1. Good to see you again!
Please copy down our learning target into your notebook and take out your book!
Goals: 1. Engage more students in discussion 2. get students to respond about the text using evidence from the text 3. introduce specific rhetorical analysis terms 4. close reading of the text with guiding rhetorical analysis questions
Learning Target: Make connections between author’s actions and outcomes
25 Sep. 2013
“The skill of writing is to create a context in which other people can think.” ~Edwin Schlossberg

2. Agenda 9/25/13 Catch up time! Bellwork Assignments for the week review
Rhetorical Analysis definitions and practice
Intent, Action, Outcome chart
Homework: finish reading “ORR” for Friday, have your “ORR” prompt printed out to turn in on Friday, review study guide for quiz on Friday

3. This week’s assignments!
Reading: “On Rainy River” due at the BEGINNING of class Friday
Add TWO rows with details from “ORR” to your Intent-Action-Outcome chart (starting this today)
Writing: “Rainy River” writing prompt due Friday
(by the end of the day is fine…just put it in my mailbox by 3:00!)
Typed 1-2 double spaced pages
Assessment: Quiz over first sections of TTTC and literary terms

4. Catch up time!
Grades have been updated- check your grade and get any missing items in ASAP!
Gone on last Friday? Turn in your TTTC Section One questions TODAY for on-time credit!
Your English notebooks will be turned in next week (inventory list to come)
We’ll get caught up on the week’s plan today!

5. Bellwork 9/25/13 Make a claim about O’Brien’s writing style.
What can you say about his writing so far?
Is this difficult or unclear to them? Is this anything they feel they have practice with? Have students share out responses, and record what kinds of things are being said about him. Generate list on the board then label their statements as either “Action,” “Intent”, or “Effect”

6. What is Rhetorical Analysis?
When you are asked to do a "rhetorical analysis" of a text, you are being asked to apply your critical reading skills to break down the "whole" of the text into the sum of its "parts."
You try to determine what the writer is trying to achieve, and what writing strategies he/she is using to try to achieve it.
Author’s Intent
Encourage questions and feedback from those in AP Lang last year. Author’s intent leads to author’s actions which results in the outcome, or the effect on the reader. Why they did it- what they did- how it impacted
Author’s Actions
Outcome

7. Shift in how we talk about writing
Not about WHAT is being said, but HOW it’s being said
How to do this:
Determine author’s purpose with the piece
Identify organizational patterns of author
Identify areas of text that “stand out” to the reader
Identify types of figurative language/writing techniques the author uses
Ask students to brainstorm good verbs to use to describe an author’s purpose. To do what? Do this with the story, “Love”. Ask students to open their books to “Love” and to briefly answer the questions with a partner. Ask them to jot down their responses in their Bellwork journals.

8. “Spin” Rhetorical Analysis
What is the general subject of the piece? (complete sentence)
What is O’Brien trying to do with this piece? (think verbs…)
What areas stand out to you as a reader? (pg #s and “intro words”)
How does O’Brien arrange his ideas in this piece (organization choices)?
What do you notice about the sentence structures or word choices O’Brien uses?
Any literary devices/figurative language techniques that you notice O’Brien using?
Count kids off 1-6. Ask them to try to answer their assigned question for the story, “Spin” and record it in their bellwork journals. While they work on that, make big chart on board. Ask students to get together with their number buddies and to record the strongest answer(s) on the board in the spaces provided. Review as a whole class, see if everyone agrees or if anyone has a question.

9. Intent, Action, Outcome Chart
-includes the story about the “old poppa-san” (pg 33)
-shifts back and forth from the past to the present throughout story
-the repetition of “boring” or “boredom”(pg 34)
Ask students to copy this chart onto a piece of notebook paper. Complete the chart with their neighbor, then share out with the class. Call on individual students to get more responses.

10. Red-Yellow-Green
Thinking about a stoplight here…where do you fall on this task?
“Red” means you feel really unsure about how to do it, and could not do it independently
“Yellow” means you feel decently comfortable, but you’re not sure you could do it independently
“Green” means you feel confident you can do it independently
Learning Target: Make connections between author’s actions and outcomes

11. Homework reminder Use the study guide to study for the quiz Friday
Make sure to print out your writing assignment
Add to your I-A-O chart – two details from your reading of “On Rainy River”