrases in speech and writing
Connotation
Denotation
Jargon/Domain-specific language
Special words associated with a particular field or domain
Text structure
Rhetoric
The art of using language in order to make a point
Aesthetic impact
When an author’s choices in diction and text structure
contribute to the artistic nature of a text
Irony
Satire
Understatement
Hyperbole
Simile
Metaphor
Personification
Juxtaposition
Fig. lang. that places opposite ideas near each other
Example
RHETORICAL DEVICES STATIONS
RI.11-12.6 I CAN ANALYZE AN AUTHOR’S USE OF RHETORIC IN A TEXT.
“What to the Slave Is the Fourth of July?” by
Frederick Douglass
 Rhetorical Device Shopping
 Wikipedia.org

1.
Items that are written in a different shade
and numbered should be answered on the
article.
RHETORICAL DEVICES
RI.11-12.6 I CAN ANALYZE AN AUTHOR’S USE OF RHETORIC IN A TEXT.

“What to the Slave Is the Fourth of July?” by
Frederick Douglass

1.
2.
Grab four different colored crayons, one for each of
the rhetorical devices
As you read, highlight examples of rhetoric
with the crayons.
In the space between paragraphs, explain how
the rhetorical device helps make the author’s
point more clear, convincing, or engaging.
RHETORICAL DEVICES
RI.11-12.6 I CAN ANALYZE AN AUTHOR’S USE OF RHETORIC IN A TEXT.
Rhetorical Device Shopping
 Find an ad that represents each type of rhetorical
device.

1.
2.
Find and describe an ad that represents
each type of rhetorical device.
Based on the rhetoric, explain which
product you would be most likely to buy
and explain why.
RHETORICAL DEVICES
RI.11-12.6 I CAN ANALYZE
AN AUTHOR’S USE OF RHETORIC IN A TEXT.
Wikipedia Rhetorical Devices list
 Look up “rhetorical techniques” on Wikipedia.org;
click into several different techniques we have
not studied.

1.
2.
Find three new rhetorical devices that you
understand and describe them.
For each new rhetorical device, identify or
create an example.
Academic Vocab
Definition
Immersion
The act of being deeply involved or engaged
Figurative language
Literal language
Diction
The choice and use of words and phrases in speech and writing
Connotation
Denotation
Jargon/Domain-specific language
Special words associated with a particular field or domain
Text structure
A pattern for organizing text
Rhetoric
The art of using language in order to make a point
Aesthetic impact
When an author’s choices in diction and text structure
contribute to the artistic nature of a text
Irony
Satire
Understatement
Hyperbole
Simile
Metaphor
Personification
Juxtaposition
Fig. lang. that places opposite ideas near each other
Example
INFORMATIONAL TEXT STRUCTURES
BOOKLET






Grab two sheets of blank paper and fold them to create
a booklet.
Label the front page: “Informational Text Structures”
Write your name on the front cover.
Label each page with a text structure and write the
definition.
Cut the sample paragraphs out; work with your group
to decide the correct text structure for each paragraph
and glue them onto the correct page.
Leave the bottom half of each page empty.
INFORMATIONAL TEXT STRUCTURES
1.
2.
3.
4.
5.
6.
7.
Cause/Effect: analyzing why something occurred or
speculating about what its consequences will be
Classifying: grouping items by their similarities or
breaking down a large category
Comparing/Contrasting: highlighting the similarities
and differences between items
Definition: getting at the meaning of something
Description: telling details of how something looks,
sounds, smells, feels, or tastes
Narration: presenting information as a story
Process: telling how something is done
Studies now indicate that the inclination to take
high risks may be hardwired into the brain, intimately
linked to arousal and pleasure mechanisms, and may
offer such a thrill that is functions like an addiction.
The tendency probably affects one in five people,
mostly young males, and declines with age. It may
ensure our survival, even spur our evolution as
individuals and as a species. Risk taking probably
bestowed a crucial evolutionary advantage, inciting
the fighting and foraging of the hunter-gatherer.
-Paul Roberts, “Risk”
James U. McNeal, a professor of marketing at
Text A&M University, is considered America’s leading
authority on marketing to children. In his book Kids
as Customers (1992), McNeal provides marketers with
a thorough analysis of “children’s requesting styles
and appeals.” He divides juvenile nagging tactics into
seven major categories. A pleading nag is one
accompanied by repetitions of words like “please” or
“mom, mom, mom.” A persistent nag involves
constant requests for the coveted product and may
include the phrase “I’m gonna ask just one more
time.” Forceful nags are extremely pushy and may
include subtle threats, like “Well, then, I’ll go and ask
Dad.” Demonstrative nags are the most high risk,
often characterized by full-blown tantrums in public
places, breath holding, tears, a refusal to leave the
store.
-Erik Schlosser, Fast Food Nation
The family resemblance between football and
war is, indeed, striking. Their languages are similar:
“field general,” “long bomb,” “blitz,” “take a shot,”
“front line,” “pursuit,” “good hit,” “the draft,” and so
on. Their principles and practices are alike: mass
hysteria, the art of intimidation, absolute command
and total obedience, territorial aggression, censorship,
inflated insignia and propaganda, blackboard
maneuvers and strategies, drills, uniforms, marching
bands, and training camps. And the virtues they
celebrate are almost identical: hyper-aggressiveness,
coolness under fire, and suicidal bravery.
-John McMurtry, “Kill ‘Em! Crush ‘Em! Eat ‘Em Raw!”
The very words citizenship carries with it a
connotation of place, a “citizen” being, literally, the
inhabitant of a city. Over the years the word has, of
course, accumulated a number of associated
meanings…and the word has come to stand in for such
concepts as participation, equality, and democracy.
The fact that the concept of locality is deeply
embedded in the word citizen suggests that it is also
fundamental to our current understanding of these
other, more apparently abstract words.
-Ursula Huws, “Women, Participation, and Democracy
in the Information Society”
Characteristics of multiple sclerosis are sudden
attacks, called exacerbations, followed by remissions,
and these I have not had. Instead, my disease has
been slowly progressive. My left leg is now so weak
that I walk with the aid of a brace and a cane, and for
distances I use an Amigo, a variation on the electric
wheelchair that looks rather like an electrified kiddie
car. I no longer have much use of my left hand. Now
my right side is weakening as well. I still have the
blurred spot in my right eye. Overall, thought, I’ve
been lucky so far.
-Nancy Mairs, “On Being a Cripple”
My first victim was a woman – white, well
dressed, probably in her late twenties. I came upon
her late one evening on a deserted streeth in Hyde
Park, a relatively affluent neighborhood in an
otherwise mean, impoverished section of Chicago. As I
swung onto the avenue behind her, there seemed to be
a discreet, uninflammatory distance between us. Not
so. She cast back a worried glance. To her, the
youngish black man – a broad six feet two inches with
a beard and billowing hair, both hands shoved into the
pockets of a bulky military jacket – seemed
menacingly close. After a few more quick glimpses, she
picked up her pace and was soon running in earnest.
Within seconds she disappeared into a cross street.
-Brent Staples, “Black Men and Public Space”
Fast food French fries are made from a baking potato like
an Idaho russet, or any other variety that is mealy, or starchy,
rather than waxy. The potatoes are harvested, cured, washed,
peeled, sliced, and then blanched – cooked enough so that the
insides have a fluffy texture but not so much that the fry gets soft
and breaks. Blanching is followed by drying, and drying by a thirtysecond deep fry, to give the potatoes a crisp shell. Then the fries are
frozen until the moment of service, when they are deep-fried again,
this time for somewhere around three minutes. Depending on the
fast-food chain involved, there are other steps interspersed in this
process. McDonald’s fries, for example, are briefly dipped in a sugar
solution, which gives them their golden-brown color; Burger King
fries are dipped in a starch batter, which is what gives those fries
their distinctive hard shell and audible crunch. But the result is
similar. The potato that is first harvested in the field is roughly 80
percent water. The process of creating a French fry consists,
essentially of removing as much of that water as possible – through
blanching, drying, and deep-frying – and replaced it with fat.
-Malcolm Gladwell, “The Trouble with Fries”

Quiz on Friday:
Academic vocab words: immersion, diction, jargon,
text structure, rhetoric, aesthetic impact,
juxtaposition
 Two contextual vocab words from Nickel and Dimed
 Rhetorical devices: exclamation, repetition,
parallelism, antithesis
 Text structures: cause/effect, classification,
compare/contrast, definition, description, narration,
process


Reading log
By page 30, should have at least five log entries
 Extra credit for each additional entry

INFORMATIONAL TEXT STRUCTURES –
CLUE WORDS

Clue Words/Transitions







Cause/effect: as a result, because, so, therefore, affects
Classification: category, divide
Compare/contrast: although, but, however, in contrast,
instead, on the other hand, similarly, likewise, resemblance
Definition: connotation, meaning, literally, word, concept
Description: characteristics, for example,
Narration: personal pronouns (I, my), later, before,
meanwhile
Process: then, step, next, first, finally, process
INFORMATIONAL TEXT STRUCTURES –
GRAPHIC ORGANIZERS
Topic:
1
2
3
Thing
1
Effect
Cause
Event #1
•Detail
•Detail
Event #2
•Detail
•Detail
Event #3
•Detail
•Detail
Meaning
Other
Meanings
Origin
Detail:
Detail:
Detail:
Word
Effect
Effect
Thing
2
Formal
definition
Your
definition
Category
Example Example Example

Quiz on Friday:





Academic vocab words
Two contextual vocab words from Nickel and Dimed
Rhetorical devices: exclamation, parallelism,
antithesis, repetition
Text structures
Extra credit: types of evidence
INFORMATIONAL TEXT STRUCTURES

Examine and describe the relationship between text
structures and evidence.
Text Structures
Evidence
Cause/effect
Facts: ideas accepted as true
Classification
Statistics: Numerical data produced through
research
Compare/contrast
Examples: Specific instances that illustrate
general statements
Definition
Authorities: experts on the subject
Description
Anecdotes: brief narratives
Narration
Scenarios: hypothetical situations
Process
Textual evidence: quotations, paraphrases,
summaries
INFORMATIONAL TASK PREWRITE

Eating a
pretzel
Talked to
my dad
THESIS:
Map out your introduction with THESIS, body,
and conclusion using the text structures and
evidence
•Pretended I was Bavarian
•Annoyed by friends with accent
English
•Told him the story
•Found out my ancestors are Bavarian
•As I began to look into the language, culture,
and cuisine of this country, I made many
connections with my own life.
•Many
English
words are
German
German
•Many
German
words
sound
similar to
English
German
cuisine
German culture
Literature:
Brothers
Grimm
Architecture:
Cinderella’s
castle
Religion:
Martin
Luther
Learning
German
Pretzels
Researching
Germany
Traveling to
Germany
Jaegersnitzle
More than
Nazis
Bratwurst,
saurkraut
INFORMATIONAL TASK PREWRITE

For each paragraph:
Choose a text structure: cause/effect, classification,
compare/contrast, definition, description, narration,
process
 Write the topic and evidence/details you will use in the
text structure


MODEL

Introduction – narration – interest in Germany




Liked a pretzel, pretended to be Bavarian
Found out my ancestors actually are Bavarian
THESIS: Research and experienced German culture
Body paragraph: classification – types of German food



Pretzels
Jaegersnitzel
Bratwurst
INFORMATIONAL JOURNAL ENTRY
Explain which text structures are most useful in
an introduction.
 Explain which text structures are most useful in
a conclusion.

INFORMATIONAL TASK - CONCLUSIONS

Text structures: cause/effect, narration

Ways of ending:






Restate your main point
Discuss the implications or significance
End with an anecdote
Refer to the beginning
Propose some action
Discuss which ending will work best for your
paper.
INDEPENDENT READING

By next Friday:
Read through page 49 (end of “Serving in Florida”)
 12 reading log entries; 2 points extra credit for each
additional log entry
 4 vocab words and completed exercise at the bottom;
extra credit for additional words and exercise on the
second vocab page


Due WEDNESDAY

Complete handwritten rough draft
CLOSE READING: RHETORIC, STRUCTURE,
SUPPORTING DETAILS
Map out 18 boxes on a sheet of paper, 9 on each
side
 List the following in boxes on a sheet of paper:

Types of rhetoric (4)
 Text structures (7)
 Supporting details/types of evidence (7)

As you watch the film, identify as many of the
above as possible based on the narration, events,
and images.
 For each piece you identify, make a note or write
a quote about it.

Exclamation
Repetition
Parallelism
Antithesis
Cause/effect
Classification
Compare/contrast
Definition
Description
Narration
Process
Facts
Statistics
Anecdotes
Examples
Authorities
Scenarios
Textual Evidence
CLOSE READING: RHETORIC, STRUCTURE,
SUPPORTING DETAILS

Analyze the use of rhetoric, structure, or supporting details
in the documentary.
Topic sentence that identifies text and element being discussed
 Specific examples from text
 Explanation of how examples/use of element enhances or reveals
the narrator’s purpose or point of view



NAME OF DOCUMENTARY: Super Size Me
NAME OF NARRATOR: Morgan Spurlock
In the documentary Super Size Me, Morgan Spurlock uses a
variety of supporting details, including evidence from
authorities. He interviews lawyers, doctors, and even the
former U.S. surgeon general. For instance, one of the lawyers
explains how McDonalds markets to children. By pulling in
expert opinions he reinforces the idea that McDonald’s
promotes unhealthy habits.
DRAFTING
W.11-12.2
Prewrite with text structures: cause/effect,
classification, compare/contrast, definition, description,
narration, process
 Use different types of evidence: facts, statistics,
examples, anecdotes, authorities, scenarios, textual
evidence
 Handwritten rough draft DUE TOMORROW!
 Attempt to use rhetorical devices:

Exclamation
 Repetition
 Parallelism
 Antithesis

UNIT 3 REVIEW
Complete the crossword puzzle using academic
vocab log, text structure booklet, and memory.
 There is no room for “and” in the puzzle spaces,
so compare and contrast would just be
“comparecontrast”.
 Mark out #12 across, it’s misprinted

NICKEL AND DIMED READING LOG
Due with ACT test
 12 log entries, first vocab sheet completed
 2 points extra for each additional log entry or
vocab square

Repetition
Antithesis
Exclamation
Parallelism
Cause/effect
Classification
Compare/Contrast
Definition
Description
Narration
Process
Facts
Statistics
Examples
Anecdotes
Authorities
Scenarios
Textual evidence
CLOSE READING: RHETORIC, STRUCTURE,
SUPPORTING DETAILS

Analyze the use of rhetoric, structure, or supporting details
in the documentary.
Topic sentence that identifies text and element being discussed
 Specific examples from text
 Explanation of how examples/use of element enhances or reveals
the narrator’s purpose or point of view



NAME OF DOCUMENTARY: Super Size Me
NAME OF NARRATOR: Morgan Spurlock
In the documentary Super Size Me, Morgan Spurlock uses a
variety of supporting details, including evidence from
authorities. He interviews lawyers, doctors, and even the
former U.S. surgeon general. For instance, one of the lawyers
explains how McDonalds markets to children. By pulling in
expert opinions he reinforces the idea that McDonald’s
promotes unhealthy habits.
UNIT 3 ASSESSMENTS

Monday:




Tuesday:



ACT Reading Proficiency
Reading log due
Wednesday:


Reading Practice Test
Academic Vocabulary review
complete Nickel and Dimed reading log
Informational On Demand Writing
Thursday:
Academic Vocabulary quiz
 SuperSize Me quiz


Friday: edit papers in lab
ACT READING PROFICIENCY ASSESSMENT
#3
Take out reading log and place on desk; take out
something to write with.
 Once finished with assessment, turn test over
and keep on desk.
 Complete reading log, read a book, or work on
another assignment.
 Trade and grade

INFORMATIONAL ON DEMAND WRITING

Analyze writing prompt
Situation: what are you writing about?
 Purpose: why are you writing?
 Audience: who are you writing to?
 Mode: how are you writing?


Prewrite: plan out purpose statement with three topics, text
structures, supporting details







Intro: Low wage jobs affect Americans because they can’t afford
housing, they get little or no rest, and they have no benefits.
Body #1: can’t afford housing
Body #2: little or no rest
Body #3: benefits
Conclusion: personal anecdote about not having a home
Write draft
Proofread and edit draft
UNIT 3 REVIEW

Respond to the below in a short paragraph:
Describe one thing in this unit that you enjoyed.
 Describe one thing in this unit that could be changed
and improved.
 The ACT is MARCH 4th!!! What do you think we
should be doing to prepare?

Meet with your group to compile your
suggestions.
 Share out to the class.

1.
2.
UNIT 3 REVIEW

Academic Vocabulary
Review
Go over crossword puzzle
 Sort Terms
 Categories: Rhetorical
Devices, Text Structures,
Supporting Details
 Draw lines to connect
rhetorical devices, text
structures, and supporting
details that intertwine or
work well together.

3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Exclamation
Compare contrast
Examples
Parallelism
Narration
Anecdotes
Repetition
Cause/effect
Scenarios
Definition
Authorities
Process
Statistics
Classification
Facts
Textual evidence
Description
Antithesis
UNIT 3 REVIEW
Rhetorical Devices
Text Structures
Supporting Details
Exclamation
Cause/effect
Facts
Repetition
Classification
Statistic
Parallelism
Compare/contrast
Examples
Antithesis
Definition
Authorities
Description
Anecdotes
Narration
Scenarios
Process
Textual evidence
UNIT 3 REVIEW – GROUP BINGO/ESSAY

Analyze the use of rhetorical device, text structure, or
supporting details in the documentary.
Topic sentence that identifies text and element being discussed
 Specific examples from text
 Explanation of how examples/use of element enhances or reveals
the narrator’s purpose or point of view



NAME OF DOCUMENTARY: Super Size Me
NAME OF NARRATOR: Morgan Spurlock
In the documentary Super Size Me, Morgan Spurlock
uses a variety of (rhetorical devices, text structures, OR
supporting details) including ____________________. For
example, (thoroughly describe, explain, or quote example).
This support the film’s point that (restate a message or
argument of the documentary) by (explain how the
device/structure/or detail strengthens the argument).
ACADEMIC VOCABULARY QUIZ
Terms/definitions
 SuperSize Me Bingo
 Rhetoric/Structure/Details essay


Analyze the use of rhetorical device, text structure, or
supporting details in the documentary.
WRITING FOLDERS

Put evidence of your writing and
communications:
On Demand samples
 Reading logs
 Daily work


Only include samples that reflect good effort (no
“incompletes”
Rank
each word in the following
groups as negative, positive, or
neutral:
 Unattractive, simple, ugly
 Home, residence, ghetto
 Thin, skinny, bony
 Job, career, employment
 Confident, arrogant, sure
Academic Vocab
Definition
Immersion
The act of being deeply involved or engaged
Figurative language
Literal language
Diction
The choice and use of words and phrases in speech and writing
Connotation
Association that a word calls to mind beyond dictionary definition
Denotation
The objective meaning of a word found in a dictionary
Jargon/Domain-specific language
Special words associated with a particular field or domain
Text structure
A pattern for organizing text
Rhetoric
The art of using language in order to make a point
Aesthetic impact
When an author’s choices in diction and text structure contribute to the
artistic nature of a text
Irony
Satire
Understatement
Hyperbole
Simile
Metaphor
Personification
Juxtaposition
Fig. lang. that places opposite ideas near each other
CONNOTATION AND DENOTATION
Write down three words with strong connotation.
 Discuss why the author chose these words as
opposed to other words with similar denotations.

CONNOTATION
Words have shades of meaning that sway the
reader emotionally.
 Why is it important to understand connotation?


Find the tone/mood
Happy
 Sad
 Sarcastic
 Controlling
 Angry


Find the truth
Relocation center
 Prison
 Concentration camp

CHAMELEON SCHLEMIELEON
PATRIC S. TRAY
The Brainiac. The Nerd. Not anymore.
A midsemester move to a new school.
A chance for a new identity.
Algebra. First day. First period. Sitting
in the back with the cool people hoping
to clique, I finish my exam long before
anyone else.
Doubting my calculations, the teacher
grades it aloud: 100.
I’ve failed.

Intelligent


Genius


An exceptional natural capacity of intellect,
especially as shown in creative and original work.
Brainiac


Having good understanding or high mental capacity
A highly intelligent person
Algebra

The branch of mathematics that deals with general
statements of relations.
NICKEL AND DIMED
BARBARA EHRENREICH
I start to own the place. Out of the way, Sam,
this is Bar-Mart now. I patrol the perimeter with my
cart, darting in to pick up misplaced and fallen items,
making everything look spiffy from the outside. I
don’t fondle the clothes, the way customers do; I slap
them into place, commanding them to hang straight,
at attention, or lie subdued on the shelves in perfect
order. In this frame of mind, the last thing I want to
see is a customer riffling around, disturbing the place.
In fact, I hate the idea of things being sold – uprooted
from their natural homes, whisked off to some closet
that’s in God-knows-what state of disorder. I want
ladies’ wear sealed off in a plastic bubble and trucked
away to some place of safety, some museum of retail
history.
CONNOTATION MAD LIBS
Identify the tone/mood you are trying to create: ________.
 Change the underlined words to have the same
denotation, but a different connotation based on the
mood you want to create.
Emily entered the empty room. As she glanced at
the curtains, their red color held her eye for a moment.
At first, she failed to notice the chair between the two
windows, but as she looked down, she was surprised to
find a coin in the center of the plush cushion. The silver
shined from the dark blue velvet. Before she picked it up,
she looked around in hesitation. Was somebody
watching? She wasn’t sure. So, it should not have been a
surprise to her when, as she reached for the coin, she
heard a loud thud behind her.

I HEAR AMERICA SINGING
WALT WHITMAN
I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be blithe
and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off
work,
The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing
as he stands,
The woodcutter's song, the ploughboy's on his way in the morning, or at noon intermission or at sundown,
The delicious singing of the mother, or of the young wife at work,
or of the girl sewing or washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day—at night the party of young
fellows, robust, friendly,
Singing with open mouths their strong melodious songs.
I, TOO, SING AMERICA
LANGSTON HUGHES
I, too, sing America.
I am the darker brother.
They send me to eat in the
kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.
Besides,
They'll see how beautiful I am
And be ashamed—
I, too, am America.