I HAVE NOT HEARD FROM ALL STUDENTS. I HAVE SWITCHED OVER TO GOOGLE CLASSROOM. I EMAILED ALL OF YOU, SO IF YOU HAVEN'T GOTTEN IT, CHECK YOUR SPAM. IF YOU STILL CAN'T FIND IT, EMAIL ME. I HAVE THINGS I'VE BEEN ASSIGNING AND I DON'T WANT YOU TO GET BEHIND.
IF YOU KNOW SOMEONE DOESN'T HAVE A COMPUTER OR WIFI, PLEASE EMAIL ME SO I CAN CALL PARENTS IF NEED BE!
If you have been following the AP site, you will see there are continued videos to watch. Before I make my next assignment, can you please email me and tell me what you have gotten from last week's videos. Are you finding them helpful or not?
Please email me your comments as soon as you see this.
IF YOU DID NOT WATCH TODAY'S VIDEO, PLEASE DO SO HERE: https://www.youtube.com/watch?v=fhENDZdNlQk&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=4
And know that there is a video that will play live tomorrow and Wednesday of this week as well. Please stay on top of watching them.
I have had a couple of you email me about yesterday's video. All she was doing was laying the SOAPStone foundation of what you need to put in your introduction and ultimately write about in your essay. The more you can break down the prompt and really understand what's going on, the better you will be able to write about the essay.
This is all practice for your benefit. If you don't partake in the videos and/or the practice work, then that may impact how you test. I am not going to be giving you a bunch of busy work just because we are working from home. i will be giving you all practice testing information and practice essays.
Yesterday's prompt is a difficult one, but give them time to talk you through the process.
Today's video is at 1:00, here is the link: https://www.youtube.com/watch?v=uRoFFrPFJEg&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=3&t=0s
If you need to know about ALL the videos for other AP classes as well, here is that overall link: https://apstudents.collegeboard.org/coronavirus-updates
If you want addtional practice and/or information that I don't post here, please email me and ask - I will post whatever you need and you can look at it as you see fit!
Starting next week, I am going to attach a couple of practice tests that you can play around with. If you would like to practice just the introduction and thesis, you can send it to me and I will look them over.
PLEASE CONTINUE TO COMMUNICATE WITH ME ON ANYTHING YOU NEED HELP WITH OR MAY BE STRESSING ABOUT! I WILL GET YOU THROUGH THIS! :-)
Today's video is at 1:00. I'll check in with everyone when done: https://www.youtube.com/watch?v=v_B5RdauS0w&feature=youtu.be
UPDATE 1:45 - I just sent an email to all of you making sure you didn't have any questions. This piece they are covering is one of the harder pieces I've seen on the AP exam, so it's good practice. If you have looked at the College Board site, you will see there is another video tomorrow and Friday, please make sure you watch them.
You will eventually write this essay, so it's good to do the homework activities they give out. I won't check individual ones, so if you'd rather just take notes, that is fine too.
The red/white calendar is as follows: every Tuesday and Thursday is a red day and every Wednesday and Friday is a white day. I will not conduct regular class times, but will ask for things to be completed and turned in on these days and may assign some video conferencing on these days if need be.
Please let me know if you have any quetions.
Monday March 23
Hello and happy Monday! Well, looks like we are going to be doing things a bit differently for the next couple of weeks to possibly the rest of the year. I don't know if any of you have gone to the AP website, but testing this year is still on, it's just going to look a bit different. Here is the information from College Board: https://apcentral.collegeboard.org/about-ap/news-changes/coronavirus-update
PLEASE, PLEASE, PLEASE EMAIL ME AND LET ME KNOW THAT YOU HAVE BEEN TO TODAY'S PAGE AND WERE ABLE TO GET THIS INFORMAITON.
From what we were told, Monday's will be professional development day, so there won't be any instruction from teachers. We are waiting to hear what the red/white calendar will look like the remainder of the year, so please stay tuned.
This week College Board is releasing videos to help you all prepare, which is what I will be requiring as work for right now. I will be checking to see that you've watched these videos, so please put them in your calendars. Here is the link for the first video that will air this Wednesday: https://www.youtube.com/watch?v=v_B5RdauS0w&feature=youtu.be. Because they are released on a time-specific date, I'm not sure how long they will remain on youtube. If you don't/can't watch them, please let me know so I can keep you updated!
THIS IS THE LATEST INFO FROM COLLEGEBOARD ON TESTING:
In addition, I will have you do the units on the collegeboard site.
You can email me any time between 7:30-3:30; beyond those hours, I may not respond until the next day. I will set up video conferences for anyone who feels they need them, so don't hesitate to ask. I will give feedback through the collegeboard site when you do the unit tests.
Since there is only going to be one FRQ, I am not going to spend a great deal of time on Mulitple Choice or Synthesis, but I will cover them. I will mostly cover rhetorical analysis and argument. I will set assignments at the beginning of the week and most likely expect them to be done by Fridays, depending on the red/white calendard they create. This is all new, so some things may change as we go. The key to being successful in all this is TO COMMUNICATE! So, please email me when you have gone through all this and let me know if you have any questions! I will have you do this for this week and I will check back in with you this Friday. I will also be available Wednesday to see if you have any questions on the video.
Please check this website throughout the weeks going forward.
We will get through this, so please don't stress! I am here to help in any way possible!! :-)
THIS IS THE LATEST INFO ABOUT TESTING FROM THE COLLEGEBOARD SITE:
March 20, 2020
As schools and communities navigate the unprecedented challenges posed by the coronavirus (COVID-19) outbreak, the health and safety of educators and students are the AP Program’s top priorities. Here’s how we’re supporting schools:
- We’re providing free remote learning resources.
- We’re investing in the development of a new at-home testing option.
Through our members across the country, we understand the new time constraints on everyone in the education community. These solutions are meant to be as simple and lightweight as possible for both students and teachers — without creating additional burdens for school leaders during this time.
- Traditional face-to-face exam administrations will not take place. Students will take a 45-minute online free-response exam at home.
- Some students may want to take the exam sooner rather than later, while the content is still fresh. Other students may want more time to practice. For each AP subject, there will be 2 different testing dates.
The full exam schedule, specific free-response question types that will be on each AP Exam, and additional testing details will be available by April 3. We'll also unlock any relevant free-response questions in AP Classroom for digital use so students can access all practice questions of the type that will appear on the exam.
Wednesday March 11, 2020
I HOPE YOU HAVE A SAFE AND RELAXING BREAK! :-)
Peer edit journal #L - if you were absent, have someone do it before class
Go over quote analysis
Research and fill out worksheet on basic concepts you need to know about Life of Pi: Worksheet - THIS IS DUE NEXT MONDAY
Watch the videos on the basic concepts of the 3 religions Pi chooses to study:
JOURNALS DUE NEXT CLASS
- Go over homework
- Do worksheet as exit ticket: Wksht
- Discussion questions: What gives your life meaning? Your friends? Your family? Your individuality? Your faith? Your academic or athletic achievements? Helping others? Pleasure? Something else?
- What, if anything, do you think could make your life more meaningful or fulfilling?
- Watch video on existentialism: https://www.youtube.com/watch?v=YaDvRdLMkHs
- Read “Existentialism” by Jean Paul Sartre pg 719 – annotate for SPACECAT
- Do quote analysis. Choose from one of these quotes: Quotes & fill out this template: Quote analysis
- Writer’s Notebook #L – choose one of the topics from the board
- Choose one of the following to be Writer’s Notebook #M:
- Does truth exist without evidence?
- Why do people hurt each other?
- What is our purpose?
- Where do you find meaning in your life?
- By what standards do you judge yourself?
- If life is so short, why do we do so many things we don’t like/doesn’t make us happy?
Your final journal will be due next Thursday, so make sure you have your 3 additional pieces done and labeled.
Turn in love letter to yourself if you didn't last class
Together, we will peer edit your quote analysis essay
Work on your silhouettes - today's questions (answer all, some, or your own version): What is your religious/spiritual belief? Why are we here? What is our purpose? Are we the product of a higher entity, the Big Bang, or something in between? what is your moral code? Where does that code come from? Is religion a deal breaker in your relationships - platonic or romantic? Do you have the same or differing beliefs as your parents? If differing, does that cause tension, or are you encouraged to find your own path? Are you wehre you want to be religiously/spiritually? If not, explain.
Homework: Read Langston Hughes "Salvation" pages 656-658. Do graphic organizer: SPACECATS AND DO Q'S 103 AT THE END OF THE STORY ON THE BACK OF THIS GRAPHIC ORGANIZER.
* Synthesis essay - pre-test. Meant to be done online, but apparently there were technological issues, so the written essay was done.
FOR CLASS TOMORROW, PLEASE BRING IN YOUR LOVE LETTER TO YOURSELF IF YOU DIDN'T TURN IT IN LAST CLASS.
1. What do you think it means to live unconventionally?
2. What does it mean to live deliberately?
3. What do believe is your purpose in life?
Then read "Where I Lived and What I Lived For" by Henry David Thoreau pages 674 - 683 and answer questions 1-3.
Journal #K - do a quote analysis. Choose one quote to analyze.
Here are the guidelines: Quote analysis requirements
Breakdown advice from Yale College: Quote analysis
Here is a powerpoint example: Quote analysis breakdown
- Peer edit pieces and share: Rubric
- On your silhouettes, answer the following questions – what is romantic love to you? What does love look like to you? What does love NOT look like? Describe your ideal partner, describe the feelings of your first love (if you’ve had one) or what you think it will feel like if you haven’t, does love at first sight exist?
- Write on people in class – when done, highlight key words and phrases in what people have already written on that person - if you were absent, see me for your person. You will then turn what you highlighted into a "found poem" -
Found poems take existing texts and refashion them, reorder them, and present them as poems. The literary equivalent of a collage, found poetry is often made from newspaper articles, street signs, graffiti, speeches, letters, or even other poems.
A pure found poem consists exclusively of outside texts: the words of the poem remain as they were found, with few additions or omissions. Decisions of form, such as where to break a line, are left to the poet.
- You can create your visual any way you choose - through word cut-outs, computer generated, etc. PLEASE BE MINDFUL OF DICTION AND TONE!
- Here are some samples
- You are going to create a valentine box for yourself (this is for creative fun. If you honestly don't have time, don't feel pressured to do it) and turn your found poem into something special. Examples above are simple - BE CREATIVE and please make sure it gets done. THIS IS ABOUT KINDNESS AND APPRECIATION OF YOUR PEERS!
- If you would like to do Valentines for others, here are the class lists:
- 6th block: Isabella Arciniaga, Brooke Bauer, Clarissa Dieterle, Peter Johnson, Megan Montoya, Shelby Peloquin, Olivia Reiber, Olivia Slade, Halee Wahl.
- 7th block: Sierra Angel, Colton Arciniaga, Caela Benkendorf, Jaime Bohning, Taylor Brooks, Sydney Davidson, Hunter Gammel, Alise Lindsey, Izzy McCarty, Cassie McDermott, Tyler Parkhill, Ava Richardson, Grace Richardson, Nick Spidel, Lucas Vicari.
Treats are welcome!
Registration first half of class
Read "We Do Abortions Here..." pages 426-433 and do question as a journal entry - I know I have your journals so computer generate it or create and put in your journal later. make this very personal, not a 5 paragraph essay with a thesis!
NOTE: THE COLLEGE FAIR HAS BEEN POSTPONED TO MARCH 24. IF WE HAVE SCHOOL TOMORROW, IT WILL STILL BE A WORK DAY!
- Get with a partner and ask your questions to get a good discussion going on your topic, then share what your story was about
- Peer edit today’s journals and discuss/share - 7th block, we didn't get to this, so please have someonen edit it for you!
- Writer's Notebook #H: Trade your journal prompts and have the other spend about 20 minutes on a free write on your journal prompt - THIS WILL NOT BE GRADED
- Discuss college fair assignment – see me if you were absent
Perfect today’s journal to turn in for a quiz grade – can type it or rewrite it in your journal. Either way it must have a visual.
- Peer edit journals and share
- Discuss questions at the end of the story
- Choose a story from the Norton Reader under the categories of Personal Reports, Human Nature, or Cultural Critique to read. If you don’t find a story in here you like, you can look online as well for similar categories. Then create a minimum of 5 questions about your topic that will get a good discussion going in a seminar.
- The create your own journal topic that you will write on as Writer’s Notebook #H. This will be peer edited next class and perfected to turn in for a quiz grade.
- Fill out graphic organizer: GO
Complete the above.
- Peer edit and share
- Analyze short film “A Social Life” and turn in a rhetorical analysis thesis and an argumentative thesis on whether you agree/disagree with the message in this short film: https://www.youtube.com/watch?v=GXdVPLj_pIk
- Work on silhouettes
- Read “Between the Sexes, a Great Divide”
- WNB #G: turn question 4 on page 160 into your written piece
Fill out About the Author on Anna Quindlen:
- Peer edit “My Name” & ask for volunteers to share- discuss devices
- Draw a new name to write on
- Analysis practice – watch “Dollface”, fill out notes on analysis sheet. Work in rows to create a thesis for a rhetorical analysis: https://www.youtube.com/watch?v=zl6hNj1uOkY&t=184s
- Work on silhouettes – questions to write about on/around your silhouette:
- What does it mean to be a man/woman (your gender)?
- What expectations does society put on our gender that you like/dislike – explain both
- How do you want to be seen by the opposite sex?
- What is chivalry to you?
- How much chivalry do you expect from a partner/give to a partner?
- What are your ideal qualities in a partner?
- What ideal qualities to you believe you have to offer a partner?
- What are your deal-breakers in a relationship?
Read “Looking at Women” pgs. 147-157 – turn question 4 into your next WNB #F
- Peer edit & discuss portraits: Rubric
- WNB #D: how do others see me? - this is only for me to see, it will not be peer edited and it doesn't need a visual.
- Choose a name and write about them in honest, full form
- Watch video “Mirror” & analyze with partner/row – write a thesis for rhetorical analysis (if you were absent, this is just for practice): https://www.youtube.com/watch?v=veOFewKHO44&t=200s
- Discuss names and read the 2 essays on names: Essay 1 Essay 2. Answer the following: What is the main idea/purpose of the piece? Identify one example of figurative language and explain its purpose.
WNB #E: My name….
Ask your parents how you were named - who chose the name? are you named after someone? what does your name mean? mean to you? etc.
Don't forget to have a visual
- Peer edit journals – ask for volunteers to share
- Any use of devices?
- Take our silhouettes and in 10 minutes, write as many random facts about yourself around the outside – anything that will help people better know/understand you
- Go over powerpoint on Walker, “Beauty…” & Picasso’s girl in mirror: Power point
HW is at end of power point – self- portrait and WNB #C: “What the Mirror Tells Me…”
Peer edit journals & turn in rubrics: Rubric
Begin a personal activity - if you were absent, see me
Start thinking about these 4 areas of yourself: How I see Myself, How I Think Others See Me, The Me That Noone Sees, and The Ideal Me. Think of words, visuals, quotes, symbols, etc. that answer those questions.
Research Alice Walker and fill out the "About the Author" workshett: About the Author
Read "Beauty: When the Other Dancer is the Self" on page 46 in the Norton Reader - come check out from me if you were absent.
Do Q's 1 & 3 only at the end. Those answers can go on your About the Author worksheet
Writer's Notebook B: "The Imperfect, Yet Perfect Me" - what imperfections do you see when you look in the mirror? Do you embrace them? Do you let them define you in any positive or negative way? What is the story of the imperfection? How can you embrace any "flaws" you may see in yourself? How do they make you unique and beautiful/handsome?
Work on writing skills in the powerpoint: Powerpoint
Your Writer's Notebook prompt:
- Writer’s Notebook A: “Photograph” (label it this way) - find a photograph that portrays a strong memory of a time in your past – this can be happy or sad, a moment that changed you, a lesson you learned, etc., and give the back story – focus on strong pathos-driven diction, appropriate syntax and use anthimeria and allusion – highlight and label! Tape the photo in your journal.
- BE CREATIVE – BE FREE AND UNCONVENTIONAL IN YOUR WRITING
WELCOME BACK! :-)
Go over semester exam
Begin Personal Narrative Unit - started going through powerpoint - I will post this after next class when we are done with it
If you did not get a journal first semester, you may want to consider getting one. It is not required, just highly recommended.
STUDY FOR FINAL! MONDAY WILL BE A STUDY DAY, SO COME PREPARED WITH MATERIALS YOU NEED.
Here is a refresher on MLA:
Watch video on how to cite parenthetical or in-text MLA in your paper: https://www.youtube.com/watch?v=eygi6ScdNNc
Watch how to set up your works cited/bibliography: https://www.youtube.com/watch?v=Qq5Itf5Tg-U
Here is the Purdue Owl link: Purdue Owl
Work on satire speeches in your groups - if you were absent, talk to your group about what your role is for Thursday.
Get into groups and go over notes from reading Jonathan Swift's "A Modest Proposal". As a group, answer the questions from the end that I assign you. If you were absent, do quesitons 1, 5, 15, 20 - be prepared to share these answers in class on Tuesday. You'll be the teacher, so give complete answers.
Then, as a group, create a political cartoon on "A Modest Proposal" as an exit ticket - you will have to do on your own if you were absent: Political Cartoon
In the same groups, start looking over and getting an idea for a speech you are going to create in similar fashion to "A Modest Proposal": Speech - you will start creating the speech in your groups on Tuesday and present the speech on Thursday.
Powerpoint explaining "Body Rituals of the Nacirema": PP
Go over powerpoint on satirical devices: Devices of Satire
Here is the graphic organizer for the exit ticket: Political cartoon satire graphic organizer
Explained at the end of the Satire powerpoint. Here is the text: A Modest Proposal - do NOT do the questions at the end! Follow directions on powerpoint!
Here is the graphic organizer: Satire analysis graphic organizer
What is truism? This is a great site that explains it, but you have to sign up to see it. It would benefit you all around becaus this site has a lot of useful tools: https://study.com/academy/lesson/truism-definition-examples.html
When done, complete FRQ for Unit 2 on My AP. It will only be open Tuesday, and once you begin the test, you will have 45 min to complete it.
Have a great Thanksgiving Break! :-)
- Discuss Writer’s Notebook #2 & peer edit: Rubric
- Speed dating activity
- When all done, get with your partner (6th block) or your column (7th block), write a thesis statement that you might use for an essay arguing your position. Then, provide a list of evidence from your reading, experience, or observations. Construct brief commentary for each piece of evidence
- If you were absent, you will have to do this on your own - 2010 #3 prompt:
In his 2004 book, Status Anxiety, Alain de Botton argues that the chief aim of humorists is not merely to entertain but “to convey with impunity messages that might be dangerous or impossible to state directly.” Because society allows humorists to say things that other people cannot or will not say, de Botton sees humorists as serving a vital function in society. Think about the implications of de Botton’s view of the role of humorists (cartoonists, stand-up comics, satirical writers, hosts of television programs, etc.). Then write an essay that defends, challenges, or qualifies de Botton’s claim about the vital role of humorists. Use specific, appropriate evidence to develop your position.
- **AGAIN, DO NOT WRITE THE WHOLE PROMPT, JUST WHAT IS ASKED OBOVE: "write a thesis statement that you might use for an essay arguing your position. Then, provide a list of evidence from your reading, experience, or observations. Construct brief commentary for each piece of evidence"
- Discuss counterarguments
- Give example of good counterargument - see me if you were absent
- Debate thesis statement topics – make changes to theses if you change your mind or want to add info
Writer’s Notebook #2: choose one of the topics from class and re-compose a thesis statement that you might use for an essay arguing your position. Then, provide a list of evidence from your reading, experience, or observations. Construct brief commentary for each piece of evidence. Take no more than 30 min. on this.
- Peer edit final draft & turn in: new peer edit sheet: Rubric
- Read article: “Americans’ New Hang-up: Cell Phone Rudeness”: Article
- Then with a partner, fill in the graphic organizer that helps to write the counterargument paragraph. Exit ticket: Graphic Organizer
HW: Go over the end of the powerpoint with the different topics (there are 5 new ones) – think about them and write a THESIS ONLY for each one: PP
- Go over topic sentence worksheet
- Look at corrections – show 6th block my thesis and explain
- Discuss the topic sentences worksheet
- Take Unit 2 MC check on MyAP - if you were absent, do this by Monday.
- Watch video on counterarguments: https://www.youtube.com/watch?v=BNh7O7vbbGw
- Make changes to your journal: highlight thesis yellow, highlight topic sentences green, highlight and label devices blue
- Type up in correct MLA format and attach original rubric to it.
- This is the new rubric I will grade the typed version on:
- Peer edit journals - if you were absent, have someone you trust edit: Peer edit
- Do they follow the format - give handout: Argumentative Format
- & evidence vs details: https://www.smekenseducation.com/Distinguish-Reasons-from-Evidence.html
- Discuss good thesis and bad – show my example and how I worked through it
- Watch video on thesis writing: https://www.youtube.com/watch?v=7spH7plXqNg
- Do topic sentence worksheet: Practice wksht
- Fix thesis and topic sentences from journal & put on sticky notes
Go over powerpoint on thesis writing in an argumetative essay: PP
In your groups, come up with the different types of arguments around the issues
Writer's Notebook #1: In your journals/writer's notebook, write a 45 minute argumentative/persuasive essay on one of the argument topics surrounding the song (i.e. is the original promoting date rape? Are we taking the hashtag movement too far? Is it ethical to change the words of someone else's song for political purposes? etc.). The idea is you are choosing which aspect aroudn this that you want to argue. Aim for a complete essay using the classical model.
Powerpoint on Argumentive Essay: Argument Explanation
AP rubric 1 pager: 1 page checklist
- Argumentative pre-test: 60 minute timed writing on 2015 Q3 – the value of polite speech.
- If you were absent, here is the prompt:
An anthropologist studying first-year students at a university in the United States writes that friendly phrases like “How are you?,” “Nice to meet you,” and “Let’s get in touch” communicate politeness rather than literal intent. What, if anything, is the value or function of such polite speech? In a well-written essay, develop your position on the value or function of polite speech in a culture or community with which you are familiar. Use appropriate evidence from your reading, experience, or observations to support your argument.
- Go over sample essays from the 2019 rhetorical analysis and score – see me for these samples if you were absent
- Give back synthesis quiz to look over and discuss
Went over 2015 student samples from College Board
In class timed writing - if you were absent, you will need to set aside 45 mintures to come in and take that.
Read, highlight, and annotate this handout on Argumentative Writing and the Classical Method: Classical Argument
- Look over AP sample essays and score them using the new Rhetorical Analysis Rubric: Rubric
- Look at actual AP responses
- Look over chief reader response to this question
- Peer edit
- Look over tests
- SEE ME IF YOU WERE ABSENT
HW: Do 2015 Q2 for homework – 45 min - SEE ME TO GET PROMPT IF YOU WERE ABSENT
Here is a good link that talks about different rhetorical modes and their purpose: http://www.aylshamhigh.com/downloads/language-devices-and-their-effects-final-version-complete-dec-2015.pdf
Here is a video on Cesar Chavez: https://www.youtube.com/watch?v=NzbL3X68TEI&t=1s
And here is a good interview with Chavez himself: https://www.youtube.com/watch?v=HWOFShsD_pU
- Look over sample essays from 2017
- Peer edit
- Read and annotate 2018 on your own
- Look over handout on creating the purpose statement: PIIED
- Get with a partner and create an outline and/or thesis - YOUR PURPOSE STATEMENT SHOULD BE THE START OF YOUR THESIS
1. Watch video on how to explain strategies: https://www.youtube.com/watch?v=4gMAdgInpCs
give yourself 45 minutes to write the essay
- Can’t go over the test until everyone has taken it
- Hand out the info for AP test from counselors – see me or counseling if you were absent
- Review the answers to parallelism worksheet: Answers
- Review what you know about rhetorical analysis
- Read over the 2017 Q 2 and annotate on own. Then discuss with a partner - see me for this if absent
- Watch video that takes students through the process of preparing for the analysis essay: https://www.youtube.com/watch?v=bUyzJ7RTzig&t=1s
- When done, plan an outline by yourself or with a partner – topic sentences as they pertain to the thesis you created during the video
HW: Give yourself 45 min max to write this essay. Put your times on your paper (start and stop time). It doesn’t benefit you to go over your time limit – be honest with where you are.
Midterm exam - if you were absent, you need to make it up in the time frame of your absence. This will also need to be made up during a study hall, off hour, homeroom, etc.
Technically no homework, but if you didn't do well on the exam, study! And have a great break!
- Quiz on Toulmin – when done, work quietly on whatever you need. You will have to make time to come in and make this up if you were absent.
- Do the MC section of AP progress check #1 – you have a total of 90 minutes, so don’t start it unless you have the time. Please mark how long this took you if you got done in less than 90 min.
- Go over notes on syllogisms, style and stop at active vs. passive voice: Notes
- Familiarize yourself with schemes and tropes: Schemes and Tropes
- Practice FRQ on AP site
- To prepare for the Toulmin quiz next class, go over handout on Toulmin: Toulmin Model
and watch video: https://www.youtube.com/watch?v=syGLJy7jjsk
- In the next week, be sure to check these videos out – one for taking notes: https://www.youtube.com/watch?time_continue=2&v=pZgMpjjgCRA
- And here are 2 good videos on schemes and tropes:
Go over College Board student examples of the timed writing - see me if you were absent
HW: Go to this page and familiarize yourself with the test set up and expectations: https://apcentral.collegeboard.org/courses/ap-english-language-and-composition/exam
First timed rhetorical analysis - if you were absent, see me
Read chapter 6 and take notes.
If you haven't watched the syllogism video I posted awhile back, please do to help with understanding: https://www.youtube.com/watch?v=KcNESCrkIiQ
Friday 9/27 - HOMECOMING!
Re-write exit ticket paragraphs for King's letter
Technically no homework - however,
YOU WILL NEED TO HAVE CHAPTER 6 READ BY NEXT THURSDAY
- Go over multiple choice answers in groups – find out why the answer is the answer and discuss
- Look over rhetorical analysis essay template: Template
- Look at an example of introductory paragraph: https://www.luc.edu/media/lucedu/writing/lucwcowls/Rhetorical%20Analysis%20Thesis%20Statement%20Formula.pdf
- Look at sample essay: Sample essay
- Choose one of the following prompts and write the intro, middle, and conclusion for exit ticket: Prompts
Monday 9/23 - HAPPY HOMECOMING WEEK!
* Listen to the actual audio of King reading his speech and groups looked for additional specific info. If you were absent, no need to do this by yourself.
* Here is the actual text with correct paragraph numbers to do the multiple choice test, which students did together in their groups: https://abacus.bates.edu/admin/offices/dos/mlk/letter.html
Turned this in for an exit ticket.
- Go over the summer rhetorical devices: powerpoint
- In your groups, share what you read and what you highlighted – teach your group the essentials of your portion of the letter
Take the multiple choice quiz: MC Quiz - IT DOESN'T BENEFIT YOU TO CHEAT. USE YOUR NOTES AND YOUR BRAIN! :-)
Watch video on syllogisms: https://www.youtube.com/watch?v=KcNESCrkIiQ&t=190s
- Go over homework and give answers to 911 q’s
- Discuss what they know about the Civil Rights Movement and King’s Letter from Birmingham Jail
- Watch videos on background:
- John Green's crashcourse: https://www.youtube.com/watch?v=S64zRnnn4Po
- Do a cold read on your own of the letter: https://web.cn.edu/kwheeler/documents/Letter_Birmingham_Jail.pdf and highlight this way:
Pink – the opposition’s argument
Yellow – use of pathos
Green – use of appeal to authority – ethos
Blue – appeals to logic – logos
Underline other rhetorical devices that are impactful and label them.
Also annotate for SOAPStone/SPACECATS
- If you were absent, you will read up to page 3 and the paragraph ending in “….these anti-religious laws.
- Divvy out the remainder of the speech to do individually – if you were absent, I have your copy, so come pick it up.
- Exit ticket – 1 answer per group: What is King’s tone in the opening paragraph? How might you make an argument for it being ironic?
HW: annotate and highlight the section you were assigned. You will teach this section to your group on Thursday
Go over powerpoint on diction, syntax and tone and take notes: Diction, Syntax & Tone
- Go onto a chrome book and pull up the magazine site. In groups, share your intros while looking at the cover you chose and discuss.
- Show video on analyzing credibility of sources: https://www.youtube.com/watch?v=m_EAxomGhNY
- Practice looking at 4 sites on the Pentagon and 911. Have each person in the group read a site, take notes and share with the group. Analyze one of the sites using the criteria
Take a look at the following sources and determine for yourself what you believe. Also, determine if you think the source is credible. When done, write a thesis ONLY on what you believe.
- Watch live video from when 911 happened. Pay attention to the language used, what is and isn’t said/seen, etc.
- In groups read the text of Bush’s 911 speech and mark up rhetorically while I play the video: https://www.youtube.com/watch?v=7vqP_KRhdm0&t=1s
- Answer the questions together as a group and turn in one sheet by end of class. You will find the text and questions on page 4-5. I have copies in my room if you were absent. 911
- Watch video on writing a rhetorical analysis: https://www.youtube.com/watch?v=bUyzJ7RTzig
- Read over creating a thesis for a rhetorical analysis: https://www.vwu.edu/academics/learning-center/pdfs/Rhetorical-Analysis-Thesis.pdf
Do the following activity on 911 magazine covers: Analysis - YOU ARE ONLY WRITING THE INTRODUCTION AND THAT IS ALL I WILL COLLECT. TYPED MLA
Monday September 9
- Go over homework – share in groups then discuss as a whole
- Discussion: “Do scientists pray? If so, what do they pray for?”
- Context: Phyllis Wright was a 6th grade girl who wrote and asked Albert Einstein that specific question. He responded to her with one of his famous letters. Read it over in groups and fill out SPACECAT SPACECAT and answer the question at the bottom of the sheet: Letter
- Powerpoint on Rhetoric: Rhetoric
- Hand out on Aristotlean Triad/Rhetorical Triangle Rhetorical Triangle
- Practice breaking down Lou Gehrigs speech through SOAPStone & Rhetorical Triangle - : Speech SOAPStone
- Hand out tone sheet: Tone words
- Do question 4 on page 135 – put the visual and your analysis all on the same page.
- Construct and analyze a rhetorical situation for writing a review of a movie, video game, concert, etc. Be very specific in your analysis: what is your subject? What is your purpose? Who is your audience? What is your relationship to the audience? Remember, you need not write a full essay; just analyze the rhetorical situation.
Subject: The subject is X-Men: Days of Future Past.
Purpose: Is to convince my cousins to watch X-Men: Days of Future Past.
Audience: My audience is my younger cousins because I know that they will like the movie since they like superheroes.
The relationship is that my cousins can trust me because I am related to them and I do not lie.
For my rhetorical situation I am writing a review on the movie "Saving Mr.Banks" My subject is about how amazing the movie was and how it is a great movie to watch with the whole family. My purpose is to convince my audience to watch the movie. The audience would be random people I see at the movies who are deciding on which movie to watch. I would give then my opinion but they might not listen to me or take my advice. They do not know who I am and since I am a teenager my credibility is not as strong.
Here is some additional information on Iwo Jima if you are interested! https://www.history.com/topics/world-war-ii/battle-of-iwo-jima#targetText=The%20Battle%20of%20Iwo%20Jima,of%20Japan%20in%20early%201945.&targetText=In%20some%20of%20the%20bloodiest,as%20were%20almost%207,000%20Marines.
- Grade all exams they have taken and discuss the multiple choice sections
- Watch video on rhetoric that sums up chapters 2-4 in Everything’s an Argument: https://www.youtube.com/watch?v=jRbET0t4e_A
- Brush up on SOAPStone using SPACECATS
- SOAPStone video: https://www.youtube.com/watch?v=U0_x7qBQkH8
- Read chapter 5 and analyze the political cartoon on page 114 IN YOUR NOTES. Don’t write on the template examples I handed out
6th - Finished presentations & study hall
7th - Got through 2 presentations
THE 1984 AND THE JUNGLE TEST WILL BE ON THURSDAY
1984 Pre/post test
HW: stay on top of what I gave you last class
- Rhetorical devices pre-quiz – because most do poorly
- The Jungle multiple choice pre-test
- Survey for Leanne
- Exit Ticket – 5 things you Already Knew (AK) or Learned New (LN) from video
Homework - have done by 9/3/19
Watch video on critical thinking skills: https://www.youtube.com/watch?v=dItUGF8GdTw
Watch video on active reading strategies: https://www.youtube.com/watch?v=5j8H3F8EMNI
Read up on Exigence: https://rhetoricandwritingmajor101.weebly.com/what-is-an-exigence.html
Read the following information on Theoidore Roosevelt and take notes on what you don't know: https://www.khanacademy.org/humanities/us-history/rise-to-world-power/age-of-empire/a/the-presidency-of-theodore-roosevelt