PONDER THIS NEXT TIME I ASK YOU TO DO GRAMMAR WORKSHEETS...
Many modern punctuation marks have roots in oral traditions, serving as visual cues in written form that aided in the verbal delivery of texts. But until the 15th century, punctuation in written text was used variably; and appeared wildly haphazard.
The introduction of mechanical type in the mid-1400s led to rapid duplication of printed literature, followed by a transition from oral culture to a written one that necessitated the development of standardized—and widespread—rules for the use of punctuation marks. In Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation, Lynne Truss wrote: “We have a language that is full of ambiguities; we have a way of expressing ourselves that is often complex and elusive, poetic and modulated; all our thoughts can be rendered with absolute clarity if we bother to put the right dots and squiggles between the words in the right places.”( FULL ARTICLE HERE AREAS OF FOCUS*CONTINUE PRACTICE WITH RHETORICAL *ANALYSIS ESSAY (#2 ON AP EXAM)
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scary_passages_from_fiction.docx | |
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STARTER: ODE TO HALLOWEEN!
A.Q1 EXAM ON KEY CONCEPTS:
OPEN NOTE TEST ON CANVAS.
B. AREAS OF FOCUS & INTRO TO:
NARRATIVE NONFICTION WRITING:BIOGRAPHY, AUTOBIOGRAPHY, MEMOIR, JOURNAL, PERSONAL ESSAY, LETTER, AND EVEN HISTORICAL FICTION are all considered narrative nonfiction, though they also represent a wide range of TRUTH.
FIRST, SOME DEFINITIONS
NARRATIVE NON FICTION is a generic definition of any writing that tells a "true" story. You have heard the phrase "Based on a true story" many times with books, plays, and movies. The % of truth in the story is the tricky part!
BIOGRAPHY: Story of a person(s) life written by someone else (a biographer). Either done in collaboration with the person(s), without collaboration, or via research because the person(s) is deceased.
AUTOBIOGRAPHY: Story of a person's life written by that person.A chronological record of accomplishments and experiences which recounts particular historical dates and facts about a person’s life with an attempt to be 100% accurate.
MEMOIR: Tends to be a more intimate, personal experiences that are colored by the writer's imagination and memory. Often memoirs read more like literary novels than autobiography, which reads more like a yearbook or resume. Writing a memoir has everything to do with rendering the ordinariness of our lives so that it becomes significant. Rather than writing with statistics, memoir is written with scenes. Memoir allows one to select images, events, and treasures that reveal important things about themselves. The central challenge in memoir writing is to find out how particular moments fit into the plot lines of one's own life. One must not only discover the moment of their lives, but the meanings in those moments.
JOURNAL/DIARY: tells what happens within a specific time frame and is written about specific things that have happened. It doesn't address the person to whom these things happened. Diaries are usually written as a record of events, transactions or observations kept daily or at frequent intervals.
PERSONAL ESSAY/NARRATIVE: A personal essay/narrative will develop setting, characterization, speech, and plot, but it is typically limited to the discussion of one particular event or incident.
LETTER: INVOLVES THE WRITER WRITING TO A SPECIFIC PERSON(S) WITH A SPECIFIC PURPOSE. THE CONTENT OF LETTERS IS AS VARIED AS SNOWFLAKES.
HISTORICAL FICTION: LIKE THE HISTORY PLAYS OF WILLIAM SHAKESPEARE, THE WRITING IS OFTEN BASED AN CREATING A REALISTIC/HISTORICAL SETTING BASED ON FACT AND EVEN INVOLVING REAL PERSONS FROM HISTORY. THEN A FICTIONAL STORY IS WEAVED AROUND THE HISTORICAL FACTS TO CREATE AN INTRIGUING BUT REALISTIC NARRATIVE.
SIDE NOTE: WEBSITE FOR HISTORICAL FICTION...THESE ARE OPTIONS FOR THE Q3 FICTION PROJECT AS WELL AS OTHER OPTIONS
SHOULD YOU WORRY ABOUT ALL THESE DEFINITIONS? NO, ARE THEY OFTEN USED INTERCHANGEABLY? YES.
THE POINT IS THAT YOU ARE LOOKING AT WRITING THAT IS AN ATTEMPT TO TELL THE TRUTH TO SOME DEGREE (NON FICTION) VS. FICTION, WHERE THE STORY IS PURELY IMAGINATIVE AND "MADE UP."
NATURE OF MEMORY & HOW IT IMPACTS NARRATIVE NONFICTION HAS BEEN STUDIED EXTENSIVELY, AND WE KNOW THAT MEMORY IS OFTEN NOT RELIABLE.MEMORIES ARE IMPACTED BY TIME, BY EMOTION, BY PERSONAL BIAS AND BY BRAIN CHEMISTY.
"Remembering is an act of storytelling, after all. And our memories are only ever as reliable as the most recent story we told ourselves."
Robert Nash, senior lecturer in psychology at Aston University. (theconversation.com)
1. (SEE DOC Q1) PRACTICE our CM STRETCHERS in Rhetorical Analysis of various narrative non fiction excerpts. HANDOUT DEATH OF BENNY PARET; 15 minutes individual annotations; RHS (SOAPS), CEL (claims and evidence...what is the main "argument" and are there other "arguments" as well?)REO (commentary on the topic and how the personal essay is organized
2. Class READ ALOUD; MAKE additional annotations for RHETORICAL CHOICES AND EXIGENCE
POST 10/29 REVIEW: REMEMBER THE MOTH TEXT? LET'S QUICKLY REREAD AND REREAD THE 8 CM STRETCHERS THAT CAME WITH IT.
OPEN NOTE TEST ON CANVAS.
B. AREAS OF FOCUS & INTRO TO:
NARRATIVE NONFICTION WRITING:BIOGRAPHY, AUTOBIOGRAPHY, MEMOIR, JOURNAL, PERSONAL ESSAY, LETTER, AND EVEN HISTORICAL FICTION are all considered narrative nonfiction, though they also represent a wide range of TRUTH.
FIRST, SOME DEFINITIONS
NARRATIVE NON FICTION is a generic definition of any writing that tells a "true" story. You have heard the phrase "Based on a true story" many times with books, plays, and movies. The % of truth in the story is the tricky part!
BIOGRAPHY: Story of a person(s) life written by someone else (a biographer). Either done in collaboration with the person(s), without collaboration, or via research because the person(s) is deceased.
AUTOBIOGRAPHY: Story of a person's life written by that person.A chronological record of accomplishments and experiences which recounts particular historical dates and facts about a person’s life with an attempt to be 100% accurate.
MEMOIR: Tends to be a more intimate, personal experiences that are colored by the writer's imagination and memory. Often memoirs read more like literary novels than autobiography, which reads more like a yearbook or resume. Writing a memoir has everything to do with rendering the ordinariness of our lives so that it becomes significant. Rather than writing with statistics, memoir is written with scenes. Memoir allows one to select images, events, and treasures that reveal important things about themselves. The central challenge in memoir writing is to find out how particular moments fit into the plot lines of one's own life. One must not only discover the moment of their lives, but the meanings in those moments.
JOURNAL/DIARY: tells what happens within a specific time frame and is written about specific things that have happened. It doesn't address the person to whom these things happened. Diaries are usually written as a record of events, transactions or observations kept daily or at frequent intervals.
PERSONAL ESSAY/NARRATIVE: A personal essay/narrative will develop setting, characterization, speech, and plot, but it is typically limited to the discussion of one particular event or incident.
LETTER: INVOLVES THE WRITER WRITING TO A SPECIFIC PERSON(S) WITH A SPECIFIC PURPOSE. THE CONTENT OF LETTERS IS AS VARIED AS SNOWFLAKES.
HISTORICAL FICTION: LIKE THE HISTORY PLAYS OF WILLIAM SHAKESPEARE, THE WRITING IS OFTEN BASED AN CREATING A REALISTIC/HISTORICAL SETTING BASED ON FACT AND EVEN INVOLVING REAL PERSONS FROM HISTORY. THEN A FICTIONAL STORY IS WEAVED AROUND THE HISTORICAL FACTS TO CREATE AN INTRIGUING BUT REALISTIC NARRATIVE.
SIDE NOTE: WEBSITE FOR HISTORICAL FICTION...THESE ARE OPTIONS FOR THE Q3 FICTION PROJECT AS WELL AS OTHER OPTIONS
SHOULD YOU WORRY ABOUT ALL THESE DEFINITIONS? NO, ARE THEY OFTEN USED INTERCHANGEABLY? YES.
THE POINT IS THAT YOU ARE LOOKING AT WRITING THAT IS AN ATTEMPT TO TELL THE TRUTH TO SOME DEGREE (NON FICTION) VS. FICTION, WHERE THE STORY IS PURELY IMAGINATIVE AND "MADE UP."
NATURE OF MEMORY & HOW IT IMPACTS NARRATIVE NONFICTION HAS BEEN STUDIED EXTENSIVELY, AND WE KNOW THAT MEMORY IS OFTEN NOT RELIABLE.MEMORIES ARE IMPACTED BY TIME, BY EMOTION, BY PERSONAL BIAS AND BY BRAIN CHEMISTY.
"Remembering is an act of storytelling, after all. And our memories are only ever as reliable as the most recent story we told ourselves."
Robert Nash, senior lecturer in psychology at Aston University. (theconversation.com)
1. (SEE DOC Q1) PRACTICE our CM STRETCHERS in Rhetorical Analysis of various narrative non fiction excerpts. HANDOUT DEATH OF BENNY PARET; 15 minutes individual annotations; RHS (SOAPS), CEL (claims and evidence...what is the main "argument" and are there other "arguments" as well?)REO (commentary on the topic and how the personal essay is organized
2. Class READ ALOUD; MAKE additional annotations for RHETORICAL CHOICES AND EXIGENCE
POST 10/29 REVIEW: REMEMBER THE MOTH TEXT? LET'S QUICKLY REREAD AND REREAD THE 8 CM STRETCHERS THAT CAME WITH IT.
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dillard_moth.docx | |
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8_new_and_improved_cm_stretchers_for_rhetorical_analysis_essay.docx | |
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3. ADDITIONAL PRACTICE WITH THE 8 CM STRETCHERS IN RHETORICAL ANALYSIS
CM STRETCHERS HELP YOU BUILD REASONING/COMMENTARY IN YOUR OREOS WHEN YOU ARE ANALYZING THE RHETORICAL CHOICES WRITERS MAKE TO DELIVER A PERSUASIVE AND SIGNIFICANT MESSAGE TO THE AUDIENCE.
4. A WORD ABOUT EMBEDDING QUOTES TO AVOID QUOTE BOMBS IN YOUR WRITING!!
CM STRETCHERS HELP YOU BUILD REASONING/COMMENTARY IN YOUR OREOS WHEN YOU ARE ANALYZING THE RHETORICAL CHOICES WRITERS MAKE TO DELIVER A PERSUASIVE AND SIGNIFICANT MESSAGE TO THE AUDIENCE.
4. A WORD ABOUT EMBEDDING QUOTES TO AVOID QUOTE BOMBS IN YOUR WRITING!!
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
the_death_of_benny_paret.docx | |
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HOMEWORK
1. STUDY the embedding quotes doc linked below. A short quiz on the ways to integrate quotes will be next class.
1. STUDY the embedding quotes doc linked below. A short quiz on the ways to integrate quotes will be next class.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
embedding_quotations_2.docx | |
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2. AP CLASSROOM Unit 2 Progress Check-participation points (consider this a study session for the AP Exam) DUE NOV. 1
3. Look over the Benny Paret sample OREO paragraph below and be amazed. You need to write like this on the AP exam :)
3. Look over the Benny Paret sample OREO paragraph below and be amazed. You need to write like this on the AP exam :)
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
benny_paret_oreo.docx | |
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4. Using the excerpt "The Fight" linked below, create a CM STRETCHER assignment formatted exactly like the Paret sample. SUBMIT TO CANVAS by midnight on NOV.
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the_fight_by_william_hazlitt.docx | |
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WEEK OF NOV 2-6
STARTER: QUIZ ON HOW TO INTEGRATE QUOTES
STARTER: Review of Sound Devices in Nearpod below
STARTER: QUIZ ON HOW TO INTEGRATE QUOTES
STARTER: Review of Sound Devices in Nearpod below
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nearpod_sound_devices.pdf | |
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A. The 4th BIG IDEA (PILLAR) of AP LANG IS...
STYLE (STL)
1. A writer's STYLE is really a composite of several writing elements. Here's an acronym to the rescue:
(FDIS)-Fish Dive In Streams = Figurative language, Diction, Imagery/selection of details, and Syntax.
2. Review the Fig Lang info in your AP packet
3. Share out the Food paragraphs posted on Food page for a review of imagery/description.
4. LET'S LOOK CLOSER AT DICTION: DENOTATIONS & CONNOTATIONS especially!
Connotation represents the various social overtones, cultural implications, or emotional meanings associated with a word.
Denotation refers to the literal meaning of a word, the 'dictionary definition.'
Consider the following words which essentially "mean the same" (have the same DENOTATIONS) but carry different CONNOTATIONS: old woman, old maid, elderly woman, spinster, crone, hag, grandma, grandmother
How do their connotations differ?
5. I think your understanding of FDI is pretty solid, so let's look deeper into S for SYNTAX. A basic definition of SYNTAX is "word order." But it's actually pretty complex. See docs linked below.
STYLE (STL)
1. A writer's STYLE is really a composite of several writing elements. Here's an acronym to the rescue:
(FDIS)-Fish Dive In Streams = Figurative language, Diction, Imagery/selection of details, and Syntax.
2. Review the Fig Lang info in your AP packet
3. Share out the Food paragraphs posted on Food page for a review of imagery/description.
4. LET'S LOOK CLOSER AT DICTION: DENOTATIONS & CONNOTATIONS especially!
Connotation represents the various social overtones, cultural implications, or emotional meanings associated with a word.
Denotation refers to the literal meaning of a word, the 'dictionary definition.'
Consider the following words which essentially "mean the same" (have the same DENOTATIONS) but carry different CONNOTATIONS: old woman, old maid, elderly woman, spinster, crone, hag, grandma, grandmother
How do their connotations differ?
5. I think your understanding of FDI is pretty solid, so let's look deeper into S for SYNTAX. A basic definition of SYNTAX is "word order." But it's actually pretty complex. See docs linked below.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
syntax.docx | |
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How writers use variety in syntax can make the writing fresh and interesting, convey tone and mood, and create meaning in a text.
Syntax, as a rhetorical choice, can be challenging to write about in an essay. I wouldn't do it unless you see syntax being manipulated by an author in bold and meaningful ways.
3. Looking at the opening chapter of Cormac McCarthy's Pulitzer Prize-winning novel The Road, use the grid below to track his syntax in the first 8 sentences. "Special Features" is anything interesting, memorable, impactful, purposeful, or creative that you notice about the word order or word choices in each sentence.
Syntax, as a rhetorical choice, can be challenging to write about in an essay. I wouldn't do it unless you see syntax being manipulated by an author in bold and meaningful ways.
3. Looking at the opening chapter of Cormac McCarthy's Pulitzer Prize-winning novel The Road, use the grid below to track his syntax in the first 8 sentences. "Special Features" is anything interesting, memorable, impactful, purposeful, or creative that you notice about the word order or word choices in each sentence.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
excerpt_the_road_first_page.docx | |
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B. NARRATIVE NON FICTION EXCERPTS PART 1
1. OUR FOCUS IS TO PRACTICE IDENTIFYING AND ANALYZE THE EFFECTIVENESS/PERSUASIVENESS RHETORICAL STRATEGIES/CHOICES/DEVICES IN THE FOLLOWING EXCERPTS of MEMOIR/PERSONAL NARRATIVE WRITING GENRE. CHOOSE ANY THREE AND SPEND 20 MINUTES READING AND ANNOTATING EACH EXCERPT,
THEN PAIR OR TRIO UP AND DISCUSS YOUR FINDINGS ON ONE EXCERPT, INCLUDING A DISCUSSION OF HOW THE GENRE OF NON FICTION MEMOIR/PERSONAL NARRATIVE SHAPES AND EFFECTS THE STORY.
1. OUR FOCUS IS TO PRACTICE IDENTIFYING AND ANALYZE THE EFFECTIVENESS/PERSUASIVENESS RHETORICAL STRATEGIES/CHOICES/DEVICES IN THE FOLLOWING EXCERPTS of MEMOIR/PERSONAL NARRATIVE WRITING GENRE. CHOOSE ANY THREE AND SPEND 20 MINUTES READING AND ANNOTATING EACH EXCERPT,
THEN PAIR OR TRIO UP AND DISCUSS YOUR FINDINGS ON ONE EXCERPT, INCLUDING A DISCUSSION OF HOW THE GENRE OF NON FICTION MEMOIR/PERSONAL NARRATIVE SHAPES AND EFFECTS THE STORY.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
excerpt_from_the_house_of_the_dead_fedor_dostoyeffsky.docx | |
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excerpt_from_a_long_way_home_.docx | |
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excerpt_from_beautiful_boy.docx | |
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excerpt_growing_up_russell_baker.pdf | |
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excerpt_autobio_memoir_james_baldwins_the_color_of_water.docx | |
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glasscastleexcerpt.pdf | |
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night_26-32_excerpt.pdf | |
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C. NARRATIVE NON FICTION EXCERPTS PART 2
1. CHOOSE TWO MORE EXCERPTS AND SPEND 20 MINUTES READING AND ANNOTATING EACH EXCERPT,
THEN PAIR OR TRIO UP AND DISCUSS YOUR FINDINGS ON ONE EXCERPT EITHER FROM TODAY OR LAST CLASS.
2. FINALLY, we will wrap up with RA practice for STL (STYLE) which includes the FDIS strategy for annotation.
3. Quietly read and annotate for FDIS the prose poem entitled THE COLONEL.
4. In addition, answer also these questions in the margins of the text that address REO (reasoning and organization): DUE NEXT CLASS FOR DISCUSSION :)
HOW IS THE PROSE-POEM STRUCTURED/ORGANIZED (look at beginning, middle, end) THAT PROVES EFFECTIVE AND DELIBERATE?
WHAT MOOD DO THE FDIS ELEMENTS CREATE?
BASED ON YOUR FDIS NOTES,
HOW WOULD YOU DESCRIBE THE TONE? ARE THERE ANY TONAL SHIFTS? WHERE...AND WHY? (Remember to identify tone as __________ly__________ using precise tone words)
HOMEWORK
1. Finish your assignment for The Colonel if needed
2. Watch the AP Video #1 POSTED AT THE END OF THIS HOMEWORK TO DO LIST and complete the assignment explained in the video. You will be taking a very generic statement about the rhetorical situation in a text and revising it to be more specific.
NOTE: the passage you will be working with is linked below the video.
NOTE: KEEP ALL ON ONE DOCUMENT OR PAPER assignments connected with Videos 1-5 due IN CLASS on DECEMBER 3.
3. In your AP Classroom account...log in and complete the 6 total assigned UNIT 2 SKILL videos as follows (Each video is about 5 minutes-ish):
Rhetorical Situation – Reading
5. DEEP YOGA BREATH. Do not worry about your scores on these practices. I will enter these AP Classroom assignments as participation points only. This is your chance to study and learn and self-assess, pressure-free, with materials created by AP.
1. CHOOSE TWO MORE EXCERPTS AND SPEND 20 MINUTES READING AND ANNOTATING EACH EXCERPT,
THEN PAIR OR TRIO UP AND DISCUSS YOUR FINDINGS ON ONE EXCERPT EITHER FROM TODAY OR LAST CLASS.
2. FINALLY, we will wrap up with RA practice for STL (STYLE) which includes the FDIS strategy for annotation.
3. Quietly read and annotate for FDIS the prose poem entitled THE COLONEL.
4. In addition, answer also these questions in the margins of the text that address REO (reasoning and organization): DUE NEXT CLASS FOR DISCUSSION :)
HOW IS THE PROSE-POEM STRUCTURED/ORGANIZED (look at beginning, middle, end) THAT PROVES EFFECTIVE AND DELIBERATE?
WHAT MOOD DO THE FDIS ELEMENTS CREATE?
BASED ON YOUR FDIS NOTES,
HOW WOULD YOU DESCRIBE THE TONE? ARE THERE ANY TONAL SHIFTS? WHERE...AND WHY? (Remember to identify tone as __________ly__________ using precise tone words)
HOMEWORK
1. Finish your assignment for The Colonel if needed
2. Watch the AP Video #1 POSTED AT THE END OF THIS HOMEWORK TO DO LIST and complete the assignment explained in the video. You will be taking a very generic statement about the rhetorical situation in a text and revising it to be more specific.
NOTE: the passage you will be working with is linked below the video.
NOTE: KEEP ALL ON ONE DOCUMENT OR PAPER assignments connected with Videos 1-5 due IN CLASS on DECEMBER 3.
3. In your AP Classroom account...log in and complete the 6 total assigned UNIT 2 SKILL videos as follows (Each video is about 5 minutes-ish):
Rhetorical Situation – Reading
- 2: Skill 1.B Daily Video 1
- 2: Skill 1.B Daily Video 2
- 2: Skill 1.B Daily Video 3
- 2: Skill 2.B Daily Video 1
- 2: Skill 2.B Daily Video 2
- 2: Skill 2.B Daily Video 3
5. DEEP YOGA BREATH. Do not worry about your scores on these practices. I will enter these AP Classroom assignments as participation points only. This is your chance to study and learn and self-assess, pressure-free, with materials created by AP.
VIDEO 1: English Language: Identifying the Rhetorical Situation in a Pre-Twentieth Century Text abigail adams letter to her son John Quincy Adams
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abigail_adams_letter_to_her_son.docx | |
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WEEK OF NOV 9-13
STARTER: TRIOS OR QUADS/CLASS DISCUSSION THE COLONEL/SUBMIT ANNOTATIONS
STARTER: READ CONNER MCKINNON'S OPRAH ESSAY ON NIGHT :)
STARTER: TRIOS OR QUADS/CLASS DISCUSSION THE COLONEL/SUBMIT ANNOTATIONS
STARTER: READ CONNER MCKINNON'S OPRAH ESSAY ON NIGHT :)
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baptism_by_fire_conner_mckinnon.docx | |
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A. WATCH AP VIDEOS 2 AND 3 AND COMPLETE THE ASSIGNMENTS EXPLAINED IN THE VIDEOS-KEEP AND TURN IN ON DEC 3.
VIDEO 2: English Language: Analyzing How Word Choice Reflects a Writer’s Understanding of Audience
LINK TO THE HANDOUT FOR VIDEO 2 ASSIGNMENT WHICH HAS YOU ANALYZE A QUOTE FOR SPEAKER (WRITER), AUDIENCE AND PURPOSE.
VIDEO 3: AP English Language: Explaining the Significance/Relevance of the Writer’s Use of Sophisticated Word
FOR VIDEO 3, YOU ARE GOING TO "BEEF UP" THE COMMENTARY/REASONING IN THE STUDENT EXAMPLE 4 AS EXPLAINED IN THE VIDEO.
IN ADDITION, YOU WILL COMPLETE THE HANDOUT LINKED BELOW (TASK ONE AND TWO) PRACTICING ADDING REASONING/COMMENTARY TO QUOTES.
IN ORDER TO ROCK THIS, GO BACK AND PEEK AT YOUR 8 CM STRETCHER HANDOUT AND LOOK AT #1 (AUDIENCE) AND #4 (TONE) TO GIVE YOU SOME IDEAS ON CREATING COMMENTARY ON THE RHETORICAL SITUATION.
IN ADDITION, YOU WILL COMPLETE THE HANDOUT LINKED BELOW (TASK ONE AND TWO) PRACTICING ADDING REASONING/COMMENTARY TO QUOTES.
IN ORDER TO ROCK THIS, GO BACK AND PEEK AT YOUR 8 CM STRETCHER HANDOUT AND LOOK AT #1 (AUDIENCE) AND #4 (TONE) TO GIVE YOU SOME IDEAS ON CREATING COMMENTARY ON THE RHETORICAL SITUATION.
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3_27_handout__2_.pdf | |
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abigail_adams_sample_oreo.docx | |
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VIDEO 4: AP English Language: Unit 8 Analyzing How Use of Comparison Reflects Understanding of Audience
VIDEO 4 ASSIGNMENT IS WRITING A PARAGRAPH (PLEASE MAKE IT AN OREO!) ABOUT HOW ABIGAIL ADAMS USES COMPARISON (RHETORICAL STRATEGY) TO APPEAL PERSUASIVELY TO HER SON (AUDIENCE).
I want you to take it a step further and COLORIZE your OREO to show the following elements: topic and conclusion sentences, evidence, and reasoning/commentary. Also circle all the CV (Commentary Verbs) and T (Transitions) you use to make the paragraph smoother than a fresh jar of Skippy.
KEEP YOUR ASSIGNMENTS ALL TOGETHER FOR VIDEOS 1-5...DUE DEC 3.
HOMEWORK
1. AP CLASSROOM skill videos and Multiple Choice practices...more fun than Disneyland!
In your AP Classroom account...log in and complete the 6 total assigned UNIT 2 SKILL videos as follows (Each video is about 5 minutes-ish):
Claims and Evidence - Reading
Claims and Evidence - Writing
4. As soon as you can after viewing the videos, TAKE THE TWO ASSIGNED QUIZZES CALLED "QUIZ SKILLS 3a" and "QUIZ SKILLS 4a" to assess your understanding.
5. ANOTHER DEEP YOGA BREATH. Do not worry about your scores on these practices. Remember that I will enter these AP Classroom assignments as participation points only. This is your chance to study and learn and self-assess, pressure-free, with materials created by AP.
I want you to take it a step further and COLORIZE your OREO to show the following elements: topic and conclusion sentences, evidence, and reasoning/commentary. Also circle all the CV (Commentary Verbs) and T (Transitions) you use to make the paragraph smoother than a fresh jar of Skippy.
KEEP YOUR ASSIGNMENTS ALL TOGETHER FOR VIDEOS 1-5...DUE DEC 3.
HOMEWORK
1. AP CLASSROOM skill videos and Multiple Choice practices...more fun than Disneyland!
In your AP Classroom account...log in and complete the 6 total assigned UNIT 2 SKILL videos as follows (Each video is about 5 minutes-ish):
Claims and Evidence - Reading
- 2: Skill 3.A Daily Video 1
- 2: Skill 3.A Daily Video 2
- 2: Skill 3.A Daily Video 3
Claims and Evidence - Writing
- 2: Skill 4.A Daily Video 1
- 2: Skill 4.A Daily Video 2
- 2: Skill 4.A Daily Video 3
4. As soon as you can after viewing the videos, TAKE THE TWO ASSIGNED QUIZZES CALLED "QUIZ SKILLS 3a" and "QUIZ SKILLS 4a" to assess your understanding.
5. ANOTHER DEEP YOGA BREATH. Do not worry about your scores on these practices. Remember that I will enter these AP Classroom assignments as participation points only. This is your chance to study and learn and self-assess, pressure-free, with materials created by AP.
HOLIDAY HUMOR
WEEK OF NOV 16-20
NOTE: MIDTERM FINAL EXAM ON RHETORICAL ANALYSIS IS THIS WEEK. PLEASE DO NOT MISS CLASS!
STARTER: TERMS GLOSSARY WITH CORRESPONDING WORKS AS EXAMPLES
https://edsitement.neh.gov/teachers-guides/literary-glossary-literature-and-language-arts
STARTER: WORK ON TONE WORDS PACKET-DUE DEC 1
STARTER: CNN10-DIVIDE INTO THIRDS FOR SIGNIFICANCE, RELEVANCE, AND COMPLEXITIES
NOTE: MIDTERM FINAL EXAM ON RHETORICAL ANALYSIS IS THIS WEEK. PLEASE DO NOT MISS CLASS!
STARTER: TERMS GLOSSARY WITH CORRESPONDING WORKS AS EXAMPLES
https://edsitement.neh.gov/teachers-guides/literary-glossary-literature-and-language-arts
STARTER: WORK ON TONE WORDS PACKET-DUE DEC 1
STARTER: CNN10-DIVIDE INTO THIRDS FOR SIGNIFICANCE, RELEVANCE, AND COMPLEXITIES
FIT IN AN ARGUMENT ESSAY 3 PRACTICE AS A SPEECH THAT THEY WILL THEN PRESENT TO CLASS; ASSIGN TED TALK HERE AS AN INTRO
https://www.ted.com/talks/julian_treasure_how_to_speak_so_that_people_want_to_listen?language=en
when are they watching the public speaking video from last quarter? maybe assign an argument essay 3 in the format of a speech and have them present them!
A. DEBRIEF AP Video #4 with screenshots.
B. ALREADY DID SAE Q1?
SO REPLACE WITH THE ARGUMENT ESSAY/SPEECH ASSIGNMENT LISTED ABOVE
NON FICTION NARRATIVES CONTINUES with more Rhetorical Analysis practice
1. SHOOTING AN ELEPHANT by George Orwell
A. PRACTICE analyzing for STYLE (STL) using the FDIS analysis tool
B. PRACTICE OREOS.
FIRST, READ the full text linked below.
B. ALREADY DID SAE Q1?
SO REPLACE WITH THE ARGUMENT ESSAY/SPEECH ASSIGNMENT LISTED ABOVE
NON FICTION NARRATIVES CONTINUES with more Rhetorical Analysis practice
1. SHOOTING AN ELEPHANT by George Orwell
A. PRACTICE analyzing for STYLE (STL) using the FDIS analysis tool
B. PRACTICE OREOS.
FIRST, READ the full text linked below.
WEBSITE: SHOOTING AN ELEPHANT-FULL TEXT https://www.orwellfoundation.com/the-orwell-foundation/orwell/essays-and-other-works/shooting-an-elephant/
Then we will look at an excerpt to analyze for rhetorical choices, for example, FDIS is a good place to start looking... FIGURATIVE language, potent DICTION (connotations and denotations of words), IMAGERY/selection of details/descriptions, SYNTAX. Also consider the THREE RHETORICAL APPEALS (PATHOS, LOGOS, ETHOS) and how they create a persuasive and powerful text.
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shooting_an_elephant.docx | |
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Next, let's look at a partial OREO created from the excerpt.
Your TURN: finish the OREO and submit on CANVAS
Your TURN: finish the OREO and submit on CANVAS
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shooting_an_elephant_sample_oreo_practice.docx | |
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File Type: | docx |
Color code your SAE OREO: topic and concluding sentences, Evidence, Reasoning/Commentary, and circle transitions and Commentary Verbs.
Here's a sample SAE OREO color coded. How does yours compare? THEN LOOK AT THE MORE EXTENSIVE OREO SAMPLE TO INSPIRE YOU (OR DEPRESS YOU.)
IN THIS SAMPLE, we are going to ADD one more layer of Commentary/Reasoning to our OREO LAYERS that the AP readers are looking for...direct explanation of why the text your are analyzing is PERSUASIVE (aka compelling, captivating, impactful)
Here's a sample SAE OREO color coded. How does yours compare? THEN LOOK AT THE MORE EXTENSIVE OREO SAMPLE TO INSPIRE YOU (OR DEPRESS YOU.)
IN THIS SAMPLE, we are going to ADD one more layer of Commentary/Reasoning to our OREO LAYERS that the AP readers are looking for...direct explanation of why the text your are analyzing is PERSUASIVE (aka compelling, captivating, impactful)
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
orwell_sample_oreo_with_colorcodes.docx | |
File Size: | 13 kb |
File Type: | docx |
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shooting_an_elephant_labeled_oreo_updated_july_2020__1___1_.docx | |
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C. FINAL RHETORICAL ANALYSIS ESSAY PREP
1. DEBRIEF VIDEOS 2 & 3 SCREENSHOTS
2. SHOOTING AN ELEPHANT: IN DEPTH Rhetorical Analysis activities IN SMALL DISCUSSION GROUPS-PICK A SCRIBE AND TURN IN ONE PAPER WITH NAMES AND ATTRIBUTIONS;
3. If time, start final RA essay drafting USING THE OREO BLUEPRINT you received last quarter when we introduced the OREO.
HOMEWORK
1. FINAL RHETORICAL ANALYSIS ESSAY DUE IN CANVAS ON SUNDAY, NOV 30 BY MIDNIGHT
1. DEBRIEF VIDEOS 2 & 3 SCREENSHOTS
2. SHOOTING AN ELEPHANT: IN DEPTH Rhetorical Analysis activities IN SMALL DISCUSSION GROUPS-PICK A SCRIBE AND TURN IN ONE PAPER WITH NAMES AND ATTRIBUTIONS;
3. If time, start final RA essay drafting USING THE OREO BLUEPRINT you received last quarter when we introduced the OREO.
HOMEWORK
1. FINAL RHETORICAL ANALYSIS ESSAY DUE IN CANVAS ON SUNDAY, NOV 30 BY MIDNIGHT
2. COMPLETE AP VIDEO 5 and its assignment.
ALL ASSIGNMENTS ON ONE DOC OR PAPER FOR VIDEOS 1-5 WILL BE DUE DEC 3-Bring to class.
ALL ASSIGNMENTS ON ONE DOC OR PAPER FOR VIDEOS 1-5 WILL BE DUE DEC 3-Bring to class.
VIDEO 5: AP English Language: Identifying the Rhetorical Situation in a Pre-Twentieth Century Text
FOR VIDEO 5, YOUR ASSIGNMENT WILL BE TO ANSWER ONE MULTIPLE CHOICE QUESTION WITH A PASSAGE.
WEEK OF NOV 23-27
STARTER: DEBRIEF AP VIDEOS 5/SUBMIT ASSIGNMENT
A. SAMPLES AND SCORING: ACTUAL RA ESSAYS:
HANDOUTS: RUBRIC (IN YOUR INTRO TO AP PACKET), SAMPLE ESSAYS (CLASS SET), AND SCORING GUIDELINES
1. Complete the last set of daily AP skill videos (there will be 5 total rather than 6 this time)
2. As soon as you can after viewing the videos, TAKE THE TWO ASSIGNED QUIZZES CALLED "QUIZ SKILLS 3b" and "QUIZ SKILLS 4b" to assess your understanding.
Claims and Evidence - Reading
Claims and Evidence - Writing
3. TONE WORDS PACKET DUE DEC 1
4. AP Video 5 assignment; bring to class DEC
5. Full typed MLA Rhetorical Analysis essay on Shooting an Elephant (due CANVAS NOV 29 by midnight)
6. OBTAIN A COPY: OF MICE AND MEN (SCHOOL LIBRARY, OTHER LIBRARY, ONLINE USED BOOK SITE, A REAL BOOK STORE). DUE IN CLASS ON DEC 15.
WEEK OF NOV 30-DEC 4
STARTER: Crash Course #3: How to Argue
STARTER: Crash Course #7: The Meaning of Knowledge: Assertions/Claims/Beliefs/Justifications (evidence)
A. INTRODUCTION CLASSICAL ORATION: ARGUMENT ESSAY (#3 on AP Exam)
1. WEBSITE: UNC@CHAPELHILL ON ARGUMENT
2. POWERPOINT: CLASSICAL ORATION ARGUMENT
STARTER: DEBRIEF AP VIDEOS 5/SUBMIT ASSIGNMENT
A. SAMPLES AND SCORING: ACTUAL RA ESSAYS:
HANDOUTS: RUBRIC (IN YOUR INTRO TO AP PACKET), SAMPLE ESSAYS (CLASS SET), AND SCORING GUIDELINES
- Reread prompt and text, study the rubric and sample essays; jot down ON A SEPARATE PAPER what scores you would give to them and why based on the rubric.
- Then as a class, let’s see the actual scores and explanations…how close were you on your score guesses?
1. Complete the last set of daily AP skill videos (there will be 5 total rather than 6 this time)
2. As soon as you can after viewing the videos, TAKE THE TWO ASSIGNED QUIZZES CALLED "QUIZ SKILLS 3b" and "QUIZ SKILLS 4b" to assess your understanding.
Claims and Evidence - Reading
- 2: Skill 3.B Daily Video 1
- 2: Skill 3.B Daily Video 2
- 2: Skill 3.B Daily Video 3
Claims and Evidence - Writing
- 2: Skill 4.B Daily Video 1
- 2: Skill 4.B Daily Video 2
3. TONE WORDS PACKET DUE DEC 1
4. AP Video 5 assignment; bring to class DEC
5. Full typed MLA Rhetorical Analysis essay on Shooting an Elephant (due CANVAS NOV 29 by midnight)
6. OBTAIN A COPY: OF MICE AND MEN (SCHOOL LIBRARY, OTHER LIBRARY, ONLINE USED BOOK SITE, A REAL BOOK STORE). DUE IN CLASS ON DEC 15.
WEEK OF NOV 30-DEC 4
STARTER: Crash Course #3: How to Argue
STARTER: Crash Course #7: The Meaning of Knowledge: Assertions/Claims/Beliefs/Justifications (evidence)
A. INTRODUCTION CLASSICAL ORATION: ARGUMENT ESSAY (#3 on AP Exam)
1. WEBSITE: UNC@CHAPELHILL ON ARGUMENT
2. POWERPOINT: CLASSICAL ORATION ARGUMENT
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classical_argument_powerpoint.pptx | |
File Size: | 1348 kb |
File Type: | pptx |
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the_declaration_of_independence.docx | |
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File Type: | docx |
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types_of_evidence_for_ap_lang_essay_3.docx | |
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TO BECOME FAMILIAR WITH THE CLASSICAL ORATION MODEL OF ARGUMENTATION WE WILL STUDY:
1. POWERPOINT
2. SAMPLE: DECLARATION OF INDEPENDENCE
3. HOW TO GENERATE TYPES OF EVIDENCE FROM YOUR HEAD
4. REVISIT THE COUNTERCLAIM
FLASHBACK TO THE PATRICK HENRY SPEECH AND THE COUNTERCLAIM ARGUMENTS IN IT
5. COUNTERCLAIM TEMPLATE WILL BUILD A BEEFY COUNTERCLAIM OREO TO USE IN BOTH THE ARGUMENT ESSAY AND THE SYNTHESIS ESSAY.
1. POWERPOINT
2. SAMPLE: DECLARATION OF INDEPENDENCE
3. HOW TO GENERATE TYPES OF EVIDENCE FROM YOUR HEAD
4. REVISIT THE COUNTERCLAIM
FLASHBACK TO THE PATRICK HENRY SPEECH AND THE COUNTERCLAIM ARGUMENTS IN IT
5. COUNTERCLAIM TEMPLATE WILL BUILD A BEEFY COUNTERCLAIM OREO TO USE IN BOTH THE ARGUMENT ESSAY AND THE SYNTHESIS ESSAY.
B. ANNOTATE A CONTEMPORARY ARTICLE FOR CLASSICAL ARGUMENT ELEMENTS
1. HANDOUT- READ the article and annotate it ACCORDING TO INSTRUCTIONS at the bottom of the article.
2. SHARE OUT.
1. HANDOUT- READ the article and annotate it ACCORDING TO INSTRUCTIONS at the bottom of the article.
2. SHARE OUT.
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people_don’t_buy_products_they_buy_better_versions_of_themselves.docx | |
File Size: | 234 kb |
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HOMEWORK
1. Work on your Tone Words packet.
2. Next week is midterm finals--please do not miss class!
3. Watch and complete AP Video #4 with its accompanying assignment. Due next class.
1. Work on your Tone Words packet.
2. Next week is midterm finals--please do not miss class!
3. Watch and complete AP Video #4 with its accompanying assignment. Due next class.
C. FINISH REVIEW/FEEDBACK ON AP VIDEOS 1-5/SUBMIT ASSIGNMENTS. NOW WE WILL BE FOCUSING ON THE ARGUMENT ESSAY FOR THE REST OF THE QUARTER :) SYNTHESIS ARGUMENT ESSAY WILL BE THE BEGINNING OF QUARTER 3.
D. SAMPLES OF ARGUMENT ESSAYS, SCORING GUIDELINES, RUBRICS
HOMEWORK
1. WEBSITE: STUDY THE MATERIAL ON THIS SITE ABOUT CONCISENESS IN WRITING. One of the top three weaknesses in student writing is WORDINESS (which is also a time suck).
WEEK OF DEC 7-DEC 11
STARTER: HOLIDAY FETE SIGN UPS! DEC 17 WILL BE A STUDY HALL DAY...BRING EARBUDS IF YOU WANT TO LISTEN TO OMAM THAT DAY ON AUDIOBOOK
STARTER: TBD
STARTER: TBD
A. WRITE TWO ARGUMENT ESSAYS THIS WEEK IN CLASS before end of quarter USING ALL RESOURCES-45 MINUTES TIMED WITH PROMPTS NOT YET SEEN.
PRE ESSAY PREP
YOUR ESSAY SHOULD LOOK LIKE THIS:
1. Write an INTRO paragraph with the following Classical components:
a. EXORDIUM (an interesting OPENING STRATEGY and a sentence or two to introduce the TOPIC, such as its relevance, its significance, its complications/complexities)
b. NARRATIO (provide 2 sentences of background/context for the topic to "set the stage")
c. PARTITIO (a thesis statement which consists of your main CLAIM + two supporting ARGUMENTS)
2. CONFIRMATIO (write one triple stuft OREO that defends your claim with CDs and CMs; use your CVs and transitions to connect ideas
3. REFUTATIO (write another triple stuft OREO that serves as a COUNTERCLAIM with at least two concessions and refutations). It is important to show the "tensions" and "complexities" in the argument by addressing both the pros and cons of the idea presented in the prompt. The Refutatio is the best place to do that.
4. PERORATIO (write a CONCLUSION paragraph that rephrases [not repeats] your THESIS STATEMENT and includes a CLOSING STRATEGY.)
FIRST ESSAY
HANDOUT prompt/45 MINUTES TIMED
You may consult your counterclaim template AND 6 types of evidence resource
SECOND ESSAY
HANDOUT prompt/45 MINUTES TIMED
You may consult your counterclaim template AND 6 types of evidence resource
B. PEER GRADING DAY ON 2 ARGUMENT ESSAYS-I WILL WALK YOU THROUGH THE FIRST ONE...COLORIZE AND ADD SUGGESTIONS WITH YOUR PARTNER. THEN PEER GRADE THE SECOND ONE WITH A DIFFERENT PARTNER.
PEER GRADE ESSAY/SELF GRADE ESSAYS PROCEDURE
HOMEWORK
1. FIX AND SUBMIT YOUR BEST ESSAY OF THE TWO
SUBMIT TO ME IN PERSON (NOT CANVAS) NO LATER THAN DEC 18 by 2:45 p.m. BEFORE BREAK!
IT CAN BE TYPED OR HAND WRITTEN.
2. Bring earbuds if you want to listen to OMAM audiobook in class next time.
3. Remember your Holiday Fete sign up item :)
WEEK OF DEC 14-DEC 18
STARTER: Oregon State U Rhetorical and Literary Terms YouTube Series
STARTER: Oregon State U Rhetorical and Literary Terms YouTube Series
A. INTRODUCTION TO OF MICE AND MEN
1. OMAM Intro video link
2. HANDOUT Reading Log THEMES
3. Start listening to audiobook.
D. SAMPLES OF ARGUMENT ESSAYS, SCORING GUIDELINES, RUBRICS
HOMEWORK
1. WEBSITE: STUDY THE MATERIAL ON THIS SITE ABOUT CONCISENESS IN WRITING. One of the top three weaknesses in student writing is WORDINESS (which is also a time suck).
WEEK OF DEC 7-DEC 11
STARTER: HOLIDAY FETE SIGN UPS! DEC 17 WILL BE A STUDY HALL DAY...BRING EARBUDS IF YOU WANT TO LISTEN TO OMAM THAT DAY ON AUDIOBOOK
STARTER: TBD
STARTER: TBD
A. WRITE TWO ARGUMENT ESSAYS THIS WEEK IN CLASS before end of quarter USING ALL RESOURCES-45 MINUTES TIMED WITH PROMPTS NOT YET SEEN.
PRE ESSAY PREP
YOUR ESSAY SHOULD LOOK LIKE THIS:
1. Write an INTRO paragraph with the following Classical components:
a. EXORDIUM (an interesting OPENING STRATEGY and a sentence or two to introduce the TOPIC, such as its relevance, its significance, its complications/complexities)
b. NARRATIO (provide 2 sentences of background/context for the topic to "set the stage")
c. PARTITIO (a thesis statement which consists of your main CLAIM + two supporting ARGUMENTS)
2. CONFIRMATIO (write one triple stuft OREO that defends your claim with CDs and CMs; use your CVs and transitions to connect ideas
3. REFUTATIO (write another triple stuft OREO that serves as a COUNTERCLAIM with at least two concessions and refutations). It is important to show the "tensions" and "complexities" in the argument by addressing both the pros and cons of the idea presented in the prompt. The Refutatio is the best place to do that.
4. PERORATIO (write a CONCLUSION paragraph that rephrases [not repeats] your THESIS STATEMENT and includes a CLOSING STRATEGY.)
FIRST ESSAY
HANDOUT prompt/45 MINUTES TIMED
You may consult your counterclaim template AND 6 types of evidence resource
SECOND ESSAY
HANDOUT prompt/45 MINUTES TIMED
You may consult your counterclaim template AND 6 types of evidence resource
B. PEER GRADING DAY ON 2 ARGUMENT ESSAYS-I WILL WALK YOU THROUGH THE FIRST ONE...COLORIZE AND ADD SUGGESTIONS WITH YOUR PARTNER. THEN PEER GRADE THE SECOND ONE WITH A DIFFERENT PARTNER.
PEER GRADE ESSAY/SELF GRADE ESSAYS PROCEDURE
- Carefully read the rubric.
- Self score with rubric put score over 6 by your name with a quick bullet list of what you could have done better.
- Trade and peer score with rubric- write specific feedback on what was effective and where improvements can be made based on the rubric.
- opening strategy (EXORDIUM) that provides an interesting or compelling lead-in, background/context (NARRATIO), a thesis statement (PARTITIO) with a defensible/arguable claim clearly articulated with at least two supporting arguments,
- (CONFIRMATIO) Develop your argument (line of reasoning from claim to conclusion) using a variety of 1st hand evidence (CDs), 2nd hand evidence along with insightful and focused commentary (CMs-reasoning/analysis/elaboration/explanation) that DEVELOPS YOUR LINE OF REASONING BY explaining how your CDs (evidence) and CMs (commentary/analysis) support your argument/claim
- (REFUTATION) Include a counter claim (both concession[s] and refutation[s]), and a...
- (PERORATIO) conclusion that should reiterate/rephrase your main claim and throw in a solid closing strategy of some kind (such as a call to action, elaboration of the claim, a universal connection/application, a rhetorical question, etc.)
- LOOK CAREFULLY AT THE SOPHISTICATION POINT REQUIREMENTS...DID THE PAPER FULFILL AT LEAST ONE?
- Put the peer score at the top of the essay with your name (the scorer) next to it.
HOMEWORK
1. FIX AND SUBMIT YOUR BEST ESSAY OF THE TWO
SUBMIT TO ME IN PERSON (NOT CANVAS) NO LATER THAN DEC 18 by 2:45 p.m. BEFORE BREAK!
IT CAN BE TYPED OR HAND WRITTEN.
2. Bring earbuds if you want to listen to OMAM audiobook in class next time.
3. Remember your Holiday Fete sign up item :)
WEEK OF DEC 14-DEC 18
STARTER: Oregon State U Rhetorical and Literary Terms YouTube Series
STARTER: Oregon State U Rhetorical and Literary Terms YouTube Series
A. INTRODUCTION TO OF MICE AND MEN
1. OMAM Intro video link
2. HANDOUT Reading Log THEMES
3. Start listening to audiobook.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
of_mice_and_men_reading_log__1_.docx | |
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Audio book Of Mice and Men (about 4 hours)
D. DEC 17: HOLIDAY FETE & STUDY HALL
Ho Holiday Homework
1. FINISH READING Of Mice & Men
2. COMPLETE YOUR THEME READING LOG-due upon your return JAN 4
3. READING QUIZ upon your return JAN 4
D. DEC 17: HOLIDAY FETE & STUDY HALL
Ho Holiday Homework
1. FINISH READING Of Mice & Men
2. COMPLETE YOUR THEME READING LOG-due upon your return JAN 4
3. READING QUIZ upon your return JAN 4
Merry Christmas to all, and to all a good night!
WEEK OF JAN 4-8
STARTER: TERMS GLOSSARY WITH CORRESPONDING WORKS AS EXAMPLES
https://edsitement.neh.gov/teachers-guides/literary-glossary-literature-and-language-arts
STARTER: CNN10
STARTER: NONE: START SHERLOCK AT THE BELL!
A. OMAN READING QUIZ
AND READING LOG SOCRATICS
B. VISUAL RHETORIC DAY
YE OLDE CONTROVERSIAL CARTOONS
Benjamin Franklin’s "Join or Die"
American author, printer and diplomat Benjamin Franklin’s cartoon Join or Die, first published in The Pennsylvania Gazette in 1754, emphasized the importance of the country’s then-disjointed colonies joining together against the threat of French expansion and Native Americans. Often cited as the USA’s first ever political cartoon, the image was extremely popular and was widely reprinted throughout the colonies, becoming a symbol of colonial unity and freedom and later used again during the American Revolutionary War to encourage solidarity against the British. It is also an image on the NBA basketball home court of the Philadelphia Sixers.
ALSO CROSS REFERENCE 76ers BBALL COURT
American author, printer and diplomat Benjamin Franklin’s cartoon Join or Die, first published in The Pennsylvania Gazette in 1754, emphasized the importance of the country’s then-disjointed colonies joining together against the threat of French expansion and Native Americans. Often cited as the USA’s first ever political cartoon, the image was extremely popular and was widely reprinted throughout the colonies, becoming a symbol of colonial unity and freedom and later used again during the American Revolutionary War to encourage solidarity against the British. It is also an image on the NBA basketball home court of the Philadelphia Sixers.
ALSO CROSS REFERENCE 76ers BBALL COURT
PROPAGANDA: Then and Now
WW2 Propaganda Posters
1. Social Media...is it BS, brainwashing, info blitz or...?
2. Are you more of an influencer or an influencee...explain
3. Who "influences" you and in what ways?
Click on pic below for images.
Cartoons as Arguments
Analyze for RHS and CLE.
Describe tone.
Contemporary Political Cartoon
MAIL IN VOTING BALLOTS
MAIL IN VOTING BALLOTS
VISUAL RHETORIC EXAMPLES
What "arguments" or "claims" are presented in the cartoons and how effective are they?
PAST AP SYNTHESIS ESSAY VISUAL RHETORIC AS EVIDENCE: photos, cartoons, illustrations, infographics.
C. SHERLOCK!
WEEK OF JAN 11-15: FINALS
NO STARTERS
QUARTER ENDS THURSDAY JANUARY 14
1. LONG DAY: 60 minutes: RA ESSAY PAST PROMPT NOT SEEN BEFORE 40 MINUTES AND 20 minutes PEER/SELF GRADING ACC TO RUBRIC, COLORIZED AND SUGGESTED FEEDBACK; AP Classroom Units 3 and 4 MC exams
2. SHORT DAY: ARGUMENT ESSAY 40 MINUTES PAST PROMPT NOT SEEN BEFORE.
HOMEWORK DUE OVER LONG WEEKEND DUE MIDNIGHT CANVAS JAN 21
1. READ THE INTRO BELOW (Wikapedia) TO AN INFAMOUS MURDER CASE IN CHICAGO IN 1924:
Nathan Freudenthal Leopold Jr. (November 19, 1904 – August 29, 1971) and Richard Albert Loeb (June 11, 1905 – January 28, 1936), usually referred to collectively as Leopold and Loeb, were two wealthy students at the University of Chicago who in May 1924 kidnapped and murdered 14-year-old Bobby Franks in Chicago, Illinois, United States. They committed the murder – characterized at the time as "the crime of the century"– as a demonstration of their ostensible intellectual superiority, which, they thought, enabled them to carry out a "perfect crime" and absolve them of responsibility for their actions.
After the two men were arrested, Loeb's family retained Clarence Darrow as lead counsel for their defense. Darrow's 12-hour summation at their sentencing hearing is noted for its influential criticism of capital punishment as retributive rather than transformative justice. Both young men were sentenced to life imprisonment plus 99 years. Loeb was murdered by a fellow prisoner in 1936; Leopold was released on parole in 1958.
The Franks murder has been the inspiration for several dramatic works, including Patrick Hamilton's 1929 play Rope and Alfred Hitchcock's 1948 film of the same name. Later works, such as Compulsion (1959), adapted from Meyer Levin's 1957 novel; Swoon (1992); and Murder by Numbers (2002) were also based on the crime.
2. WATCH THIS BRIEF VIDEO:
3. READ THE EXCERPT BELOW FROM THAT 12-HOUR SUMMARY ARGUMENT BY CLARENCE DARROW PETITIONING THE JUDGE TO FORGO THE DEATH PENALTY FOR THE TWO BOYS.
WEEK OF JAN 11-15: FINALS
NO STARTERS
QUARTER ENDS THURSDAY JANUARY 14
1. LONG DAY: 60 minutes: RA ESSAY PAST PROMPT NOT SEEN BEFORE 40 MINUTES AND 20 minutes PEER/SELF GRADING ACC TO RUBRIC, COLORIZED AND SUGGESTED FEEDBACK; AP Classroom Units 3 and 4 MC exams
2. SHORT DAY: ARGUMENT ESSAY 40 MINUTES PAST PROMPT NOT SEEN BEFORE.
HOMEWORK DUE OVER LONG WEEKEND DUE MIDNIGHT CANVAS JAN 21
1. READ THE INTRO BELOW (Wikapedia) TO AN INFAMOUS MURDER CASE IN CHICAGO IN 1924:
Nathan Freudenthal Leopold Jr. (November 19, 1904 – August 29, 1971) and Richard Albert Loeb (June 11, 1905 – January 28, 1936), usually referred to collectively as Leopold and Loeb, were two wealthy students at the University of Chicago who in May 1924 kidnapped and murdered 14-year-old Bobby Franks in Chicago, Illinois, United States. They committed the murder – characterized at the time as "the crime of the century"– as a demonstration of their ostensible intellectual superiority, which, they thought, enabled them to carry out a "perfect crime" and absolve them of responsibility for their actions.
After the two men were arrested, Loeb's family retained Clarence Darrow as lead counsel for their defense. Darrow's 12-hour summation at their sentencing hearing is noted for its influential criticism of capital punishment as retributive rather than transformative justice. Both young men were sentenced to life imprisonment plus 99 years. Loeb was murdered by a fellow prisoner in 1936; Leopold was released on parole in 1958.
The Franks murder has been the inspiration for several dramatic works, including Patrick Hamilton's 1929 play Rope and Alfred Hitchcock's 1948 film of the same name. Later works, such as Compulsion (1959), adapted from Meyer Levin's 1957 novel; Swoon (1992); and Murder by Numbers (2002) were also based on the crime.
2. WATCH THIS BRIEF VIDEO:
3. READ THE EXCERPT BELOW FROM THAT 12-HOUR SUMMARY ARGUMENT BY CLARENCE DARROW PETITIONING THE JUDGE TO FORGO THE DEATH PENALTY FOR THE TWO BOYS.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
clarence_darrow_-_plea_for_mercy.pdf | |
File Size: | 176 kb |
File Type: |
4. COMPLETE THE CHART LINKED BELOW
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leopold_and_loeb_darrow_text_activity_ap_lang.docx | |
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5. CREATE A TRIPLE STUFT ARGUMENT OREO EITHER AGREEING WITH DARROW, ADDING YOUR OWN EVIDENCE AND REASONING TO DARROW'S BEST ARGUMENTS (LIKE A DEFENSE ATTORNEY) OR DISAGREEING AND SLAMMING DARROW'S BEST ARGUMENTS (LIKE A PROSECUTING ATTORNEY) USING EVIDENCE AND REASONING.