Wednesday, 5.23.18
PURPOSE
I will live an extraordinary life of purpose.
Demonstration
May 23: Professional LinkedIn demo & celebration (50 points)
As you wish; I hope you will.
May 30: Monroe, Rosalee and Bonnie poetry/art project due
Monday, 5.21.18
2017 AP Lang mean score: 2.77
2017 SHS mean score: 3.33 | mode 3 | 88.8% pass rate
PURPOSE
I will create a professional digital personal brand in conjunction with my LinkedIn account.
Writing
Due
Hand in checked out books
Recollect arguments for post test
Coursework
May 21: LinkedIn segments peer reviewed & Columnists We Love blogs due (100 points)
Digital citizenship: Profile security
Some female users have had problems with interviews being booked with them under false pretenses, so:
Hide photo headshot unless connection for mutual connection
Link only known connections (possibly mutual?)
Consider what others should be able to view about you
Do not list personal phone number, only business number
Calendar
May 23: Professional LinkedIn demo & celebration (50 points)
May 30: Monroe, Rosalee and Bonnie poetry/art project due
Homework
Finished LinkedIn
Thursday, 5.17.18
2017 AP Lang mean score: 2.77
2017 SHS mean score: 3.33 | mode 3 | 88.8% pass rate
PURPOSE
I will understand the functions of LinkedIn as a professional digital identity tool.
I will create a professional digital personal brand in conjunction with my LinkedIn account.
Writing
Due
Hand in checked out books
Recollect arguments for post test
Coursework
May 17: LinkedIn Demo & Creation by MSU Tech Designer (50 points)
Calendar
May 21: LinkedIn segments peer reviewed & Columnists We Love blogs due (100 points)
May 23: Professional LinkedIn demo & celebration (50 points)
May 30: Monroe, Rosalee and Bonnie poetry/art project due
Homework
Finished LinkedIn
Tuesday, 5.15.18
PURPOSE
I will synthesize my lengthy process of learning over the semester in preparation for the AP exam.
I will read op-eds like a writer.
Writing
Due
Checked LinkedIn access
Hand in checked out books
Recollect arguments for post test
Review AP Lang test day needs | Supplies needed from Elizabeth?
Coursework
May 15: Finish timed tests (30 points) and drill for providing evidence for argument prompts | deconstruct last 10 prompts (20 point)
Calendar
May 16: 7:30 a.m. AP English Language & Composition Exam
May 17: LinkedIn Demo & Creation by MSU Tech Designer (50 points)
May 21: LinkedIn segments peer reviewed & Columnists We Love blogs due (100 points)
May 23: Professional LinkedIn demo & celebration (50 points)
May 30: Monroe, Rosalee and Bonnie poetry/art project due
Homework
Get sleep, drink water, be awesome!
Friday, 5.11.18
PURPOSE
I will synthesize my lengthy process of learning over the semester in preparation for the AP exam.
I will read op-eds like a writer.
Writing
Due
May 11: test prep crib sheet due (40 points) and timed tests (30 points)
Desktops
Therapy dog poetry and art project (due to Ms. Gower May 30)
Calendar
May 15: timed tests (30 points)
May 16: 7:30 a.m. AP English Language & Composition Exam
May 17: LinkedIn Demo & Creation by MSU Tech Designer (50 points)
May 21: LinkedIn segments peer reviewed
May 23: Professional LinkedIn demo & celebration (50 points)
May 30: Monroe, Rosalee and Bonnie poetry/art project due
Homework
Wednesday, 5.9.18
PURPOSE
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will synthesize my lengthy process of learning over the semester in preparation for the AP exam.
I will read op-eds like a writer.
Writing
Due
May 9: arguments due (100) and response to timed argument/range finding of 2013 responses you already wrote in your writing groups(30 points)
Check my note in Slack from last night, please
Desktops
Final arguments with comments due in Google Classroom
Turn them in
Therapy dog poetry and art project (due to Ms. Gower May 30)
Calendar
May 10: Money $mart seminar 1st block, late start
May 11: test prep crib sheet due (40 points) and timed tests (30 points)
May 15: timed tests (30 points)
May 16: 7:30 a.m. AP English Language & Composition Exam
May 17: LinkedIn Demo & Creation by MSU Tech Designer (50 points)
May 21: LinkedIn segments peer reviewed
May 23: Professional LinkedIn demo & celebration (50 points)
May 30: Monroe, Rosalee and Bonnie poetry/art project due
Homework
All that stuff :)
Monday, 5.7.18
PURPOSE
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will evaluate and improve my peers' argumentative writing through the round robin feedback process.
I will read op-eds like a writer.
Writing
Due
- All notes and papers from class organized by mode: analysis, synthesis, argument, MC (20 points)
- Make up arguments due Thursday beginning of block (40 minutes timed)
- Make-up Language Demos
Desktops
Essay edits
Link sources in argument
Calendar
May 7: argument revisions and test prep (20 points)
May 9: arguments due (100) and timed tests (30 points)
May 10: Money $mart seminar 1st block, late start
May 11: test prep crib sheet due (40 points) and timed tests (30 points)
May 15: timed tests (30 points)
May 16: 7:30 a.m. AP English Language & Composition Exam
May 17: LinkedIn Demo & Creation by MSU Tech Designer (50 points)
May 21: LinkedIn segments peer reviewed
May 23: Professional LinkedIn demo & celebration (50 points)
Homework
All that stuff :)
Tuesday, 5.3.18
PURPOSE
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will evaluate and improve my peers' argumentative writing through the round robin feedback process.
I will read op-eds like a writer.
7:32 a.m. Seniors 30 and Out (Feliks room)
Exam: May 16, 8:00 a.m.
Writing
Make-up Language Demos
Due: Make up arguments due Thursday beginning of block (40 minutes timed)
Finish round-robins by end of class Thursday
Link sources in argument
Round Robins
Finish peer reviews with rubrics (must be filled out and turned into E)
Homework
Essay edits
All notes and papers from class organized by mode: analysis, synthesis, argument, MC (20 points)
Tuesday, 5.1.18
PURPOSE
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will evaluate and improve my peers' argumentative writing through the round robin feedback process.
I will read op-eds like a writer.
Is this a go?
AP MC Practice: 6:30 a.m. May 2
The packet that starts...It is not easy to write a familiar style.
Exam: May 16, 8:00 a.m.
7:45 a.m. Therapy dog visit!
Bonnie, Monroe and Rosalee
Writing
Due right now: essay in Google Docs (50 points)
FROM ROUND ROBIN WRITERS SECTION:
- Toulmin marked in comments
- description of rhetorical strategies top in comments
- three questions to readers for round robin essay
PRINTED OUT: 200-word Responses to writers in your group
Make-up Language Demos
Homework
Make up arguments due Thursday beginning of block (40 minutes timed)
Finish round-robins by end of class Thursday
Link sources in argument
Friday, 4.27.18
PURPOSE
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will evaluate and improve my peers' argumentative writing through the round robin feedback process.
I will read op-eds like a writer.
AP MC Practice: 6:30 a.m. May 2
The packet that starts...It is not easy to write a familiar style.
Exam: May 16, 8:00 a.m.
Mike Smith Video
Writing
Make-up Language Demos
Language Demo: Logical Fallacy
Two slides: Definition of logical fallacy / Example of its use in contemporary use
Lecture
Positioning the final argument around the counterclaim and rebuttal
Using sources as springboards or buttresses: You decide
Desktop Work
Complete WRITERS part of Round Robin assignment
Round Robins?
Homework
Complete marked draft by Tuesday of argument
Essay responses to WRITERS in your group due on Tuesday
Wednesday, 4.25.18
PURPOSE
I will perform the Toulmin method of argumentation in essay writing.
I will demonstrate my understanding of logical fallacies in argumentation.
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will read op-eds like a writer.
AP MC Practice: 6:30 a.m., April 26
The packet that starts...It is not easy to write a familiar style.
Exam: May 16, 8:00 a.m.
Writing
Desktop Work
Language Demo: Logical Fallacy
Two slides: Definition of logical fallacy / Example of its use in contemporary use
Language Demos
Logical Fallacies are common errors in reasoning that will undermine the logic of your argument.
Homework
Complete marked draft by Friday of argument
Thursday, 4.18.18
PURPOSE
I will perform the Toulmin method of argumentation in essay writing.
I will evaluate argument outlines for validity.
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will read op-eds like a writer.
WHEN SCHOLARS? The packet that starts...It is not easy to write a familiar style.
AP MC Practice: 6:30 a.m.
Exam: May 16, 8:00 a.m.
Writing
Lecture
Logical Fallacies are common errors in reasoning that will undermine the logic of your argument.
Fallacies can be either illegitimate arguments or irrelevant points, and are often identified because they lack evidence that supports their claim.
Avoid these common fallacies in your own arguments and watch for them in the arguments of others.
Desktop Work
Language Demo: Logical Fallacy
Two slides: Definition of logical fallacy / Example of its use in contemporary use
Homework
Complete marked draft by Monday of argument
Completed presentation of illogical fallacy by Monday
Friday, 4.13.18
PURPOSE
I will synthesize the Toulmin method of argumentation in essay writing.
I will evaluate argument outlines for validity.
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will read op-eds like a writer.
AP MC Practice: Wed. April 18, 6:30 a.m. (1 hour exam time)
Michigan State University FYW: April 20
Exam: May 16, 8:00 a.m.
Writing
Lecture
Supporting documents
- Toulmin Model of Argument
- What is an enthymeme?
Writing Group Work
Print out one copy of outline, double-spaced,16 pt. font
Round table remarks on outlines
Lecture
Essay targets for formal argument (notice loose structure)
Homework
Complete draft by Tuesday of argument
Wednesday, 4.11.18
PURPOSE
I will evaluate supporting evidence to validate claims in an argument to determine the best usage.
I will understand the Toulmin method of argumentation in essay writing.
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will read op-eds like a writer.
AP MC Practice: Wed. April 11, 2:30
Exam: May 16, 8:00 a.m.
Writing
Lecture
Rediscovering the Toulmin argument
Make your own model with definitions for each part of the argument
Add in Elizabeth's supporting documents
- Toulmin Model of Argument
- What is an enthymeme?
Desk Work
Add a 4/11 Reading Blog: Precis/Personal response
8:30 Presentation
Principal Trapp responds to synthesis essays
Homework
Memorize Toulmin Model of Argument
Tweak your model to match Toulmin's and fill in for your formal argument
Thursday, 3.29.18
PURPOSE
I will deconstruct the prompt on the AP argument free response section of the exam.
I will evaluate supporting evidence to validate claims in an argument to determine the best usage.
I will understand the Toulmin method of argumentation in essay writing.
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will read op-eds like a writer.
AP MC Practice: Wed. April 11, 2:30
Exam: May 16, 8:00 a.m.
Writing
Lecture
Consider the argument rubric for and 8 and 9
Desk Work
Writing groups: Score the three essays based on the argument rubric
Lecture
Score your a peer's exam based on the argument rubric
Write areas for more evidence to claim
Time for an columnist?
Homework
Tuesday, 3.27.18
PURPOSE
I will analyze the structure of the multiple choice section of the AP Lang exam.
I will understand the Toulmin method of argumentation in essay writing.
I will write an argument that articulates a clear claim and provides evidence and convincing justification with the goal of convincing a reader to agree or to take a course of action.
I will read op-eds like a writer.
AP MC Practice: Wed. March 28, 2:30
Exam: May 16, 8:00 a.m.
Writing
Lecture
The argument: Where all your evidence comes from your head
Desk Work
Annotate: Free-Response Question 3: Arguing Your Own Point of View
Lecture
Claims of fact, value, and policy and their application to the AP Lang exam
8:30 a.m. 2016 practice argument essay (40 minutes)
Homework
Essay to Trapp/Cyr (late)
3/27 Reading Blog: Precis/Personal response
Friday, 3.23.18
PURPOSE
I will analyze the structure of the multiple choice section of the AP Lang exam.
I will understand the Toulmin method of argumentation in essay writing.
I will read op-eds like a writer.
AP Exam: May 16, 8:00 a.m.
Writing & Multiple Choice
Lecture
Introduction of the Toulmin method of argumentation
The purpose of argumentation to find truth, not to win
In your Google Classroom notes, make sure you have notes on each of the terms on "types of questions by purpose"
Groups
Gather in writing groups and share answers for MC responses about what you THINK THE QUESTION IS ASKING from Thomas Carlyle piece
Compare to Elizabeth's results
Lecture
Introduction of the Toulmin method of argumentation
The purpose of argumentation to find truth, not to win
Homework
Essay to Trapp/Cyr (late)
FINISH: Precis/Personal response/Page-Length analysis on reading blog
Annotate Toulmin reading
Wednesday, 3.21.18
PURPOSE
I will evaluate my growing understanding of the free response writing tasks on the AP Lang exam.
I will analyze the structure of the multiple choice section of the AP Lang exam.
I will read op-eds like a writer.
AP Exam: May 16, 8:00 a.m.
All Weeblys posted into classroom as a link.
Writing & Multiple Choice
Lecture
Self-assessment of writing readiness
Thinking routine: I Say | They Say
Create a two-sided chart labeled with the routine listed above.
I Say: On the back of the College Board reader's suggestions, write a list of strategies you will employ to write the free response essays in a timed setting in the column on the right
They Say: Compare your list to the College Board reader's. Cross out what seems irrelevant or misleading on your list and add new information in the column on the right
Desktops
Writing Blog: Post your analysis essay and your synthesis essay to your writing blog
Reading Blog: Read an op/ed from your columnist and begin a precis/summary/personal response
Precis: a short, 4-sentence synopsis that follows a specific format taught in class.
Personal response: an additional paragraph detailing your own defense, challenge, or qualification in response to the argument.
Page-length analysis: A short analysis that includes the elements of the precis, your own personal response, and analysis of the rhetorical strategies being used. Specific rhetorical strategies may be assigned for analysis based on the instructional focus of class.
All responses must include author, title, and date early in the response.
Groups
Gather in writing groups and share answers for MC responses about what you THINK THE QUESTION IS ASKING
Compare to Elizabeth's results
Homework
Essay to Trapp/Cyr (late)
FINISH: Precis/Personal response/Page-Length analysis on reading blog
Monday, 3.19.18
PURPOSE
I will apply my understanding of formal synthesis writing to the timed AP Lang exam experience.
I will evaluate the effectiveness of other AP Lang synthesis responses.
I will read op-eds like a writer.
AP Exam: May 16, 8:00 a.m.
All Weeblys posted into classroom as a link
Synthesis
Lecture - Range Finding
Returning to the timed synthesis: Gather everything you learned from formal synthesis and apply to a a 40-minute session
Evaluate the College Board's rubric and anchor papers for scoring in your writing groups
Grade the anchor papers for the synthesis
Desk Work
Homework
Last day to hand in Thoreau redo is Wed. 3/21
Essay to Trapp/Cyr (late)
Multiple Choice AP - what is each question asking?
Thursday, 3.15.18
PURPOSE
I will beautify and empower my synthesis presenting an argument about education using my own exigence.
I will master MLA/APA citation methods.
I will read op-eds like a writer.
AP Exam: May 16, 8:00 a.m.
All Weeblys posted into classroom as a link
Synthesis
Lecture
MLA / APA Sourcing
Still some misgivings about citations and Source page entries
They must match exactly
Grammar: the apostrophe and the ellipsis
Desktop Work
Make edits to essay based on Elizabeth's feedback and share in an email to Mr. Trapp and Ms. Cyr. Your email should include a brief (couple sentence or two) invitation to Mr. Trapp to read your essay on an educational topic for which you care deeply.
You MUST copy me on it and it must be completely edited and delivered to him by midnight, Friday, March 16 for 100 points. Timing and dates for submissions count heavily in your grade.
Homework
Essay to Trapp/Cyr listed above
Multiple Choice AP Lang test taking strategies packet
Tuesday, 3.13.18
PURPOSE
I will beautify and empower my synthesis presenting an argument about education using my own exigence.
I will use active verbs to introduce voices of authority.
I will master MLA/APA citation methods.
I will read op-eds like a writer.
AP Exam: May 16, 8:00 a.m.
All Weeblys posted into classroom as a link
Synthesis
Lecture
Creating the appropriate rhetoric from voices of authority
Highlight main verbs in sentences introducing indirect and direct quotes
How powerful are they?
Do they set the appropriate tone?
Do they capture the rhetorical moment you desire?
Use They Say, I Say handout
READ YOUR ESSAY OUT LOUD
___________________
MLA / APA Style and Sourcing
Writing Group Evaluation and clean up around:
Cover page (if appropriate)
Headers (first page, secondary pages)
In-text citations
Reference/Works Cited Pages
Desktop Work
Create a copy of clean essay with References/Works Cited ONLY attending to the issues from today's lecture and all other lectures
Homework
Clean copy with with References/Works Cited ONLY due to Elizabeth at midnight, Tuesday, March 13
SHARE WITH ELIZABETH FOR 50 POINTS
Friday, 3.9.18
PURPOSE
I will beautify and empower my synthesis presenting an argument about education using my own exigence.
I will use active verbs in my writing.
I will evaluate how writers move at a sentence level
I will read op-eds like a writer.
AP Exam: May 16, 8:00 a.m.
Synthesis
Lecture
Creating active voice from your passive work
What's actually happening? It's a syntactical question.
The object is before the verb. Occasionally, you want it to be.
See below. Even more assistance below that. ;)
Passive examples to fix:
Elizabeth is giving a lesson on passive voice on the white board. (insert introductory elements)
She is being pretty passionate about it to make her points. (replace for active verb)
Vary sentence length : Looking for lyrics
Ask yourself this question: If your essay were a music genre, what would it be? Give your sentence length that lyrical sense in key areas.
Think of whom we have read. What was their sentence variation for purpose?
Desktop Work
Concentrating on one writer at a time, work through line level work with guidance from Elizabeth
1. Using active verbs that move writing
2. Vary sentence length : Looking for lyrics
Homework
Complete edits of essay for Monday when we will concentrate on citation
One page-length analysis from Columnists We Love on writing blog on Weebly
Wednesday, 3.7.18
PURPOSE
I will clarify my synthesis presenting an argument about education using my own exigence.
I will use active verbs in my writing.
I will evaluate how writers move at a sentence level
I will read op-eds like a writer.
AP Exam: May 16, 8:00 a.m.
DUE: MC test redos: Emerson's "Education"
Synthesis
TV Work
Concentrating on one writer at a time, work through line level work with guidance from Elizabeth
Using active verbs that move writing
Highlight all the verbs introducing direct and indirect evidence in your paper.
Search and highlight all passive verbs
Vary sentence length
Lecture
Your voice and authority voice: Blending gracefully
Elizabeth's 5 star ratings: blending_authority_voice_tips.pdf
They Say / I Say templates: tsis_templates.pdf
Homework
Complete edits of essay for Wednesday
Monday, 3.5.18
PURPOSE
I will evaluate a synthesis presenting an argument about education using my own exigence.
I will eloquently blend voices of authorities into my essay.
I will read op-eds like a writer.
AP Exam: May 16, 8:00 a.m.
DUE: MC test redos: Emerson's "Education"
Three questions, reverse outline, and written response to writers in your peer group about their essay strengths and weaknesses (50 points)
Synthesis
TV Work
Concentrating on one writer at a time, work through the targets on the essay rubric.
Peers give a score as each target is discussed on the writer's rubric
Writer make comments in own essay while receiving feedback
Discuss three questions of writer in person using notes from letters to writer
Lecture
Your voice and authority voice: Blending gracefully
Using active verbs that move writing
Elizabeth's 5 star ratings: blending_authority_voice_tips.pdf
They Say / I Say templates: tsis_templates.pdf
Homework
Complete edits of essay for Wednesday
Thursday, 3.1.18
PURPOSE
I will write a synthesis presenting an argument about education using my own exigence.
I will read op-eds like a writer.
AP Exam: May 16, 8:00 a.m.
MC test redos: Emerson's "Education" - What was the question about? Where did you go wrong in your answer?
Synthesis
Desktop Work
By 7:50 a.m. printed full draft to Elizabeth (30 points)
Lecture
Write three questions of your peer readers: What concerns do you have about your essay? Write this below your essay.
Write a reverse outline to detect flaws in your essay, OWL Purdue source
Why the reverse outline?
Your voice and authority voice: Blending gracefully
Elizabeth's 5 star ratings: blending_authority_voice_tips.pdf
They Say / I Say templates: tsis_templates.pdf
Desktop Work
Write your reverse outline below your questions in your essay document
Homework
Three questions, reverse outline, and written response to writers in your peer group about their essay strengths and weaknesses (50 points)
Appeals, schemes, tropes, structure - response letter
Elizabeth's 5-Star ratings
Tuesday, 2.27.18
PURPOSE
I will write a thesis presenting an argument about education using my own exigence.
I will draft my argument around robust appeals and a compelling scheme.
I will evaluate the effectiveness of voices of authority immersed in my education topic as well as peers'.
I will read op-eds like a writer.
AP Exam: May 16, 8:00 a.m.
Synthesis
Desktop Work
By 8:05 printed annotated bib to Elizabeth that begins with Topic and Thesis before entries
Each annotated bib is placed in the Google Classroom as a separate document for Elizabeth to view (50 points)
Lecture
The annotated bibliography of sources of authority
UMUC Source Checklist (University of Maryland)
Evaluating different types of sources, different strategies (University of Maryland)
Evaluating scholarly sources (Cornell University)
Table Work
Review each annotated bib and evaluated effectiveness as delineated in lecture
Homework
Complete draft of formal synthesis (50 points)
Friday, 2.23.18
PURPOSE
I will read op-eds like a writer.
I will enter a current argument about education using my own exigence.
I will organize my argument around robust appeals and a compelling scheme.
I will create an annotated bibliography of voices of authority immersed in my education topic.
AP Exam: Everyone have what you need?
Synthesis
Writers, arguments, and exigence (and the Oxford comma)
You are not summarizing
You are engaging your audience
You are compelling, insisting, urging, bothering, interrupting
STUDENT INTERRUPTING
Desktop Work
Share introduction with members of your writing group (This, in fact, should just be your essay document)
Give clear, full detail as to how feasible the thesis comes across.
How manageable is the argument? The thesis? How logical?
Express edits where needed.
Table Work
Review essay targets on synthesis rubric
Discuss appropriate schemes (maybe tropes) for each essay
How and where should each appeals and authority appear? Why?
Each writer takes notes on print out to turn in to E
Lecture
The annotated bibliography of sources of authority
The OWL Purdue
Each source to be summarized and discussed for use in essay
Homework
Prepare annotated bibliography for formal synthesis (50 points)
PURPOSE
I will read op-eds like a writer.
I will enter a current argument about education using my own exigence.
I will organize my argument around robust appeals and a compelling scheme.
I will create an annotated bibliography of voices of authority immersed in my education topic.
AP Exam: Everyone have what you need?
Synthesis
Writers, arguments, and exigence (and the Oxford comma)
You are not summarizing
You are engaging your audience
You are compelling, insisting, urging, bothering, interrupting
STUDENT INTERRUPTING
Desktop Work
Share introduction with members of your writing group (This, in fact, should just be your essay document)
Give clear, full detail as to how feasible the thesis comes across.
How manageable is the argument? The thesis? How logical?
Express edits where needed.
Table Work
Review essay targets on synthesis rubric
Discuss appropriate schemes (maybe tropes) for each essay
How and where should each appeals and authority appear? Why?
Each writer takes notes on print out to turn in to E
Lecture
The annotated bibliography of sources of authority
The OWL Purdue
Each source to be summarized and discussed for use in essay
Homework
Prepare annotated bibliography for formal synthesis (50 points)
Wednesday, 2.21.18
PURPOSE
I will read op-eds like a writer.
I will analyze the formal synthesis task.
Ms. Martell visits for AP Exam sign-up last 10 of class.
Synthesis
Timed: Place your three annotated education articles in front of you.
For each write:
Brainstorming of education topics
Share out of topics
Review essay targets on synthesis rubric
Writing groups announced Friday
Homework
Write an introduction including a thesis for your synthesis to be peer edited on Friday.
Write a SOAPS for "How to Escape Death Valley"
PURPOSE
I will read op-eds like a writer.
I will analyze the formal synthesis task.
Ms. Martell visits for AP Exam sign-up last 10 of class.
Synthesis
Timed: Place your three annotated education articles in front of you.
For each write:
- Name of the article and author
- The main argument or author's purpose
- The most effective trope or scheme the author used to advance the purpose
- Give exampe of direct or indirect line to support trope or scheme
Brainstorming of education topics
Share out of topics
Review essay targets on synthesis rubric
Writing groups announced Friday
Homework
Write an introduction including a thesis for your synthesis to be peer edited on Friday.
Write a SOAPS for "How to Escape Death Valley"
Friday, 2.16.18
PURPOSE
I will read op-eds like a writer.
I will analyze the formal synthesis task.
Synthesis
Analyze "The Joy of Reading: Superman and Me" and "Eleven"
Venn Diagram: How are they different? Where do they relate on issues of equity and power in the classroom?
Best lines/tropes/schemes/devices in pieces (what are they, how do they work)
What is equity? What is equality? Prepare for discussion (40 points)
Homework
Find and annotate three articles on an issue of education of your choice
PURPOSE
I will read op-eds like a writer.
I will analyze the formal synthesis task.
Synthesis
Analyze "The Joy of Reading: Superman and Me" and "Eleven"
Venn Diagram: How are they different? Where do they relate on issues of equity and power in the classroom?
Best lines/tropes/schemes/devices in pieces (what are they, how do they work)
What is equity? What is equality? Prepare for discussion (40 points)
Homework
Find and annotate three articles on an issue of education of your choice
Monday, 2.8.18
PURPOSE
I will read op-eds like a writer.
I will analyze the formal synthesis task.
Synthesis
Test on Emerson's Lectures on education (20 points)
Timed MC AP Lang style - 15 minutes
Understanding the synthesis task
Right side: What I learned from taking the test and can pull out of my readings and annotations to answer what I need on the left side of my chart.
Preparing for formal synthesis in college
Homework
Annotate "The Joy of Reading: Superman and Me" and "Eleven"
Thursday, 2.8.18
PURPOSE
I will read op-eds like a writer.
I will analyze the formal synthesis task.
Coming Home Spirit Count
Synthesis
Turn in annotations for "Best in Class" in class at the beginning of the block
Annotate Emerson's Lectures on education
Write another precis and personal response by your columnist or a new columnist
Homework
Quiz on Emerson's Lectures on education will be an AP MC style
Precis and personal response by your columnist or a new columnist due at beginning of class
PURPOSE
I will read op-eds like a writer.
I will analyze the formal synthesis task.
Coming Home Spirit Count
Synthesis
Turn in annotations for "Best in Class" in class at the beginning of the block
Annotate Emerson's Lectures on education
Write another precis and personal response by your columnist or a new columnist
Homework
Quiz on Emerson's Lectures on education will be an AP MC style
Precis and personal response by your columnist or a new columnist due at beginning of class
Tuesday, 2.6.18
PURPOSE
I will read op-eds like a writer.
I will evaluate the joy of satire and irony.
I will analyze the formal synthesis task.
AB - Frankenstein
Coming Home Spirit Count
Satire Presentation
Synthesis
Turn in "I Know Why a Caged Bird Cannot Read" annotations
Groups of three Protocol What I Need? / What I Know!
Left side: What puzzles you about this essay on the exam? What do you need to know to perform well? What will be your biggest struggle on this aspect of the exam? What is the writer's task on this part of the exam?
Turn in "The Synthesis Question and Essay" annotations
6 minutes of reading / 40 minutes of writing <<< link
Right side: What I learned from taking the test and can pull out of my readings and annotations to answer what I need on the left side of my chart.
Homework
Create a page for AP Lang with a blog page for Writing
Write a precis for your columnist with a summary
Annotate "Best in Class"
Tuesday, 2.2.18
PURPOSE
I will read op-eds like a writer.
I will evaluate the joy of satire and irony.
I will understand the formal synthesis task.
Synthesis
Preparing for synthesis test
10 minutes of reading / 40 minutes of writing
Homework
Annotate "The Synthesis Question and Essay"
and
"I Know Why a Caged Bird Cannot Read"
Tuesday, 1.9.18
PURPOSE
I will read op-eds like a writer.
I will evaluate the joy of satire and irony.
I will analyze central metaphors.
INDEPENDENT READING
Return independent texts to E's library
COLUMNISTS WE LOVE - keep independently reading
I will read like a writer.
ANALYSIS ESSAY
Presentations: Present language demos / all give feedback based on rubric responding to all points. Take notes in Google Classroom to understand works and note irony/satire to use as references on AP exam.
Quiz:
Discussion of "Professions for Women" and round-robin of essays
SENIOR PORTFOLIO
Grades for semester:
All of portfolio notes, actual senior portfolio, portfolio reflection in Google Classroom
Tuesday, 1.31.18
PURPOSE
I will read op-eds like a writer.
I will evaluate the joy of satire and irony.
I will outline my senior portfolio as a coherent whole.
INDEPENDENT READING
Return independent texts to E's library
COLUMNISTS WE LOVE - keep independently reading
I will read like a writer.
ANALYSIS ESSAY
FINAL OPPORTUNITY TODAY
Post you classical satire in Slack
Presentations: Present language demos / all give feedback based on rubric responding to all points. Take notes in Google Classroom to understand works and note irony/satire to use as references on AP exam.
SENIOR PORTFOLIO
Steps for today:
Put in Google Classroom 1) senior portfolio, 2) entire document for semester of notes, 3) outline for speaking
Break into groups to present
Homework: TedTalk
100 word personal response due in senior portfolio notes on Thursday morning
Saturday morning 8 a.m. practice
Other practices?
Your complete digital presentation for your senior portfolio is due on Tuesday at the beginning of class for 100 points. That means every slide with every artifact and an outline for speaking must be handed in to me. Just helping you clear the cobwebs as a reminder. I hope you are as excited as I am about this amazing opportunity to express your knowledge and abilities.
Be sure to put a copy of presentation and notes in the senior portfolio assignment area for grading in the Google Classroom. Ask me any questions on here if you have any.
Tuesday, 12.19.17
PURPOSE
I will read op-eds like a writer.
I will evaluate the joy of satire and irony.
I will outline my senior portfolio as a coherent whole.
INDEPENDENT READING
COLUMNISTS WE LOVE - keep independently reading
I will read like a writer.
ANALYSIS ESSAY
FINAL OPPORTUNITY TODAY
Post you classical satire in Slack
Presentations: Present language demos / all give feedback based on rubric responding to all points. Take notes in Google Classroom to understand works and note irony/satire to use as references on AP exam.
SENIOR PORTFOLIO
Homework
Your senior portfolio must be finished when you return from holiday break
Wednesday, 12.13.17
PURPOSE
I will commit to a senior portfolio theme.
Meet at Cravingz with your 100 word description to be ready for our group discussion.
Prompts: I wonder... I love... I connect to... I suggest...
Monday, 12.11.17
PURPOSE
I will read op-eds like a writer.
I will discover the joy of satire and irony.
I will design a theme for my senior portfolio that serves as a controlling idea to organize my ideas into a coherent whole.
INDEPENDENT READING
COLUMNISTS WE LOVE - keep independently reading
I will read like a writer.
ANALYSIS ESSAY
Post you classical satire in Slack
Work with partner on language demo
Presentations: Present language demos / all give feedback based on rubric responding to all points. Take notes in Google Classroom to understand works and note irony/satire to use as references on AP exam.
SENIOR PORTFOLIO
I will design a theme for my senior portfolio that serves as a controlling idea to organize my ideas into a coherent whole.
Homework
Determine theme: Write 100 more words of succinct distinction for Tuesday at Cravings.
1 precis
Thursday, 12.7.17
PURPOSE
I will read op-eds like a writer.
I will discover the joy of satire and irony.
INDEPENDENT READING
COLUMNISTS WE LOVE - keep independently reading
I will read like a writer.
ANALYSIS ESSAY
Post you classical satire in Slack
Work with partner on language demo
Presentations: 2 groups present language demos / all give feedback based on rubric responding to all points. Take notes in Google Classroom to understand works and note irony/satire to use as references on AP exam.
Homework
Annotate Irony and Satire
Tuesday, 12.5.17
PURPOSE
I will read op-eds like a writer.
I will discover the joy of satire and irony.
I will design a theme for my senior portfolio that serves as a controlling idea to organize my ideas into a coherent whole.
INDEPENDENT READING
COLUMNISTS WE LOVE - keep independently reading
I will read like a writer.
PORTFOLIO
Free write about the theme of your portfolio and how it works (300 words).
ANALYSIS ESSAY
Post you classical satire in Slack
Work with partner on language demo
Homework
Annotate Irony and Satire
Wednesday/Friday, 12.1/3.17
PURPOSE
I will read op-eds like a writer.
I will discover the joy of satire and irony.
INDEPENDENT READING
COLUMNISTS WE LOVE - keep independently reading
I will read like a writer.
PORTFOLIO
Themes next week.
ANALYSIS ESSAY
Due: Annotate Swift's "A Modest Proposal" for short answer quiz on Friday
Discuss Thoreau. Finish quizzes.
Look at Swift.
Annotate Irony and satire.
Homework
Annotate Irony and Satire
Monday, 11.27.17
PURPOSE
I will read op-eds like a writer.
I will write a rhetorical analysis.
INDEPENDENT READING
COLUMNISTS WE LOVE - keep independently reading
I will read like a writer.
PORTFOLIO
All five vignettes finished today.
Working on theme Wednesday.
ANALYSIS ESSAY
Finish essay, watching rubric carefully
Three concerns in form of questions
Write a reverse outline of your essay (see methodology here)
Concision: the art and practice of minimizing words used to convey an idea. It aims to make communication more effective by eliminating redundancy without omitting important information.
- Don't take out chunks of paper or big ideas to meet word count. Instead, edit for concision.
- Convey ideas through vivid verbs and descriptive nouns.
- Cut adjectives and adverbs that clutter.
- Cut repetitive phrasing.
- Cut unnecessary description.
- Cut unnecessary transitory phrasing.
Homework
Annotate Thoreau's "Where I Lived and What I Lived For" for AP style MC quiz on Wednesday
Annotate Swift's "A Modest Proposal" for short answer quiz on Friday
Monday, 11.20.17
PURPOSE
I will read op-eds like a writer.
I will write for metacognition.
INDEPENDENT READING
COLUMNISTS WE LOVE
I will read like a writer.
PORTFOLIO
All five vignettes finished today.
ANALYSIS ESSAY
Understand analysis essay rubric
Homework
Read and annotate your piece for your ANALYSIS essay
Monday-Wednesday, 11.14-16.17
PURPOSE
I will read op-eds like a writer.
I will understand author's purpose in an essay.
INDEPENDENT READING
COLUMNISTS WE LOVE
I will read like a writer.
PORTFOLIO
Vignette 4 and the purpose of the vignette
ANALYSIS ESSAY
Understand analysis essay rubric
Homework
Read and annotate your piece for your personal essay
Friday, 11.10.17
PURPOSE
I will read op-eds like a writer.
I will understand the precis.
I will understand author's purpose in an essay.
INDEPENDENT READING
COLUMNISTS WE LOVE
I will read like a writer.
PORTFOLIO
Vignette 3 and the purpose of the vignette
ANALYSIS ESSAY
Discuss: "Drugs, Sports, Body Image and G.I. Joe"
Extended SOAPS using your two sources
https://www.huffingtonpost.com/galia-slayen/the-scary-reality-of-a-re_b_845239.html
________
Word / Phrase / Sentence
Each select your own:
Word that captured your attention or struck you as powerful
Phrase that moved, engaged, or provoked you
Sentence that was meaningful to you, that felt captures a core idea of the text
What implications or predictions can be drawn from the text text based on your choices?
What aspects where not captured in your choices?
Homework
Read and annotate your piece for your personal essay
Wednesday, 11.8.17
PURPOSE
I will read op-eds like a writer.
I will understand the precis.
I will evaluate my own and peers outlines for the optimal analysis essay.
INDEPENDENT READING
COLUMNISTS WE LOVE
I will read like a writer.
Literally, half the class has nothing in Google for your responses here. In a hot second, grades will be entered for this work. What's happening, scholars?
ANALYSIS ESSAY
Discuss: "We Talk, You Listen" due Wednesday annotated (graded)
Discuss model analysis essay
Evaluate your outlines to model essay using this protocol:
Model | Me
Homework
Write one precis for a new article from your columnist.
Write one portfolio vignette
Read, annotate and bring two pieces of outside evidence for "G.I. Joe" for Friday
Monday, 11.6.17
PURPOSE
I will read op-eds like a writer.
I will share a book length argument to identify the persuasive textual effects on the audience.
INDEPENDENT READING
COLUMNISTS WE LOVE
I will read like a writer.
ANALYSIS
INDEPENDENT READING
Language Demo (100 points)
Presentation must be posted in Google Classroom
Audience, take notes of text, key argument, occasion, etc. for AP exam reference.
ANALYSIS ESSAY
Round-robin writing group and reading packet
Let's read some phenomenal work!
"We Talk, You Listen" due Wednesday annotated (graded)
Homework
Write one precis for a new article from your columnist.
"We Talk, You Listen": Notes in Google Classroom as to how you would structure an analysis essay for this piece.
Thursday, 11.2.17
PURPOSE
I will read op-eds like a writer.
I will share a book length argument to identify the persuasive textual effects on the audience.
INDEPENDENT READING
COLUMNISTS WE LOVE
I will read like a writer.
ANALYSIS
INDEPENDENT READING
Language Demo (100 points)
Presentation must be posted in Google Classroom
Audience, take notes of text, key argument, occasion, etc. for AP exam reference.
SENIOR PORTFOLIO
Vignette (noun): a brief evocative description, account, or episode.
Write one for Tuesday
Homework
Write one precis for a new article from your columnist.
Tuesday, 10.31.17
PURPOSE
I will read op-eds like a writer.
I will share a book length argument to identify the persuasive textual effects on the audience.
INDEPENDENT READING
COLUMNISTS WE LOVE
I will read like a writer.
ANALYSIS - ABSENT CHECK OUT THE THINKING
INDEPENDENT READING
Language Demo (100 points)
Presentation must be posted in Google Classroom
Audience, take notes of text, key argument, occasion, etc. for AP exam reference.
Homework
Choose five of these columnists on Twitter.
Write light notes for two pieces from one writer.
Friday, 10.27.17
PURPOSE
I will read op-eds like a writer.
I will analyze a book length argument to identify the persuasive textual effects on the audience.
INDEPENDENT READING
I will read like a writer.
INDEPENDENT READING
COLUMNISTS WE LOVE
ANALYSIS - ABSENT CHECK OUT THE THINKING
INDEPENDENT READING
Language Demo (100 points)
Presentation must be posted in Google Classroom
Homework
Choose five of these columnists on Twitter.
Write a precise for two pieces from one writer.
Wednesday, 10.25.17
PURPOSE
I will read op-eds like a writer.
I will analyze a book length argument to identify the persuasive textual effects on the audience.
INDEPENDENT READING
I will read like a writer.
ANALYSIS - ABSENT CHECK OUT THE THINKING
INDEPENDENT READING
Language Demo (100 points)
Your task is simple:
Provide an analysis for the argument of your text. Each text is an argument. Everything’s an argument. One of your course texts is titled, Everything’s an Argument.
Checklist for presentation:
- Look at rubric points that are taken from rubric and review presentation
- Practice composed, confident speaking
- Prepare Google Cast from Chromebook
- Notetakers: In class notes look for text name, key argument, historical underpinnings, and context to use on AP exam for reference
Homework
Read two recent pieces from the same writer off the same op/ed page in a national publication. Quiz about style and argument of this writer on Friday.
Monday, 10.23.17
PURPOSE
I will read book-length texts like a writer.
I will analyze a book length argument to identify the persuasive textual effects on the audience.
INDEPENDENT READING
I will read like a writer.
ANALYSIS - ABSENT CHECK OUT THE THINKING
INDEPENDENT READING
Language Demo (100 points)
Your task is simple:
Provide an analysis for the argument of your text. Each text is an argument. Everything’s an argument. One of your course texts is titled, Everything’s an Argument.
Divide your text into appropriate chunks. Conference with me and tell me how you are doing so. These choices should be based upon your understanding of the rhetorical moves in the book. Where does the author make major shifts?
Next, provide notes for a demonstration to your peers about the argument presented through the terminology you have learned about rhetorical analysis. Use the tools you know:
Rhetorical triangle
SOAPSTone
Tropes and Schemes
Textual effect on reader
Use a presentation tool of your choice. Prezi? Powerpoint? ThingLink? Canva?
Your demonstration should be 5 minutes and cover the length of the text using specific lines from the text to support your arguments.
- Good digital citizenry / Using imagery from the internet
- Employing Creative Commons
Homework
Pre-21st Century language demo finished
Thursday, 10.19.17
PURPOSE
I will read like a writer.
I will create an outline for a formal rhetorical analysis.
I will write to understand myself.
INDEPENDENT READING
I will read like a writer.
ANALYSIS - ABSENT CHECK OUT THE THINKING
In writing groups, review your work and prepare for language demo
Check out the Advice Column
The question was: What is the best way to write an analysis essay for the AP exam?
- Let's move developing advice to expert advice
Prompt #3: Self-reflective writing about portfolio rubric
WRITING THE RHETORICAL ANALYSIS
Homework
Read Pre-21st Century book for language demo
Book finished October 20
Tuesday, 10.17.17
PURPOSE
I will learn to read like a writer.
I will analyze current arguments to understand author purpose for specific audiences.
I will write to understand myself.
INDEPENDENT READING
I will learn to read like a writer.
ANALYSIS - ABSENT CHECK OUT THE THINKING
In writing groups, review your work and prepare for language demo
Consider the effects of George Clooney's op/ed in the Daily Beast 9/26.
- Why This, Not That?
- Author purpose?
- Audience?
Prompt #2: Self-reflective writing about the project prompt
- What have been your significant learning experiences over the past four years and how do they affect your future?
In writing groups, compile the best outline
Advise: What is the best way to write an analysis essay for the AP exam?
Homework
Read Pre-21st Century book for language demo
Book finished October 20
Friday, 10.13.17
STOCKBRIDGE READS THE CLASSICS
PURPOSE
I will learn to read like a writer.
I will analyze current arguments to understand author purpose for specific audiences.
I will write to understand myself.
ANALYSIS
In writing groups, review your work and prepare for language demo
Consider the effects of George Clooney's op/ed in the Daily Beast 9/26.
- Why This, Not That?
- Author purpose?
- Audience?
Prompt #2: Self-reflective writing about the project prompt
- What have been your significant learning experiences over the past four years and how do they affect your future?
Read Pre-21st Century book for language demo
Book finished October 20
George clooney, Op/Ed, September 26, 2017, The Daily Beast
Wednesday, 10.11.17
STOCKBRIDGE READS THE CLASSICS
PURPOSE
I will learn to read like a writer.
I will analyze historical texts to understand author purpose for broad audiences.
I will write to understand myself.
ANALYSIS
In writing groups, review your work and prepare for language demo
Consider the effects of President John F. Kennedy's Inaugural Address (1961).
- Why This, Not That?
- Author purpose?
- Audience?
Prompt #2: Self-reflective writing about the project prompt
- What have been your significant learning experiences over the past four years and how do they affect your future?
Read Pre-21st Century book for language demo
Book finished October 20
Monday, 10.9.17
STOCKBRIDGE READS THE CLASSICS
PURPOSE
I will analyze extended metaphors to understand author purpose.
I will defend my analytical choices.
ANALYSIS
Explore "Seeing" from Pilgram at Tinker Creek
In course notes on Google Classroom define vocab from Dillard piece and identify:
In writing groups, review your work and prepare for language demo of the following terms
idiom
alliteration
antithesis
imagery
simile
metaphor
Homework
Read Pre-21st Century book for language demo
Book finished October 20
Thursday, 10.5.17
STOCKBRIDGE READS THE CLASSICS
PURPOSE
I will analyze extended metaphors to understand author purpose.
I will defend my analytical choices.
READING
Explore "Seeing" from Pilgram at Tinker Creek
Protocol: Word / Phrase / Sentence
- Place the most pivotal word from your metaphor "Seeing" in the first column on the sheet (from your sticky note)
- Write out the most powerful phrase or sentence from the metaphor in "Seeing" and place it on the sheet (from your piece of paper)
- Talk it out: In your writing group, Write out the ultimate purpose of the metaphor to the larger meaning in "Seeing." Be prepared to give your answer when you return.
idiom
alliteration
antithesis
imagery
simile
metaphor
Homework
Read Pre-21st Century book for language demo
Book finished October 20
Tuesday, 10.3.17
STOCKBRIDGE READS THE CLASSICS
PURPOSE
I will analyze author purpose in difficult texts.
I will defend my analytical choices.
READING
Explore "Seeing" from Pilgram at Tinker Creek, annotate it!
Protocol: Word / Phrase / Purpose
- Place the most exquisite word from "Seeing" on the sheet in the hall (from your sticky note)
- Write out the most profound phrase or sentence from "Seeing" and place it on the sheet in the hall (from your piece of paper)
- Walk (Talk) it out: In pairs, walk and discuss the prompt on your piece of paper on the following route. Be prepared to give your answer when you return.
- Out the front doors, out to the track, around the track twice and back to my classroom door.
In course notes on Google Classroom define vocab from Dillard piece and identify:
idiom
alliteration
antithesis
imagery
simile
metaphor
PORTFOLIO REFLECTION: WEEK 2 THE PROMPT
What have been your significant learning experiences over the past four years and how do they affect your future?
There is no end to education. It is not what you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.
Jiddu Krishnamurti
Homework
Read Pre-21st Century book for language demo
Book finished October 20
Friday, 9.29.17
STOCKBRIDGE READS THE CLASSICS
PURPOSE
I will independently analyze book-length length difficult texts.
I will evaluate visual rhetoric using the OPTIC method and share my understandings.
Visual Rhetoric
Language demos (10 points)
Individual work (20 points)
READING
"Seeing" from Pilgram at Tinker Creek, annotate it! (SOAPS as well)
Homework
Read Pre-21st Century book for language demo
Book finished October 20
Wednesday, 9.27.17
#STOCKBRIDGE READS THE CLASSICS
NHS Meeting at beginning of the block
PURPOSE
I will independently analyze book-length length difficult texts.
I will understand the purpose of employing the OPTIC method of analysis for visual rhetoric.
I will write to understand myself better.
WRITING FOR UNDERSTANDING
Your personal ethos piece is due
Holistically graded
REVIEWING ARISTOTLE'S APPEALS
Ethos, pathos and logos
Using the OPTIC method to evaluate visual rhetoric
Writing groups share out
PORTFOLIO REFLECTION: WEEK 1 METACOGNITION
Deep reflection--discover what you know
Writing prompt: Two more question responses
Homework
Read Pre-21st Century book for language demo
Book finished October 20
#STOCKBRIDGE READS THE CLASSICS
NHS Meeting at beginning of the block
PURPOSE
I will independently analyze book-length length difficult texts.
I will understand the purpose of employing the OPTIC method of analysis for visual rhetoric.
I will write to understand myself better.
WRITING FOR UNDERSTANDING
Your personal ethos piece is due
Holistically graded
REVIEWING ARISTOTLE'S APPEALS
Ethos, pathos and logos
Using the OPTIC method to evaluate visual rhetoric
Writing groups share out
PORTFOLIO REFLECTION: WEEK 1 METACOGNITION
Deep reflection--discover what you know
Writing prompt: Two more question responses
Homework
Read Pre-21st Century book for language demo
Book finished October 20
Monday, 9.25.17
#STOCKBRIDGE READS THE CLASSICS
PURPOSE //
I will independently analyze book-length length difficult texts.
I will understand the purpose of employing the OPTIC method of analysis for visual rhetoric.
WRITING FOR UNDERSTANDING //
Your personal ethos piece is due Wednesday 9/27(30 points)
Holistically graded
REVIEWING ARISTOTLE'S APPEALS //
Ethos, pathos and logos
Using the OPTIC method to evaluate visual rhetoric
PORTFOLIO REFLECTION: WEEK 1 //
Deep reflection--discover what you know
Writing prompt: Three question responses
DUE //
Read your independent text
Reading for purpose: note-taking
DUE // Pre-21st Century book-length text to read for language demo
Book finished October 20
#STOCKBRIDGE READS THE CLASSICS
PURPOSE //
I will independently analyze book-length length difficult texts.
I will understand the purpose of employing the OPTIC method of analysis for visual rhetoric.
WRITING FOR UNDERSTANDING //
Your personal ethos piece is due Wednesday 9/27(30 points)
Holistically graded
REVIEWING ARISTOTLE'S APPEALS //
Ethos, pathos and logos
Using the OPTIC method to evaluate visual rhetoric
PORTFOLIO REFLECTION: WEEK 1 //
Deep reflection--discover what you know
Writing prompt: Three question responses
DUE //
Read your independent text
Reading for purpose: note-taking
DUE // Pre-21st Century book-length text to read for language demo
Book finished October 20
IMAGE WORLD WILDLIFE FUND
Sitting here in my dorm, reading up on feminist perspective in women's health for my women's studies class, annotating like a pro, drinking tea with cozy lights, thinking of you. <3
Thursday, 9.15.17
PURPOSE //
I will independently analyze book-length length difficult texts.
I will evaluate ethos in writers of personal texts.
DUE //
Read your independent text
Reading for purpose: Choose a note-taking method
Sample language demos: a play and a novel
DUE //
WRITING FOR UNDERSTANDING: CREATING YOUR OWN ETHOS
Purpose for each paragraph in Costco essay and your essay
DUE // Pre-21st Century book-length text to read for language demo
A few left for book choices
PURPOSE //
I will independently analyze book-length length difficult texts.
I will evaluate ethos in writers of personal texts.
DUE //
Read your independent text
Reading for purpose: Choose a note-taking method
Sample language demos: a play and a novel
DUE //
WRITING FOR UNDERSTANDING: CREATING YOUR OWN ETHOS
Purpose for each paragraph in Costco essay and your essay
DUE // Pre-21st Century book-length text to read for language demo
A few left for book choices
Tuesday, 9.15.17
PURPOSE //
I will independently analyze difficult texts.
I will create ethos for myself as a writer of personal texts.
DUE //
WRITING FOR UNDERSTANDING: CREATING YOUR OWN ETHOS
Give yourself a real writing target: Your college essay or a scholarship essay and present yourself using the essay we just read as inspiration. In a few paragraphs, create personal ethos using the methodology examined in Cofer's piece. (30 points)
Round Robin: Read alouds from TV screens
Start one page for entire writing group.
Start with author's name, e.g., Elizabeth Cyr
Group takes notes of schemes and tropes only while write reads piece
DUE // Pre-21st Century book-length text to read for language demo, preferably from College Board Great Books Recommended for College-Bound Readers and bring to class by today
PURPOSE //
I will independently analyze difficult texts.
I will create ethos for myself as a writer of personal texts.
DUE //
WRITING FOR UNDERSTANDING: CREATING YOUR OWN ETHOS
Give yourself a real writing target: Your college essay or a scholarship essay and present yourself using the essay we just read as inspiration. In a few paragraphs, create personal ethos using the methodology examined in Cofer's piece. (30 points)
Round Robin: Read alouds from TV screens
Start one page for entire writing group.
Start with author's name, e.g., Elizabeth Cyr
Group takes notes of schemes and tropes only while write reads piece
DUE // Pre-21st Century book-length text to read for language demo, preferably from College Board Great Books Recommended for College-Bound Readers and bring to class by today
Friday, 9.15.17
PURPOSE //
I will self-assess my rhetorical writing skills.
I will create ethos for myself as a writer of personal texts.
Required Bullying and Weapons Policy from student handbook
40 minute SAT argument pre-test
DUE //
WRITING FOR UNDERSTANDING: CREATING YOUR OWN ETHOS
Give yourself a real writing target: Your college essay or a scholarship essay and present yourself using the essay we just read as inspiration. In a few paragraphs, create personal ethos using the methodology examined in Cofer's piece. (30 points)
Round Robin: Read alouds from TV screens
Start one page for entire writing group.
Start with author's name, e.g., Elizabeth Cyr
Group takes notes of schemes and tropes only while write reads piece
Homework // TBA and find Pre-21st Century book-length text to read for language demo, preferably from College Board Great Books Recommended for College-Bound Readers and bring to class by Tuesday
PURPOSE //
I will self-assess my rhetorical writing skills.
I will create ethos for myself as a writer of personal texts.
Required Bullying and Weapons Policy from student handbook
40 minute SAT argument pre-test
DUE //
WRITING FOR UNDERSTANDING: CREATING YOUR OWN ETHOS
Give yourself a real writing target: Your college essay or a scholarship essay and present yourself using the essay we just read as inspiration. In a few paragraphs, create personal ethos using the methodology examined in Cofer's piece. (30 points)
Round Robin: Read alouds from TV screens
Start one page for entire writing group.
Start with author's name, e.g., Elizabeth Cyr
Group takes notes of schemes and tropes only while write reads piece
Homework // TBA and find Pre-21st Century book-length text to read for language demo, preferably from College Board Great Books Recommended for College-Bound Readers and bring to class by Tuesday
Wednesday, 9.13.17
PURPOSE //
I will analyze works using my developing rhetorical skills.
I will create ethos for myself as a writer of personal texts.
40 minute SAT analysis pre-test
QUIZ // TROPES AND SCHEMES
Schemes and tropes both have to do with using language in an unusual or "figured" way: Trope: An artful deviation from the ordinary or principal signification of a word. Scheme: An artful deviation from the ordinary arrangement of words.
The famous Costco essay
WRITING FOR UNDERSTANDING // CREATING YOUR OWN ETHOS
Give yourself a real writing target: Your college essay or a scholarship essay and present yourself using the essay we just read as inspiration. In a few paragraphs, create personal ethos using the methodology examined in Cofer's piece. (30 points)
Monday, 9.11.17
Purpose: I will evaluate rhetorical situations, further examining my understanding of the rhetorical triangle.
Grade AP multiple choice pre-test
DISCUSS // FIRST WRITING GROUPS
Analyze "Farewell Speech" by Lou Gehrig
Albert Einstein's letter to Phyllis Wright
President Bush's 9/11 Speech
HOMEWORK // TAKE THE ANALYSIS SECTION OF THE AP WRITING PRE-TEST, free response questions
Thursday, 9.7.17
Purpose: I will assess my understanding of the rhetorical situation when any writer is compelled to write.
Due: Annotate "An Introduction to Rhetoric, Using the "Available Means"
GRADES: Non-fiction book choice / syllabus signatures
Please return books to Elizabeth
First day paperwork and digital hook-ups
Hand out school paperwork
Show Elizabeth APLangSHS on #Slack and Twitter account/follow @queenof207 (10 points)
Course Pretest: AP English test
50 minutes
HOMEWORK:
Tuesday, 9.5.17
Purpose: I will grow an understanding of the rhetorical situation when any writer is compelled to write.
Due: The New York Times opinion section from the last two weeks.
Apply the SOAPS to it in the margins. Be prepared to do a language demo to the class.
GRADES: Non-fiction book choice / syllabus signatures
Please return books to Elizabeth
First day paperwork and digital hook-ups
Hand out school paperwork
Show Elizabeth APLangSHS on #Slack and Twitter account/follow @queenof207 (10 points)
PRESENTED: Summer reading photo contest
Best photo wins
Analysis: How did your summer text work?
Talk away from your essays
Course Pretest: AP English test
50 minutes
HOMEWORK: Annotate "An Introduction to Rhetoric, Using the "Available Means"
Purpose: I will grow an understanding of the rhetorical situation when any writer is compelled to write.
Due: The New York Times opinion section from the last two weeks.
Apply the SOAPS to it in the margins. Be prepared to do a language demo to the class.
GRADES: Non-fiction book choice / syllabus signatures
Please return books to Elizabeth
First day paperwork and digital hook-ups
Hand out school paperwork
Show Elizabeth APLangSHS on #Slack and Twitter account/follow @queenof207 (10 points)
PRESENTED: Summer reading photo contest
Best photo wins
Analysis: How did your summer text work?
Talk away from your essays
Course Pretest: AP English test
50 minutes
HOMEWORK: Annotate "An Introduction to Rhetoric, Using the "Available Means"
Monday, 8.28.17
Purpose: I will grow an understanding of the rhetorical situation when any writer is compelled to write.
Non-fiction book choice
Two-page essay, MLA, SOAPS on book choice due
Read review of S0APS analysis
Summer reading photo contest
Tweet @queenof207 #aplangshs
Best photos win prizes tomorrow
First day paperwork and digital hook-ups
Hand out school paperwork
Sign up for APLangSHS on #Slack
Make a Twitter account and follow @queenof207 if not already
Purpose: I will grow an understanding of the rhetorical situation when any writer is compelled to write.
Non-fiction book choice
Two-page essay, MLA, SOAPS on book choice due
Read review of S0APS analysis
Summer reading photo contest
Tweet @queenof207 #aplangshs
Best photos win prizes tomorrow
First day paperwork and digital hook-ups
Hand out school paperwork
Sign up for APLangSHS on #Slack
Make a Twitter account and follow @queenof207 if not already
AP INTRODUCTION WITH OUTLINE // Elizabeth's Prezi
Take class notes in Google Classroom
THE RHETORICAL SITUATION //
Exigence: What has compelled this author to write? What does she want to accomplish with speech or action?
Audience: To whom is the author writing or speaking? Expected to have the ability to think or act.
Purpose: What effect does the author hope to have on his audience?
The rhetorical situation is the context of a rhetorical event that consists of an issue, an audience, and set of constraints. Two leading views of the rhetorical situation exist today:
Take class notes in Google Classroom
THE RHETORICAL SITUATION //
Exigence: What has compelled this author to write? What does she want to accomplish with speech or action?
Audience: To whom is the author writing or speaking? Expected to have the ability to think or act.
Purpose: What effect does the author hope to have on his audience?
The rhetorical situation is the context of a rhetorical event that consists of an issue, an audience, and set of constraints. Two leading views of the rhetorical situation exist today:
One argues that the situation determines and brings about rhetoric.
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Rhetoric creates "situations" making issues salient.
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Construct an argument for each of the rhetorical situation view in "Three Little Pigs" by The Guardian. Now, collaborate to consider another author(s) with a varied purpose who feels exigence of another sort. Share another rhetorical situation with us. Basically, think of another situation.
HOMEWORK // Always worth 30 points, not always graded.
Find a read a piece from The New York Times opinion section from the last two weeks. Apply the SOAPS to it in the margins. Be prepared to do a language demo to the class.
Welcome letter - next class
Summer reading photo contest
Tweet @queenof207 #aplangshs
Best photos win prizes first week of school!
Summer Reading Essay Tips
Your essay should cover the elements of the SOAPS as you analyze your book.
Make a statement in the the introduction that reflects the author's central argument in the text.
The remainder of the essay should reflect your analysis of how of the SOAPS contribute to the effectiveness of the argument.
Finish with a very brief conclusion that speaks to the key argument of the text. Use a couple examples of rhetorical devices in your essay to support your points (1 or 2 only).
Tweet @queenof207 #aplangshs
Best photos win prizes first week of school!
Summer Reading Essay Tips
Your essay should cover the elements of the SOAPS as you analyze your book.
Make a statement in the the introduction that reflects the author's central argument in the text.
The remainder of the essay should reflect your analysis of how of the SOAPS contribute to the effectiveness of the argument.
Finish with a very brief conclusion that speaks to the key argument of the text. Use a couple examples of rhetorical devices in your essay to support your points (1 or 2 only).
“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”
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Elizabeth Cyr, M. Ed.
Pronouns: she/her/hers English Dept. Chair, Golden Pen Journalism Adviser of the Year, MIPA Board Trustee UncagedNews.com | The Panther Yearbook Stockbridge HS, Mich. |