Homework: Read and annotate pp 48-63. No need to write an inferential question, but in your annotations, pay particular attention to marking passages where you see a connection between something in another piece of literature, the news, or history.
I can actively listen and share my own ideas and questions in small group and/or large group discussion settings.
Important note regarding the AP quiz:
I have graded and entered grades for the AP reading quiz but I still have several students who need to take it, so I will not hand those back today. I curved the score by adding 3.5 points.
If you did not do as well as you would have liked, please don't panic!
We will take some time Friday (and probably Monday and/or Tuesday) to go over the passages and questions and give you a chance to reflect what you may have struggled with and gain back some points. You'll learn and boost your grade: a win-win!
Mert has to take the quiz
Homework:
Read Chapters 2 and 3 of 1984 and write one inferential discussion question for each chapter.
Bellringer:
Look at the inferential questions you wrote last night for chapter 1 of 1984.
Pick the one which most intrigues you and rewrite it on the notecard provided.
Don't forget to include your name, today's date, and the period at the top of the card. Also, don't forget to put the page # in your citation.
Hand those cards into me.
Activity 1: Do you agree or disagree with the following? Why?
Torture of a person who may be a threat to our national security is acceptable as long as the person does not die.
Patriotism means always supporting your country's government in a war.
Discuss your answers with two other people.
Remember...
share your honest opinion - be brave!
listen actively and respectfully to the opinions of others
don't be afraid to respectfully debate the questions with one another!
After small group discussion we will have a brief whole class discussion
Activity 2: Deeper Understandings Through Questioning and Discussing
Share one of your inferential questions with your group and ask your partners to respond. Time permitting, each person should take a turn using their question to lead the discussion.
Whenever possible, refer back to specific passages in the book to support your response to an inferential question.
Activity 3: Whole group discussion
On deck for tomorrow:
Discuss Chapters 2 and 3 of 1984
Discuss AP reading passage # 1 and provide opportunities for students to learn from missed questions and gain back some points.
Perhaps watch part of The United States of Secrets (For periods 1 and 2, pick up at 455 mark (boarding the plane for Hong Kong) - Watch another 6 - 15 minutes
Homework: Read chapter 1 of 1984 and write 2 inferential discussion questions.
Three examples of inferential questions from novels:
"He was familiar with that hollow feeling. He remembered it from the nights after they had buried his mother....the empty space of loss, regret for things which could not be changed." (73) How has this hollow feeling from Tayo's past returned to him? What do you think caused it? Do you believe that the empty feeling described is worse now than it was in the past? Why would this be?
‘When we gaze at the night sky’ he says, ’we are looking at fragments of the past.’ What does Stephen mean by this? Also, could that phrase (and some of what follows it) be relevant in some way to Elaine’s life as well?
1.“After he has gone back, to wherever he’s going next, I think of getting him a star named after himself, for his birthday. I have seen an advertisement for these: you send in your money, and you get a certificate with a star map, your own marked on it. Possibly he would find this amusing. But I’m not sure the word birthday, for him, would still have meaning (363).” What might Elaine mean with this cryptic comment about the word “birthday”? Is this comment connected to his speech on the universe? Is the “star” as a “birthday” present significant in a symbolic way, or just something a theoretical physicist might like?
For each question, answer whether you agree or disagree. Be prepared to explain why you answered as you did.
Those who would
exchange freedom for security deserve neither.
To assure our country’s freedom, the
government should be able to spy on its citizens.
Patriotism means
supporting your government during times of war.
Torture of a person who is a threat to our
country’s freedom is acceptable as long the person does not die.
People who are a
serious threat to the government should be able to be held in prison
without being charged.
The government has a right to know what
people are reading so they may determine who might be a threat.
Society would be
safer if we had security cameras in public places to catch potential
criminals.
For an idea to
exist, we must have words to express it.
Reporters should
submit their work to government officials so they may determine if it’s a
threat to the country.
The only way to prepare for peace is to be
prepared for war.
Learning Targets: I can practice reading challenging non-fiction passages for comprehension and awareness of rhetorical elements and strategies. Tomorrow: I can assess my struggles and strengths in comprehending content and rhetorical elements in challenging non-fiction passages. Homework: Bring 1984 by George Orwell
Activity 1: Hand in college essay. Activity 2: AP Language and Composition reading quiz (two passages; 21 points total)...Provide context for today's quiz as a baseline assessment and a grade.
Friday, September 19, 2014
Learning Targets:
I will reflect on the rhetorical strategies that an artist can employ to get make their argument, to get their message across, in spoken poetry or song.
I will consider which rhetorical/literary elements and strategies appear most essential at various stages in a creative argument.
word level: diction - denotation and connotation of word choices; imagery, selection of details, puns/play on words, similes, metaphors, extended metaphors, hyperbole
allusions: What allusions to well-known people, places, events, things help the poet convey his message? Biblical, pop-culture, etc?
sentence level: syntax, phrasing, rhyming, puns, antithesis, zeugma, anaphora, parallel structure, repetition (words and prhases) for emphasis and rhythm
tone: What words best describe the author's attitude towards his subject and/or his audience?
mood: What is emotional feel of the mental space this poem creates? What words best describe this space?
appeals: appeals to ethos, logos, pathos (how are they established). What is the logos (the embodiment of the argument) of this piece?
organization/structure: Is the poem organized in a manner which helps the poet develop his argument argument? Are their sections - logical and/or visual - to his argument? Does one part build upon another part, or circle back to another part, or is it a stream of consciousness with a less discernible structure?
Genre: Why might he have chosen this genre as opposed to another, like perhaps, an article or blog post?
Audience: Who is the intended audience? What might be some of their characteristics? Age, education, experience with technology, with poetry, etc? How does he tailor that argument to better reach his audience?
What is his purpose in writing and performing this poem? What might the poet want people to feel, think about, or do in response to his poem?
What is his argument/message in the poem?
What might have been the exigence for this poem? What event(s) or experiences gave birth to the spiritual,emotional, intellectual itch which lead to his need to scratch that itch (i.e., to create this poem)?
Activity 2: I-touch twist. Watch and listen to how this young poet uses language - words and body language - to convey an argument about technology and our relationship to it. When he is done, write down two lines which caught your attention and try to write one or two sentences which encapsulates what you believe he is saying. In other words, what is his argument? In essence, condense his poetic language to a thesis statement.
Annotate for the following in your in-class rhetorical analysis essay:
Good things (G): Mark with stars places where you felt you made a good observation or wrote a strong phrase, sentence, or paragraph.
Almost good (AG) things...Mark places where you might have made a decent observation but had trouble explaining it. These would be places in your essay that, with some additional experience or fine-tuning, you could improve upon.
I wish I had noticed (write this at the bottom of your essay)...These are things that you did not even notice the first time, but after reading several examples of AP student essays, wish you had (or that you will in the future).
Also, please fill out Self Assessment #1 and staple it to the front of your essay packet.
Activity 2: I-touch twist. Watch and listen to how this young poet uses language - words and body language - to convey an argument about technology and our relationship to it. When he is done, write down two lines which caught your attention and try to write one or two sentences which encapsulates what you believe he is saying. In other words, what is his argument? In essence, condense his poetic language to a thesis statement.
Activity three: Word rant. Share your thoughts on a word/phrase that you wrote about.
I will reflect on denotations, connotations and use of popular words and phrases, considering how they came to mean what they currently mean.
I will self-assess my rhetorical analysis reading and writing skills and make plans to close the gap between where I am and where I want to be.
Activity 1: Find someone that you did not talk to yesterday, and read/share your Pygmalion paper from two days ago. Make sure to listen actively, and make an attempt to ask them a question or give them some feedback/comments on their ideas about a final act for the play or their opinions on Mr. Higgins.
Activity 2: I-touch twist. Watch and listen to how this young poet uses language - words and body language - to convey an argument about technology and our relationship to it. When he is done, write down two lines which caught your attention and try to write one or two sentences which encapsulates what you believe he is saying. In other words, what is his argument? In essence, condense his poetic language to a thesis statement.
Activity three: Word rant. Share your thoughts on a word/phrase that you wrote about.
Activity Four (for Homework): Rhetorical analysis self-assessment
Annotate for the following in your in-class rhetorical analysis essay:
Good things (G): Mark with stars places where you felt you made a good observation or wrote a strong phrase, sentence, or paragraph.
Almost good (AG) things...Mark places where you might have made a decent observation but had trouble explaining it. These would be places in your essay that, with some additional experience or fine-tuning, you could improve upon.
I wish I had noticed (write this at the bottom of your essay)...These are things that you did not even notice the first time, but after reading several examples of AP student essays, wish you had (or that you will in the future).
Also, please fill out Self Assessment #1 and staple it to the front of your essay packet.
I can reflect on how the diction of an activity reflects the activity itself.
Using textual evidence, I can make an argument about a literary character.
Creative Writing...Using my knowledge of a piece of literature, I can create an alternative ending for a play, movie, novel, etc.
HW Prompt: Select a word or phrase that is used today that you believe is overused, odd, or even crazy and research its origin and examine the similarities and differences between denotation and connotation. Also, do you like this word/phrase or loathe it? Feel free to rant against or cheerlead for it. Have a little fun. Let your voice come out to play. (1 page, typed, double-spaced, Times New Roman 12 point Font)
Bellringer: Do you feel that social media and the expanded presence of video cameras in public and private have made our lives better or worse? What do you see as some of the pros and cons of social media and increasingly present video cameras?
Using your writing from last night, share your ideas on a final scene for the play or your opinion on Higgins.
Annotate for the following in your in-class rhetorical analysis essay:
Good things (G): Mark with stars places where you felt you made a good observation or wrote a strong phrase, sentence, or paragraph.
Almost good (AG) things...Mark places where you might have made a decent observation but had trouble explaining it. These would be places in your essay that, with some additional experience or fine-tuning, you could improve upon.
I wish I had noticed (write this at the bottom of your essay)...These are things that you did not even notice the first time, but after reading several examples of AP student essays, wish you had (or that you will in the future).
Also, please fill out Self Assessment #1 and staple it to the front of your essay packet.
I can reflect on how the diction of an activity reflects the activity itself.
Using textual evidence, I can make an argument about a literary character.
Creative Writing...Using my knowledge of a piece of literature, I can create an alternative ending for a play, movie, novel, etc.
Homework: Persuasive Writing...Is Higgins a mostly good guy or a mostly bad guy? Using textual evidence and your own reasoning, write a page or more in which argue one side or the other. In the course of making your argument, remember to anticipate and acknowledge counter-arguments. (1 typed page - 10 completion points) Creative Writing...Write an alternative ending for the play and make sure to provide some explanation for why you believe it will end that way. (1and 1/2 typed pages - 10 completion points) George Carlin's thoughts on the diction of football and baseball, respectively...
Learning Target: Learning Targets: I can identify effective word choices and phrases in a rhetorical analysis essay, and I can imagine how I might incorporate them into my own analytical writing. Group Guidance Tomorrow: Come here first for attendance and then I will dismiss you. Homework: Read Acts III-IV (33-53) of Pygmalion for Friday.
Activity 1) Read and annotate the third student example essay written in response to the John Barry scientific method piece. Mark and annotate for effective words, phrases and explanations of rhetorical strategies. Tonight: Begin keeping a writer's notebook (or section of your notebook) for recording well-conceived words, phrases and explanations of rhetorical strategies and effects. These which might help you in later writing.
Monday, September 8, 2014
September 8, 2014 4AP Scientific Method prompt
Learning Target: I will reflect on my current experience with identifying and writing about rhetorical strategies, articulate short-terms goals in those areas, and identify strategies to help me achieve those goals.
Bellringer: Reflect on your reading and writing experience on Friday. What did you feel you did well on in terms of the reading and writing? What challenges did you face? What do you feel you need to work on in preparation for the next rhetorical analysis reading and writing experience?
Start with example B.
Then show them C. Then show them
A.
self assessment and reflection Where do I want to go? Where am I now? How do I close the gap? Answer True or False 1) According to Anzadua, Chicanos who speak Chicano Spanish have internalized the belief that they speak poor Spanish.
I will continue to develop my rhetorical awareness and vocabulary skills.
I will reflect on the rhetorical strategies used in a non-fiction piece and consider how they might be incorporated into a rhetorical analysis essay.
Bellringer: Santa Ana AP Essay Journal 09.04.13 Read the AP prompt for the Joan Didion Santa Anna piece and then spend 10 minutes writing about the following: 1) write one or two sentences in which you characterize/summarize Didion's view of the Santa Ana winds; and 2) choose three stylistic elements that struck you as significant in her attempt to convey her view, and write two or three sentences briefly describing how she used each of the elements to help convey her view.
Homework: Read How To Tame a Wild tongue by Gloria Anzaldua (725 -733). Tomorrow: Go straight to the following location: Period 1 = DC West Period 2 - Library Room E Period 3 - DC West Bellringer: Amy Tan Interview: The first 3 mins 48 seconds. You can watch the rest at home by clicking on this link.
I will continue to develop my rhetorical awareness and vocabulary skills.
I will also reflect on the different ways that English is spoken, and the assumptions we make about people based on our perceptions of how they speak.
Homework: Read George Orwell's Politics and the English Language (707-717) and write a response to Discussion Question #1 in your journal. Bellringer: Read question # 4 under Suggestions for Writing on page 706. Don't write an essay, but write about a page-long reflection on whether you believe that a person's language is more influenced by peers than family. Use evidence from your person experience or observations to support your position. Use your writing to really think about this. Amy Tan Mother Tongue Questions for Discussion # 3 & 8 and Questions of Rhetoric and Style 2 & 3 and bring Pygmalion for tomorrow
Amy Tan Interview: The first 3 mins 48 seconds. You can watch the rest at home by clicking on this link. Review yesterday's AP Questions - discuss questions, confusion, and answers Student AP exam responses to Santa Ana winds prompt
I will continue to develop my rhetorical awareness and vocabulary skills.
I will also reflect on the different ways that English is spoken, and the assumptions we make about people based on our perceptions of how they speak.
Homework: Finish reading pages 699 to 704 and in your journals finish the Amy Tan Mother Tongue Questions for Discussion # 3 & 8 and Questions of Rhetoric and Style 2 & 3 and bring Pygmalion for tomorrow
Bellringer Quiz: Using your notebook and textbook, write down the following on a half sheet of paper:
LT Heading (please include the class period)
the definition of parallelism
the dentition of anaphora
an example of anaphora (with the page #) from JFK's inaugural address
AP Test Reading Passage Practice individually and with a partner(s)
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