Today, we started our session with a grammar/vocab activity. I asked Zach to use the vocab from part 1 of 1984 in sentences that demonstrated his understanding of the different subordinate clauses we have been covering. Next, we continued reading and analyzing Thoreau's "Civil Disobedience." We discussed his use of rhetoric as he explored the government's relationship to its citizens, and his opinions on the Mexican-American War and slavery. Zach then answered a few comprehension questions, and wrote about what type of government he would respect. Lastly, we continued reading from 1984, and discussed What is freedom in society? We read North Korea and cases of American citizens being detained there for dubious crimes, and related that back to the society of Big Brother in 1984. Zach should continue reading part 1 for homework this weekend.

To start, Zach identified adverb, adjective, and noun clauses and their grammatical functions in a number of sentences. Then we discussed the historical context of 1984 and read from chapter 1. Zach annotated the chapter and made connections with other works of art. Next, we moved on to Henry David Thoreau's "On Civil Disobedience." We read and discussed as we continue to analyze government in society.

Today we began with a review of the functions of different subordinate clauses in a sentence. Next, Zach closely identified the use of different types of clauses and their functions within numerous sentences. Next, we moved on to discussing rhetorical devices and opening up our new unit which will look at the ways speakers and writers have contemplated the role of government and its effect on culture and society. We read Benazir Bhutto's speech "Ideas Live On," about the need for education and democracy in Pakistan as an anodyne to 30 years of military rule and repression. Next, Zach and I discussed his upcoming persuasive topic project and the resolution he has decided to support: that politicians should not invoke religion during their campaigning, speeches, or appearances. I explained the necessity for an annotated bibliography to organize research. Then Zach and I began researching his premise and the different possible solutions and considerations of any proposal he might put forth. We started with Thomas Jefferson's "Virginia Statue for Religious Freedom" to analyze the historical context of the separation of church and state in the US. Zach then began brainstorming the arguments he could make and the rhetorical devices he would use for each. For homework, he needs to complete the first part of the speech outline template that I gave him.

Today, we began by reviewing adverb and adjective clauses. I explained the functions and structure of noun clauses and then Zach practiced identifying them and their grammatical use in each sentence. Next, he practiced identifying all three different types of clauses over multiple sentences. Next, Zach completed his personal narrative draft. Then, we finished reading the Apology of Socrates, stopping to discuss his premises and arguments. Lastly, Zach completed an in-depth analysis assessment of the speech.

Today we began by going over subordinate clauses and the differences between adjective and adverb clauses. Zach practiced identifying both and also identified subordinate conjunctions and relative pronouns. Next, Zach revised his 5 page Malcolm X paper closely for grammatical errors and substantive development. Lastly, Zach added another scene to his personal narrative.

Today we began by going over simple and complex clauses, and the use of subordinate clauses. Next, Zach demonstrated his knowledge of gerunds, infinitives, and participles as review. We then transitioned to continuing work on his personal narrative. Zach added transitions between scenes. Next, we continued to read Plato's "Apology of Socrates." We discussed the arguments Socrates made in his defense speech, and I introduced the concept of testing a premise of an argument to determine if it is valid before debating the actual arguments. Zach then wrote a response to the reading and we moved on to watching a famous debate at Oxford University on whether Islam was a peaceful religion. We outlined both sides of the argument and discussed both orators use of persuasion and rhetoric. Lastly, Zach brainstormed a topic he would like to argue for. He wrote a resolution, explored the premise behind the resolution, and listed multiple arguments he could explore in his speech. For homework, Zach should revise the Malcolm X paper for final submission.

Today, we went over absolute phrases. Zach practiced identifying them and we reviewed gerunds, participles, and infinitives before Zach took a short quiz on them. Next, we read several articles covering cases involving restricting free speech in the US, and we discussed their significance in light of current events. Lastly, I went over the structure and outline of a well-produced podcast. Zach then worked on a script of different segments for the podcast.

Today we reviewed gerunds and participles, and I introduced infinitives and the way they can function in a sentence. Zach identified them for practice and labeled their function in each sentence. Next, Zach continued to work on his personal narrative, adding scenery, details, and dialogue. Then, we read and discussed "Plato's Apology of Socrates" as an introduction to analyzing premises, persuasion, and bias.

Today we began by going over gerunds and participles. Zach identified each in multiple sentences. Next, we read a personal narrative of a Pueblo woman, called "Beauty of the Yellow Woman." We discussed the theme, the narrative arch, tone, and style of the author and then related it to Zach's personal narrative draft. Next, we discussed revisions to his draft, then Zach began implementing them. Zach needs to revise his Malcolm X first draft for homework.

Zach completed the first draft of his Malcolm X theme analysis essay. Next, he completed a test on the novel. Then, we diagrammed the grammatical form of the second part of the Gettysburg address.