Agenda Day Six, Seven, and Eight

Agenda Day Six and Seven September 3 & 6, 2013

Students completed the CGA 70 min. each day.

Home Learning  

1.       Next class students will rewrite and revise their “American History” essay; submit to turnitin.com.

2.      Students are reminded to study for their Voc. # 1 test: sentence completions, synonyms, antonyms.

3.      Students are to continue reading The Immortal Life of Henrietta Lacks by Rebecca Skloot Chapters 1-11 by Sept. 11.  (quiz after class discussion).  BRING TO CLASS EVERY DAY!

Agenda Day Eight September 9, 2013

1.      Review “American History” homework.  Open Book test on “American History” NEXT CLASS.

2.      Review the essay assignment, AP scoring guide, and sentence variety handout.

3.      Students rewrite and revise their “American History” essay; submit to turnitin.com.

Students view the photograph on page 169 to respond to the following prompt.  Analyzing Visuals Viewing and Interpreting This photograph was taken the day that President Kennedy died. How are the people's reactions similar to those that Cofer records in her story?  Refer to pages 168-170.  Quote from the text to prove your answer. FORMAT:  Topic Sentence responding to prompt, use at least one quote to prove your quote, use a lead-in to the quote to prepare the reader for the quote:  who said the lines, what were the circumstances.  Restate your main points in your conclusion.

4.       In pairs review vocabulary sentences.  SAT #1 test NEXT class.

Home Learning: 

Objective 1.7.2 Students will be able to analyze the impact an author's perspective has on text.

Students will be able to analyze the impact of author's bias on text.

Essential Question Resources: 1.7.2 How does an author's perspective impact text?

Resources: Holt "American History" by Judith Ortiz Cofer pg. 160

Activities:  Write adjectives that Cofer uses to describe the EL building, Elena, Eugene, President Kennedy, Elena's parents, and Eugene's mother.  How do these adjectives develop the author's purpose?  Write one well-developed paragraph that identifies Cofer's purpose for writing this selection.  Include evidence from the text to support your claim.

Higher Order Questions

How does [author]'s perspective impact the message of ________?

How does the author move the reader to act or behave differently about ________?

How does the author's bias impact the overall message of [title]?

How does the author's perspective or bias impact how the overall message is communicated to readers?

What distinction does Cofer make between political writers and herself?

Vocabulary

Author's bias - A personal judgment either for or against a particular person, position, or thing. Bias can be favorable or unfavorable and can be used to sway an audience.

Author's perspective - The viewpoint that an author brings to a piece of writing. Sometimes the author's perspective is recognizable through the tone of a piece.

Point of view - the vantage point from which a writer tells a story

Attitude - An author's position on a topic assumed for a particular purpose.