Jump Off
--Pick up a copy of Kim Brooks' "Death to high school English" and another copy of the "Reading Nonfiction Document" from the front table. You will need both for tonight's homework assignment.
Block 2:
Block 2:
--Pick up the following documents from the front table:
- "The Rhetorical Modes and Purposes" (a chart for notetaking)
- A reading about a specific rhetorical mode ("Argument," "Cause and Effect," "Classification," "Comparison/Contrast," "Description," "Exemplification," "Extended Definition," or "Narration") provided by Mr. Martin
Block 4:
--Take out your copy of "The Death of the Author." If you are a member of the paragraph 4 group, please approach the front the room within the next few minutes, as your presentation will commence following attendance.
S. the C.
--agenda/HW
Mini-Lesson -- The Rhetorical Modes and Purposes (Block 2)
--Objectives:
By the end of the mini-lesson, you should:
- have an awareness of the various rhetorical modes of writing
- have an awareness of an author's overall purpose within each of the rhetorical modes
- be able to better determine an author's overall purpose in a piece of writing by having greater knowledge of what to look for
- have a solid page of notes to study in order to master the rhetorical modes of writing and purposes--your mastery and the notes page itself should aid you in future endeavors, especially when reading and analyzing nonfiction.
--Directions:
- purposefully read the reading assigned to you about a specific rhetorical mode (e.g., "Argument"), your purpose being t0:
- describe the rhetorical mode--what is the gist of it?
- WRITE RELATED INFORMATION IN THE "DESCRIPTION" COLUMN OF THE "THE RHETORICAL MODES AND PURPOSES" CHART
- define the author's purpose within the rhetorical mode using infinitive verb forms (to _____)
- WRITE RELATED INFORMATION IN THE "AUTHOR'S PURPOSE" COLUMN OF THE "THE RHETORICAL MODES AND PURPOSES" CHART
- list items a reader might look for when attempting to determine an author's rhetorical mode and/or purpose
- CRAFT YOUR LIST IN THE "WHAT TO LOOK FOR" COLUMN OF THE "THE RHETORICAL MODES AND PURPOSES" CHART
--quiet and independent work time as per the directions above
--in pairs or groups of three by rhetorical mode, share your information and decide who will share what during the "Closure" portion of the mini-lesson
--Closure
- whole-class share out--mode by mode by mode, share information gathered earlier in mini-lesson/take notes/ask clarification questions (Mr. Martin will write on the SmartBoard and answer questions)
--the materials consulted within this mini-lesson can be accessed at the following link:
Share (continued from last block) -- Roland Barthes' "The Death of the Author" (1967) (Bl0ck 4)
--Starting with the rest of paragraph 4, share the PowerPoint slides. When the paragraphs that you did not work with the last few classes are being presented, add to your annotations.
--MR. MARTIN WILL SCORE PRESENTATIONS BASED ON THE FOLLOWING CATEGORIES:
- Clarity
- Persuasiveness
- Thoroughness
- Collaboration
Transition
--If you deem it necessary, pick up one, two, or all of these items from the front table:
- "English 102: Identifying a Thesis"
- "Finding An Author's Purposes"
- "Tone Vocabulary List"
--Take out your "Reading Nonfiction Document" for "The Death of the Author" (and, in Block 2, your copy of "The Death of the Author" itself)
Discussion Preparation -- Roland Barthes' "The Death of the Author" (1967)
--purposeful oral reading of question #5 under "Step #3" of the "Reading Nonfiction Document"
--brainstorm a list of potential literary devices used by Barthes
--pair work--complete question #5
Discussion -- Roland Barthes' "The Death of the Author" (1967)
--conclude our work with Barthes' essay by discussing #3-5 of the "Reading Nonfiction Document--contributions will be scored via the "Discussion Contribution Rating Scale"
HW
Block 4 students:
--It would be in your best interest to visit the link cited within this blog post, especially if you struggled to determine Barthes' purpose for writing "The Death of the Author."
All students:
--Conduct a gist reading of Kim Brooks' "Death to high school English"--feel free to annotate a little bit (though this is not the purpose during an initial reading).
--Mindfully complete question #1 and question #2 under "Step #3" of the "Reading Nonfiction Document" for "Death to high school English." Use your materials from today's mini-lesson/the link cited within this blog post. Expect to continue working with Brooks' text again next class.
--It would be in your best interest to visit the link cited within this blog post, especially if you struggled to determine Barthes' purpose for writing "The Death of the Author."
All students:
--Conduct a gist reading of Kim Brooks' "Death to high school English"--feel free to annotate a little bit (though this is not the purpose during an initial reading).
--Mindfully complete question #1 and question #2 under "Step #3" of the "Reading Nonfiction Document" for "Death to high school English." Use your materials from today's mini-lesson/the link cited within this blog post. Expect to continue working with Brooks' text again next class.
