1. English 11 – Period 4 – Tues, 1/30 & Thurs, 2/1, 2018
Considerations for the Week:
Due Tues, 1/30:
”Farewell to Baseball” Address
M/U - Vocab QUIZ – List 2 #1-10
Due Thurs, 2/1:
R. Devices for Pearl Harbor Address + chart
Due Mon, 2/5:
Finish Thesis Blast
IF ABSENT - Remind text? Check agenda? Complete CW/HW?
Do NOW:
P/u items + MUG SHOT/Lit Term NB / CELL in POCKET/backpack, please!

2. Today’s Activities
Warm Up – MUG Shots : #12B/#13A/ Literary Term – Diction + & Figure of Speech +
Rhetorical Appeals/Devices
Tues, 1/30: R. Devices - review/work on “Farewell to Baseball” Address (due today) / Pearl Harbor Address+ chart (due for HW Thurs, 2/1)
Thurs, 2/1: Begin to review Evernote speech bank
Writing SOL Review:
Tues, 1/30: review notes for Thesis Statement / Practice Group Prompt
Thurs, 2/1: Practice Group Prompt & begin Thesis Blast (finish for HW for Mon, 2/5)
Quack Vocab – List 2 #1-10
M/U quiz if needed
Exit Ticket: Journal Entry Response (see handout/next slides) – we will discuss next class

3. Evernote Speech Bank Activity
Directions:
Access the notebook
View the choices; choose THREE speeches of interest
In Google Classroom assignment, for each speech chosen, write the title of the speech, the author, and a 4-5 sentence paragraphed summary of the context of the speech:
When was it given? In what political or social context? 
What is it about? What was its intended purpose or goal at the time given?
Assignment is a typed, three paragraph response in MLA format
Submit chosen speeches in G. Classroom assignment folder by end of class Mon, 2/5

4. HW for Thurs 2/1 & Beyond HW for Thurs, 2/1:
R. Devices for Pearl Harbor Address+ chart (Farewell to Baseball address overdue)
M/u missed CW if absent
HW for Mon, 2/5:
Finish TWO Thesis Blast choices
Review Speech Choices and work on picking three you like (if extra time needed)
In class on Mon, 2/5 & Beyond:
Review 5 Px. Essay notes / continue SOL Writing Practice – template and prompts
By end of class – submit Speech Brainstorm assignment in Google Classroom

5. Steps to Create a Thesis Statement
First: Understand the prompt
Next: Brainstorm both sides (T-Chart)
Then: Pick a side to argue based on strongest evidence
Finally: Write your thesis statement in parallel structure with your three strongest reasons for support

6. A Thesis Statement does the following:
Answers the question
Chooses a side of the argument
Provides three strong reasons for that argument
Uses parallel structure within ONE complete sentence

7. SOL Practice Prompt #1
Some school districts offer programs that allow high school students to graduate in three years instead of four. Most students who follow this plan must take courses during the summers/evenings or may not be able to take elective courses. Is it a good idea for students to finish high school in three years and enter college/work force one year early? Take a position on this issue. Support your response with reasons and examples.
First: Understand the prompt
Next: Brainstorm both sides (T-Chart)
Then: Pick a side to argue based on strongest evidence
Finally: Write your thesis statement in parallel structure with three strongest reasons for support

8. SOL Practice Prompt #2
Volunteering during the high school years is an activity that can be rewarding, both personally and academically. However, some feel that high school is challenging enough without the added pressure of a required activity. Should high schools students be required to complete volunteer hours? Why or why not? Pick a side; support your response with specific examples.
First: Understand the prompt
Next: Brainstorm both sides (T-Chart)
Then: Pick a side to argue based on strongest evidence
Finally: Write your thesis statement in parallel structure with three strongest reasons for support

9. Journal Writing Guidelines
Loose leaf paper (or online)
Name, date, period at top (if handwritten)
Restate the question in your response
10-15 complete, thoughtful sentences OR 15 minute write (extended); this is approx. half a page
Read through once to proofread for errors

10. Journal Entry – Being Human
Respond to the quote in a thoughtful, half page response; include the following in your response:
What you think the quote means (in your own words), AND
How the quote applies to you personally, AND
How the quote relates to your most recent CommonLit article topic OR to a current real-world issue

11. Example - In-Text Citations
Novel (Author Last Name #) Online Article If there is an author - (Last Name of Author) IF there is no author - (“Title of Article”)

12. Example – Incorporating a Quote using Title/Author of Article
In the CommonLit online article “Life Isn’t Fair – Deal with It”, author Mike Myatt shares that while laws cannot engender fairness, “people’s desire and determination can work around or overcome most life challenges” (Myatt).

13. Examples – Works Cited Citation Format
Novel:
Last Name, First Name. Title of Book. Publisher, Publication Date.
Online Article:
Author Last Name, First Name. “Title of Article.” Website, Original Publisher, Year Electronically Published, URL of Website. Date of Access (Day Abbreviated Month Year).  

14. Example – Quote Analysis
Quote: “In Wellpinit, I was a freak because I loved books. In Reardan, I was a joyous freak” (Alexie 98). Page#: 98 (Ch. 12) Situational Context: Junior is becoming better friends with Gordy, one of the “smart” kids. Gordy stood up for him in defense against their science teacher, Mr. Dodge, in regards to his misinformation and racist behavior. In getting to know Gordy better, and in using him as an example, Junior is realizing that his “freak” status and interests may actually turn out to be his strengths. Reaction (why did you choose it): This quote highlights the beginning of Junior’s internal change in the way he views himself. In the past, one of his primary internal conflicts has involved his negative view of himself as related to his disabilities and his family/cultural situation; he realizes he has personal strengths, but those strengths are not consistently reinforced as positive in his environment. With this new beginning, he is learning that he may be able to resolve this internal conflict by reframing his “negatives” as positives.

15. Example – Characterization
Type of Indirect Characterization: Actions (the “A” of STEAL) Quote: “’I said, go away!’…So I walk away, but something pulls me back. I don’t know what it is. If you’re romantic, you might think it was destiny. So destiny and me lean against the wall and wait” (Alexie 106). Page#: 106 (Ch. 15) Situational Context Junior hears Penelope throwing up outside the girls’ bathroom. Despite her protests, he refuses to leave and confronts her. Later on in their conversation, he explains that they both are touched by compulsive behaviors (she by bulimia, his father by alcoholism). What Does it Say About the Character as a Person: In his attempt to support and understand her, Junior shows he is caring, loyal, and honest; he is not afraid to talk to her about the hard subjects, and he tries to be there for her.