Learning Targets:
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.
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