IB 12 AGENDA Sept 12-Sept 30 Help Sessions during Tuesday A lunch and Thursday B lunch. Please note that agendas are updated throughout the week and are flexible. 1. College essays and peer edit sheets due by end of Sept 30, but I will take them

2. 3. 4. 5.

6.

up to one week late for credit. Please SHOW ME; do not submit to me in Google docs. Handmaid's presentations begin on Wednesday, Oct 5 to Monday, Oct 10 Acquire a copy of Othello by Oct 5ish or access the online versions Finish reading Act 1 and 2 of Othello by Oct 17: Expect a quiz around Oct 17ishOct 22nd on the first two acts. Extended Essay=please provide a copy of your extended essay draft to your adviser and then make an appointment to discuss that draft by Oct 17th. The appointment does not have to be by Oct 17th, but you must provide the draft and solidify the appointment date by Oct 17th. Lit terms test on Mon/Tues Oct 3 & 4

Unit: College Essays, Lit terms, and The Handmaid's Tale Homework for the week 1. Bring Handmaid's Tale to class every day! 2. College essays due by Oct 1. I will not read them unless we meet privately Friday/Mon (9/9-9/12): Journal: We present montages all period • We start college essays following class period if we can't today. • We will begin Handmaid's projects at the end of this week or beginning of next week. Tuesday/Wed (9/13-9/14) Journal 4: List and define 3 criteria you think a college might consider when assessing college essays. • Finish Montages. Begin College Essay Assignment • Before beginning, I explain criterion matrix with multiplier and fast-food example. • Step 1 ◦ Students read college essays silently for aprox. 35 minutes. ◦ While reading, each student identifies 2 strengths and 2 weaknesses in each college essay by paraphrasing strengths and weaknesses and/or by adding direct support from the essays with quick explanations.

◦ Four essays equals 8 strengths and 8 weaknesses. Thursday/Friday (9/15-9/16) 1 Journal on Diction: The little pink fishes swam up the stream and died. Is this sad? Why or why not? Rewrite the sentence above by changing diction, details, and/or imagery to effectively shift the tone of the passage to something sadder. 2nd Journal on diction: 20 bodies prompt. What is the tone of the passage? How do the two bold words contribute to the tone. Add two words to the paragraph to create a more compassionate tone. I will need to explain this Diction lesson to you. College Essays Continued • Step 2 ◦ I remind students ab out the criterion matrix with multiplier and fast-food example. ◦ Students create criteria for grading. ◦ Students evaluates readings in group according to criteria they created. ◦ Students score essays on a 1 to 5 scale where 5 is high and 1 is low. ◦ Students, remember to use a multiplier. ◦ After scoring each essay, groups must explain in writing what they thought were the strongest and weakest essays and why. ◦ Groups share out findings with the class • Step 3 ◦ Dittmar tells which ones “got in.” ◦ Dittmar discusses common mistakes. ◦ Dittmar assigns essay with due date. ◦ If time allows, students begin college essays. Monday/Tuesday Sept 19/20 Journal: Skipped to complete college essay assignment. • Finish Step 2 and 3 on college essays. • Students get 45-60 minutes to work on a college essay draft. • YOU MUST BRING A DRAFT TO NEXT CLASS • Explain Handmaid’s Tale project. Wednesday/Thursday Sept 21/22 Journal: Dittmar reviews five or ten literary terms for no more than 45 minutes: _____Antithesis _____ Aesthetic

_____ Anecdote _____ Anaphora _____ Ambivalence _____ Alliteration _____ Ambiguity _____ Allegory _____ Antecedent _____ Ad hominem _____ Archetype (bonus) • Students spend second half the period peer-editing each others' college essay drafts Directions: ◦ Each student should peer-edit one other person's paper. ◦ During the peer editing, the writer tells the reader 3 categories to focus on during the reading. (Just like we did when we created the Criterion for evaluating the college essay we read last week). ◦ The reader then reads the writer's paper, focusing on those three categories. ◦ The reader fills out the peer-editing form by ranking the writer on a 1-5 scale for each category listed (1=low;5=High). ◦ The reader must also explain on the form why he or she gave the writer a particular score. ◦ Finally, the reader must comment on the writer's strengths and weaknesses • I review peer edits and drafts and give credit.

Friday/Monday, Sept 23/26 Journal: Finish reviewing 5 Lit terms if necessary • Students begin the Handmaid's Thematic projects:

• Have you started on Step 1? Have you picked a theme, described it, written guiding questions, found five examples, found at least three literary devices? You should be done with all of that by the end of next class period. Tuesday/Wednesday, Sept 27/28 Journal: How could a mathematical compass become a conceit (or unusual metaphor that is often implied or extended) for romantic love between two people. Or create a conceit for your persona.  Have you finished Step 1&2? Have you picked a theme, described it, written guiding questions, found five examples, found at least three literary devices? You should be done with all of that!  Have you finished part 1 and 2 and moved onto part 3 and 4 of the Handmaid's Thematic projects? Thursday/Friday, Sept 29/30 NO JOURNAL • Are you working on part 3 and 4 of Handmaid's Tale Thematic projects. • Are you ready to present next week? • Don't forget to get show me those final college essays by Oct 1

Monday/Tuesday, Oct 3/4 Journal: Prepare for lit terms quiz  Lit terms 1 quiz  Last Day to finish your Handmaid Presentations  Have you turned in a draft of your Extended Essay to your advisor? 

Have you begun reading Othello?

Wed, Thur, Fri, Mon, Oct 5-10  Handmaid groups present= BE READY  On Oct 11,12,13,14 if groups are done, we should have some reading time in class. _________________________________________________________________ DITTY NOTES (NOT FOR STUDENTS)

Introduce HM theme projects, literary terms, College essays, Seminar 1. Theme groups assembled and assignment begun. 2. Class time given to student groups to complete task 1 and 2