MLA

MLA Format is part of your grade for this paper.

It is very simple to get right, and very easy to overlook and do wrong.  Take this seriously, and use your resources to make sure your paper is right.

MLA Basic Set-Up

MLA In-Text

MLA Works Cited

Using Signal Phrases

MLA Sample Paper

MLA In-Text Citation

Please watch the videos below from Andrew Clarkson about how to cite your research according to MLA format.

Using MLA correctly will effect your overall grade for this paper.

Research

You should be completing your research for your paper.

Check your Drive for the documents you need to complete the ECards.

Selecting your Topic

We will be finishing out the semester with a research paper.

Check your Drive for the assignment sheet and the document you need to complete to select your topic.

PAPER WILL BE DUE DECEMBER 16, to turnitin.com

Wednesday, November 20, 2013

Example of Rhetorical Essay

Introduction, Body, & Conclusion

Introduction Paragraph

Hook
Context-Occasion from SOAPSTone
Thesis: Speaker/Text, Subject, Purpose, Rhetorical Devices

Henry Trumbull once called Tecumseh "the most extraordinary Indian that has appeared in history." Tecumseh, a leader among his Shawnee people, was unhappy with the treatment of Native Americans, especially the loss of land that was part of the Treaty of Fort Wayne. As a result, he attempted to organize a multi-tribe rebellion against the US government. In Tecumseh's "Speech to the Osages," he discusses the importance of unity among the tribes in order to convince his listeners to join his fight against the US government; he does this through his use of anaphora and allusions, as well as his hopeful tone and simple diction.

Body Paragraph

Tecumseh uses anaphora through his speech to better connect to his audience and enlist their help.  He repeatedly refers to his audience as “Brothers” when starting new lines of thought.  He is reminding his audience that they are in this fight together.  This repeated use of brother helps Tecumseh appeal to his audience’s emotions by making it seem like they are family.  A family sticks together through tough times and a family is willing to risk everything for their blood, which is what Tecumseh is trying to make his audience remember.  Later, he repeats the phrase, “we must” when speaking.  Here, he is reminding his audience that there is really no option when it comes to joining the fight.  Tecumseh is appealing to his audience’s emotion by creating a sense of urgency and implying that if they do nothing they will anger the “Great Spirit.”  This will make his audience more likely to join him because they do not want to anger the “Great Spirit,” and they do not want to see what happens if they do nothing.  Tecumseh’s use of anaphora allows him to establish a link between him and the audience, which helps him achieve his goal of convincing them to join the fight.

Conclusion

In his rallying “Speech to the Osages” Tecumseh’s strives to achieve unity amongst the tribes in an effort to persuade his brothers to join his fight against the US government. Through his clever use of rhetorical devices he is able to establish a bond amongst the various tribes allowing them to set aside their differences so that they may rescue their people, culture, and history from a merciless white man.

Rhetorical Analysis

Rhetorical Analysis Essay

Objective:  In an extended essay, students will analyze the rhetorical choices of an author, focusing on the claim made and how the author uses rhetorical devices and rhetorical appeals to support that claim.

You need to be completing the Rhetorical Analysis document in Google Drive.

The final essay will be due the night of November 22.

Thursday, November 7, 2013

Olaudah Equiano

Objective:  In a short constructed response students will analyze and explain how specific individuals, ideas, or events interact and develop over the course of a text.  

Task:

1. Complete the reading (this can be found in the reading section of this blog on the right hand side)
2. Complete the reading and analysis questions in your Cornell Notes
3. In a 3 paragraph mini essay explain the view of Africans by themselves (Wheatley and Equiano) and by Anglo-America and how the major ideas from each of the poems are communicated in the Equiano piece?

Watch the following videos to enhance your understanding of Equiano

For more resources CLICK HERE or HERE or HERE

Wednesday, November 6

Phyllis Wheatley and Henry Wadsworth Longfellow 

Objective: In an SCR, students will demonstrate knowledge of foundational works of American Literature, specifically how two texts from the same era treat similar themes.

Task

• Read "On Being Brought from Africa to America" and "The Slave's Dream"
• Complete the Wednesday notes on this week's document.
• Complete EITHER the paragraph or the graphic organizer comparing the ideas expressed in the two poems.

Tuesday, November 5, 2013

Close Reading of "The Declaration of Independence"

Objective: In groups, students will compose an SCR in which they will determine the central claim of "The Declaration of Independence," and analyze its development, focusing on the rhetorical appeals used.

Task

• In project groups students complete the DOI Close Reading Document

Friday, November 1, 2013

Everybody's Working for the Weekend!

Complete the following Weekly Assessment to prove your knowledge

Animoto Example Chief Logan's Speech

Chief Logan's Speech

Thursday, October 31, 2013

HAPPY HALLOWEEN!!!

Today we will be reading Thomas Paine's Common Sense

Please watch the following video before reading this powerful argument. 

Wednesday, October 30, 2013

Infographic analyzing how two texts present similar themes

Objective: In an infographic, students will analyze how "Letters from an American Farmer," and an excerpt from "Roots" present a similar themes, specifically the idea of what an American is.

Task

• In groups of 2-3, create a SINGLE easel.ly account
• Create an infographic with the following components.
• INCLUDE:
  
  • Headline = What is an American? (Assignment title)
  • Title of each piece (Letters from an American Farmer and ROOTS)
  • Titles should be in Separate boxes on each half of the page
  • Author of each piece (Jean de Crevecoeur and Alex Haley)
  • 3-4 quotes from each piece (DO NOT OVERLOAD SCREEN WITH TEXT; BE SELECTIVE)
  • Image that represents that definition of an American
  • You need to do an image search on Google, "Save Image As" to Downloads folder and the Upload image and place it in document

HERE is an awesome example created by your fellow students

FOR TOMORROW:

Watch this video to prepare for the reading:

Tuesday, October 29, 2013

Read Letters from an American Farmer and ROOTS.   Be sure to answer the questions in your notes to help your understanding of these texts.

Click on the link below or go to the readings section to locate these selections

LETTERS FROM AN AMERICAN FARMER and ROOTS

Monday, October 28, 2013

Read the Techumseh reading and write a rhetorical appeal paragraph. This is due tonight.

TECHUMSEH READING

Friday, October 25, 2013

Its FRIDAY!!!

Before you are able to begin your weekend you are invited to complete the following quiz.

Today we will be continuing our work with rhetorical appeals.  Thank you for watching the awesome video example below:

Read Chief Logan's Speech located on page 228 of your text books. Use either the

SOAPSTone or SMELL graphic organizer to assist your reading and understanding.

For this exercise you will need to recreate one of these graphic organizers by inserting

a new template.

Additionally, please Delete the original notes for friday

  

October 23, 2013

Rhetorical Devices and Pontiac's "Speech at Detroit"

Objective: In an SCR, students will determine the central claim of "Speech at Detroit" focusing on the analysis of the claim's development over the course of the text and Pontiac's use of rhetorical appeals.

Task

• Read "Speech at Detroit"
• Complete SMELL organizer in your notes.
• Compose a paragraph analyzing Edward's use of specific devices using the frame in your notes.

Sample Video we analyzed in class (Click Here)

October 22, 2013

Rhetorical Devices and "Sinners in the Hands of an Angry God"

Objective: In an SCR, students will determine the central claim of "Sinners in the Hands of an Angry God," focusing on the analysis of the claim's development over the course of the text.  Specifically, Edwards' use of rhetorical devices.

Task

• Define rhetorical device terms in notes (REPLACE ANALOGY WITH SIMILE)
• Read "Sinners in the Hands of an Angry God"
• Complete SOAPSTone organizer in your notes.
• Compose a paragraph analyzing Edward's use of specific devices using the frame in your notes.

Sample Video we analyzed in class

October 21, 2013

Cesar Chavez and Rhetorical Appeals

Task

• Read the speech from Cesar Chavez in your notes.
• Complete the graphic organizers analyzing the rhetorical appeals
• Write a paragraph using the frame provided in your notes

October 18, 2013

Rhetoric and Rhetorical Appeals

Objective: After viewing Rhetorical Appeals video, students will be able to identify the appeals used in specific commercials, and support their answers with textual evidence.

Task:

• Complete Rhetoric/Rhetorical Appeal notes
• View "Rhetorical Appeals" video and complete assignment in notes document.
• View each commercial and 
• Identify the claim
• Identify the appeals used
• Provide evidence from the commercial for your answers.

October 17, 2013

Welcome to Unit II

Objective: After reading the unit introduction, you will be able to identify the important people, events, and ideas of "Age of Enlightenment" in America.

Tasks

• Watch brief video overview I
• Watch brief video overview II
• Read the Period Introduction in your textbook
• Add to your notes
• Complete the "Period Introduction Quiz" on CourseSites
• In is in the "Period Introduction" Module in the 1700-1820 Unit

October 8, 2013

Warm-Up Video: HERE

Objective: After reading students will compose and present a dramatic monologue about life in pre 1700 America from the perspective of either a Native American or European.

Unit 1 Assessment Steps:

1. Create a persona: Native American or European Settler
2. Outline a monologue: What was life like for you in pre-1700 America?
3. Draft monologue: Write the script
4. Practice: Present/Practice delivering your monologue numerous times in front of people.
5. Deliver to class. Presentations begin Thursday

REMEMBER, THIS IS A MAJOR ASSESSMENT, WHICH MEANS IT IS PART OF THE GROUP THAT IS 40% OF YOUR GRADE.

Click HERE for the assignment rubric.
Click HERE for the assignment template.

Monday, October 7, 2013

A Case of the Mondays

Objective: After reading students will compose and present a dramatic monologue about life in pre 1700 America from the perspective of either a Native American or European.

Warm-Up Video: HERE

Unit 1 Assessment:

1. Create a persona: Native American or European Settler
2. Outline a monologue: What was life like for you in pre-1700 America?
3. Draft monologue: Write the script
4. Practice: Present/Practice delivering your monologue numerous times in front of people.
5. Deliver to class. Presentations begin Thursday

Click HERE for the assignment.

Click HERE for the assignment rubric. 

Click HERE for the assignment template.

October 2-3

October 2, 2013

Happy Wednesday

Please make a copy of this week notes by clicking HERE.

Warm-up: Please watch the following video and explain the Salem witch trials in your own words. 

Activity: Read Cotton Mather's “The Wonders of the Invisible World” (149-155)

Friday, September 27, 2013

Objective: After reading "A Narrative of the Captivity and Restoration..." students will write a paragraph describing Mary Rowlandson's personality and character and how her diction demonstrates these attributes. They will use: Teacher Modeling, Collaboration, Sentence Stems.

Agenda:

1. Complete Diction Paragraph
• Write a paragraph describing Mary Rowlandson's personality and character and how her diction demonstrates these attributes.
2. Take class survey
3. Be Awesome

Thursday, September 26, 2013

OBJECTIVE: After reading "A Narrative of the Captivity and Restoration..." students will write a paragraph describing Mary Rowlandson's personality and character and how her diction demonstrates these attributes.


Warm-Up: Read the quote and answer the two questions:

“Abuelito under a bald light bulb, under a ceiling dusty with flies, puffs his cigar and counts money soft and wrinkled as old Kleenex.

--Sandra Cisneros, “Tepeyac,” Woman Hollering Creek and Other Stories

How can a ceiling be dusty with flies? Are the flies plentiful or sparse? Active or still? Clustered of evenly distributed?

What does Cisneros mean by a bald light bulb? What kind of room does Abuelito have? What does this tell you about Abuelito?

Assignment:

• Write a paragraph in which you analyze Mary Rowlandson’s diction to explain what type of person she is.

Steps

1. Decide what type of person Rowlandson is
2. Find the words/phrases that made you think that
3. Write Paragraph

Use the following mentor text and writing example to help guide your writing: 

Model Topic Sentence

Urrea's diction highlights his compassion toward the youth searching for purpose

How to Embed your Comics

Please watch the video below if you are having trouble embedding your comics on your blog.

Remember, you need to email me your comic AND embed it on your blog.

Video not working?  Click Here

Tuesday, September 24, 2013

OBJECTIVE: After reading “A Narrative of the Captivity and Restoration of Mary Rowlandson,” I will be able to answer the basic Who, What, When, Where, and How questions.

Today:

We will read A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson
You will read the 1st, 3rd, and 12th remove.

As you read you will need to take notes in this weeks notes (9.23-9.27).

Friday, September 20, 2013

Warm up: Diction Quiz

• 1 Comic about John Smith
• 6 Boxes
• Tell the Story of John Smith from heading up the river to his return to Jamestown (Pick the most important 6 events)
• A relevant quote from the text in each box
• Illustrations that make sense to the reading and what you are summarizing
• This means no skyscrapers, or aliens, or things that are not logical.
• 1 Comic about EITHER John Underhill or Hernan Cortes reading.
• Tell the story of Underhill or Cortes from beginning to end (Pick the most important 6 events)

• Partner up: You and One other person
• If there’s three, you have to do a comic for EACH reading (Cortes, Underhill, Smith)
• Create an account @ Pixton.com
• Select “Fun” then “Login”
• Select “Sign Up” and create a free account
• Use your school MLK email.
• Go to Create a Comic
• Create a Sunday Funny
• Select one of the 6 or 7 box templates

September 19, 2013

September 19, 2013

Objective: I will be able to cite evidence to support what the text says explicitly.

John Smith Reading

You should read the John Smith piece, and complete the questions to demonstrate that you understand the gist of the piece.

Background Video

Below is a video that offers helpful background information about the Powhatan, John Smith, and Jamestown.

September 18, 2013

Objective:

You will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly.

Warm-Up:

Read the quote in your notes, and analyze the diction by complete the two questions. You need to edit the questions in your notes because of a typo. The warm-sup should read:

As I watched the sun broke weekly through, brightened the rich red of the fawns, and kindled their white spots.

-E. B. White, “Twins” Poems and Sketches of E.B. White

1. What kind of flame does kindled imply? How does this verb suit the purpose of the sentence?
2. Would the sentence be stronger or weaker by changing the sun broke weakly through to the sun burst through? Explain the effect this change would have on the use of the verb kindled.

Diction Analysis:

Using the model from yesterday's class, you need to write a paragraph analyzing the diction of John Underhill.

MAKE SURE YOU COPY AND PASTE YOUR PARAGRAPH IN COURSESITES. THIS IS WHERE IT WILL BE GRADED.

Go to CourseSites--Beginnings to 1700--Modules--Diction--Type Submission--Submit

September 17: Diction and Underhill

Objective:  In a well-written paragraph, using evidence from "News from America," you will analyze the diction of John Underhill and its effect.

Today we will complete the notes on Diction, view an example paragraph about Cortes

September 16, 2013

Content Language Objective: In a short constructed response students will examine the writings of Cortes, Champlain, & Underhill and explain how those in power approach the world using cornell notes, collaboration, close reading, modeling

Reading: John Underhill "News from America" 

Today we will conduct a close reading of the excerpt by Underhill and learn the strategies of proficient readers. 

Make a copy of your Cornell Notes for this week 9.16/9.20   and place them in your Cornell Notes folder.  Completely fill out your notes for 9.16.13 and in at least a paragraph (8 sentences) complete the closing activity. 

September 13, 2103

Warm-Up:

Please take a few minutes to complete the Google Form quiz below.  We would like your feedback on the class so far, as well as any suggestions you may have for moving forward.  Please be honest, but constructive and reasonable.

Module

Today is a day to demonstrate your understanding of the two readings (Champlain and Underhill).  You and a partner need to create two AVID one-pagers.  One for Champlain and one for Underhill.  You have already begun the Champlain piece, today is your day to finish that and add the Underhill piece.

These should both be in the same document.  Page one is Champlain, Page two is Underhill.

These are a chance to be creative; make it interesting.  Just make sure it is one per page.

One-Pager Requirements

• At least three important quotes (cited correctly)
• At least three images
• A paragraph explanation
• For Champlain, explain your reaction the the Algonquin's treatment of the Iroquois prisoner.
• For Underhill, explain your reaction to the events Underhill describes.
• No more than one page for each
• Include the title of the piece and the author somewhere on the page.
• Include your names in the footer (in size 7 font).

PLEASE MAKE SURE THE DOCUMENT IS IN YOUR DRIVE FOLDER FOR THIS CLASS.  IF IT ISN'T, I CANNOT SEE IT AND YOU DO NOT GET CREDIT.

Here is a clip from a longer piece that may help with the Underhill piece.  Please take the time to view.

Samuel de Champlain and John Underhill

By the end of the module you should be able to explain and analyze the interactions between Native Americans and Native Americans and Europeans and Native Americans.

You Will:

• Closely read "Voyages of Sieur de Champlain" and "News from America"using your cornell notes as a guide
• Complete an AVID 1 pager with a partner

Hernan Cortes: from "Second Letter to Spanish Crown" Module

By the end of this module, you should be able to explain Cortes' experiences and observations with and about the Aztecs, specifically, his comparison between the Aztecs and the Spanish.


You will:

• View a video reading of Cortes' letter that includes various visuals of the Aztecs
• Closely read Cortes' letter for yourself, using your Cornell Notes as a guide.
• Analyze why Cortes' letter is an important text to read and what it tells us about Cortes.

• Start Here by making a copy of this week's Cornell Notes.  Remember to put them in the Cornell Notes folder in Drive.
• Cornell Notes 9.9-9.13  Remember, you need to rename the file.

• Now, watch the Video:

• Now, using your Cornell Notes, read the text of Cortes' Letter (38-42) in your textbook, or Here.  Remember, the reading includes the introduction.