In order to get a better feel for the writing rubric, students are completing a project where they evaluate 10 things (under a common theme), using the verbiage from the rubric. This is designed to help students understand the depth of the rubric, so they can write more sophisticated essays.
Students went back and reexamined the Pocahontas Myth letter from Chief Roy Crazy Horse. Using an expansive format for rhetorical analysis writing, students wrote an abbreviated rhetorical analysis essay--with an introduction, (1) body paragraph, and a conclusion. Students were instructed to discuss tone in the body paragraph, and select which appeal works with their discussion of tone.
It is due tomorrow.
As a class, we discussed the problematic elements of Disney's representation of Native Americans and the Pocahontas legend, compared that to the previous night's reading, and this video on what would be the more historically accurate telling. We juxtaposed all of that with a letter from the Chief of Pocahontas' tribe, found below. We will begin a rhetorical analysis on Tuesday.
Using yesterday's essay, students developed a well crafted rhetorical analysis PARAGRAPH.
They were also assigned the below article to read for homework, to be discussed tomorrow.
To continue Native American rhetoric, we examined Alexie's modern essay on the dynamics of being from a reservation. Students read and identified:
1) author's claim
2) rhetorical appeals/devices
3) how #2 is used to further author's claim
Students were given the rhetorical precis document to demonstrate how to set up an analysis response, which we will practice tomorrow.
To compensate for the cancelation of class last Friday, students took their first vocab test today. Then, students were given notes for Vocab #2 1-10.