AP Daily Agenda and HW
W/T (05/27-05/28)
1. Review of college essays
HW:
a. Make sure to bring in college essayif you have not done so aerady
b. Concept on Nine charts due NEXT CLASS!!! Last grade of Nine Weeks
F/T (05/22-05/26)
1. Activity: Finish Concept on Nine
2. Activity: Work on College Entrance Exams
HW:
a. Finish Concept on Nine Chart
b. Finish College Essays
W/TH (05/20-05/21)
1. Mrs. Harper’s Visit: College Visits, Testing and Application
2. Collect HW
3. Activity: Work on College Entrance Essays
4. Finish Concept on Nine
HW:
a. Concept on Nine Chart
b. College Essays
M/T (05/18-05/019)
1. Announcements: Senior Pic Appt.
2. Activity: College Entrance Essays –Common AP
• Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
• The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience?
• Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
• Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma-anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.
• Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
HW:
a. Finish Mul. Choice Chart (Due Next Class)
b. Work on Concept on Nine Chart
TH/F (05/14-05/015)
1. AP Gathering –
a. Nutrition and analysis of class selected film
HW:
a. Please bring your laptop or USB to begin working on College Entrance Essays
T/W (05/12-05/013)
1. Mental Drill: Goodie Bags distribution and AP Breakfast (05/13 @6:40am)
2. Concept on Nine/ Finish Jeopardy Games
3. AP TEST!!!!! (YOU CAN DO THIS!!)
HW:
a. Review your folders before the test
b. Come Ready to relax on the 14th/15th--- We will be watching a film (suggestions are being taken under the class Blog)--if no suggestions...I pick the film... and The Sound of Music sounds like a good idea...
F/M (05/08-05/011)
1. Mental Drill: Folder distribution
2. Activity: AP REVIEW—Look at notes and comments left by teacher on papers
HW:
a. Review the material we have studied so far: Concept on Nine, Readings, Philosophies, etc. Also review important handouts and formulas
b. Don't forget your $$ for the AP Breakfast
c. Finish “Crack and the Box”
W/TH (05/06-05/07)
1. Activity: Jeopardy Review Game
a. Game and scoring
HW:
a. Review the material we have studied so far: Concept on Nine, Readings, Philosophies, etc. Also review important handouts and formulas
b. Read “Crack and the Box” and think about the following
M/T (05/04-05/05)
1. Announcements (scholarships) and Collect HW—Argumentative prompt
2. Activity: Work on Jeopardy Review Project
3. Individual Conferences: Tips for exam success
HW:
a. Finish Jeopardy Review Game—DUE NEXT CLASS
b. Read “Crack and the Box” and think about the following
i. What is Hamil’s claim and main argument?
ii. How successful was he at presenting his claim?
iii. Did he have any flaws in his argument?
iv. What was his strongest appeal
v. Create a TPT sentence, SOAPSTone formula sentence and a Diction Formula sentence for this piece--Due May 8th
TH/F (04/30-05/01)
1. Review IPE
2. Activity: Argumentative Essay Boot Camp
a. In 6 minutes complete IPE
i. Identify issue/argument
ii. Position—are you for/against/ qualifying it?
iii. Evidence—3-5 examples/support and BGI
b. In 4 minutes write you intro and thesis and include at least 1 strong verb.
c. In 2 minutes bullet 2 main claims for 2 of the support/examples under evidence
• REPEAT for all prompts
3. Discuss as a Class:
a. Which prompts were the most challenging? Why?
b. What type of ‘evidence bank’ do I need to build for the exam?
c. How can I stop myself from treating the argumentative prompt as a rhetorical analysis?
HW:
a. Take one of the prompts not covered in class and , while timing yourself (40min), complete the essay—Due next class
b. Work on Jeopardy Review Project
c. Read “Crack and the Box” (under documents) and think about the following
i. What is Hamil’s claim and main argument?
ii. How successful was he at presenting his claim?
iii. Did he have any flaws in his argument?
iv. What was his strongest appeal
v. Create a TPT sentence, SopasTone formula sentence and a Diction Formula sentence for this piece--Due May 8th
T/W (04/28-04/29)
1. Review Formulas
2. Activity: Rhetorical Analysis Boot Camp
a. In 2 minute read prompt and identify the abstract/concrete and pose question for thesis
b. Read piece and annotate looking for the abstract and concrete in 12 min
c. Formulate thesis and intro in 6 minutes
• Repeat for all prompts
3. Discuss as a class
a. What was the most difficult part of the passages?
b. How did it help to use a formula?
c. What can Id o to improve in my timing?
HW:
a. Using the prompt that was not covered in class (Orwell)- time yourself and write a complete response in 40 min. –make sure to use a formula in the intro and to label the body paragraphs CTA
b. Print out the Argumentative Prompts for the Boot camp--BRING TO CLASS
F/M (04/24-04/25)
1. Collect HW: “From Self-Reliance”
2. Activity: Peer-editing Essays Workshop part 2
a. Students will now look at another student’s Q#3 essay
i. As a class we will identify the task at hand.
1. If the paper’s introduction has no attention getter, or the attention getter was not relevant or confusing, mark paper and flag.
2. On classmate’s paper, mark whether prompt was answered in the introduction and if a clear position was taken. If no clear position was taken, mark the paper and flag.
3. If the person qualified the claim and did so successfully, mark & flag it with bright color flag
4. Read the paper. If the person did not follow CT/SA for at least 2 paragraphs, mark on paper and flag.
5. If the person does not have at least 1 example that is historical, scientific, current, and or global, mark paper and flag.
6. If the person is missing a counterargument and refutation, mark paper and flag
7. If the person did not include a BGI, Figurative language or insightful conclusion, mark & flag.
8. Circle any words that are upper level and demonstrate control of language. If there are 3 or more, mark on paper and flag using bright color flag.
9. If student demonstrated a strong control of the language, figurative language and insightful information that is over the ordinary, mark on paper and flag using bright color flag
10. Score the paper. If the score is a 4 or less, mark the paper and flag it with a lime green. If the paper is a 5 or 6 flag it with a teal flag. If it is 7 and above flag it with an orange flag.
ii. Return paper to classmate and go up and look at your marked section. How many yellow flags do you have? What do they have annotated? Do you have any bright color flags? Is there a discrepancy with what you see on the board with what you believe you should have on your paper? What steps can you take so that your paper scores higher? Which ‘flags’ could you get rid of and how could you do it? --- Collect paper
b. Class Discussion: What did I learn from this activity? How can I improve my essay writing?
3. Activity: Work on Jeopardy Game Project
HW:
a. Work on Chart for concept on nine
b. Work on Jeopardy project (under documents)
c. Review all handouts for essays
W/TH (04/22-04/23)
1. Mental Drill: Jeopardy Review Guidelines
a. Review guidelines
b. Select groups
c. Assign categories
2. Activity: MC Practice Full Test 1997
HW:
a. Finish work on “From Self Reliance”
b. Work on Jeopardy Review Project
c. Print out ‘Rhetorical Analysis Boot Camp”
d. Bring flag activity
M/T (04/20-04/21)
1. Collect HW: Gettysburg Address and short speech assignment
2. Activity: Peer-editing Essays Workshop
a. Student will receive essays from different classmates and do the following
i. As a class look at Q#2 and its prompt. Decide what is the task .Concrete? Abstract?
1. On classmate’s paper, mark whether prompt was answered in the introduction. If any or both parts (concrete/abstract) were not done, flag the person on the board
2. If there’s no use of TPT, SOAPSTone or Diction formula in the intro, mark on paper & flag.
3. If the person LISTED for the thesis, mark their paper and flag them.
4. Read paper. Did the person follow CTA for at least 1 paragraph? If not, mark on paper and flag
5. If the person went off topic and/or summarized instead of analyzing strategies, mark on paper and flag
6. If the person simplistically answered the prompt by listing (identifying) a rhetorical strategy, BUT did not tie it in to purpose, mark on paper and flag.
7. If the person did not include a BGI, Fig. language or insightful conclusion ,mark and flag.
8. Circle any words that are upper level and demonstrate control of language. If there are 3 or more, mark on paper and flag using bright color flag.
9. If student demonstrated a strong control of the language and insightful information that is over the ordinary, mark on paper and flag using bright color flag
10. Score the paper. If the score is a 4 or less, mark the paper and flag it with a lime green. If the paper is a 5 or 6 flag it with a teal flag. If it is 7 and above flag it with an orange flag.
ii. Return paper to classmate and go up and look at your marked section. How many yellow flags do you have? What do they have annotated? Do you have any bright color flags? Is there a discrepancy with what you see on the board with what you believe you should have on your paper?
HW:
a. Review handouts on Essays
b. Print, annotate and read “From Self Reliance” –then
i. Create a Rhetorical Analysis prompt for the piece
ii. Create an Argumentative prompt using an excerpt from the piece
iii. Create a 5 question Multiple Choice Test using the piece ( each question must target a different area ex: paragraph or sentence function/author’s purpose/rhetorical devices/ diction/structure/etc)—DUE NEXT CLASS
TH/F (04/16-04/17)
1. Mental Drill: Announcements and review information
2. Activity: CONCEPT ON NINE
HW
a. Finish Lincoln’s “Gettysburg Address” assignment— PART ONE AND TWO --DUE NEXT CLASS
b. Review Handouts and acronyms for essays
T/W (04/14-04/15)
- Activity: Essay Practice—Rhetorical and Argumentative
- 2011--Q#2
- 2012--Q#3
- HW:
- Work on Lincoln’s “Gettysburg Address” assignment—DUE NEXT CLASS
- Review Handouts and acronyms for essays
1. Mental Drill: : “Mere change is not growth. Growth is the synthesis of change and continuity, and where there is no continuity there is no growth.” C.S. Lewis
Analyze C.S. Lewis’ message and take a position in a well-organized essay
a. Follow IPE for this quote (Identify –what is the quote saying? What is its meaning?; Position—take a stand on what is being presented; Evidence—find historical, scientific, literary or personal (mature) support.
b. Write down your intro using ANT (Attention Getter, Nec. Info, Thesis)—Make sure your thesis takes a balanced stand and answers the prompt.
c. I will collect this, so please put forth your maximum effort
2. Activity: Short Speech Analysis
a. Complete speech according to Last name
b. Due at the end of class
HW:
a. Print and do the assignment for Lincoln’s “Gettysburg Address” --- annotation and Part One
b. Review Handouts and acronyms for essays
W/TH (04/08-04/09)
1. Mental Drill: MC Practice –Professions for Women
2. Activity: Synthesis Prompt: Political Language
a. As a class do STEPS for essay
b. Go over sources
c. What exactly is a synthesis essay?
3. Review “The Case for Torture” questions
a. How is this piece similar/different from “In Defense of Flogging”
b. How are the two ‘proposal’ similar/different?
HW:
a. Print and bring Short Speech assignment to class.
b. For the synthesis question under the documents. Time yourself and in 15 min complete the STEPS process. Then write the introduction.
M/T (04/06-04/07)
1. Mental Drill: Answer questions for —“The Case for Torture”
a. What is his main claim? What moral justification does he provide?
b. Are his hypothetical examples effective? How are they “flawed?”
c. What distinction does Levin make between his case for torture and torture as punishment?
d. What answer does Levin give to the objection that torture violates an individual’s rights? Do you agree?
e. Find 3 flaws in the logic progression of his argument in order to dismantle his claim.
2. Collect HW—Magna Soles annotations
3. Activity: SYNTHESIS ESSAY--- Political Language
HW:
a.Please complete the following survey... Click Here to complete
b.Finish questions for “The Case for Torture”
c.Find and Print 2 other articles that link torture and punishment. One should be in a negative light, the other in a positive light. (You should bring a total of 3 articles to class--counting the one searched for 'In Defense of Flogging")
d. Research Synthesis Project due MONDAY APRIL 6th –ALL CLASSES
e. Complete chart on Concept On Nine – collection coming soon
W/TH (04/01-04/02)
1. Mental Drill: Review Rhet. Question #2 2005 –Satire (the Onion Article)
a. Examine question—con/abs
b. Re-enforce what is Satire—review techniques and purpose
c. Read low scoring response and annotate high scoring response
d. Reinforce TPT and Abs/Con.
2. Activity: “In Defense of Flogging” questions
a. Collect questions
b. Discuss techniques and what differentiates a satire from a regular piece
c. Discussion (Oral Assessment of questions )
i. Why do we punish? Why not reward?
ii. Is flogging a type of torture? What constitutes torture?
HW:
a. Finish annotating sample response for “MagnaSoles” Q#2
b. Read and annotate The Case for Torture--- (Have it ready by next class for discussion)
c. Review STEPS, IPE and all notes/handouts (Mastering the Persuasive Essay –under documents) on synthesis essays— TIP: You will be writing one next class)
d. Research Synthesis Project – DUE APRIL 6th
M/T (03/30-03/31)
1. Mental Drill: Filing
2. Activity: In Defense of Flogging—Finish Reading and answer the following questions
i. What is the SOAPSTone of the article?
ii. Create a TPT sentence for the piece
iii. Is this article a satire? How do you know?
iv. Do you agree or disagree with the idea of flogging as opposed to imprisonment? Give concrete examples for your reasoning
v. Is the idea of corporal punishment barbaric? Is it torture? What constitutes torture?
vi. If you belief the thoughts expressed are barbaric and fomenting torture, why are they wrong? If you agree with them, why are they right? (find OUTSIDE support for your argument)
3. Activity: FULL Multiple Choice Test – 2012 (60 min)
HW:
a. Finish the questions for “In Defense of Flogging” and find 1 article/op-ed/excerpt that supports your view on this issue
b. Review HANDOUTS for ESSAYS
c. PRINT---The Case for Torture (under documents)
d. Research Synthesis Project – DUE APRIL 6th
SPRING BREAK
W/TH (03/18-03/19)
1. Mental Drill: MC Practice Part4
a. Review Answers
b. Chart Progress
2. Collect HW –Synthesis Essay
3. CONCEPT ON NINE PRESENTATIONS
HW:
a. Research Synthesis Project ---DUE RIGHT AFTER SPRING BREAK
b. Under the BLOG for your class, write down your topic for the project
c. Print, read and annotate “In Defense of Flogging” DUE 3/30-30/31
d. REVIEW HANDOUTS on ESSAYS
M/T (03/16-03/17)
1. Mental Drill: Mc Practice : The Cruelest Sport—Joyce Carol Oates
2. Activity: Synthesis Lesson
a. LOC pg. 160-166--- Read, take notes and review
b. Complete Activity in pg. 163
3. Activity: Using the sources and prompt on pgs. 166-174, complete the STEPS process (15 min)
HW:
a. Time yourself for 35 min. and complete the essay started in class. (sources under documents)
b. Review handouts on essay writing
c. Print, read and annotate “In Defense of Flogging”
TH/F (03/12-03/13)
1. Mental Drill: MC Practice Part 3
a. Review Answers
b. Chart Progress
2. Activity: Quiz on Synthesis Reading
3. Activity: Lesson & Tips – “How to Write the Argumentative/ Synthesis essay”
a. What does it mean to synthesize?
b. Explain and model STEPS IPE
i. Subject Task Evidence (scan sources/ personal) Position Simile (fig. lang)
ii. Identify Position Evidence
c. Model using Texts on ‘economy’ – Thoreau, Rose, Swift and chart LPC pg. 498
i. The French author Voltaire wrote, ‘people have declaimed against luxury for two thousand years, in verse and in prose, and people have always delighted in it.” In our society we see the implications of this quote. To some it is widely accepted that the USA is a consumerist and materialistic country. To others, this is too simplistic and a wrongful view of strong economy that thrives in making use of its wealth.
Using the Sources synthesize the information from at least 3 sources, and incorporate it into a coherent, well-developed essay that evaluates the claim that a society that delights in luxury is not a healthy society.
Make sure your argument is central; use the sources to illustrate and support your reasoning. Avoid mere summarizing the sources.
ii. Find STEPS for the prompt….. What next? (model diagram of STEPS
iii. Discuss as a class
HW:
a. CAREFULLY READ selection on Synthesis Essay LOC pgs. 153-159 DUE NEXT CLASS
b. BRING A REAM OF PAPER (NO EXTRA CREDIT)….just for EXTRA LOVE!
c. REVIEW ALL HANDOUTS on ESSAYS (only 38 school days left for the TEST)
T/W (03/10-03/11)
1. Mental Drill: ‘A Presidential Candidate”-
a. Review worksheet
b. Further clarify satire
2. Collect HW (Scoring of Hurston’s essay)
3. Activity: Practice Rhetorical Essay—2005 Q2—Satire
HW:
a. Read and take notes on Synthesizing Sources-LOC pgs. 147-152 (quiz next class)
b. Do activity on pg. 147
F/M (03/06-03/09)
1. Mental Drill: Check Satire Quiz
a. Review—What is satire and how is it crafted?
2. Activity: “A Modest Proposal”
a. Discussion: What is “A Modest Proposal” really about?
b. What type of satire was Swift’s “A Modest Proposal?” –
c. Of the six advantages in paragraphs 21-26, which is the most sardonic and why?
d. At what point did you realize this was a satire and not an ‘actual’ proposal?
e. What was the purpose of this piece? Would this piece be any less/more effective if written in a different style?
3. Activity: Peer Scoring “How it Feels to Be Color Me”
a. Using the AP Rubric score the essay
b. Give a brief explanation as to why the essay was scored as it was. Make sure to include the “buzz words” that categorize the paper at a certain score.
HW:
a. Mark Twain’s “A Presidential Candidate” (under document)
i. Read and annotate
ii. Complete worksheet on Rhetorical Analysis
W/TH (03/04-03/05)
1. Mental Drill: Review Satire Packet for Quiz (15)
2. Activity: Satire Quiz (25 min) (may use packet last 10 min)
3. Activity: (30 min)---Finish Argumentative Essay on ‘How it Feels to Be Colored Me”
HW:
a. Review “A Modest Proposal”
i. What type of Satire does Swift employ? How do you know? Is this satire effective?
b. Read and take notes on “Logic--Logos inside out—excerpt from Thank You for Arguing (under documents)
M/T (03/02-03/03)
1. Mental Drill: MC Practice 2014 Part 2 (20)
a. Review Answers
b. Chart Progress
2. Activity: Review Shopping and Other Spiritual Adventures”
a. Go over questions
b. What is the difference between Thoreau’s viewpoint and Rose’s
3. Activity: Review—“How It Feels To Be Colored Me”—Rhetorical Analysis Worksheet
a. Review
4. Activity: —“How It Feels To Be Colored Me”—Step Essay
a. Using handout , plan for an argumentative essay
HW:
a. Under Documents print, read and annotate the Satire Packet. You will need to be familiar with all of the content by next class. Make sure to read the examples and analyze how they are satires
T-F (02/24-02/27)
1. Finish “Shopping and Other Spiritual Adventures”
2. Work on “A Modest Proposal”
HW:
a. Finish ‘A Modest Proposal
F/M (02/20-02/23)
1. Mental Drill: Discussion of “from Economy”
a. Discuss conversation questions
b. What is Thoreau’s view of wisdom/philosophy?
c. What is his view on spending? How would he view the American culture of today?
d. Do you agree or disagree?
2. Activity: 2011B—Argumentative Essay
a. Review Scores
b. Read Sample Papers (highlight importance of counterclaims and BGI/Fig. Language)
c. Discuss Specificity/ vagueness and connections while conversing with audience
3. Activity: AP Scoring (Essay Rubric)
a. Using the handout provided, revise your essay
b. Pick 3 instances that could boost your score 1-2 points above
c. Make the changes and highlight them (use another paper if needed)
HW:
a. Finish Class Activity--DUE NEXT CLASS
Pick 3 instances that could boost your score 1-2 points above
Make the changes and highlight them (use another paper if needed)
b. Read, annotate and answer questions for “Shopping and Other Spiritual Adventures…”—remember…NO LATE WORK ACCEPTED
W/TH (02/18-02/19) ----MON: HOLIDAY TUES: Teacher Planning Day
1. Collect HW- Rhet. Worksheet
2. Concept On Nine Presentation
HW:
a. Read, annotate and answer the questions for ‘Economy’ by Thoreau –under documents
TH/F (02/12-02/13)
1. Mental Drill: Activity: Class Discussion (20)
a. What is the main argument in “Where I Lived and What I Lived For”?
b. How does Thoreau extol the virtues of individualism and self-sufficiency?
c. In today’s terms, how would you characterize Thoreau’s politics? Is he conservative or progressive?
2. Collect HW Questions and Rhetorical Analysis Worksheet
3. Activity: 2011B Q3—Write Argumentative Essay (40)
HW:
a. Finish ‘How it Feels to Be Colored Me”—reading and worksheet. –DUE NEXT CLASS
T/W (02/10-02/11)
1. Mental Drill: MC Practice --- “Where I lived and What I lived For” (20)
a. Review Answers—Chart Progress
2. Activity: Read Thoreau’s “Where I Lived and What I Lived For” (40 mi)
a. answer Questions for Discussion #2 and 5
b. answer ALL questions (1-12) under Rhetoric and Style
c. In groups of 2—Discuss Answers
HW:
a. Finish reading ‘How it Feels to Be Colored Me”—and complete worksheet –under documents.
b. Finish “Where I Lived and What I Lived for” questions
c. Review Handouts on Argumentative Essay!! –NEXT CLASS
F/M (02/06-02/07)
1. Mental Drill: Return ‘Perfect Lesson’ ---Discuss –driving metaphors
2. Argumentative Essay Practice --Quote
In this excerpt from Antigone, by the classical Greek playwright Sophocles, the wise Teiresias observes
Think: all men make mistakes,
But a good man yields when he
Knows his course is wrong,
And repairs the evil: The only
Crime is pride.
a. Think of the implications of the quotation. What is it trying to say?
b. Is the assertion being made correct? If not, why not?
c. Provide 3 examples to support your stand. The examples should be 1. Historical 2. Literary 3. From a Concept on Nine that has been presented.
3. Finish OTDOCD Discussion
a. Analysis: Synthesize: How do the greats of the past influence the emerging greats of tomorrow?
HW:
a. Read and annotate “How it Feels to be Colored Me” –Under documents
W/TH (02/04-02/05)
1. Mental Drill: MC Practice 2014 Part 1
a. Review answers
b. Chart Progress
2. Collect Homework –MLK Essay
3. Class Discussion---Most powerful strategies in MLK’s Letter and connections between MLK letter and Great Debaters (20)
4. Activity: OTDOCD—Discussion
a. Pass back answer and check
b. What was the man argument in this piece?
c. Synthesize: How do the greats of the past influence the emerging greats of tomorrow?
HW:
a. Write a brief essay that compares and contrasts Thoreau’s “On the Duty of Civil Disobedience” and MLK’s “Letter from Birmingham Jail” by focusing on purpose, definition of a just law, or figurative language
b. Review Argumentation Packets !!
TH/F (02/02-02/03)
1. Mental Drill: Review Scores of 2007 Practice Rhetorical Essay
a. Review rubric
b. Explain grading
c. See sample paper
2. Collect OTDOCD Questions
3. Activity: “Letter from Birmingham Jail”:
a. Color Code Review—Correction (20)
i. Using color pencils
b. Rhetorical Analysis Worksheet --complete in groups of 2 (30)
HW:
a. MLK—Essay Outline (You will write Intro and Conclusion and outline the body) –Time yourself and spend no more than 30 min. (Under documents)
b. Finish Class activity –DO NEXT DAY IN THE MORNING
TH/F (01/27-01/28)
1. Mental Drill: Multiple Choice Practice “On Duty of Civil Disobedience” (20
a. Review questions and chart progress
2. CONCEPT on NINE Presentation
HW:
a. Finish Annotation for “On the Duty of Civil Disobedience”--DIE NEXT CLASS
b. Answer Questions for “On the Duty of Civil Disobedience” (under documents)--DUE NEXT CLASS
T/W (01/27-01/28)
1. Activity: 40 mins
a. Rhetorical Analysis Essay Practice –2011 Form B
2. Finish Watching –--The Great Debaters--
3. Collect Counterarguments HW and “Letter from Birmingham Annotations”
HW:
a. Finish Assignment for ---The Great Debaters—Due Next Class
b. Read and annotate “On the Duty of Civil Disobedience” – It is lengthy but try to complete at least half of it by next class.
F/M (01/23-01/24)
1. Continue Watching--- The Great Debaters---
a. Note taking on debates
HW:
a. Using the annotated “Letter from Birmingham Jail”—complete the following color coded rhetorical analysis using color pencils. NO HIGHLIGHTERS PLEASE!!!
i. Purple: the opposition's arguments
Red: use of an emotional appeal or pathos
Green: use of appeal to authority or reputation or ethos
Blue: use of an appeal to logic or logos
b. Review ALL handouts on Writing a Rhetorical Essay
W/TH (01/21-01/22)
1. Mental Drill: File
2. Argumentative Essay: Learning Counterarguments
a. Review what are counterarguments
b. Watch Clip from THE GREAT DEBATERS
i. Fill out handout stopping at each important scene and discussing
ii. Answer the analysis questions
c. Handout the paragraph created from the information taken from the movie clip
i. Read individually and label
1. Claim, Support , Counterargument, Refutation, Analysis
2. Circle transitional words
3. Underline counterclaim and highlight refutation
d. Now remove the highlighted and underline portions and read the paragraph. How does it change?
e. Remove the highlighted portion and the transitional words. How does it change? Does it weaken the argument?
f. As a class, review the results and answer, “What is the purpose/function of counterarguments and why are they CRUCIAL to a solid argument?”
3. Begin Watching--- The Great Debaters---
a. Explanation of movie and what we will be looking for
b. Explain worksheet: debates and argumentation
c. Model debate format: resolution, affirmative, counterargument
HW:
a. Finish Reading and Annotation “Letter to Birmingham Jail”
b. Finish Analysis question from classwork
TH/T (01/15-01/20)
1. Mental Drill: “Letter from Birmingham Jail” Mult. Choice practice
2. Argumentative Essay: Learning Counterarguments
a. Review what are counterarguments
b. Watch Clip from THE GREAT DEBATERS
i. Fill out handout stopping at each important scene and discussing
ii. Answer the analysis questions
c. Handout the paragraph created from the information taken from the movie clip
i. Read individually and label
1. Claim, Support , Counterargument, Refutation, Analysis
2. Circle transitional words
3. Underline counterclaim and highlight refutation
d. Now remove the highlighted and underline portions and read the paragraph. How does it change?
e. Remove the highlighted portion and the transitional words. How does it change? Does it weaken the argument?
f. As a class, review the results and answer, “What is the purpose/function of counterarguments and why are they CRUCIAL to a solid argument?”
HW:
a. Print out Argumentative Essay Handouts and Read/Annotate
b. Print/read and annotate: Mastering the Persuasive Essay.
c. READ and ANNOTATE: “Letter to Birmingham Jail”
T/W (01/13-01/14)
1. Mental Drill: Review AP Argumentative Essay Handout
a. How does it differ from the Rhetorical Essay?
b. Tips & Strategies
2. Collect HW: Virginia Woolf Unit and Perfect Lesson
3. 11th Grade Writing Baseline Essay –Financial Literacy
HW:
a. Print out Argumentative Essay Handout and Read/Annotate--Due Next Class
b. Print/read and annotate: Mastering the Persuasive Essay --Due Next Class
F/M (01/08-01/10)
1. Mental Drill: MC Practice 2013 “It has been well said”
a. Go over answers
b. Do class inventory and review most missed questions
c. Chart on AP MC Track Sheet
2. Collect HW—Cultural Hegemony
3. Activity: Virginia Wolf Passage- Finish Essay Scoring and Unit work
a. Begin/Continue essay Scoring
i. Read the essay in its entirety the 1st time
ii. Then read with pen in hand and annotate intro, body and conclusion. Have your list of characteristics we came up in class and use them to “grade” the paper
iii. Make sure the body paragraphs follow CTA. Is there a claim that points to the thesis? Is there some sort of textual evidence? Is there analysis instead of a simple summary or identification?
iv. Comment and analyze each section as well as offer suggestions.
v. Score the essay by looking at the Scoring Guide (last page from the sample essays) and give a brief explanation as to why it was given the particular score.
vi. Repeat process for the other 3 essays
b. Finish other activities related to Virginia Woolf Unit
i. Passage (annotated) and wining intro
ii. Reading Considerations worksheet (in pairs)
iii. Value of a Thesis
iv. Ranking Intros/Conclusions (in pairs)
HW:
a. Edit and revise “Perfect Lesson” piece…Bring to class
b. FINISH VIRGINIA WOOLF UNIT--- DUE NEXT CLASS ---NO EXCEPTIONS --6 GRADES
W/TH (01/07-01/08)
1. CONCEPT ON NINE ---PRESENTATIONS
HW:
a. Perfect lesson assignment ---DUE NEXT CLASS
b. Print, read, annotate and answer questions for “Cultural Hegemony”—DUE NEXT CLASS
M/T (01/06-01/07)
1. CONCEPT ON NINE ---PRESENTATIONS
HW:
a. Print, read, annotate and answer the questions on “Besieged by Friends” --DUE NEXT CLASS
b. Work on the “Perfect Lesson” assignment (directions under HW for 12/18)
TH/F (12/18-12/19)
1. Secret Friend Activity
a. Educated guess: Analysis of gift giver
b. Opening of gift and card
c. Debriefing: Why is giving better than receiving?
2. Finish Song Analysis Presentations
3. Kahoot-Quiz
HW:
a. Virginia Woolf’s passage speaks of a “moment” in her life that change her life because of what it taught her…..it was the “perfect lesson”. During the break, try to think of a “moment” in your life that has had the same effect. Think of a moment that has given you “the perfect lesson.” Once you find the moment—or perhaps live it during this break, do the following ( not due the day you come back, but some time that week):
i. Find a way to express it in an extended metaphor that links the “moment” with the lesson ---ex: fishing---finding excitement in that which causes harm or perhaps unease in others (fish)
ii. Write it down being aware of your audience, which in this case would be me, the AP teacher. Make sure to use simple yet memorable word choice along with figurative language (think about how Woolf wrote her piece)
iii. Be honest and sincere. Really think of a “perfect lesson”
iv. I’ll tell you a bit about mine (which makes you guys rather special because I have never shared it with a class before)….it was a moment that validated my life’s choices and I chose to record it when I went to a workshop in 2010. I did some modifications to resemble more the type of assignment I am giving you, but it is pretty much the same. Find it under documents. It is titled “Replica of Dreams”
v. Now…tell me YOUR story. Analyzing is crucial and writing using logical progression is key, BUT it is when we write with our heart and from our own experiences that we can really GROW as a writer and exorcise the writing demons that haunt our minds. Write from our heart! Include figurative language and use what you have learned about writing and audience, but write not for a grade, but as catharsis exercise. I know I sure did when I wrote the piece I am sharing with you
T/W (12/16-12/17)
1. Mental Drill: Mult. Choice Practice 2013 “Climatologists speak…”
a. Go over answers
b. class inventory & review questions missed
c. Chart on AP MC Track Sheet
2. Activity: Virginia Wolf Passage-
a. Ranking Introductions and Conclusions
i. Discuss which were lower, middle, upper
ii. Make list of characteristics for each category of intros and conclusions
iii. What roles do the intro and the conclusion play in the overall structure of the paper?
iv. Tips—how to improve intros and conclusions
HW:
a. Finish list of “characteristics of upper/mid/lower conclusions—Make sure you bring ALL work from V. Woolf passage to class
b. Under documents print the 2 sample essays. Read them carefully and do the following for each one. (PLEASE complete this assignment OR next class we will NOT have time to do the special activity planned).
i. Read the essay in its entirety the 1st time
ii. Then read with pen in hand and annotate intro, body and conclusion. Have your list of characteristics we came up in class and use them to “grade” the paper
iii. Make sure the body paragraphs follow CTA. Is there a claim that points to the thesis? is there some sort of textual evidence? Is there analysis instead of a simple summary or identification?
iv. Score the essay by looking at the Scoring Guide (last page from the sample essays) and give a brief explanation as to why it was given the particular score.
v. Repeat process for 2nd essay
F/M (12/12-12/15)
1. Mental Drill: AP QUOTE “There is one thing stronger than all the armies in the world, and that is an idea whose time has come”
a. What is the message this quote is trying to convey?
b. Do you agree/disagree? Provide at least 3 pieces of evidence
i . Historical
i i. Current
i ii. Personal
2. Finish PP Presentations
3. Activity: Virginia Wolf Passage
a. Reading Considerations:
i. What are the 3 levels in which the passage could be read?
ii. What does the passage want to say? What is the “lasting significance of these moments from her past?
iii. What are the driving metaphors?
b. Discussion of “The Value of a Thesis”
i. Which ones were Low? Middle? High?
ii. List characteristics of low, middle and high thesis statements?
c. Read and Rank Introductions
i. Read the 6 intros and rank from most effective to useless.
ii. Create a list of “what makes an effective introduction”
4. HW:
a. Virginia Woolf Passage: Under documents print and
i. Read the 6 conclusions and rank from most effective to useless.
ii. Create a list of “what makes an effective conclusion”
W/TH (12/10-12/11)
1. MC Practice 2013 “Four fish, then”
a. Go over answers
b. Do class inventory and review most missed questions
c. Chart on AP MC Track Sheet
2. Finish PP Presentations
3. Activity: Virginia Wolf Passage-
a. Sign annotations and thesis
b. In groups of 2 selected at random, complete the Reading Considerations Worksheet
c. Class discussion about the worksheet
HW:
a. Under documents –Print and complete “The Value of a Thesis” –do ALL the tasks for each ACTIVITY
M/T (12/08-12/09)
1. College Presentation—Mrs. Harper
a. Mrs. Harper's List of Ivies (under documents)
2. Continue Song Analysis PP Presentations
HW
a. Print 2002 Q2 Virginia Woolf passage (under documents)
i. Carefully read prompt and identify concrete and abstract part of rompt. Once you know what you should be looking for begin reading the passage DUE NEXT CLASS!!
ii. As you read-annotate the passage for meaning and abstract/contract (try timing yourself. This should take you no more than 15-20 min.)
iii. Formulate a “winning” thesis for the passage.
iv. Think---On how many levels can this piece be read?
b. Concept on Nine
TH/F (12/04-12/05)
1. Song Analysis PP presentations
HW:
a. Print 2002 Q2 Virginia Woolf passage (under documents)
i. Carefully read prompt and identify concrete and abstract part of rompt. Once you know what you should be looking for begin reading the passage
ii. As you read-annotate the passage for meaning and abstract/contract (try timing yourself. This should take you no more than 15-20 min.)
iii. Formulate a “winning” thesis for the passage.
b. Concept on Nine
T/W (12/02-12/03)
1. Mental Drill: Mutl. Choice Practice “It is the fate of actors..” MC 2013
a. Review most commonly missed answers
2. AP MC Tracking Sheet
a. Distribute and explain
b. Record preview MC practices
3. Collect “Eleven” assignment
4. Activity: Song Analysis Group Work
HW:
a. Song Analysis PP—DUE NEXT CLASS
b. Concept on Nine
c. Santa Letter and reply—Print and complete
W/M (11/02-11/01)
1. Mental Drill: AP QUOTE: “The charm of fishing is that it is the pursuit of what is elusive but attainable, a perpetual series of occasions for hope.” John Buchan
a. Find the appositive phrase. What noun is it modifying?
b. What does this quote say about fishing? How is fishing ‘the pursuit of what is elusive but attainable?
c. Is there a deeper meaning to the quote? If so, what is it?
d. What is the function of the appositive phrase?
e. Do you agree/disagree with the quote? Give concrete support for your answer
2. Activity: Class Analysis of Benjamin Franklin’s “The Whistle”
a. Discuss questions
b. Tie answers to multiple choice and rhetorical analysis portion.
3. Activity: Work on Song Analysis PP Presentation
HW:
a. Work on Song Analysis PP Presentation
TH/T (11/20 -11/25) Testing Media Center B: 11/21 A:11/22
1. Concept on Nine Presentations
2. Activity: Students begin Concept Chart
HW:
a. Work on Song Analysis Group Presentation DUE 12/4-12/5 ( You will be working in class on this assignment on 12/1-12/2)
b. Print and Read “Eleven” (under documents) and complete Exploring the Text Questions –DUE NEXT CLASS
c. Make sure you have the Benjamin Franklin HW and “Eleven” by next class!
T/W (11/18 -11/019)
1. Mental Drill: MC—Practice (A man in the European…”) 2007MC 2nd passage (15 min)
a. Do class inventory
b. Review answers
2. Collect Song Analysis and Prompt/Intro
3. Activity: Song Analysis Group Project
a. Divide class by song choice—Create groups
b. Go over guidelines
c. Group Work ---Time
HW:
a. Work on Song Analysis Group Presentation DUE 12/4-12/5
b. Print, read and ANNOTATE --Personal Reflections—Ben Franklin “The Whistle”. Then answer the questions (under documents)--DUE NEXT CLASS
F/M (11/14 -11/017)
1. Activity : Multiple Choice Deconstruction--- Step 3 Individual (15)
a. Take the test. How many did you get right? How did you get them right?
2. Activity : Multiple Choice Deconstruction--- Step 4 –Putting it together (Class)(40)
a. Go over questions –as a class…which were missed the most?
b. Class generates a list of all “kinds” of questions asks
c. Find patterns…. Which appear more often? Which are not repeated? How are the foils constructed?
d. Analyze foils: Which can be thrown out? Why? Those left, which can be narrowed down?
e. What patterns do the foils have?
3. Activity: Song Analysis
a. Modeling the AP Prompts for Rhetorical Analysis, write an AP Rhetorical Analysis Test Prompt for the song you have analyzed
b. Write the intro to your prompt
HW:
a. Song Analysis--- Finish prompt creation and INTRO---DUE NEXT CLASS
i. Make sure you highlight the concrete portion of prompt red and the abstract green
ii. Make sure you use a different formula for the intro
b. Bring prompt, intro and rhetorical analysis of SONG—NEXT CLASS
c. Finish Mult. Choice Activity-DUE NEXT CLASS
i. Analyze what strategies you can use to
• Remove foils from choices
• Guess correctly between choices
• Chunk and get purpose/function questions correct
W/TH (11/12-11/013)
1. Mental Drill: Voice Lesson—Tone—pg. 96
2. Activity: Multiple Choice Deconstruction---Step 2 Cont. (45)
a. Review the stem questions--Do the stems match your understanding or test questions ? If so how, if not why not?
b. Analyze the stems…what exactly are they asking? Key words/clues/signals
c. Answer stems in your own words & HIGHLIGHT and LABEL section where ans. was found. (collect)
HW:
a. Make sure you finish reading The Great Gatsby
b. Song Analysis… From the list of song lyrics (under documents), pick one to analyze to analyze and do the following: DUE NEXT CLASS
ii. To begin, listen to the song you choose carefully and read your song lyrics closely. Answer the following questions:
1. Speaker
• Who is the singer/musician?
• How does he/she establish credibility?
• Does he/she come across as knowledgeable? Fair?
• Does the musician’s reputation convey a certain authority?
2. Purpose
• To attack or defend? • To exhort or dissuade from certain action? • To inform or convince? • To explore or meditate? • To praise or blame? • To teach, delight, or persuade?
3. Audience:
• Who is his/her intended audience? (Consider genre, etc)
• Who could be a secondary audience?
• What values does the audience hold that the musician appeals to?
4. Message/Content
• What is the content of the message?
• Does the message/song succeed in fulfilling the musician’s intentions?
5. Language:
• What figures of speech are used? Are there allusions the musician makes?
• What kind of style and tone are used, and for what purpose?
• Are there any syntactical patterns that stand out &serve the overall purpose.
6. Structure:
• What is the structure of the song? How is the song structured?
• Does the structure aid or hinder the musician’s intention/message?
F/M (11/07-11/010)
1. Mental Drill: Voice Lesson –Tone pg.
2. Collect Baz Lurmann’s Essays
3. Activity: Multiple Choice Deconstruction--- Step 1
a. Distribute passage on “Imagination” (2007) and read as a class (5)
b. Divide passage in 5 for groups of 6 to analyze
a) Line 1-15 b) Line 15-31 c) Line 32-42 d) Line 43-56 e) Line 56-71
c. Each group will: (25)
i. Circle unknown words & define using context clues; if not possible, use dictionary
ii. Examine syntax (length , punctuation, subject-verb)…for meaning (10)
iii. Ask 4 questions you need answered to understand the section
iv. Create 4 test questions about function and style (5)
v. Group shares findings with class (10)
4. Activity : Multiple Choice Deconstruction--- Step 2
a. Review the stem questions--Do the stems match your understanding or test questions ? If so how, if not why not?
HW:
a. Make sure you finish reading The Great Gatsby
b. Song Analysis… From the list of song lyrics (under documents), pick one to analyze to analyze and do the following: DUE 11/14-11/15
i. To begin, listen to the song you choose carefully and read your song lyrics closely. Answer the following questions:
1. Speaker
• Who is the singer/musician?
• How does he/she establish credibility?
• Does he/she come across as knowledgeable? Fair?
• Does the musician’s reputation convey a certain authority?
2. Purpose
• To attack or defend? • To exhort or dissuade from certain action? • To inform or convince? • To explore or meditate? • To praise or blame? • To teach, delight, or persuade?
3. Audience:
• Who is his/her intended audience? (Consider genre, etc)
• Who could be a secondary audience?
• What values does the audience hold that the musician appeals to?
4. Message/Content
• What is the content of the message?
• Does the message/song succeed in fulfilling the musician’s intentions?
5. Language:
• What figures of speech are used? Are there allusions the musician makes?
• What kind of style and tone are used, and for what purpose?
• Are there any syntactical patterns that stand out &serve the overall purpose.
6. Structure:
• What is the structure of the song? How is the song structured?
• Does the structure aid or hinder the musician’s intention/message?
W/TH (11/5-11/6)
1. Mental Drill: Review “Courage” quote
2. Activity: Finish labeling and scoring of anchor papers (35)
a. Review scoring guidelines and “9” paper
b. Duo Scoring--
i. Label papers for ANT, CTA, BGI
ii. Is there any connection between the textual evidence and the claim? Is it shown in the analysis?
iii. Conclusion-Did the paper have one? Does it have BGI?—if so, underline it and mark it with an asterisk *
iv. Diction-circle words that are weak vague, weak and/or elementary (ex. bad, good, stuff, things, many, like, very…etc) and highlight words that are strong, academic, mature (ex: vehement, expound, juxtaposes, emblematic, etc)
v. Overall comment on what is missing and what needs work
vi. Determine the score of the 2 anchor papers--- 8, 6, 4, 2 and give a brief explanation as to why you scored it that particular way
c. As a class--- Discuss the papers’ score. How where they actually scored? How was your scoring different?
i. In groups---bullet 3 lessons you learned from this activity.
3. Activity: Washington Post Article—Baz Luhrmann’s… (40)
a. Chunk by sections and have each student analyze for Rhet. Strategies (Lang., Structure, Appeals) 1,2,3=A / 4,5,6,7=B /7,8,9= C / 10,11= D/ 12=E)
b. Read article together & jot down SOAPSTone
c. Function inventory by paragraphs--- What is the purpose/function of each?
d. Revisit the SOAPSTone- now that you have done and in-depth analysis. Does it need to change?
e. Select strongest 2-3 strategies. –Keep in mind they have to be broad enough to write a paper on them
HW:
a. Make sure you finish reading The Great Gatsby—Test in the near future!
b. Timing yourself (only 30 minutes), take the following prompt and write a Rhetorical Analysis Essay for the “Baz Luhrmann’s…” article—Due Next Class
• Prompt: Analyze what methods the author uses to contrast the view of the American Dream in the novel vs. that of the Americans today
Make sure you answer the concrete and the abstract
You use one of the 3 formulas for your topic sentence
You follow CTA for body paragraphs and BGI for the conclusion
STOP writing once you have reached the 25 minutes.
F/M (10/31-11/3)
1. Collect G.G. Quiz Corrections and American Dream Article Assignment
2. Activity: Peer Review (15)
a. Exchange papers an label
i. Thesis—highlight in yellow and underline once the part that covers the concrete portion of the prompt and underline twice the part that covers the abstract portion
ii. Label Topic sentence and the formula (1. Diction 2. SOAPS 3.TPT) that was used.
iii. Body Paragraph--- label… Claim, Textual evidence and Analysis
iv. Comment on the person’s body paragraphs
• Did the body paragraphs “prove” what the thesis stated?
• Did the body as a whole have coherence? Did it run smoothly?
ii. Diction-
• circle words that are vague, weak and/or elementary (ex. bad, good, stuff, things, many, like, very…etc)
• highlight words that are strong, academic, mature (ex: vehement, expound, juxtaposes, emblematic, etc)
v. Conclusion: Did the paper have closure? BGI?
vi. Comment—on what is missing, what needs to be added and how the paper can be improved
b. Discuss: What roadblocks did you find along when writing your body paragraphs?
3. Activity: Examining scoring guidelines and labeling/scoring sample papers
a. As a class review the scoring guidelines
b. Read as a class “9” paper and discuss
i. How did the introduction follow ANT? Did it include any of the 3 formulas? Did the thesis answer the concrete and abstract?
ii. Looking at the body paragraphs, could you find CTA? Looking at the paragraph that has a red star and arrows, can you write down what he used for C? T? and A?
iii. Does the conclusion have a BGI? What is extremely good about it?
iv. Organizational pattern?
c. Duo scoring--
i. In pairs label anchor papers for ANT, CTA, BGI
HW:
a. Review all handouts/notes on Rhetorical Analysis Essays
b. Print and Read Washington Post’s article-“Baz Luhrmann’s ‘Great Gatsby’…”
c. Review Tone worksheet.
W/TH (10/29-10/30)
1. Discuss “Concept on Nine” guidelines
a. Explain assignment
b. Discuss history vs. philosophy
c. Assign concept and date
2. Activity: Writing a Rhetorical Analysis Essay
a. Pass back both sets of Intros
b. T.P.T.---what is it?
c. Review 3 ways to start your intro
i. Diction formula
ii. SOAPS formula
iii. TPT formula
( tone adj and tone adj , author/speaker strong verb + purpose+theme )
• Ex: Reflective and contemplative, Nick illuminates several of Daisy’s qualities in order to elucidate and reveal her alluring appeal.
HW:
a. Bring The New York Times American Dream Articles assignment to class—completed
b. Bring G.G. Quiz and corrections
c. Time yourself (25 min) and complete Influenza essay.
d. Review ALL formulas for Rhetorical Analysis and review Tone (make sure you visit the To Explore tab on the webpage)
M/T (10/27-10/28)
1. Mental Drill: Quote: “ Courage is almost a contradiction in terms. It means a strong desire to live taking the form of a readiness to die.” G.K. Chesterton
a. What does this quote mean ?
b. Where is there a contradiction in terms?
c. Do you agree with this definition of courage…why or why not?—give concrete examples
2. Writing Baseline Test
HW:
a. Under Documents – Read The New York Times American Dream Articles and complete the assignment given
b. Continue to review Tone, Strong Verbs and Rhetorical Writing
W/TH (10/22-10/23) F Teacher Planning
1. Mental Drill: AP QUOTE: “Ideas are more powerful than guns. We would not let our enemies have guns---why should we let them have ideas? Franz Werfel -- Austrian-Bohemian novelist.
a. Why are ideas more powerful than guns? Give specific examples
b. How can ideas be more powerful than guns?
c. If the quote is true….why do we allow so many of our enemies to think –become more knowledgeable while we are consumed with worrying about disarmament instead of worrying about censorship or mind-control?
2. Check G.G. Rhetorical Analysis Inventory—collection
3. Fact on Five Presentations
HW:
a. Correct G.G. Rhetorical Inventory worksheet; create intro for essay prompt on last sheet
b. Continue reading G.G. Chp. 6-9
c. G.G. Quiz corrections and extra questions (below). Answer by next class. Make sure our answers are detailed and thought through.
Chpt.1--Look at the paragraph about Tom Buchanan beginning with, “He had changed since his New Haven years….”(pg. 11). Find and list ten words that contribute to the impact of the last sentence. What is the effect of the last sentence?
Chpt.2- How does Nick’s following comment give the reader insight into Fitzgerald’s handling of point of view in the novel? “I was within and without, simultaneously enchanted and repelled by the inexhaustible variety of life.”
Chpt.3-- Look at the first paragraph in chapter three. Explain the following:
*its contrast with the previous scene (look especially at irony)
*the sentence which creates a magical tone-- How?
*the overall effect of Fitzgerald’s choice of verbs
Chpt.4-- . Explain how this comment characterizes Mr. Wolfsheim: “I understand you’re looking for a business gonnegtion.”
Chpt.5-- Explain Nick’s comment about Gatsby’s dream, in the paragraph beginning with “As I went to say goodbye….” and ending with “No amount of fire or freshness can challenge what a man will store up in his ghostly heart.” (pg. 95-96). Now connect it to Nick’s comments in chapter one: “Only Gatsby,--the man who gives his name to this book, was exempt from my reaction.”
M/T (10/20-10/21)
1. Mental Drill: Voice Lesson Tone pg. 93
2. Collect G.G-Through the Lenses activity and Cheat Sheet Intros
3. Activity: G.G.—Chp. 4 Rhetorical Analysis Inventory
a. Complete worksheet by concentrating on the different sections (each student will focus on one section assigned by me [last names])
i. Pg. 61-69 –from “One Sunday…” to “Even Gatsby could happen…”
ii. Pg.69-74 from “ Roaring noon…” to ‘I turned toward Mr. Gatsby…”
iii. pg. 74-80 from “ One October day…. to ..end of chapter
HW:
a. Read over the content on the “To Explore” tab of the website. Make sure you understand tone and purpose.
b. Print out Tone Words worksheet
c. Finish G.G. Rhetorical Analysis Inventory (do not do the intro) --DUE NEXT CLASS
d. WOW Activity: (label each character of T.G.G. (total of 7) with one of the vocabulary words learned and explain why you chose that word to label the character)- Due 10/27-20/28
TH/F (10/16-10/17)
1. Check G.G Quiz--- Discuss answers
2. Activity: Reading with a purpose—Rhetorical Analysis --1981 Great Influenza Prompt (40)
3. Collect intros
a. Discuss How Barry characterizes scientific research and what strategies are most prevalent
4. Activity: Body Paragraph Construction Handout--
a. How was the sample different from your own? Which one was better?
b. How can we implement CTA
5. Activity: Cheat Sheet -How to Write a Rhetorical Analysis Essay
a. Review handout
b. Discuss formulaic writing vs. structure writing
c. Write intro to Influenza prompt using Cheat Sheet –compare
HW:
a. Finish writing intro to Influenza prompt using Cheet Sheet.
b. Print and Complete – Great Gatsby - Through the Lenses”—Due Next Class
c. Print and bring to class--- Great Gatsby Chp. 4 Rhet. Analysis Inventory & Intro--
T/W (10/14-10/15)
1. G.G. Quiz –Chp. 1-5
2. File Distribution ---grade analysis
3. Activity: Reading with a purpose—Rhetorical Analysis --1981 Great Influenza Prompt (40)
a. Discuss listing and thesis construction
b. Using the worksheet done in class and your close reading answer the questions posed about the concrete and abstract parts of the prompt
c. Formulate a thesis statement WITHOUT listing
d. Create an introduction using the topic sentence from the Diction handout and the thesis you created
e. Label new thesis
HW:
a. Finish intro done in class and label--DUE NEXT CLASS
b. Print and read : Cheat Sheet- How to Write a Rhetorical Analysis Essay--DUE NEXT CLASS
c. Body Paragraph Construction Handout—Read it and analyze--DUE NEXT CLASS
i. CTA---what is it?
ii. Practice using model from handout
iii. Under Mastering the Rhetorical Analysis Essay look for the sample response on pg. 12 Read sample response and answer
• How does the sample compare to my own thesis and body paragraph?
F/M (10/10-10/13)
1. AP TERMS QUIZ #3 (25)
2. Activity: “The Crack-Up - Peer edit: Exchange papers with a peer (collect at the end) (25)
a. Look for the thesis (last sentence). Underline red the section that answers the concrete part of the prompt, and underline green the section that answers the abstract part of the prompt.
b. Look at the topic sentence:
i. circle the author and title of the piece
ii. underline in yellow the adjectives/vocabulary that describes the diction
iii. underline in purple the purpose
c. Reflection: What did I fail to add? Did my thesis answer the prompt?
3. Activity: Reading with a purpose—Rhetorical Analysis --1981 Great Influenza Prompt (40)
a. Look at prompt from last class...find the concrete and abstract portions.
b. Ask yourself…what do I need to know to answer the prompt and create a thesis statement
c. Read as a class…
d. In groups of 2 complete the following tasks (on worksheet I gave you)
i. First paragraph:
• Find the two contrasting ideas—(antithesis)
• Where is repetition?
ii. Second paragraph:
• What is the technique Barry uses to define courage?
• Note the continuing repetition.
iii. Third paragraph:
• How does Barry use Einstein to bolster his thesis?
iv. Fourth paragraph:
• Barry begins developing an extended metaphor in this paragraph.
• What two things is he comparing in this metaphor?
• In this metaphor, the researcher is the_______, and new knowledge is the________.
• In the “crystal” metaphor, what two things are being compared?
v. Fifth paragraph:
• Note that the extended metaphor continues in this paragraph. State the metaphor again.
• What two things are being compared? What is the purpose of the questions?
vi. Sixth paragraph:
• Notice that the extended metaphor continues in this paragraph.
• What is the effect of the researcher’s knowledge?
vii. Seventh paragraph:
• Note the continued repetition. What does it say about scientific research?
• What qualities does Barry value in the scientific researcher?
HW:
a. Read Chp. 1-5 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)--Due at the end of next week—QUIZ NEXT CLASS
b. Print for next class—Rhetorical Analysis Body Construction (under documents)
c. Finish group assignment on Influenza prompt done in class.
1. Check G.G Quiz--- Discuss answers
2. Activity: Reading with a purpose—Rhetorical Analysis --1981 Great Influenza Prompt (40)
3. Collect intros
a. Discuss How Barry characterizes scientific research and what strategies are most prevalent
4. Activity: Body Paragraph Construction Handout--
a. How was the sample different from your own? Which one was better?
b. How can we implement CTA
5. Activity: Cheat Sheet -How to Write a Rhetorical Analysis Essay
a. Review handout
b. Discuss formulaic writing vs. structure writing
c. Write intro to Influenza prompt using Cheat Sheet –compare
HW:
a. Finish writing intro to Influenza prompt using Cheet Sheet.
b. Print and Complete – Great Gatsby - Through the Lenses”—Due Next Class
c. Print and bring to class--- Great Gatsby Chp. 4 Rhet. Analysis Inventory & Intro--
T/W (10/14-10/15)
1. G.G. Quiz –Chp. 1-5
2. File Distribution ---grade analysis
3. Activity: Reading with a purpose—Rhetorical Analysis --1981 Great Influenza Prompt (40)
a. Discuss listing and thesis construction
b. Using the worksheet done in class and your close reading answer the questions posed about the concrete and abstract parts of the prompt
c. Formulate a thesis statement WITHOUT listing
d. Create an introduction using the topic sentence from the Diction handout and the thesis you created
e. Label new thesis
HW:
a. Finish intro done in class and label--DUE NEXT CLASS
b. Print and read : Cheat Sheet- How to Write a Rhetorical Analysis Essay--DUE NEXT CLASS
c. Body Paragraph Construction Handout—Read it and analyze--DUE NEXT CLASS
i. CTA---what is it?
ii. Practice using model from handout
iii. Under Mastering the Rhetorical Analysis Essay look for the sample response on pg. 12 Read sample response and answer
• How does the sample compare to my own thesis and body paragraph?
F/M (10/10-10/13)
1. AP TERMS QUIZ #3 (25)
2. Activity: “The Crack-Up - Peer edit: Exchange papers with a peer (collect at the end) (25)
a. Look for the thesis (last sentence). Underline red the section that answers the concrete part of the prompt, and underline green the section that answers the abstract part of the prompt.
b. Look at the topic sentence:
i. circle the author and title of the piece
ii. underline in yellow the adjectives/vocabulary that describes the diction
iii. underline in purple the purpose
c. Reflection: What did I fail to add? Did my thesis answer the prompt?
3. Activity: Reading with a purpose—Rhetorical Analysis --1981 Great Influenza Prompt (40)
a. Look at prompt from last class...find the concrete and abstract portions.
b. Ask yourself…what do I need to know to answer the prompt and create a thesis statement
c. Read as a class…
d. In groups of 2 complete the following tasks (on worksheet I gave you)
i. First paragraph:
• Find the two contrasting ideas—(antithesis)
• Where is repetition?
ii. Second paragraph:
• What is the technique Barry uses to define courage?
• Note the continuing repetition.
iii. Third paragraph:
• How does Barry use Einstein to bolster his thesis?
iv. Fourth paragraph:
• Barry begins developing an extended metaphor in this paragraph.
• What two things is he comparing in this metaphor?
• In this metaphor, the researcher is the_______, and new knowledge is the________.
• In the “crystal” metaphor, what two things are being compared?
v. Fifth paragraph:
• Note that the extended metaphor continues in this paragraph. State the metaphor again.
• What two things are being compared? What is the purpose of the questions?
vi. Sixth paragraph:
• Notice that the extended metaphor continues in this paragraph.
• What is the effect of the researcher’s knowledge?
vii. Seventh paragraph:
• Note the continued repetition. What does it say about scientific research?
• What qualities does Barry value in the scientific researcher?
HW:
a. Read Chp. 1-5 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)--Due at the end of next week—QUIZ NEXT CLASS
b. Print for next class—Rhetorical Analysis Body Construction (under documents)
c. Finish group assignment on Influenza prompt done in class.
TH/F (10/08-10/09) EARLY RELEASE-PEP Rally
1. Finish FACT on FIVE PRESENTATIONS
2. Activity—Mastering the Rhetorical Essay (under documents)
a. PP Presentation “Mastering the Rhetorical Analysis Essay” (30)
i. Tackling the prompt
ii. Understanding concrete vs. abstract portion of prompt
iii. Deciphering what questions to ask about the concrete and the abstract
iv. Prompt examples
HW:
a. Read Chp. 1-5 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)--Due at the end of next week—Quiz on 10/14-10/15
b. Study the following terms: rhetorical question, logos, concession, metaphor –QUIZ NEXT CLASS
c. DUE NEXT CLASS: Using the knowledge you acquire from the class PP on Mastering the Rhetorical Analysis Essay, write and introduction for the following prompt
***Prompt: In “The Crack-up” Fitzgerald writes of himself in a most public forum, penning a classic, 3-part self-analysis, first published in the pages of Esquire back in 1936. Fitzgerald describes a mental crisis he suffered and that left in him a mark. In a well-written essay, analyze the rhetorical strategies that Fitzgerald uses to reveal his view on life.
i. First-identify the concrete and the abstract (highlight in different colors)
ii. Ask questions to answer both and put answers together to form your thesis statement
iii. Use your Diction “Topic Sentence” to begin your intro.
iv. Place your thesis after the “Topic Sentence”
1. Finish FACT on FIVE PRESENTATIONS
2. Activity—Mastering the Rhetorical Essay (under documents)
a. PP Presentation “Mastering the Rhetorical Analysis Essay” (30)
i. Tackling the prompt
ii. Understanding concrete vs. abstract portion of prompt
iii. Deciphering what questions to ask about the concrete and the abstract
iv. Prompt examples
HW:
a. Read Chp. 1-5 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)--Due at the end of next week—Quiz on 10/14-10/15
b. Study the following terms: rhetorical question, logos, concession, metaphor –QUIZ NEXT CLASS
c. DUE NEXT CLASS: Using the knowledge you acquire from the class PP on Mastering the Rhetorical Analysis Essay, write and introduction for the following prompt
***Prompt: In “The Crack-up” Fitzgerald writes of himself in a most public forum, penning a classic, 3-part self-analysis, first published in the pages of Esquire back in 1936. Fitzgerald describes a mental crisis he suffered and that left in him a mark. In a well-written essay, analyze the rhetorical strategies that Fitzgerald uses to reveal his view on life.
i. First-identify the concrete and the abstract (highlight in different colors)
ii. Ask questions to answer both and put answers together to form your thesis statement
iii. Use your Diction “Topic Sentence” to begin your intro.
iv. Place your thesis after the “Topic Sentence”
M/T (10/06-10/07) Spirit Week
1. Finish FACT ON FIVE PRESENTATIONS
2. Activity: Discuss –“The Crack-up”
a. Go over questions done in class
b. What is Fitzgerald’s message?
c. How does the structure mimic the claim Fitzgerald is trying to make ?
HW:
a. Review “The Crack-Up” (under documents) – make an in-depth analysis of
i. Rhetorical strategies
ii. Structure
b. Re-write the “topic” sentence you had done to reflect your new found knowledge of the piece--DUE NEXT CLASS FOR A GRADE ALONG WITH ALL THE OTHER WORK FOR "THE CRACK UP"
c. Read Chp. 1-5 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)--Due at the end of next week—Quiz on 10/14-10/15
d. Study the following terms: rhetorical question, logos, concession, metaphor –QUIZ 10/10-10/13
TH/TH (10/02-10/03)
1. Announcements (testing/spirit week
2. FACT ON FIVE PRESENTATIONS
HW:
a. Using the diction handout—Use the “Formula” to write a ‘topic” sentence about “The Crack Up”---bring to class
b. Read Chp. 1-5 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)--Due at the end of next week
c. Study the following terms: rhetorical question, logos, concession, metaphor –QUIZ coming soon
d. Print…Under documents…Mastering the Rhetorical Essay
T/W (09/30-10/01)
1. Mental Drill: Collect Diction …Start Detail #1
2. WOW
3. Activity: Read “The Crack-Up”
a. SOAPS ?
b. Is pathos, ethos, logos evident in the piece?? If so, how and where?
c. What is Fitzgerald’s argument?
d. How does Fitzgerald construct his argument?
e. What important information do we acquire about Fitzgerald?
f. What was the message Fitzgerald was trying to convey?
g. What is the tone of the piece?
HW:
a. Read Chp. 1-3 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)—Bring it NEXT CLASS
b. Study the following terms: rhetorical question, logos, concession, metaphor –Quiz Next Class
c. Find 1 article that discusses the ideology of "The American Dream"....print and bring to class
F/M (09/24-09/25) TH –Teacher Planning Day
1. Mental Drill : TTWA-- Breaking news: The government has banned caffeine. What are doctor’s advising folks to do to stay alert, and why? Write the television news segment. Use at least 1 WOW from this week and 1 from previous weeks
2. Finish and go over LOC Activity pg. 109 --Collect
a. Was the excerpt structured and coherent?
b. Was there use of logos, pathos, ethos…Is it evident?
c. Was the piece persuasive? Convincing? Why or why not?
d. Where did her argument, although structured and backed up by the 3 appeals fail?
e. How can it be corrected?
3. Activity: Diction Handout—discuss and explain
a. Levels of formality---How to use vocabulary to craft a stellar topic sentence
4. Discussion: What were “The Roaring 20’s” and the Jazz Age? (20)
a. How does this pertain to The Great Gatsby?
b. When did Fitzgerald write his book?
c. What era and what American mentality does the book reflect?
HW:
a. Read Chp. 1-3 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)—Bring it NEXT CLASS
b. Study the following terms: rhetorical question, logos, concession, metaphor
c. Find 1 article that discusses the ideology of "The American Dream"....print and bring to class
T/W (09/22-9/23)
1. FACT on FIVE –Presentations & Discussion
HW:
a. Activity: Finish reading LOC Presenting Evidence Do activity on pg. 109-collect—Due Next Class
b. Print and read Diction handout under documents
F/M (09/19-9/22)
1. Mental Drill: Voice Lesson – Diction #4
2. WOW—spurious, vacillate, satiety
3. Changing the Variable Activity:
a. Exchange paper (not notecard) with a peer
b. Read the piece and try to figure out :
i. Audience
ii. Occasion
iii. Purpose
c. On a separate piece of paper answer the following:
1) What was the SOAPS of the piece?
2) How did changing the variable of subject affect the other side of the rhetorical triangle (audience) (speaker)?
3) How did the change in rhetorical situation affect…
a. Diction?
b. Details?
4) How effective was the message with the changes made?
5) How did keeping the same structure /syntax help convey the meaning?
d. In pairs - return essay and analysis of essay to your peer and read what analysis your peer was able to make about your paper. Think about the following…
1) Did he/she identify the right audience?
2) How effective were my changes on the meaning of the piece?
3) Turn in original with your analysis and notecard.
e. Turn in assignment
4. Activity: Rhetorical Triangle –Review
a. Looking at ethos, pathos, logos as a writer
b. Looking at ethos, pathos, logos as a reader
5. Activity: Read-- Presenting Evidence--LOC pg. 97-111. Do Annotation Activity on pg. 109
HW:
a. Research: The Jazz Age and The Roaring 20’s
ii. Write a small passage with your findings
b. Finish LOC reading and activity pg. 97-111
c. Read Chp. 1-3 of The Great Gatsby and annotate (refer tosection we did on annotating from the LOC book)
d. Study LAW –Passive Voice
W/TH (09/7-09/18) Early Release
1. Mental Drill: Quote: “The very purpose of existence is to reconcile the glowing opinion we have of ourselves with the appalling things that other people think about us.” Quentin Crisp
a. According to the quote, what is the reason for our existence? (15)
b. Do you agree or disagree? Give concrete examples.
c. Why is doing what the quote says important or unimportant?
2. Terms Quiz: syntax, paradox, ethos, diction
3. Collect LAW assignment and syllabus
4. Rosenblatt’s Activity:
a. Review questions for homework
b. Review BGI
c. Analyze…
i. Syntax, diction, structure, language…
ii. What is the tone of the essay?
iii. What is the “thesis”
iv. How effective is Rosenblatt in expressing his argument? Does he successfully carried out his purpose?
HW:
a. Work on “Changing the Rhetorical Triangle (Choose another topic/subject that is controversial but not overused like abortion, gay marriage, legalization of drugs…etc. Do keep the irony, syntax and the structure from the original piece. Due NEXT CLASS
• Possible choices: school dress code, contact sports, homework, music, chores, prom, R-rated movies, music festivals, animal rights, social media sites, beauty pageants, birth control (not as in abortion), population control…etc…etc…
i Separate from the assignment, on a 3x5 index card, answer the following for your paper
• Audience
• Subject
• Exigence
• Purpose
• Bullet point reasons for your changes in word choice and subject
b. Begin Reading The Great Gatsby and annotating (refer back to the section we did on annotating from the LOC book)
c. Print under documents—The Rhetorical triangle Handout
M/T (09/15-09/16)
1. Mental Drill: TTWA: “Imagine you are on Yelp. Write a review of the restaurant everyone is talking about. In the 4th paragraph, admit you’ve never eaten at the restaurant, but argue why your misinformed opinion is still more important that the other reviews on the site.” Try to add at least 1 WOW from each week & keep in mind the use of “diction” (3 total) (25 min)
2. WOW copy and discuss: insipid, accolade, elucidate
3. Collect LAW assignment and syllabus (5min)
4. Finish Activity: Noah Sweat speech (40min)
a. Review questions for speech
b. Focus on…Structure and Syntax
c. Introduce terms--BGI--- Big Global Issue & Exigence --explain what it means
d. Collect group work
3. Activity: Changing the rhetorical triangle….
a. Using Noah Sweat’s Speech….think of the implications if
i. A variable of the rhetorical triangle is changed? Ex: Audience ?
ii. What does this do to the argument? To the audience? To word choice and sentences?
4. Assignment: Choose another topic or audience and write a variation of Sweat’s speech, altering the language as needed. Do keep the irony and the structure.
a. Possible choices: school dress code, contact sports, homework, music, chores, prom, R-rated movies, music festivals, animal rights, social media sites, beauty pageants, birth control…etc…etc…
HW:
a. Rules for Aging: Answer the following (You may continue working on the same paper you did Daniel’s 4 Roles —Due NEXT CLASS
i. What is the rhetorical triangle/situation?
ii. What was Rosenblatt’s argument and how well did he present his argument?
iii. How effective/ineffective would this argument be if it was presented in another form of text….Picture? Song? Speech?
iv. How does the particular form of text influence the issue itself?
b. Work on “Changing the Rhetorical Triangle” activity. Make sure to, on a 3x5 index card, add the following: --Due 9/19-9/22
i. Audience
ii. Subject
iii. Exigence
iv. Purpose
v. Bullet point reasons for your changes in word choice and subject
c. Begin Reading The Great Gatsby and annotating (refer back to the section we did on annotating from the LOC book)
TH/F (09/11-09/12)
1. Mental Drill: Voice Lesson –diction
2. FACT ON FIVE PRESENTATIONS
HW
a. Purchase books The Great Gatsby by 915-9/16
b. Read under documents: Rules for Aging --Roger Rosenblatt
i. Go over the piece with each ‘lens’
1. Question Maker
2. Passage Finder
3. Connector
4. Illustrator
c. Review LAW Activity….quiz Next class
d. Review the following terms: syntax, paradox, ethos, diction
T/W (09/9-09/10)
1. Mental Drills: Quote-- You have enemies? Good. That means you’ve stood up for something, sometime in your life. ~ Winston Churchill (15min)
a. What is this quote implying? Do you agree? Disagree?
b. According to the quote, is having enemies a positive thing? Why or why not?
c. Using one example from personal experience and one from history explain the validity or absurdity of this quote.
2. Activity--Noah Sweat continue
a. Redistribution of groups…. Forming groups of each role …ex: all connectors together…etc.
• As a homogeneous group come to the consensus of 1-2 points, no more (10 min)
b. Go back to original groups and answer the following (30 min)
i. What was the rhetorical situation?
ii. What was the argument of the piece?
iii. How did Sweat set up his argument? How did he organize it?
iv. What rhetorical strategies did he use to persuade?
v. How well did he design his argument?
vi. What does this say about compromise? –refer back to quote about compromise
3. Read: Rules for Aging --Roger Rosenblatt WFR pg. #149-150 as a class (10)
a. In new groups of 4, discuss the piece… do not write anything …simply discuss it. (8)
b. Get in groups of 4…and into roles: passage finder, connector, question maker, illustrator (brain specific assignment)
c. With pencil in hand read/ work through the lenses of each role. (8 min)
d. Keep all work to discuss next class
HW
a. Finish any work not done in class
b. Review the following terms: syntax, paradox, ethos, diction
c. WOW Activity—do in comp. book—write a birth scene with an unexpected twist…use 4 WOW
F/M (9/5-9/8) (Pictures)
1. TTWA-- Write a recommendation letter in the voice of a teacher or a counselor for someone who is applying to graduate school and who you don’t actually think should be admitted. (AP, argumentation, support, voice, style) Must use 4 of the WOW (2 from this week)
2. WOW: sagacity, banter, mendacious
3. Collect LOC Activities
4. Activity—Noah Sweat assignment
a. Read Noah Sweat “Whiskey Speech” aloud now in groups of 4-5 discuss the piece (8min)
• After 5 min. write down the following
What got the group talking?
What generated the same feeling?
What sparked disagreement?
What kept engagement?
b. Discuss ---Rhetoric begins with DISCUSSION…it is in us…we just need to perfect it--- each group shares discussion of piece (10min)
c. Assign # 1-4 in group… Now with paper and pen at hand in the groups of 4… work through the lenses of each role -- passage finder, connector, question maker, illustrator (6min).
d. As a group, discuss findings (5min)
HW:
a. Finish TTWA and WOW
b. Under documents—LAW pg. 9-101.annotate and do Quest. 1,3,4,6-9 & Assignments #1-2 Activity:
W/TH (09/03-09/04) (picture day 9/4)
1. Mental Drill: Voice Lesson –Diction Voice Lesson: Diction –pg. 8
2. Re-distribute summer reading project
3. Terms Quiz: Identify where each term is used and state how the rhetorical strategy in the particular example furthers the ideas of the passage/author
4. Review: Roles of Discussion Handout
5. LOC--Do activities for section read. Pgs. 10, 12,17, 20
HW:
a. Finish LOC activities
b. WOW: Activity 1—Find famous quotes for the 3 vocabulary words. –write them down and explain how the use of the particular word enhances the meaning of the quote.
c. Under documents Read –Annotating-- LOC pg. 48-58; Do activity—Virginia Wolf
F/T (08/29-09/02) --Holiday
1. Mental Drill- quote- “A compromise is the ART of dividing a cake in such a way that everyone believes that he has the biggest piece---Ludwig Erhard
a. What does this quote mean? How true is it?
b. Could you add/change something in the quote to make it have a more powerful meaning?
c. If compromise was the art of dividing uranium…how would you finish the quote?
2. Discuss: What is compromise?? When is it useful, when is it not?
3. Finish PP “What is Rhetoric” –What is Logos, Ethos, Pathos
HW:
a. LOC Activity (under documents) : read and take notes on Appeals to Ethos, Logos, Pathos pg. 7-20
b. Review Terms: understatement, antithesis, anaphora and logical fallacies (quiz next time)
W/TH (08/28-08/29)
1. Mental Drills: TTWA (Things to Write About)--‘There is a sign at the gate to Heaven. What does it say? Use 2 of the 3 WOW in your writing
2. WOW Assiduous/Fallacious Perpetrate
3. Activity: FACT FRDAY (FACT on FIVE) Presentations
HW:
a. Purchase books The Great Gatsby by 9/5
b. Review PP notes
c. Under Documents find LOC PDF and finish LOC activity---read pgs. 1-7 and do activity on pg. 4 & 6-7
M/T (08/25-08/26)
1. Mental Drill: Voice Lesson: Diction “Art is the antidote..”
2. WOW: Assiduous/Fallacious /Perpetrate – copy to composition book and review
3. Re-distribute Cartoon Activity---Explain…. Show clip LUCY
4. What is Rhetoric? What is Argument? PP Presentation and notes.
5.
HW
a. Purchase books The Great Gatsby by 9/5
b. Finish LOC activity: Read pg. 1-7 and complete activity on pg. 4-& on pg. pg. 6-7
• to access the LOC book online:
i. click here or copy this link http://www.highschool.bfwpub.com/launchpad/languageofcomp2e/659263#/xbook
ii. then sign in using the following
• email: [email protected]
• Password: hemelberg1415
iii. Access the book (if you have any problems—email me )
c. FACT FRIDAY-- Presentations Next Class
TH/F (08/21-08/22)
1. Collect Check Class procedures –signed and Cartoon strip
2. Collect Summer Reading Project (if dropping off, I will be in my room until 1PM on Friday the 22nd)
3. Pretest (60)
HW:
b. Purchase book -The Great Gatsby by 9/01
c. Under documents-Print and read: A General Understanding of Rhetoric. –come to class ready to discuss what you have learned
T/W (08/19-08/20)
1. Discuss Summer Reading Project
2. Contact Cards: Distribute note cards to write down important info
3. Explain Fact Fridays---Distribute handout and sign up
4. Everything is an argument activity—Vehicle
a. Pick a make/model of a vehicle in ind. Small card
b. Describe vehicle in detail
c. Find 3 other people that share common interest in cars (room mobility) (sources)
d. Together in groups discuss what makes you similar and “synthesize” to develop a claim (ex: we all like red cars that are 2 doors--- claim: (good) --We are kids that like sporty cars (2 door) and are attracted to bold colors that stand out (red color) (excellent) – We are kindred spirits who are daring and do not plan to have family or other people holds us back when it comes to driving our lives, goals and dreams (2 door car). We yearn attention and love getting it (red color)
e. Presentation—each group says name, age, interesting fact and states claim
HW:
a. Print and read course overview 08/22-08/23
b. Debriefing Vehicle Activity--- 08/22-08/23
i. Bullet point process (logos)
ii. Explain value of activity (ethos)
iii. Did you like/dislike the activity? (pathos)
c. Cartoon clip/strip--- self representation--choose a cartoon clip/strip that represents your personality, who you are, how you define yourself, or something you feel strongly about... include a written explanation and come ready to present it to the class. 08/21-08/22
d. Summer Reading Project 8/22
e. Purchase The Great Gatsby
M (08/18)
1. First day procedures. Distribute class procedures
2. Review class procedures
HW:
a. Read and highlight 5 important things to know in your class syllabus
b. Under documents--Print and sign class syllabus
c. Under documents--Print and read Course Overview
d. Work on Summer Reading Project due 8/22
1. Finish FACT ON FIVE PRESENTATIONS
2. Activity: Discuss –“The Crack-up”
a. Go over questions done in class
b. What is Fitzgerald’s message?
c. How does the structure mimic the claim Fitzgerald is trying to make ?
HW:
a. Review “The Crack-Up” (under documents) – make an in-depth analysis of
i. Rhetorical strategies
ii. Structure
b. Re-write the “topic” sentence you had done to reflect your new found knowledge of the piece--DUE NEXT CLASS FOR A GRADE ALONG WITH ALL THE OTHER WORK FOR "THE CRACK UP"
c. Read Chp. 1-5 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)--Due at the end of next week—Quiz on 10/14-10/15
d. Study the following terms: rhetorical question, logos, concession, metaphor –QUIZ 10/10-10/13
TH/TH (10/02-10/03)
1. Announcements (testing/spirit week
2. FACT ON FIVE PRESENTATIONS
HW:
a. Using the diction handout—Use the “Formula” to write a ‘topic” sentence about “The Crack Up”---bring to class
b. Read Chp. 1-5 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)--Due at the end of next week
c. Study the following terms: rhetorical question, logos, concession, metaphor –QUIZ coming soon
d. Print…Under documents…Mastering the Rhetorical Essay
T/W (09/30-10/01)
1. Mental Drill: Collect Diction …Start Detail #1
2. WOW
3. Activity: Read “The Crack-Up”
a. SOAPS ?
b. Is pathos, ethos, logos evident in the piece?? If so, how and where?
c. What is Fitzgerald’s argument?
d. How does Fitzgerald construct his argument?
e. What important information do we acquire about Fitzgerald?
f. What was the message Fitzgerald was trying to convey?
g. What is the tone of the piece?
HW:
a. Read Chp. 1-3 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)—Bring it NEXT CLASS
b. Study the following terms: rhetorical question, logos, concession, metaphor –Quiz Next Class
c. Find 1 article that discusses the ideology of "The American Dream"....print and bring to class
F/M (09/24-09/25) TH –Teacher Planning Day
1. Mental Drill : TTWA-- Breaking news: The government has banned caffeine. What are doctor’s advising folks to do to stay alert, and why? Write the television news segment. Use at least 1 WOW from this week and 1 from previous weeks
2. Finish and go over LOC Activity pg. 109 --Collect
a. Was the excerpt structured and coherent?
b. Was there use of logos, pathos, ethos…Is it evident?
c. Was the piece persuasive? Convincing? Why or why not?
d. Where did her argument, although structured and backed up by the 3 appeals fail?
e. How can it be corrected?
3. Activity: Diction Handout—discuss and explain
a. Levels of formality---How to use vocabulary to craft a stellar topic sentence
4. Discussion: What were “The Roaring 20’s” and the Jazz Age? (20)
a. How does this pertain to The Great Gatsby?
b. When did Fitzgerald write his book?
c. What era and what American mentality does the book reflect?
HW:
a. Read Chp. 1-3 of The Great Gatsby and annotate (refer back to the section we did on annotating from the LOC book)—Bring it NEXT CLASS
b. Study the following terms: rhetorical question, logos, concession, metaphor
c. Find 1 article that discusses the ideology of "The American Dream"....print and bring to class
T/W (09/22-9/23)
1. FACT on FIVE –Presentations & Discussion
HW:
a. Activity: Finish reading LOC Presenting Evidence Do activity on pg. 109-collect—Due Next Class
b. Print and read Diction handout under documents
F/M (09/19-9/22)
1. Mental Drill: Voice Lesson – Diction #4
2. WOW—spurious, vacillate, satiety
3. Changing the Variable Activity:
a. Exchange paper (not notecard) with a peer
b. Read the piece and try to figure out :
i. Audience
ii. Occasion
iii. Purpose
c. On a separate piece of paper answer the following:
1) What was the SOAPS of the piece?
2) How did changing the variable of subject affect the other side of the rhetorical triangle (audience) (speaker)?
3) How did the change in rhetorical situation affect…
a. Diction?
b. Details?
4) How effective was the message with the changes made?
5) How did keeping the same structure /syntax help convey the meaning?
d. In pairs - return essay and analysis of essay to your peer and read what analysis your peer was able to make about your paper. Think about the following…
1) Did he/she identify the right audience?
2) How effective were my changes on the meaning of the piece?
3) Turn in original with your analysis and notecard.
e. Turn in assignment
4. Activity: Rhetorical Triangle –Review
a. Looking at ethos, pathos, logos as a writer
b. Looking at ethos, pathos, logos as a reader
5. Activity: Read-- Presenting Evidence--LOC pg. 97-111. Do Annotation Activity on pg. 109
HW:
a. Research: The Jazz Age and The Roaring 20’s
ii. Write a small passage with your findings
b. Finish LOC reading and activity pg. 97-111
c. Read Chp. 1-3 of The Great Gatsby and annotate (refer tosection we did on annotating from the LOC book)
d. Study LAW –Passive Voice
W/TH (09/7-09/18) Early Release
1. Mental Drill: Quote: “The very purpose of existence is to reconcile the glowing opinion we have of ourselves with the appalling things that other people think about us.” Quentin Crisp
a. According to the quote, what is the reason for our existence? (15)
b. Do you agree or disagree? Give concrete examples.
c. Why is doing what the quote says important or unimportant?
2. Terms Quiz: syntax, paradox, ethos, diction
3. Collect LAW assignment and syllabus
4. Rosenblatt’s Activity:
a. Review questions for homework
b. Review BGI
c. Analyze…
i. Syntax, diction, structure, language…
ii. What is the tone of the essay?
iii. What is the “thesis”
iv. How effective is Rosenblatt in expressing his argument? Does he successfully carried out his purpose?
HW:
a. Work on “Changing the Rhetorical Triangle (Choose another topic/subject that is controversial but not overused like abortion, gay marriage, legalization of drugs…etc. Do keep the irony, syntax and the structure from the original piece. Due NEXT CLASS
• Possible choices: school dress code, contact sports, homework, music, chores, prom, R-rated movies, music festivals, animal rights, social media sites, beauty pageants, birth control (not as in abortion), population control…etc…etc…
i Separate from the assignment, on a 3x5 index card, answer the following for your paper
• Audience
• Subject
• Exigence
• Purpose
• Bullet point reasons for your changes in word choice and subject
b. Begin Reading The Great Gatsby and annotating (refer back to the section we did on annotating from the LOC book)
c. Print under documents—The Rhetorical triangle Handout
M/T (09/15-09/16)
1. Mental Drill: TTWA: “Imagine you are on Yelp. Write a review of the restaurant everyone is talking about. In the 4th paragraph, admit you’ve never eaten at the restaurant, but argue why your misinformed opinion is still more important that the other reviews on the site.” Try to add at least 1 WOW from each week & keep in mind the use of “diction” (3 total) (25 min)
2. WOW copy and discuss: insipid, accolade, elucidate
3. Collect LAW assignment and syllabus (5min)
4. Finish Activity: Noah Sweat speech (40min)
a. Review questions for speech
b. Focus on…Structure and Syntax
c. Introduce terms--BGI--- Big Global Issue & Exigence --explain what it means
d. Collect group work
3. Activity: Changing the rhetorical triangle….
a. Using Noah Sweat’s Speech….think of the implications if
i. A variable of the rhetorical triangle is changed? Ex: Audience ?
ii. What does this do to the argument? To the audience? To word choice and sentences?
4. Assignment: Choose another topic or audience and write a variation of Sweat’s speech, altering the language as needed. Do keep the irony and the structure.
a. Possible choices: school dress code, contact sports, homework, music, chores, prom, R-rated movies, music festivals, animal rights, social media sites, beauty pageants, birth control…etc…etc…
HW:
a. Rules for Aging: Answer the following (You may continue working on the same paper you did Daniel’s 4 Roles —Due NEXT CLASS
i. What is the rhetorical triangle/situation?
ii. What was Rosenblatt’s argument and how well did he present his argument?
iii. How effective/ineffective would this argument be if it was presented in another form of text….Picture? Song? Speech?
iv. How does the particular form of text influence the issue itself?
b. Work on “Changing the Rhetorical Triangle” activity. Make sure to, on a 3x5 index card, add the following: --Due 9/19-9/22
i. Audience
ii. Subject
iii. Exigence
iv. Purpose
v. Bullet point reasons for your changes in word choice and subject
c. Begin Reading The Great Gatsby and annotating (refer back to the section we did on annotating from the LOC book)
TH/F (09/11-09/12)
1. Mental Drill: Voice Lesson –diction
2. FACT ON FIVE PRESENTATIONS
HW
a. Purchase books The Great Gatsby by 915-9/16
b. Read under documents: Rules for Aging --Roger Rosenblatt
i. Go over the piece with each ‘lens’
1. Question Maker
2. Passage Finder
3. Connector
4. Illustrator
c. Review LAW Activity….quiz Next class
d. Review the following terms: syntax, paradox, ethos, diction
T/W (09/9-09/10)
1. Mental Drills: Quote-- You have enemies? Good. That means you’ve stood up for something, sometime in your life. ~ Winston Churchill (15min)
a. What is this quote implying? Do you agree? Disagree?
b. According to the quote, is having enemies a positive thing? Why or why not?
c. Using one example from personal experience and one from history explain the validity or absurdity of this quote.
2. Activity--Noah Sweat continue
a. Redistribution of groups…. Forming groups of each role …ex: all connectors together…etc.
• As a homogeneous group come to the consensus of 1-2 points, no more (10 min)
b. Go back to original groups and answer the following (30 min)
i. What was the rhetorical situation?
ii. What was the argument of the piece?
iii. How did Sweat set up his argument? How did he organize it?
iv. What rhetorical strategies did he use to persuade?
v. How well did he design his argument?
vi. What does this say about compromise? –refer back to quote about compromise
3. Read: Rules for Aging --Roger Rosenblatt WFR pg. #149-150 as a class (10)
a. In new groups of 4, discuss the piece… do not write anything …simply discuss it. (8)
b. Get in groups of 4…and into roles: passage finder, connector, question maker, illustrator (brain specific assignment)
c. With pencil in hand read/ work through the lenses of each role. (8 min)
d. Keep all work to discuss next class
HW
a. Finish any work not done in class
b. Review the following terms: syntax, paradox, ethos, diction
c. WOW Activity—do in comp. book—write a birth scene with an unexpected twist…use 4 WOW
F/M (9/5-9/8) (Pictures)
1. TTWA-- Write a recommendation letter in the voice of a teacher or a counselor for someone who is applying to graduate school and who you don’t actually think should be admitted. (AP, argumentation, support, voice, style) Must use 4 of the WOW (2 from this week)
2. WOW: sagacity, banter, mendacious
3. Collect LOC Activities
4. Activity—Noah Sweat assignment
a. Read Noah Sweat “Whiskey Speech” aloud now in groups of 4-5 discuss the piece (8min)
• After 5 min. write down the following
What got the group talking?
What generated the same feeling?
What sparked disagreement?
What kept engagement?
b. Discuss ---Rhetoric begins with DISCUSSION…it is in us…we just need to perfect it--- each group shares discussion of piece (10min)
c. Assign # 1-4 in group… Now with paper and pen at hand in the groups of 4… work through the lenses of each role -- passage finder, connector, question maker, illustrator (6min).
d. As a group, discuss findings (5min)
HW:
a. Finish TTWA and WOW
b. Under documents—LAW pg. 9-101.annotate and do Quest. 1,3,4,6-9 & Assignments #1-2 Activity:
W/TH (09/03-09/04) (picture day 9/4)
1. Mental Drill: Voice Lesson –Diction Voice Lesson: Diction –pg. 8
2. Re-distribute summer reading project
3. Terms Quiz: Identify where each term is used and state how the rhetorical strategy in the particular example furthers the ideas of the passage/author
4. Review: Roles of Discussion Handout
5. LOC--Do activities for section read. Pgs. 10, 12,17, 20
HW:
a. Finish LOC activities
b. WOW: Activity 1—Find famous quotes for the 3 vocabulary words. –write them down and explain how the use of the particular word enhances the meaning of the quote.
c. Under documents Read –Annotating-- LOC pg. 48-58; Do activity—Virginia Wolf
F/T (08/29-09/02) --Holiday
1. Mental Drill- quote- “A compromise is the ART of dividing a cake in such a way that everyone believes that he has the biggest piece---Ludwig Erhard
a. What does this quote mean? How true is it?
b. Could you add/change something in the quote to make it have a more powerful meaning?
c. If compromise was the art of dividing uranium…how would you finish the quote?
2. Discuss: What is compromise?? When is it useful, when is it not?
3. Finish PP “What is Rhetoric” –What is Logos, Ethos, Pathos
HW:
a. LOC Activity (under documents) : read and take notes on Appeals to Ethos, Logos, Pathos pg. 7-20
b. Review Terms: understatement, antithesis, anaphora and logical fallacies (quiz next time)
W/TH (08/28-08/29)
1. Mental Drills: TTWA (Things to Write About)--‘There is a sign at the gate to Heaven. What does it say? Use 2 of the 3 WOW in your writing
2. WOW Assiduous/Fallacious Perpetrate
3. Activity: FACT FRDAY (FACT on FIVE) Presentations
HW:
a. Purchase books The Great Gatsby by 9/5
b. Review PP notes
c. Under Documents find LOC PDF and finish LOC activity---read pgs. 1-7 and do activity on pg. 4 & 6-7
M/T (08/25-08/26)
1. Mental Drill: Voice Lesson: Diction “Art is the antidote..”
2. WOW: Assiduous/Fallacious /Perpetrate – copy to composition book and review
3. Re-distribute Cartoon Activity---Explain…. Show clip LUCY
4. What is Rhetoric? What is Argument? PP Presentation and notes.
5.
HW
a. Purchase books The Great Gatsby by 9/5
b. Finish LOC activity: Read pg. 1-7 and complete activity on pg. 4-& on pg. pg. 6-7
• to access the LOC book online:
i. click here or copy this link http://www.highschool.bfwpub.com/launchpad/languageofcomp2e/659263#/xbook
ii. then sign in using the following
• email: [email protected]
• Password: hemelberg1415
iii. Access the book (if you have any problems—email me )
c. FACT FRIDAY-- Presentations Next Class
TH/F (08/21-08/22)
1. Collect Check Class procedures –signed and Cartoon strip
2. Collect Summer Reading Project (if dropping off, I will be in my room until 1PM on Friday the 22nd)
3. Pretest (60)
HW:
b. Purchase book -The Great Gatsby by 9/01
c. Under documents-Print and read: A General Understanding of Rhetoric. –come to class ready to discuss what you have learned
T/W (08/19-08/20)
1. Discuss Summer Reading Project
2. Contact Cards: Distribute note cards to write down important info
3. Explain Fact Fridays---Distribute handout and sign up
4. Everything is an argument activity—Vehicle
a. Pick a make/model of a vehicle in ind. Small card
b. Describe vehicle in detail
c. Find 3 other people that share common interest in cars (room mobility) (sources)
d. Together in groups discuss what makes you similar and “synthesize” to develop a claim (ex: we all like red cars that are 2 doors--- claim: (good) --We are kids that like sporty cars (2 door) and are attracted to bold colors that stand out (red color) (excellent) – We are kindred spirits who are daring and do not plan to have family or other people holds us back when it comes to driving our lives, goals and dreams (2 door car). We yearn attention and love getting it (red color)
e. Presentation—each group says name, age, interesting fact and states claim
HW:
a. Print and read course overview 08/22-08/23
b. Debriefing Vehicle Activity--- 08/22-08/23
i. Bullet point process (logos)
ii. Explain value of activity (ethos)
iii. Did you like/dislike the activity? (pathos)
c. Cartoon clip/strip--- self representation--choose a cartoon clip/strip that represents your personality, who you are, how you define yourself, or something you feel strongly about... include a written explanation and come ready to present it to the class. 08/21-08/22
d. Summer Reading Project 8/22
e. Purchase The Great Gatsby
M (08/18)
1. First day procedures. Distribute class procedures
2. Review class procedures
HW:
a. Read and highlight 5 important things to know in your class syllabus
b. Under documents--Print and sign class syllabus
c. Under documents--Print and read Course Overview
d. Work on Summer Reading Project due 8/22