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					8/30 Lesson Plan

   1. Journal:: Make a list of writings you have made over the past year, formal and informal.
      Papers, college or job applications, email messages, Facebook updates, text messages,
      shopping lists, etc.

   2. Go around room and do introductions.

   3. Read over rhetorical situations part of book briefly. Use lists to decide on Occasion,
      purpose, audience, genre, etc Maybe just pick one example from each list.

   4. Jump to Adler and Roberts readings. As a class, determine rhetorical situation. Look for
      Thesis in each essay.

   5. Split into four groups and do Letters Exercise. Group appoints reader, writer, reporter,
      and facilitator(s). Group reporters read letters to class.

   6. Homework, next class readings. Also a description of a person, place, object or image
      that really moves you.


9/1 Lesson Plan

   1. Journal: Write a summary of each of the essays Townsend, and Morgan.

   2. Review rhetorical situation

   3. Opening discussion on description and details

   4. Pair up and share homework descriptions. Ask each listener to respond with their
      observations and feelings. Share positively!

   5. Discuss Townsend and Morgan essays, particularly how they use description and details.

   6. Handout Assignment 1. Write Digital Archive URL on the board.

   7. Go over assignment together and start discussing topics. Demo for them if there’s time.
9/8 Lesson Plan

   1. Journal: What do you remember about first learning to read when you were little?
      Describe the memory in as much detail as you can.

   2. Update on Literacy Narrative deadlines and procedures.

   3. Lecture: The essay as a genre and its parts. Go over p. 38-40 mid and switch to p. 10-16
      mid

   4. Discussion: Examine Tan and Cisernos essays, looking at the title, the introduction, the
      development and the conclusion for each.

   5. Small groups: Divide into groups of three and share writing assignment. Other group
      members give positive feedback.

   6. Collect writing assignment and journal.

   7. For next class: start drafting Literacy Narrative essay.
9/13 Lesson Plan

   1. Journal: What does literacy mean to you? How would you describe a literate person?

   2. Review from last week, an essay and its parts

   3. Lecture: the writing process

   4. Discussion: figurative language---break into groups of four and assign each group a

       portion of the two essays.

   5. MLA Format: pass out handouts and go over material.

   6: For next class: remind everyone to post their essays on WebCampus discussion board and

   to comment on other essays.


9/15 Lesson Plan
   1. Journal: what is your personal writing process? Do you have a place where you like to

       work? What time of day is best for you? Do you compose on the computer or do you like

       to use pen and paper first? Do you do prewriting? If so, what do you do?

   2. Lecture: Peer Review—what do you do? Model for students. Write review questions on

       the board:

       a. What do you like about this piece? Find at least one positive comment.

       b. What, if anything, did you find confusing?

       c. What would you like to know more about? Give some ideas for development.

       d. What was unnecessary? Did all of the sentences support the thesis?

       e. Comment on the pacing and the tone of the piece. Is it appropriate for the author’s

       message?

   3. Split students into groups of thee and let them review each others’ writing.

   4. For next class: Revise your draft and post to WebCampus Assignments
   9/20 Lesson Plan

      1. Journal: Do you ever read for fun? If so, what do you read? Books, websites,

          manuals, comics, magazines all count. Write about one thing in particular you

          remember reading recently. If you don’t read for fun, why not?

      2. Revision—questions

      3. Editing questions

      4. Can either work in class or go early to finish final copy.



9/22 Lesson Plan

      1. Journal: Now that you have completed your first writing process, reflect on what you

          observed about your writing style and your writing habits. Which part was the biggest

          struggle for you? Which came really easy for you?

      2. Discussion: “On Being a Cripple” Analyze Rhetorical Situation together.

      3. Analysis and critical reading—introduction, go over material in Ch. %

      4. Analyzing a process—look at Vonnegut’s “How to Write” also refer back to “How to

          Mark a Book”, and “How to Say Nothing in 500 Words”—what are the common

          features?

      5. For Next week: Write your own process analysis: aka How To Paper, informal

          draft—choose one of the four topics on p. 106
Monday, 9/27

      1. What is the last process analysis you read outside of class? Was it a recipe, an

         owner’s manual, an advice column in a magazine? Why did you read it? Did you

         follow its instructions, and if so, how did it work out?

      2. Review process analysis with class

      3. Share homework assignments with partner, partner responds to homework.

      4. Volunteers read examples to class

      5. Introduce cause/effect analysis

      6. Discuss “My Friend Michelle” and In Groups We Shrink

      7. Assign Essay #2

Wednesday, 9/29

         1. Today is my mom’s birthday. When I first started college I wanted to be free of

               my mother, but as I have grown older I wish we lived closer to each other. Take a

               moment to jot a few words to your mom—you can send it to her later or not, but I

               bet she will be glad to hear from you! If you can, analyze one thing she does that

               is annoying to you, but might be for your benefit. Try to see if you can see the

               situation through her eyes .

         2. Review problem analysis

         3.    “In Groups We Shrink”—Bystander Exercise

         4. Craigslist Problem Solving exercise

         5. For next week: brainstorm ideas for Essay 2 topic, be prepared to share topic idea

               with the class on Monday.
Monday 10/4

Journal: Briefly analyze a television show you watched recently. What was it about?

Who was the target audience? What was the purpose of the show? What format and

style did they use to serve this purpose and reach their audience?

1. Review problem analysis from last week.

2. Introduce subject analysis, go over p.113 -123

3. Read Gettysburg Address and analyze

4. Pass out copies of Lady Gaga’s speech and analyze

5. Compare the two

6. Discuss Tannen’s “Marked Women” and visual subject analysis.

7. If time, check in with everyone to see what topics they have chosen. Remind them

   to bring copies of their essay drafts to class on Wednesday.



Wednesday 10/6

Journal: How do you feel about your draft so far? Are you satisfied with it?

Frustrated? Choose at least one or two things you want your group to look at in

workshop.

1. Thesis statement review and practice with worksheet.

2. Review Peer Review procedure and list questions on board

3. Collect journals to grade

4. Break into groups for workshop

5. Remind students that Final Copy is due to Webcampus on Monday, Oct. 11 by

   5pm
Monday, 10/11

Journal: Canada just removed the word “multiculturalism” from their official dictionary. Why

would they do this? Do you agree with it or not?

   1. Remind students to post their papers in a .doc format file—in Pages, Export as a .doc file.

   2. Discuss Class issues and Marcus Mabry’s “Living in Two Worlds”

   3. Discuss Race issues and Barak Obama’s “Speech On Race”

   4. Close out class with questions about the essay assignment



Wednesday, 10/13

Journal: What strategies to you use to write an answer to an essay question on an exam?

   1. Post-mortem on Assignment 2

   2. Overview of timed-essay strategies, read p. 431-434

   3. Break into small groups, and do Journal exercise on p. 435-436 together—remind them

       they don’t have to write the essay.

   4. Groups share results with the class

   5. Look at sample essay questions and their responses on p. 430-441 and discuss the

       differences between the A, B, C and D papers.

   6. For Next Week: Mid-Term Exam—remind students to bring Blue Books
Monday, October 18, 2010

No journal—pass out exam at the beginning of class, read over the instructions together.

Class has remaining class time to write an essay response.

Wednesday, October 20, 2010

Student/Instructor Conferences

Monday, October 25

Student/Instructor Conferences

Wednesday, October 27

Journal: Where and when do you use reviews? Do you read the movie reviews before you

go to see it? Do your read book reviews? How about reviews for purchasing other products?

If not, how do you make decision about what to see, read or buy?

1. Pass back Mid-Terms—go over any class business we need to cover.

2. Evaluations: Read Chapter 7, p. 126-128, examine parts of restaurant review

3. Three column log, p. 135-136

4. Go back and read evaluate a product. Develop a three column log for your car—the one

   you are driving right now. Fill it out, then share answers with your small group.

5. Read Ebert and Mitchell reviews and discuss their criteria, evidence, and judgments.

6. For next week: draft a short TV show or music album review to share.



Monday, November 1

Journal: When was the last time you went to a museum? What was your experience? How

did the museum itself enhance or detract from it?

1. Discuss prior museum experiences
2. Develop a set of museum criteria with 3 column log

3. Discuss art appreciation/evaluation—develop criteria for an art piece

4. Go to the Barrick, complete logs individually.



Wednesday, November 3

Journal: We have just survived another election cycle, and whatever your politics, we have

seen a lot of argument and accusation on both sides. How does our democratic process play

into Tannen’s argument culture? What are the benefits and costs of our two-party system?

1. Wrap up museum evaluation field trip, and last weekend’s homework. Share responses in

   small group and turn in.

2. Discuss Tannen’s Argument Culture, with an eye on analyzing the effectiveness of her

   argument.

3. Discuss Devlin’s essay. How does his message agree or disagree with Tannen’s? Is the

   elimination of difference the best way to handle diversity and to protect kids from

   bullies?

4. For next week: Read and evaluate the two essays, “Black Men and Public Space” and

   “For the Muslim Prom Queen”



Monday, November 8

Journal: Should people make the effort to blend in or stand out? How responsible is a

woman who dresses provocatively, a man who wears hip hop fashion, etc. for the judgments

others make about them?

1. Review essay evaluations and discuss as a class
2. Pass out Assignment 3 sheets and discuss requirements of essay as a class.

3. Show how one of the three column logs could be converted into a full length essay, using

   the student guide.

4. For next class: Start drafting essay, readings



Wednesday, November 10

Journal: How do you monitor and maintain your online presence? Do you keep your

Facebook page private? Untag your name in photos? Or do you not worry about it at all? Do

you know of anyone who has gotten into trouble over something posted on the internet?

1. Discuss privacy in the internet age, and also the political campaigns of Christina

   O’Donnell and Crystal Ball. What do you think is the best way to handle something like

   that?

2. Where do you come down in Friedmann’s and Queenan’s debate? Does our connectivity

   cause us to behave more kindly?

3. Take a look at both of these essays—they are still evaluations, only they evaluate a

   cultural phenomena—what differentiates these from analysis, and what keeps them from

   being argument essays?
Monday, November 15, 2010

1. Journal—Las Vegas is a city based on entertainment and partying, but many places are

   restricted to those who are 21 and older. What do you do for fun when you can’t get into

   the clubs?

2. Mini-lesson, punctuation

3. Workshop—Essay 3

4. For next class, readings & Essay final copy due to WebCampus at 5 pm



Wednesday, November 17, 2010

1. Journal—instructor evaluation

2. Pass out English class descriptions

3. Introduction to Persuasion, ch. 8—ethos, pathos, logos

4. Discuss “My Son, My Compass” and “Meet the Bickersons” and examine them for ethos,

   pathos, logos.

5. For next week: “Reality TV is Good” and Reality TV too Real” Do assigned homework

   and bring to class.
   Monday, November 22, 2010

      1. Journal: Take a moment to brainstorm possible Argument Essay topics, use your

          favorite to fill in the blanks: What’s wrong with _____? In praise of _______ . Why

          is X important.

      2. Pass out Essay 4 assignment sheet, discuss essay topics. Explain reasoning for

          verboten topics—the less emotional the better.

      3. Explain argument structure, p. 149

      4. Review Logical Fallacies and how to avoid them.

      5. Discuss readings and review homework responses.

      6. For Next class: essay topic and outline

Wednesday, November 24, 2010

   1. Journal: Which part of this class was most effective for you? Which part did you enjoy

      the most? Which parts were least effective or enjoyable?

   2. Mini-lesson: Effective Sentences

   3. Workshop: Share topics and outlines

   4. For next week: Argument Rough Draft
Monday, November 29, 2010

1. Now that you have almost completed your first semester of college, take a look back at

   yourself a few months ago. Has anything changed? What have you learned about

   yourself, other people or the college experience?

2. Review: Argument essay structure, logical fallacies, ethos pathos logos, etc.

3. Workshop

4. For next class: All rewrites due printed out.



Wednesday, December 1, 2010

1. Reflecting on what you learned from your first semester experience, what will be your

   strategy for next semester?

2. Workshop

3. Last Journal check

4. All rewrites due

5. Essay 4 due to webcampus

6. For next class: Final Exam!

				
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