AP Review

• Review key rhetorical analysis terms
• Second Inaugural Address walk-through
• Student essay sample
• Breaking down an argument prompt - 2011
• How might you approach it?

Break today from Behind the Beautiful Forevers

AP Prep today...
*Review terms 
*look at one rhetorical analysis prompt 
*student response and look at one argument prompt

Friday...We will discuss Chapter 9/have short quiz - 5 to 10 questions 
We will also do more AP prep

Overview of Exam structure
Review of terms
Read the AP prompt (again - think we might have read this one earlier in the year)
Outline a response
Look at a student response to 2nd inaugural
Look at argument response

#21 (choose one of the following and respond to it with thoughtful, well-developed paragraph) 
 4 points

a. Zehrunisa remembers a time when every slumdweller was roughly equal in his or her misery, and competition between neighbors didn’t get so out of hand. Abdul doesn’t know whether or not to believe her account of a gentler past. Do you believe it? Might increased hopes for a better life have a dark as well as a bright side?

b. At one point in the book, Abdul takes to heart the moral of a Hindu myth related by The Master: Allow your flesh to be eaten by the eagles of the world. Suffer nobly, and you’ll be rewarded in the end. What is the connection between suffering and redemption in this book? What connections between suffering and redemption do you see in your own life? Are the sufferers ennobled? Are the good rewarded in the end?

HW: Read and annotate Chapter 9, "Marquee Effect"

1. Shortly before Abdul is sent to juvenile jail, a major newspaper runs a story about the facility headlined: “Dongri Home is a Living Hell.” Abdul’s experience of Dongri is more complex, though. How does being wrenched away from his work responsibilities at Annawadi change his understandings of the hardships of other people? Are terms like liberty and freedom understood differently by people who live in different conditions?

Behind The Beautiful Forevers, chapter 8

In-class and homework: Read and annotate chapter 8, "The Master".  Quiz (40 points) on Tuesday on Chapters 6-8.

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Day of Silence - Behind The Beautiful Forevers

April 21, 2017
Behind The Beautiful Forevers
Day of Silence

In honor of the Day of Silence for LGBTA, we will have silent reading today.

Some thoughts…Many people in this world are not allowed - for one reason or another - to have a voice. Sometimes there voices have been ignored - think about the people represented in the book we are reading - and other times they feel the need to self-censor, to hide certain parts of their being because society still does not fully accept or approve of who they are. Let us remember all of those who have been shunned or silenced for simply being who they are.  I personally believe that we are all children of God, and our tremendous variety is part of this universe's beauty. No matter what you believe, I think that most of us will agree that we should strive treat others with respect and dignity.  Kindness, my friends, is the greatest wisdom. Let's try to remember that today and every day.

Please hand in the paragraphs you wrote yesterday, but first add a paragraph addendum to it, which includes some observations and quotes (with page # - you might have to look those up) from groupmates...we can learn a lot from listening to others.  Also, underline the analytical verbs or compare/contrast keywords that you used in either your original paragraph or your addendum to the paragraph.  Use at least two of verbs and/or compare/contrast words.Underline those words. Also, above your original paragraph, clearly title it as Original and put the question number you responded to and below it, title the briefer follow-up paragraph as Addendum.  The addendum might be just a couple of key sentence and can include a paraphrase and/or a quote that someone in your group shared. (10 points)

In-class and homework: Read and annotate chapter 7, "The Come Apart", for Monday.  Quiz (40 points) on Tuesday on Chapters 6-8.

April 20, 2017 assignment

Write a paragraph response to one of the paragraphs prompts below. Embed two quotes and use two analytical or compare and contrast verbs in your response.

Paragraph 1: Shining a light in the dark...How could Katherine Boo's investigation and award-winning writing perhaps influence how things are done in the slums of India?

Paragraph 2: 

Factual question: Who are some of the international organizations that fund education and child and women's wellness and business programs in Mumbai?

Page # and quote (any chapters):

Critical thinking question: What are some ways that an American might begin to influence education and reduce educational corruption in Mumbai?

Paragraph 3: What makes The One Leg both an example of human depravity/sinfulness and also an example of the human spirit and someone's search for recognition as a human? 

Paragraph 4: Why does Karam Huasain feel Mumbai is a difficult place to raise children? How might his concerns parallel situations for parent sin the inner city of Chicago?

Embed two quotes and use two analytical or compare and contrast verbs in your response.

Paragraph 1: Shining a light in the dark...How could Katherine Boo's investigation and award-winning writing perhaps influence how things are done in the slums of India?

Paragraph 2: 

Factual question: Who are some of the international organizations that fund education and child and women's wellness and business programs in Mumbai?
Page # and quote (any chapters):

Critical thinking question: What are some ways that an American might begin to influence education and reduce educational corruption in Mumbai?


Paragraph 3: What makes The One Leg both an example of human depravity/sinfulness and also an example of the human spirit and someone's search for recognition as a human? 

Paragraph 4: Why does Karam Huasain feel Mumbai is a difficult place to raise children? How might his concerns parallel situations for parent sin the inner city of Chicago?

In Class: Education in Annawadi

HW: Read chapter 5, "Ghost House":

Five to ten minutes to review your notes...but can not have open notes on the quiz

Question 11 a-c (at the bottom of your gradecam): Being more specific than "poverty", identify what you feel are three of the biggest contributing factors to the difficulty of life in Mumbai.  For each factor, provide a one to two sentence paraphrased example from the book. 

e.g,) 

11.a   A lack of clean water and sanitary sewage/toilets contributes to health problems that seriously affect individual lives.  Diseases flourish, and ....

HW: Read Chapter 4, Manju, and identify two specific examples of problems in Annawadi/India which could (or have already) lead to conflict, a lack of opportunities, wasted potential, etc.  In your notebook, create a tri-column entry with direct quotes which provide an example of the problem, a description/explanation of the problem in your own words, and then some initial brainstorming about what might be done to address the problem.

Example (direct quote and page #) of problem	Description/explanation of the problem in your own words	Solution: What might be done to address or improve this situation?
1.
2.

Chapter 3 terms/characters/groups to know:

Write two questions for each: One should be a matching style question based on a description of the person, place, group, etc. and the other should be a fill in the blank question which includes a direct quote (with page number) for which the term/name is the answer.

1.)  Sunil

2.)  Sunita 

3.)  Matang

4.)  Sister Paulette

5.)  Bollywood

6.)  Bhaiyas

7.)  Shiv Sena

8.)  Maharasha Navnirman Sena 

9.)  Lallu 

10.)                  GVK

11.)                  Eraz X 

12.)                  Kalu

Thirty point quiz tomorrow on the people you have met in chapters 1-3 (but not the forward)

Today, make a three column chart, to help you understand the characteristics and relationships of the people in the book:

Person’s name	Relationship to other characters (w key page #’s)	Characteristics (w/ key page #’s) Age, religion, personality, appearance, habits, political/religious/caste associations, occupation, descipriton
Chapters 1 and 2 terms/characters/places to know:  Abdul Annawadi Karam Husain Zerhunisa Manju Asha Rahul Kalu One Leg/Fatima/Seta Raja Kamble Mumbai Mirchi  Chapter 3 terms/characters/groups to know: Sunil Sunita (34) Matang Sister Paulette Bollywood Bhaiyas Shiv Sena Maharasha Navnirman Sena (39) Lallu (Abdul’s two year old borther – 39, 41) GVK Eraz X (43) Kalu

Homework: For tomorrow, read BBF chapter 3, Sunil, 31-49: Continue to annotate for the following:

• Chicago & American Connections (C&A): In what ways is Mumbai like Chicago, like America?  How is it different?
• Moral Depravity (D): How is this a story of moral depravity?

• Human Spirit (S): How is this a story of human strength, spirit and perseverance against great odds?
• Power (P): How is this a story of how power really works?  Consider the influence of the following on power and opportunity: money, connections, skin color/race/ethnicity/religious prejudices, police and political corruption, pollution, unbridled/unregulated capitalism) (5-10 mintues)

Second half of class: Share with the class

Page, paragraph, partial quote	Articulately explain the connection (use analytical verbs and comparison/contrast words, where appropriate)
Chapter 1 (any two connections) 1) 2)
Chapter 2 (connections from each of the four annotation categories* - Chicago/American connection, Moral Depravity, Human Spirit/Strength/Perseverance, and Power Dynamics) 1) 2) 3) 4)

Learning Target: I can work with a classmate to annotate for characters and setting in Behind The Beautiful Forevers.
Wesley April 7, 2017 Period 7 lesson plan
4AP English Language and Composition

1)    Count students off randomly (numbering students one to ten – or around that, depending on the number in class today), so that they end up randomly paired with someone (some groups might have three members).
2)   Each student in the pair (or trio) should share two of the more powerful connections they made (based on annotation suggestions given yesterday – see list below). 

Chicago & American Connections (C&A): In what ways is Mumbai like Chicago, like America?  How is it different?

Moral Depravity (D): How is this a story of moral depravity?

Human Spirit (S): How is this a story of human strength, spirit and perseverance against great odds?

Power (P): How is this a story of how power really works?  Consider the influence of the following on power and opportunity: money, connections, skin color/race/ethnicity/religious prejudices, police and political corruption, pollution, unbridled/unregulated capitalism) (5-10 mintues)

Second half of class: Share with the class

Page, paragraph, partial quote	Articulately explain the connection (use analytical verbs and comparison/contrast words, where appropriate)
Chapter 1 (any two connections) 1) 2)
Chapter 2 (connections from each of the four annotation categories* - Chicago/American connection, Moral Depravity, Human Spirit/Strength/Perseverance, and Power Dynamics) 1) 2) 3) 4)

Homework: None

Learning Target: I can work with a classmate to annotate for characters and setting in Behind The Beautiful Forevers.

Wesley April 6, 2017 Period 7 lesson plan

4AP English Language and Composition

1)    Count students off randomly (numbering students one to ten – or around that, depending on the number in class today), so that they end up randomly paired with someone (some groups might have three members).

2)    They should take out the Caste Is Not Past and read aloud (and in its entirety) the summary they wrote (of the article).  Please remind to read  annunciate clearly and read loud enough for their partner to hear them; also please remind the listener to listen attentively.  Then, switch roles. (5-10 minutes)

3)    Next, In addition to sharing their thoughts on the Cast Is Not Past, each student in the pair (or trio) should share two of the more powerful connections they made (based on annotation suggestions given yesterday – see list below). 

Chicago Connections (C&A): In what ways is Mumbai like Chicago, like America?  How is it different?

Depravity (D): How is this a story of human depravity?

Human Spirit (S): How is this a story of human strength & spirit?

Power (P): How is this a story of how power really works?  Consider the influence of the following on power and opportunity: money, connections, skin color/race/ethnicity/religious prejudices, police and political corruption, pollution, unbridled/unregulated capitalism) (5-10 mintues)

4)    After sharing their summaries and connections, they should choose and discuss what they feel are three of the most important paragraphs from the article (one from the first 1/3^rd of the article, another from the 2/3^rd of the article, and the last from the 3/3^rd of the article). After discussing with one another what is significant about each of those paragraphs, in the margins next to each paragraph write a brief explanation of their significance. (5-10 minutes)

5)    Now, have the groups mix, pairing them in the following way:

1-6

2-7

3-8

4-9

5-10

The groups should alternate reading and explaining the significance of each of their chosen paragraphs.  They should read each of the chosen paragraphs aloud and then articulately explain why they chose each as a significant paragraph. (5-10 mins)

Second half of class: Reading time

Read chapter 2, Asha, paying close attention to the roles that caste and religion and corruption play in Asha’s life. Continue to annotate for the following:

In addition to sharing your thoughts on the Cast Is Not Past, each student in the pair (or trio) should share two of the connections they made (based on annotation suggestions below) 

Chicago Connections (C&A): In what ways is Mumbai like Chicago, like America?  How is it different?

Depravity (D): How is this a story of human depravity?

Human Spirit (S): How is this a story of human strength & spirit?

Power (P): How is this a story of how power really works?  Consider the influence of the following on power and opportunity: money, connections, skin color/race/ethnicity/religious prejudices, police and political corruption, pollution, unbridled/unregulated capitalism)

Homework:

Finish reading and annotating Chapter 2: Asha and The Caste is Not Past and write a full summary for The Caste is Not Past: Annawadi.  Write discussion QUESTIONS in the margin!

Learning Target: I can work with a classmate to annotate for characters and setting in Behind The Beautiful Forevers.

BBF Annotation Guide

In addition to your other annotations  

(character traits, relationships, events, questions, vocab) track the following ideas mentally - and with annotations - as you read...

Chicago Connections (C&A): In what ways is Mumbai like Chicago, like America?  How is it different?

Depravity (D): How is this a story of human depravity?

Human Spirit (S): How is this a story of human strength & spirit?

Power (P): How is this a story of how power really works?  Consider the influence of the 

following on power and opportunity: money, connections, skin color/race/ethnicity/religious prejudices, police and political corruption, pollution, unbridled/unregulated capitalism)

Activity 1:  Three column journal. List of characters/relationship to other characters/key characteristics/details

Annotations 2: What is the setting? Time, place, physical and cultural characteristics. 

Watch a portion of These Birds Walk

Homework: 
Read and annotate Chapter 1 and The Caste is Not Past and write a full summary for The Caste is Not Past: Annawadi.  Write discussion QUESTIONS in the margin!

Learning Target: I can watch a documentary on a culture and experiences very different from my own in preparation for reading Behind The Beautiful Forevers.

Quickwrite 1:  What do you know about India and Pakistan?

Quickwrite 2: What do you think the phrase Behind the Beautiful Forevers could mean?  There are no right or wrong answers.

Watch a portion of These Birds Walk

While watching the movie, take notes on the lives of the characters and consider what you might do in their situation.

Also, pay attention to the rhetorical strategies employed by the filmmakers.  How do they present their subject? What is their point of view?
How do they highlight and emphasize certain content in order to achieve a certain purpose/argument?