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**English 3 Honors with Mr. Lynch**

 * [[file:classpolicies ENG 3 H 2013-14.docx|Class Policies]]**



**Due Dates:**
=**Friday, June 13th:**= Final Exam Project Written Components Due = = =**Monday, June 2 and Wed., June 4:**= Review presentations due

=**Friday, May 23rd:**= Final version of "This Local Life" due.

**Mon****, May 19th:**
Critical Review and Technique sharing of "This Local Life." Have your project ready to share in MP3 format. Check out the "What Success Looks Like" section of the. =**Wednesday, May 14th:**= First draft of narration of your This Local Life Project due. Your narration should first be written out, and then we will discuss how to mix the audio into your This Local Life Project.

=**Monday, May 12th:**= 1 hour of audio due for "This Local Life" Interview. See Gatsby/Self-Invention Page for help. Just focus on getting your audio for Monday and we will work on editing skills in class.

**Monday, May 5th:**

 * Go to This American Life archives and browse their episodes: []
 * Select a captivating 5 minute clip, noting the episode name, number, and exact minutes: “Prom #186, 22:00 – 27:00.”
 * Create a paragraph explaining how the content and techniques make this a quality clip.


 * Tue., April 30th: **


 * Self-Invention Presentations due. Be sure to post your article, image, video to the Padlet link


 * Mon., April 14th: **


 * In-class test on The Great Gatsby. Use the [[file:Gatsby review for test.docx|review guide]] to prepare.


 * Thur., April 10th: **


 * Based on your reading of the text and your reading of the film, create a one-page single-spaced argument based on the following prompt.

What is Nick Carraway’s role in establishing this portrait of Gatsby? Explain why Luhrmann has followed Fitzgerald in leaning heavily on Carraway’s narration? How does Fitzgerald’s use of narration (and Luhrmann’s) shape how we see Gatsby?
 * Prompt for One Page Argument: **


 * Wed., April 8th: **


 * Complete "alternate interior analysis" for The Great Gatsby film. Be sure to focus on the significance section of the organizer.


 * Wed., April 2nd: **


 * Make sure you have posted your voice blog critical analysis to your personal writing wiki.


 * Tuesday, April 1st: **


 * Read Chapter 6 and 7 (96-146) of //The Great Gatsby// and complete SIX total quality dialectical journal entries.


 * Tue., Mar. 25th: **


 * Complete the [[file:Gatsby Chapter VLOG Task.doc|Voice Log Critical Analysis]] of your chapter from Gatsby. Upload the text and voice file to your writing wiki.


 * Mon., Mar. 24th: **


 * Read Chapter 5 (81-96) of in //The Great Gatsby// and complete THREE quality dialectical journal entries.
 * Identify a chapter, one through six, that you would like to use for your VOLOG Project.


 * Wed., Mar. 18th: **


 * Read through page 80 in //The Great Gatsby// and complete TEN quality dialectical journal entries.


 * Fri., Mar. 14th: **


 * Read Chapter 1 of The Great Gatsby. Complete 3 quality dialectical journal entries from Chapter 1.

> []
 * Thur., Mar. 13th: **
 * == **Post your image/video contribution to padlet URL.** ==
 * In less than one page, explain why you have selected this video/image, and how it represents key aspects of the American dream as you see it.


 * Wed., Mar. 12th: **


 * Quiz on Vocab. List #4. See Vocab Page for word list.


 * Mon., Mar. 10th: **


 * [[file:Quiz Show Remembering American One Page.docx|"One Page" on Quiz Show versus Remembering America]] due. Include Author Choice organizer.


 * Mon., Mar. 3rd: **


 * Final version of creative story section. Post to your personal writing wiki.


 * Thur., Feb. 27th: **
 * Vade Mecum List #4 due. Select words from "A Speck in the Sea" and "The Ledge." See Vocab. page for a blank template if you need one.
 * Finished draft of creative story section due.


 * Mon., Feb. 10th: **


 * Read the facts from [[file:Ledge Article Just the Story Details.docx|Mink Rock]] and complete the Comprehension and Evaluation sections ONLY.


 * Tue., Feb. 4th: **
 * Task 1: (10 points)**
 * **Read pages 9-20, and use the suggestions above to annotate the text. Be prepared to share your annotations with the rest of the class.**
 * Task 2: (25 points)**
 * **Based on your reading of pages 9-20, develop a one-page argument where you explain Paul Tough’s primary purpose (so far) in writing this article. Be specific in your one-page argument about Tough’s purpose, and use specific evidence from the annotations you took in step 1. Ensure that you explain how Tough uses specific techniques to accomplish this effect.**


 * Fri., Jan. 31st: **


 * Task 1: (10 points)**
 * **Read pages 1-9, and use the suggestions above to annotate the text. Be prepared to share your annotations with the rest of the class.**
 * Task 2: (25 points)**
 * **Based on your reading of pages 1-9, develop a one-page argument where you explain Paul Tough’s primary purpose (so far) in writing this article. Be specific in your one-page argument about Tough’s purpose, and use specific evidence from the annotations you took in step 1. Ensure that you explain how Tough uses specific techniques to accomplish this effect.**


 * Tue., Jan. 21st at 9:10 AM: **


 * Mid-year Exam in Room 246. Review the [[file:Mid-Year Exam Study Guide 2014.docx|Mid-Year Study Guide]] and Practice Assessment to prepare.


 * Wed., Jan. 15th at 11:59 PM: **


 * Final draft of your argument essay, including "Works Cited" page, posted to your writing wiki by the start of class.


 * Tues., Jan. 14th: **


 * Golden Draft of argument essay posted to your writing wiki AND a hard copy ready for peer revision in class.


 * Fri., Jan. 10th: **


 * Completed outline for argument essay and one complete body paragraph posted to your writing wiki by the end of class.


 * Thurs., Jan. 9th: **


 * Deep Analysis 1 page reflection due based on "education artifact" activity.


 * Wed., Jan. 8th: **


 * Select one question from the Education Reading Assessment and create a "model response." This improved answer should be one-page, single-spaced and meet our criteria for what makes a quality response.


 * Mon., Dec. 16th: **


 * In-class assessment on education readings. You can use your text and your notes. See the [[file:education unit review for assessment.docx|review guide]] for sample questions.


 * Fri., Dec. 13th: **


 * Read "This is Water" by Wallace (232-238) to prepare for group presentation.


 * Wed., Dec. 11th: **
 * Read "Superman and Me" by Alexie (215-217) and "Best in Class" by Talbot (223-232) to prepare for group presentation.


 * Tues., Dec. 10th: **
 * Read "A Talk to Teachers" by Baldwin (197-203) and "School" by Mori (204-214) to prepare for presentations.


 * Mon., Dec. 9th: **
 * Complete reading Emerson "from Education" (pages 189-195) and complete 4 dialectical journal entries based on your reading.


 * Thur., Dec. 5th: **
 * Vocabulary Quiz on Word List #3. See Vocab. page for the words if you don't have the handout.


 * Tue., Nov. 26th: **
 * Personal Credo Projects due and presentations begin.


 * Mon., Nov. 25th: **
 * Logical Fallacies Teach-Back Project Day #2.


 * Thur., Nov. 21st: **


 * Group presentations due for Logical Fallacy Teach-Back Project.


 * Wed., Nov. 20th: **


 * Construction day for Logical Fallacy Teach-Back Project. Bring a productivity device for your group!


 * Mon., Nov. 18th: **
 * Read pages 97-109 of Lang. of Comp. Complete the logical fallacy activity on page 109 with complete sentence explanations for the fallacy you have identified.


 * Fri., Nov. 15th: **
 * 15 new vocab words from Prose and Sedaris pieces.


 * Thursday, Nov. 14th: **


 * Read "I Know Why the Caged Bird Cannot Read" on pages 176 - 186. Complete questions 1 - 10 on 187: "Questions on Rhetoric and Style."


 * Thur., Nov. 7th: **


 * Vocab Quiz #2. See Vocab page for list #2.


 * Friday, Nov. 1st: **
 * Submit final copy of Into the Wild Essay to your personal writing wiki. Due by the start of class Friday.


 * Wednesday, October 30th: **
 * Writers Workshop with focus on Into the Wild Rhetorical Analysis.


 * Tuesday, October 29th: **
 * Complete first journal entry for Personal Credo Project and bring to class.
 * Post Key Principles on Into the Wild/Trans. Page.


 * Thur., October 24th: **
 * [[file:vade mecum template.docx|Complete 15 new Vade Mecum words]] from //Into the Wild//.
 * Post Key Principles on Into the Wild/Trans. Page.
 * Wed., Oct. 23rd: **


 * In-class essay on //Into the Wild//. Bring Active Reading Notes and Into the Wild text to class for use during the essay.


 * Monday, October 21st: **
 * //Grizzly Man// Rhetorical Analysis due at the end of class.


 * Friday, October 18th: **
 * Read Chapters 14-18 and Epilogue in //Into the Wild//. Complete one dialectical journal entry for each chapter, including the epilogue.
 * Friday, October 11th: **
 * Vocab Quiz #1.
 * Thursday, Oct. 10th: **
 * One-page proposal due for Personal Credo Project.
 * Finish body paragraph from Louv and post on your writing wiki.


 * Tuesday, Oct. 8th: **
 * Read Chapters 12 and 13 in Into the Wild (to page 132). Provide evidence of Active Reading.


 * Mon., Oct. 7: **
 * Read through page 116 of Into the Wild (Chapters 10 and 11). Provide evidence of Active Reading.

**Wed., Oct. 2:**

 * Vade Mecum List #1 Due.
 * Actively Read Chapter 9 of Into the Wild.
 * Be ready to share your explorer analysis from Chapter 8.

**Tue., Oct. 1:**

 * Actively Read Chapters 5, 6, 7, and 8 of Into the Wild. Use RAP Notes or a RAP Sheet to uncover Krakauer's purposes as you read.

**Friday, Sept. 27th:**

 * ===Assignments for [[file:Into the Wild Chaps 1-4 Rhetorical Analysis.docx|Chapters 1 - 4 of //Into the Wild//.]]===

In class close reading assessment using close reading and rhetorical analysis strategies.
You will be given a short reading.
 * 1) Annotate the text. Complete Active Reading Organizer. [20 points]
 * 2) Develop a thesis about the author’s purpose and the rhetorical strategies the author uses to create this effect. “Analyze the rhetorical strategies the author uses to develop his argument…”
 * 3) Compose an essay based on your analysis [100 points]

Wed., Sept. 18th:

 * Based on your group analysis of Lewis's "Coach Fitz's Management Theory", create a thesis for your group that reflects Lewis's overall purpose and the rhetorical techniques he uses to achieve the effects you identify. On your homework, be sure to list the evidence, including quotations and analysis, that will help to prove your thesis.

**Tuesday, Sept. 17th:**
===Complete annotating of "Coach Fitz" by Michael Lewis. Then, complete 8 quotations/strategies using the .===

**Fri., Sept. 13th:**
Close Reading and Rhetorical Analysis Activity. Using the SOAPS methodology and appeals to persuasion strategies that we have learned, perform an annotation of the Twitter articles ("You Have a Right..." and "Careless Posting"). Use the model on pages 50-51 in Lang. of Comp as your exemplar.

**Wed., Sept. 11th:**

 * ===Complete rhetorical analysis activity based on Chapter 1 reading. See Rhetorical Analysis page for specifics.===

**Mon., Sept. 9th:**

 * **Summer Reading Book Notes Activity collected.**
 * **Have your Writer's Notebook in class and ready to use.**

Friday, September 6th:

 * == American Hero Activity ==
 * == **Summer Reading Book Groups Meet during A block.** ==