Today we...
Wrote. Please see below for prompt. We turned in our Week #4 daily writings. Clarified Mrs. Hopkins' late-work policy: as in, she does not accept it unless you have spoken to her directly about needing to submit something late. Not turning an assignment in on time and then later telling/emailing Mrs. Hopkins that it is now turned in and complete and needs to be graded--without any prior discussion--does not get you a grade or a removal of a "missing" assignment. I am more than happy to accommodate difficult schedules, etc., but I cannot do so if you do not let me know what is going on. Mrs. Hopkins returned our Titanic rhetorical device examples. We then had to choose one of those examples to turn into a paragraph, which needed to be completed before the end of class. So, if you found an example of logos and wrote commentary on the assignment turned in yesterday, you needed to simply find another example of logos and use those two quotes to write a two-chunk paragraph.
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Today we... Wrote. Please see below for our writing prompt. Discussed RMS Titanic, and why this story/event appeals to such a wide audience over 100 years later.
Today we... Wrote. Please see below for our prompt. Turned in our SOAPSTone work for "The Man in the Water." Began reading "RMS Titanic." While reading, locate six examples of rhetorical devices. Use at least four different devices. Write two pieces of commentary for each example, explaining how the author uses the devices to get readers to relate to an overall theme of the piece (remember, a theme is a topic plus the author's message about the topic.) Due tomorrow at the beginning of class. . Please see document below for a list of tone words you can use for rhetorical devices as well as SOAPSTone.
Today we... Wrote! Please see below for our prompt. We were introduced to the reading strategy SOAPSTone (see PowerPoint below). We then analyzed "The Unknown Rebel" and "No News for Auschwitz." HOMEWORK: Do "SOAPSTone" for "The Man in the Water."
Today we... Wrote. Please see below for our prompt. Mrs. Hopkins read the article "No News for Auschwitz" aloud to us. We had started the article last week but did not finish. In-class work: Annotate "No News for Auschwitz" with examples of rhetorical devices that the author employs in order to send a message to the reader. This shouldn't take long, as the article is very short. Then, on your own, read the next article in the packet, "The Man in the Water." This must also be annotated. Please complete this for homework if you do not finish in class. Articles available below.
Today we...
Wrote. Please see below for our prompt. We collected and turned in our Week #3 Daily Writing. We discussed expectations for over the break. Check back here next week for instructions. Today we... Wrote! Please see below for our prompt. Continued our discussion on rhetoric. We reviewed our terms, applied some new concepts to the article we read yesterday, and began a new piece called "No News from Auschwitz."
Today we... Wrote! Please see below for our writing prompt. Received our two giant reading packets for our non-fiction unit. (PDFs will be posted shortly.) We read our first non-fiction piece, "The Unknown Rebel" by Pico Iyer, which is about the Tank Man/Lone Man standing up to Chinese government tanks in Tiananmen Square on June 5, 1989 (side-note: this was Mrs. Hopkins' 10th birthday; she remembers watching this event on television).
We then explored some of the uses of rhetoric in the article. We mostly focused on diction (word choice) in a single paragraph of the text (on the second page, the second column, the second sentence: "In the unnatural quiet after the massacre, with the six-lane streets eerily empty and a burned-out bus along the road, it fell to the tank man to serve as the last great defender of the peace, an Unknown Soldier in the struggle for human rights."
Today we... Wrote. Please see below for our prompt. Started a new unit on Non-Fiction and the fundamentals of rhetoric. We went over the expectations for the unit (ultimate goal is to write an essay exploring the different uses of rhetoric in the non-fiction pieces we will be reading). We went over some of the basic rhetorical devices, defined some unusual ones, and had an interesting discussion about ethos and the current Brian Williams scandal. Please see the document below for an overview of the unit, our learning targets, a list of common devices, and some detailed definitions.
A reminder about daily writing: Today we wrote (please see prompt below). Mrs. Hopkins reminded us of the guidelines regarding daily writing.
We also had one last work day to collaborate with our group members on our Night paragraph. The paragraph will be due Wednesday, February 11, by 4pm on Turnitin.com. |
AuthorMrs. Hopkins is your favorite teacher ever! Archives
June 2015
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