Dear Students, kindly encourage your parents to hop on Zoom for Conferences this evening. This is a perfect time for those students who have had extended absences to work out a plan for make up work!
No judgement! Here is the Zoom Link: https://lausd.zoom.us/j/6975840293
Complete activities 1 (page 286), 2, 5, 7 8, 9 an 10 of the Subjective versus Objective Writing Packet. Be ready to submit in class on Wednesday.
Objectives: Objectives: Students will write responses to literature about characterization and theme. Students will connect literature to themselves and discussion their connections in peer groups. Students will continue to read and analyze descriptive essays in preparation for their own. Students will use the Dialectical journal writing procedure to analyze quotes from The Fall of Rome.
Complete the warm-up here: https://padlet.com/lguy2/sw3wwqzcppfqf156 Read more about why we study fiction and the construct of characters here: The Worlds of Fiction.
Agenda-- Good Morning/Afternoon! Today, you will have guest teacher Mrs. Morris! Please follow the agenda as directed: 1. Silent Journal Writing on 550 Prompts for Personal and Narrative Writing. You should have enough time to get your journals, respond and then return them before COVID-19 Testing today. Homework: Carefully read the article attached/hyperlinked to your journal response and complete a DIGITAL SOAPS. Of course, you may also decide on a podcast from Radio rookies or other source. have a great weekend. Be on your best behavior. Be well!
1. Be sure you have read and responded to the essay, The Secret Life of Garbage on page 188 (12th Edition Patterns for College Writing; pg 297 14th Edition). Answer questions 1-5 of Style and Structure. 2. Respond to the following questions based on your understanding of Chapter 4 Past is Prologue. Please HANDWRITE or TYPE this assignment, but it will be accepted as a hand-in assignment only. Chapter 4 Analysis Questions: How does Chapter 4 explain the following about Mr. Washington: His lack of a reaction when Mr. John Hays said he (Washington) was a credit to his race (8) His lack of empathy shown towards his Black male colleagues when suggesting students take a class in Black American history. (9) His resistance to mentoring young Black male students at Chelsea (12). His admiration for the white students and Latin culture. His unease at meeting Rashid (13) His surprise at Rashid's asking for extra credit (13) His desire to remain unattached and single in terms of a relationship.
Question #8 Explain the irony in Washington's desire to coach Rashid in cross country. P.S. You do not need to write each question, simply respond to each on your paper. There are a total of eight questions.
Today, you will work to solidify understanding of Objective and Subjective Writing by doing a series of exercises in a packet that is available in paper copy and online. Click here to access the packet: Subjective versus Objective Writing. You will first read pages 286-287. Then complete the following exercises on the paper. You are encouraged to work SILENTLY on your OWN, and then discuss your choices with your partner. Complete Activity #2; Activity #5 and Activity #7. Be sure to read the information on page 289 before completing exercise 7. Next, continue reading The Fall of Rome to finish Chapter 3. You may begin Chapter 4 if time permits. Lastly, work to refine/revise your list poem.
1. Silently read the article discussed, "The Hidden Life of Garbage" on page 188 of Patterns for College Writing (12th Edition. It is on page 297of the 14th Edition). After reading, answer and upload questions 1-5 under Style and Structure. 2. Write a rough draft of a list poem of items that you need to "throw away" or discard. See agenda dated Mon. 10/4/21 for more details. This can be done on paper. 3. Complete exercises #1 Labelling Subjective and Objective Writing and #5 in our packet from yesterday. If you need a copy, see Ms. Merrick. Please complete the exercise on your copy.
Objectives: To demonstrate ability to discern from Subjective and Objective Description. To understand inferences and how they influence thought. To use the revision process to improve writing clarity.
Objectives: To fully understand and be able to state the benefits to using objective and subjective description as a writer. To understand & communicate the rhetorical impact subjective description has on readers. To understand and communicate the rhetorical impact objective description can have on readers by reading several descriptive essays-- The Hidden Life of Garbage; Pain by Joan Didion and Rice.
To determine the focus for an extended writing combining the methods.
Write a rough draft of a list poem of items that you need to throw away or discard. Without revealing too much-- you will create a list poem of at least 15 lines of stuff-tangible things that you need to throw away or rid yourself of. OR you may also include traits and dispositions that you need to "throw away". You may begin each line with " I need to throw Away......" if you need some structure. Remember you may include in your poem the tangible things that cluster around your backpack, drawers and room and the intangible emotions, or feelings or personality traits that no longer serve you. Your rough draft may be typed, but must be printed before arrival to class. If you are unable to print, please do by hand. Include imagery of the five senses.
Carefully read the essay, The Hidden Life of Garbage by Heather Rodgers. It appears in our online text, Patterns For College Writing in both the 12th (pg 188) and 14th editions. After reading silently, simply answer the questions under Style and Structure 1-5. Then begin brainstorming a descriptive poem or essay about the trash, waste, by products you discard or have observed being generated at home or at school. Write in a whimsical way using connotation, imagery--the five types: auditory; visual; gustatory; olfactory; tactile. Use specific details with vivid adjectives/verbs/specific nouns.
