The next two weeks:
IT IS PRACTICE TIME!!!!! We have learned a lot of tools – we are still learning some. We have gathered a toolbox of how to annotate.
We have learned some methods for organizing an analytical essay. We are now going to practice these reading/writing skills intensively for
two more weeks. Then, we are going to start making some more moves. It’s practice time folks! Notice the points for the writing assignments
increase as the next two weeks progress. We still have some scaffolding (class discussions, OD not read and written in 40 minutes yet) for the
next two week; this scaffolding for analysis of an author’s style/purpose will be decreased after these next two weeks.
Remember our first set of goals:

Rhetorical Triangle - ethos, logos, pathos
audience, word, author/writer/communicator

Abstract & Concrete and the relationships between the two in reading, analysis, writing, synthesis

Claim & Evidence and the relationship between the two in reading, analysis, writing, synthesis

The rhetorical toolbox basics: diction, tone, organization

Syntax & Grammar: the 4 basic sentence structures, long/short

The questions What? (subject matter) Why? (for what purpose?) & How? (rhetoric)

The difference between repeating/summary/understanding and reacting to/engaging with & how to do both.

How to find purpose for annotations and methods for annotating effectively.
Monday 9/9
Austen/Dickens OD
Annotations, outline, and essay are
basis for our conference this week.
OD Essay: 30 points formative
(10 points work complete; 20 points
graded OD)
Conference: 10 points formative
Revised Essay: 40 points summative
Return “Elmo” Essays
HW: None. Did I really say that?
Nope; I wrote that.
Okay, but I meant, be ready for your
conference.
And it goes without saying that you
should be studying for RT #3
throughout the week.
Tuesday 9/10
Return syntax pop-quiz.
Wednesday 9/11
LATE START
Mini-lesson: Concrete (Thing One)
and Abstract (Thing Two)
Whole class discussion: “The Santa Ana”
Where are the shifts?
Begin reading Joan Didion’s “The
Santa Ana” (1967). Each person has
a focus for annoation. There will be
overlap in what you annotate based
on your focus. Don’t worry.
1. diction and tone
2. organization (other RT)
3. Imagery – 5 senses
4. Pathos – what emotions
and what emotional
distance?
ALL:

Where are the shifts in this
piece?

Highlight the 3-5 significant
abstract lines.
Small Group Work & Presentation:
Thing One and Thing Two.
Whole class: What are the abstract
lines?
HW:
Make sure you have finished your
individual annotations today. Make
sure you are able to articulate the
shifts.
What is the literal point developed in
each section?
What is the relationship to and
development of the abstract point?
HW: Read the 2001 AP Prompt: Mary
Oliver’s “Owls.” Annotate to mark the
shifts you identify. These shifts might be
based on one or more of the elements we
have discussed as worthy of annotation
in order to see an author’s patterns:

Details

Word choice including verbs and
verb tense or pronouns

Figurative language and/or
rhetorical devices.

Syntax

Hmm, tone (See above)

Concrete (Thing One); Abstract
(Thing Two)
Thursday 9/12
Friday 9/13
Review RT #3 practice answers
Rhetorical Terms Quiz #3
2001 AP prompt: Mary Oliver’s
“Owls”
Differentiated discussion
Thing One(s) – the literal point about
the Owls and the flowers
Thing Two(s) – the metaphorical
point about ?????
TBD Probably end to “Owls” discussion.
And/or
Write time to outline for Monday’s OD.
HW:
Make sure you are ready for RT #3
Other homework TBD
HW:
1) Make sure you are ready to turn in
your revised version of
Austen/Dickens if you have not
already done that.
2) Write your small outline for your
“Owls” on demand essay on
Monday.
The next two weeks:
Monday 9/16
Last Day to turn in Revised
Austen/Dickens essay
OD – “Owls”
OD Essay: 60 points summative
No revision or conference
HW: Complete a close, critical reading
of Mike Royko’s “A Faceless Man’s
Plea” (1973) and annotate to mark
the shifts you identify. These shifts
might be based on one or more of the
elements we have discussed as worthy
of annotation in order to see an
author’s patterns:

Details

Word choice including verbs and
verb tense or pronouns

Figurative language and/or
rhetorical devices.

Syntax

Hmm, tone (See above)
Tuesday 9/17
Royko’s “A Faceless Man’s Plea”
class discussion

Shifts

Purpose

Context
HW: Read Ernie Pyle’s “The
Horrible Waste of War” (1944) and
annotate to mark the shifts you
identify. These shifts might be
based on one or more of the
elements we have discussed as
worthy of annotation in order to see
an author’s patterns:

Details

Word choice including verbs
and verb tense or pronouns

Figurative language and/or
rhetorical devices.

Syntax

Hmm, tone (See above)
Wednesday 9/18
Pyle’s “The Horrible Waste of War” class
discussion.

Shifts

Concrete/Abstract

Topics – what is this piece about?

Context
HW: Based on the topic you choose inclass, write a complex and accurate thesis
statement that asserts what Pyle’s
opinion on the topic is based on the
evidence in the essay. Be sure to have
your evidence marked.
Our next steps will be to begin the College Application Essay small unit Sept. 23-27 – HOMECOMING WEEK!
We will also begin our first IRA at this time.
Thursday 9/19
Review RT #4 practice answers
Friday 9/20
Rhetorical Terms Quiz #4
Class debate on Pyle’s central claim.
Overview of Royko/Pyle writing
assignment. Overview of options.
HW: Study for your RT Quiz #4
TBD
Most likely, an examination of claim
statements.
HW: Royko or Pyle essay due on
Monday for writer’s workshop. Final
version of the essay is due on
Wednesday. No revisions of the final
essay; this essay will only be peer
conferenced, not one-on-one with
me.
Final Essay: 75 points summative.