Sophomore AP Lang
Tuesday, February 25th
Bellringer-- A. Grab your essay from Friday. What went well? What do you still need to improve? Pull specific details from your essay. Use the rubric to score your essay. Provide a rationale for each scoring category.
Schedule— Bellringer, pair/share/peer scoring, Terms Test VII assess/review
Homework-- Quarter 4 nonfiction book annotations
Bellringer-- A. Grab your essay from Friday. What went well? What do you still need to improve? Pull specific details from your essay. Use the rubric to score your essay. Provide a rationale for each scoring category.
Schedule— Bellringer, pair/share/peer scoring, Terms Test VII assess/review
Homework-- Quarter 4 nonfiction book annotations
Friday, February 21st
Timed Essay--From Silent Spring
Homework--Quarter 3 nonfiction book (finished) due Monday,Terms Test VII on Monday
Timed Essay--From Silent Spring
Homework--Quarter 3 nonfiction book (finished) due Monday,Terms Test VII on Monday
Thursday, February 20th
Bellringer-- A. What nonfiction book will you be reading for quarter four? How can you apply your AP language skills? Provide specific examples from the text as support.
B. What changes did you make to your revised essay? Use the checklist and your new essay to make an argument for your improvement.
Schedule— Bellringer, pair/share, review, folder organization/clean-out as needed, Termapalooza
Homework-- Quarter 4 nonfiction book will be checked in tomorrow while you write, rhetorical analysis essay tomorrow, Terms Test VII on Monday
Bellringer-- A. What nonfiction book will you be reading for quarter four? How can you apply your AP language skills? Provide specific examples from the text as support.
B. What changes did you make to your revised essay? Use the checklist and your new essay to make an argument for your improvement.
Schedule— Bellringer, pair/share, review, folder organization/clean-out as needed, Termapalooza
Homework-- Quarter 4 nonfiction book will be checked in tomorrow while you write, rhetorical analysis essay tomorrow, Terms Test VII on Monday
Wednesday, February 19th
Bellringer-- (none) GRAB YOUR ESSAY FROM FRIDAY and reread. Put your name on top of your essay,
Schedule— Collect corrections, formal peer review instructions and handout
Homework-- Revised essay using checklists and peer reviews
Bellringer-- (none) GRAB YOUR ESSAY FROM FRIDAY and reread. Put your name on top of your essay,
Schedule— Collect corrections, formal peer review instructions and handout
Homework-- Revised essay using checklists and peer reviews
Friday, February 14th
Timed Rhetorical Analysis Essay Revisited: "Confessions"
Collected Synthesis Essay portfolios
Homework--Q3 independent nonfiction book annotations (completed book collection on 2/24), note and quote corrections due next week (Wednesday when we return)
Timed Rhetorical Analysis Essay Revisited: "Confessions"
Collected Synthesis Essay portfolios
Homework--Q3 independent nonfiction book annotations (completed book collection on 2/24), note and quote corrections due next week (Wednesday when we return)
Thursday, February 13th
Bellringer— A. Using the “Dogs and Cats” article from last night, select an organization feature, rhetorical device, connotative word, or other text feature for analysis. Follow the TEXAS format (previous handout). REMEMBER—you must connect to the author’s implicit meaning/message of the article in the A, S. It is wise to consider the implicit meaning first.
B. Use the scan code to complete the survey for a student’s research project (passed down the row).
Schedule--Bellringer (homework check—article), pair/share, Workshop: Unit 4 assessment review w/ notes and quotes
Homework --Synthesis Essay portfolio due tomorrow, Q3 independent nonfiction book annotations (completed book collection on 2/24), note and quote corrections due next week
Bellringer— A. Using the “Dogs and Cats” article from last night, select an organization feature, rhetorical device, connotative word, or other text feature for analysis. Follow the TEXAS format (previous handout). REMEMBER—you must connect to the author’s implicit meaning/message of the article in the A, S. It is wise to consider the implicit meaning first.
B. Use the scan code to complete the survey for a student’s research project (passed down the row).
Schedule--Bellringer (homework check—article), pair/share, Workshop: Unit 4 assessment review w/ notes and quotes
Homework --Synthesis Essay portfolio due tomorrow, Q3 independent nonfiction book annotations (completed book collection on 2/24), note and quote corrections due next week
Wednesday, February 12th
Bellringer— A. Several philosopher opinions were included in the reading from the Stanford Encyclopedia of Philosophy last night.
Summarize the position on the moral consideration of nonhuman animals for each below based on the reading:
Peter Singer/Bentham
Immanuel Kant
Tom Regan
B. Using the news article handout from The Smithsonian (“Grief”), annotate directly on the text per paragraph. In your notebook, what specific connections can you make to the reading last night? Include a specific quote or passage from the Stanford Encyclopedia entry to connect to Pierce’s implicit message/purpose.
Schedule--Bellringer (homework check), pair/share, review/discuss, portfolio organizing (due Friday)
Homework —Reading & annotation (per paragraph)--“Dogs and Cats” article from The Atlantic: consider especially rhetorical analysis/text features
Bellringer— A. Several philosopher opinions were included in the reading from the Stanford Encyclopedia of Philosophy last night.
Summarize the position on the moral consideration of nonhuman animals for each below based on the reading:
Peter Singer/Bentham
Immanuel Kant
Tom Regan
B. Using the news article handout from The Smithsonian (“Grief”), annotate directly on the text per paragraph. In your notebook, what specific connections can you make to the reading last night? Include a specific quote or passage from the Stanford Encyclopedia entry to connect to Pierce’s implicit message/purpose.
Schedule--Bellringer (homework check), pair/share, review/discuss, portfolio organizing (due Friday)
Homework —Reading & annotation (per paragraph)--“Dogs and Cats” article from The Atlantic: consider especially rhetorical analysis/text features
- Synthesis Essay portfolio due Friday
- Q3 independent nonfiction book annotations (completed book collected on 2/24)
Tuesday, February 11th
Bellringer— A. Using the reading last night from Foreign Affairs entitled “Tribal World” by Amy Chua, choose a connotative word or device for TEXAS analysis. Use the handout to guide you. Work on timing and remember that you must first think about the implicit message/meaning of the article.
B. Using one of the loyalty dilemma topics from yesterday, choose a philosopher and briefly explain what you believe he would decide based on what we’ve learned in class.
1. Bentham/Mill 2. Kant 3. Rawls 4. Aristotle
Schedule--Bellringer (homework check), pair/share, review/discuss, “Loyalty” and “Tribal World” graded discussion
Homework —Reading and annotation (per paragraph)-- Stanford Encyclopedia of Philosophy/Moral Status, Q3 independent nonfiction book annotations (completed book collected on 2/24)
Bellringer— A. Using the reading last night from Foreign Affairs entitled “Tribal World” by Amy Chua, choose a connotative word or device for TEXAS analysis. Use the handout to guide you. Work on timing and remember that you must first think about the implicit message/meaning of the article.
B. Using one of the loyalty dilemma topics from yesterday, choose a philosopher and briefly explain what you believe he would decide based on what we’ve learned in class.
1. Bentham/Mill 2. Kant 3. Rawls 4. Aristotle
Schedule--Bellringer (homework check), pair/share, review/discuss, “Loyalty” and “Tribal World” graded discussion
Homework —Reading and annotation (per paragraph)-- Stanford Encyclopedia of Philosophy/Moral Status, Q3 independent nonfiction book annotations (completed book collected on 2/24)
Monday, February 10th
Bellringer— A. Using the speech handout from the Oscars last night, write a brief summary annotation for each paragraph focusing on the speaker’s implicit message.
Then, in your notebook, choose a connotative word or device for TEXAS analysis. Use your essay notes to guide you.
Schedule--Bellringer, pair/share, review/discuss, “Loyalty” exercises and group discussions
Homework —Reading and annotation (per paragraph)— “Tribal World,” Q3 independent nonfiction book annotations (completed book collected on 2/24)
Bellringer— A. Using the speech handout from the Oscars last night, write a brief summary annotation for each paragraph focusing on the speaker’s implicit message.
Then, in your notebook, choose a connotative word or device for TEXAS analysis. Use your essay notes to guide you.
Schedule--Bellringer, pair/share, review/discuss, “Loyalty” exercises and group discussions
Homework —Reading and annotation (per paragraph)— “Tribal World,” Q3 independent nonfiction book annotations (completed book collected on 2/24)
Friday, February 7th
Timed Essay: "Monolinguism"
Timed Essay: "Monolinguism"
Thursday, February 5th
Read through Sample (scored 8/9 on the old rubric)
- MCQ Unit 4
- Checked homework ("Loyalty")
Read through Sample (scored 8/9 on the old rubric)
Wednesday, February 5th
Bellringer— A. Using your homework reading from last night (Supreme Court Case—Grutter v. Bollinger), choose TWO philosophers below, and determine what you believe each would decide based on what we’ve learned in class. Provide textual evidence from the reading to support your response.
Homework —Reading and annotation (per paragraph—summary or connection): Stanford Article on “Loyalty,” Q3 independent nonfiction book annotations (completed book collected on 2/24)
Bellringer— A. Using your homework reading from last night (Supreme Court Case—Grutter v. Bollinger), choose TWO philosophers below, and determine what you believe each would decide based on what we’ve learned in class. Provide textual evidence from the reading to support your response.
- Bentham/Mill 2. Kant 3. Rawls 4. Aristotle
Homework —Reading and annotation (per paragraph—summary or connection): Stanford Article on “Loyalty,” Q3 independent nonfiction book annotations (completed book collected on 2/24)
Tuesday, February 4th
Bellringer— A.Using your newest terms chart, identify and analyze the most applicable device for the excerpt below. Explain.
"Goethe's final words: 'More light.' Ever since we crawled out of that primordial slime, that's been our unifying cry: 'More light.' Sunlight. Torchlight. Candlelight. Neon. Incandescent. Lights that banish the darkness from our caves, to illuminate our roads, the insides of our refrigerators. Big floods for the night games at Soldier's field. Little tiny flashlights for those books we read under the covers when we're supposed to be asleep. Light is more than watts and footcandles. Light is metaphor.
—From Northern Exposure by Chris Stevens
B. Using your homework reading from last (Supreme Court Case PGA v. Martin), choose one philosopher (besides Aristotle) and decide what you believe he would decide based on what we’ve learned in class.
1. Bentham/Mill 2. Kant 3. Rawls
C. What is the telos of a university? Explain.
Schedule—Bellringer (and homework check—PGA v. Martin notes), pair/share, review and reading recap, law and philosophy: Moral Dilemma—Affirmative Action, Supreme Court Case: Grutter v. Bollinger reading introduction (homework)
Homework –reading and annotation per paragraph: Grutter v. Bollinger reading, Q3 independent nonfiction book annotations continued
Bellringer— A.Using your newest terms chart, identify and analyze the most applicable device for the excerpt below. Explain.
"Goethe's final words: 'More light.' Ever since we crawled out of that primordial slime, that's been our unifying cry: 'More light.' Sunlight. Torchlight. Candlelight. Neon. Incandescent. Lights that banish the darkness from our caves, to illuminate our roads, the insides of our refrigerators. Big floods for the night games at Soldier's field. Little tiny flashlights for those books we read under the covers when we're supposed to be asleep. Light is more than watts and footcandles. Light is metaphor.
—From Northern Exposure by Chris Stevens
B. Using your homework reading from last (Supreme Court Case PGA v. Martin), choose one philosopher (besides Aristotle) and decide what you believe he would decide based on what we’ve learned in class.
1. Bentham/Mill 2. Kant 3. Rawls
C. What is the telos of a university? Explain.
Schedule—Bellringer (and homework check—PGA v. Martin notes), pair/share, review and reading recap, law and philosophy: Moral Dilemma—Affirmative Action, Supreme Court Case: Grutter v. Bollinger reading introduction (homework)
Homework –reading and annotation per paragraph: Grutter v. Bollinger reading, Q3 independent nonfiction book annotations continued
Monday, February 3rd
Bellringer-- A. Using the excerpt below, identify the most applicable term from Set VII. Explain: A doctor tells her patient that she needs to lose weight to help manage heart disease, and the patient thinks: “If my doctor really believed that, she wouldn’t be overweight herself.”
B. Grab your folder from the back and reread the peer reviews you received on your previous essay. THEN, reread your new essay from Friday. What did you do well on Friday? What do you still need to work on? Use the rubric to evaluate your writing for the “plastic bags” essay. For each scoring category, write a brief rationale.
Schedule—Bellringer, pair/share, review, Ethics continued: Aristotle and “telos” intro, application to ethics--Moral Dilemma—violin, Supreme Court Case reading introduction (homework)
Homework – Reading and annotation: PGA Tour v. Martin (2000), Q3 independent nonfiction book annotations continued
Bellringer-- A. Using the excerpt below, identify the most applicable term from Set VII. Explain: A doctor tells her patient that she needs to lose weight to help manage heart disease, and the patient thinks: “If my doctor really believed that, she wouldn’t be overweight herself.”
B. Grab your folder from the back and reread the peer reviews you received on your previous essay. THEN, reread your new essay from Friday. What did you do well on Friday? What do you still need to work on? Use the rubric to evaluate your writing for the “plastic bags” essay. For each scoring category, write a brief rationale.
Schedule—Bellringer, pair/share, review, Ethics continued: Aristotle and “telos” intro, application to ethics--Moral Dilemma—violin, Supreme Court Case reading introduction (homework)
Homework – Reading and annotation: PGA Tour v. Martin (2000), Q3 independent nonfiction book annotations continued
Friday, January 31st
Timed Synthesis Essay (Question 1) #3: "Plastic Bags"
Timed Synthesis Essay (Question 1) #3: "Plastic Bags"
Thursday, January 30th
Bellringer— A. Using your newest terms chart, identify and analyze the most applicable device for each example below. Explain. Identify previous terms as applicable.
2. “I did mark how he did shake … tis true this god did shake … His coward lips did from their color fly …”
—From Julius Caesar by William Shakespeare
Schedule—Bellringer, pair/share, review, Terms Test VII review/assess
Homework –Prepare for timed essay tomorrow, read the 2017 Synthesis Essay prompt— “Plastic Bags.” Brief SOAPSTone for each source (including graph) in notebook.
Bellringer— A. Using your newest terms chart, identify and analyze the most applicable device for each example below. Explain. Identify previous terms as applicable.
- “I hate to be poor, and we are degradingly poor, offensively poor, miserably poor, beastly poor.”
2. “I did mark how he did shake … tis true this god did shake … His coward lips did from their color fly …”
—From Julius Caesar by William Shakespeare
Schedule—Bellringer, pair/share, review, Terms Test VII review/assess
Homework –Prepare for timed essay tomorrow, read the 2017 Synthesis Essay prompt— “Plastic Bags.” Brief SOAPSTone for each source (including graph) in notebook.
Wednesday, January 29th
Bellringer— A. Navigate to The Atlantic website. Using the search tool (magnifying glass), plug in the following key words listed below (using quotes as indicated). Browse through articles for each and make observations about how each allusion is used (purpose). Make sure to reference specific article titles.
1. “Big Brother”
2. “Midas touch”
3. 1984
B. Grab your essay folder and clear out previous essays/reflection (KEEP synthesis essays). Recycle into the purple bag. Read or reread peer reviews from Synthesis Essay #1. Put a checkmark next to each comment you read.
Schedule—Bellringer/homework check (Terms Chart VII), pair/share w/ essay discussion (Synthesis Essay #2, Wind), peer review rounds for Essay #2
Homework –Read the 2017 Synthesis Essay prompt— “Plastic Bags.” Brief SOAPSTone for each source (including graph) in notebook. See website for document.
Bellringer— A. Navigate to The Atlantic website. Using the search tool (magnifying glass), plug in the following key words listed below (using quotes as indicated). Browse through articles for each and make observations about how each allusion is used (purpose). Make sure to reference specific article titles.
1. “Big Brother”
2. “Midas touch”
3. 1984
B. Grab your essay folder and clear out previous essays/reflection (KEEP synthesis essays). Recycle into the purple bag. Read or reread peer reviews from Synthesis Essay #1. Put a checkmark next to each comment you read.
Schedule—Bellringer/homework check (Terms Chart VII), pair/share w/ essay discussion (Synthesis Essay #2, Wind), peer review rounds for Essay #2
Homework –Read the 2017 Synthesis Essay prompt— “Plastic Bags.” Brief SOAPSTone for each source (including graph) in notebook. See website for document.
Tuesday, January 28th
Terms Set VII introduction and chart set-up
Terms Set VII:
ambiguity in writing/literature
subversive writing/literature
amplification
antiphrasis
commoratio
Logical Fallacies:
ad hominem
slippery slope
bandwagon
straw man
begging the question
Allusions:
white whale, King Midas, 1984/Big Brother
Homework--complete chart w/ examples and purpose in context
Terms Set VII introduction and chart set-up
Terms Set VII:
ambiguity in writing/literature
subversive writing/literature
amplification
antiphrasis
commoratio
Logical Fallacies:
ad hominem
slippery slope
bandwagon
straw man
begging the question
Allusions:
white whale, King Midas, 1984/Big Brother
Homework--complete chart w/ examples and purpose in context
Monday, January 27th
Terms Test VI
Terms Test VI
Friday, January 24th
Timed Synthesis Essay #2: Wind Power
Homework--review and prepare for Terms Test on Monday, mid-point progress check for Quarter 3 nonfiction book on Monday
Timed Synthesis Essay #2: Wind Power
Homework--review and prepare for Terms Test on Monday, mid-point progress check for Quarter 3 nonfiction book on Monday
Thursday, January 23rd
Bellringer— A. Using the same article you analyzed last night, focus on the exordium. What strategies does the author use? Why is this particularly significant in the exordium?
Schedule—Bellringer/homework check (2 articles--Tues/Wed), pair/share, review, Termapalooza
Homework –Review and prepare for Synthesis Essay #2 (2019—alternative energy/wind), review and prepare for Terms Test on Monday, mid-point progress check for Quarter 3 nonfiction book on Monday
Bellringer— A. Using the same article you analyzed last night, focus on the exordium. What strategies does the author use? Why is this particularly significant in the exordium?
Schedule—Bellringer/homework check (2 articles--Tues/Wed), pair/share, review, Termapalooza
Homework –Review and prepare for Synthesis Essay #2 (2019—alternative energy/wind), review and prepare for Terms Test on Monday, mid-point progress check for Quarter 3 nonfiction book on Monday
Wednesday, January 22nd
Bellringer— A. Using the excerpt below, examine the most applicable device from Term Set VI. Explain—including its effect:
“Many are the pains and perils to be passed,
But great is the gain and glory at the last.”
Schedule—Bellringer, pair/share, review, graded discussion—argument articles/current events
Homework –Choose a new article from The Atlantic. Create a TEXAS analyzing the article’s overall claim. Then, below the TEXAS, create a bullet point outline of the article’s argument structure (labels with key words and phrases).
Bellringer— A. Using the excerpt below, examine the most applicable device from Term Set VI. Explain—including its effect:
“Many are the pains and perils to be passed,
But great is the gain and glory at the last.”
Schedule—Bellringer, pair/share, review, graded discussion—argument articles/current events
Homework –Choose a new article from The Atlantic. Create a TEXAS analyzing the article’s overall claim. Then, below the TEXAS, create a bullet point outline of the article’s argument structure (labels with key words and phrases).
Tuesday, January 21st
Bellringer— A. Using the excerpt below, examine the most applicable device from Term Set VI. Explain—including its effect:
“Tasting of Flora and the country green,
Dance, and Provencal song, and sun burnt mirth!”
(From “Ode to a Nightingale” by John Keats)
B. Read through your Question 3 Argument Essay Portfolio. Peer reviewed essays do not include teacher comments but were factored into overall feedback and score. Read through all comments on remaining essays as well as overall feedback on the back inside cover. Record your goals for improvement.
Schedule—Bellringer, pair/share, review, general patterns and comments regarding Question 3 portfolios, peer review rounds for Question 1, Essay 1: “Eminent Domain”
Homework –Choose an article from The Atlantic. Create a TEXAS analyzing the article’s overall claim. Then, below the TEXAS, create a bullet point outline of the article’s argument structure (labels nut with key words and phrases specific to this article).
Bellringer— A. Using the excerpt below, examine the most applicable device from Term Set VI. Explain—including its effect:
“Tasting of Flora and the country green,
Dance, and Provencal song, and sun burnt mirth!”
(From “Ode to a Nightingale” by John Keats)
B. Read through your Question 3 Argument Essay Portfolio. Peer reviewed essays do not include teacher comments but were factored into overall feedback and score. Read through all comments on remaining essays as well as overall feedback on the back inside cover. Record your goals for improvement.
Schedule—Bellringer, pair/share, review, general patterns and comments regarding Question 3 portfolios, peer review rounds for Question 1, Essay 1: “Eminent Domain”
Homework –Choose an article from The Atlantic. Create a TEXAS analyzing the article’s overall claim. Then, below the TEXAS, create a bullet point outline of the article’s argument structure (labels nut with key words and phrases specific to this article).
Friday, January 17th
Timed Essay--Synthesis Essay #1: Eminent Domain
Timed Essay--Synthesis Essay #1: Eminent Domain
Thursday, January 16th
Bellringer— A. Read through your annotations on the sample essay. Then reread the scoring notes you wrote in your notebook. Using the rubric you received yesterday, provide a specific rationale for the score you provided for each category.
B. Using the excerpt below, examine the most applicable device(s).
JAQUES: All the world’s a stage,
And all the men and women merely players.
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse's arms....
...Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
C. Once you are finished, read through the 2018 prompt and sources, annotating as you go.
Schedule—Bellringer and homework check (sample annotation), pair/share, review and scoring reveal (commentary), source work and thesis creation, thesis statement peer review
Homework –Read and annotate prompt AND sources (2018), read & annotate sample essays (2018)
Bellringer— A. Read through your annotations on the sample essay. Then reread the scoring notes you wrote in your notebook. Using the rubric you received yesterday, provide a specific rationale for the score you provided for each category.
B. Using the excerpt below, examine the most applicable device(s).
JAQUES: All the world’s a stage,
And all the men and women merely players.
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse's arms....
...Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
C. Once you are finished, read through the 2018 prompt and sources, annotating as you go.
Schedule—Bellringer and homework check (sample annotation), pair/share, review and scoring reveal (commentary), source work and thesis creation, thesis statement peer review
Homework –Read and annotate prompt AND sources (2018), read & annotate sample essays (2018)
Wednesday, January 15th
Bellringer-- A. Reflect on the reading and grammar sections of the practice SAT yesterday. What went well? What was challenging?
B. Look through the sample Question 1: Synthesis Essay prompt and corresponding sources (on your desk). Record your observations.
Schedule—Bellringer, pair/share, Question 1 Intro: Synthesis Essay notes, strategies
Homework –Read the rubric for the Question 1 Synthesis Essay. Read the sources and sample essay from 2019, and annotate per paragraph for the sample essay (directly on essay). In your notebook, use the rubric to score the essay.
Bellringer-- A. Reflect on the reading and grammar sections of the practice SAT yesterday. What went well? What was challenging?
B. Look through the sample Question 1: Synthesis Essay prompt and corresponding sources (on your desk). Record your observations.
Schedule—Bellringer, pair/share, Question 1 Intro: Synthesis Essay notes, strategies
Homework –Read the rubric for the Question 1 Synthesis Essay. Read the sources and sample essay from 2019, and annotate per paragraph for the sample essay (directly on essay). In your notebook, use the rubric to score the essay.
Thursday, January 9th
Bellringer--A. Correct the following sentence AND identify which SAT Grammar Guide rule it violates:
Though Mrs. Kane’s students were skeptical at first, they now all love SOAPSTone, TEXAS, and other English strategies on top of that.
B. Copy the sentence below and label each part according to the Toulmin Model.
Because it is raining, I should probably take my umbrella, since it will keep me dry due to its waterproof material, unless, of course, there is a hole in it.
Schedule—Bellringer (student-selected argument article homework check), pair/share, review, homework intro: Unit 3 corrections and begin (log in to AP classroom and check results to see items missed)
Homework – note and (brief) quote from passage corrections for items missed on Unit 3 (focusing on what the CORRECT answer is), AP Nonfiction Book #3
mid-point progress check due 1/27
Bellringer--A. Correct the following sentence AND identify which SAT Grammar Guide rule it violates:
Though Mrs. Kane’s students were skeptical at first, they now all love SOAPSTone, TEXAS, and other English strategies on top of that.
B. Copy the sentence below and label each part according to the Toulmin Model.
Because it is raining, I should probably take my umbrella, since it will keep me dry due to its waterproof material, unless, of course, there is a hole in it.
Schedule—Bellringer (student-selected argument article homework check), pair/share, review, homework intro: Unit 3 corrections and begin (log in to AP classroom and check results to see items missed)
Homework – note and (brief) quote from passage corrections for items missed on Unit 3 (focusing on what the CORRECT answer is), AP Nonfiction Book #3
mid-point progress check due 1/27
Wednesday, January 8th
Bellringer--A. Correct the following sentence AND identify which SAT Grammar Guide rule it violates:
Mrs. Kane’s students, hoping to have a great semester, are regularly reading and writing outside of class, they are dedicated to succeeding.
B. Using the excerpt below, identify the most prominent literary devices from your most recent terms. Explain your response and analyze the context.
“I discovered that as a man and an Indian, I had no rights. More correctly, I discovered that I had no rights as a man because I was an Indian”
(Gandhi, 1922).
Schedule—Bellringer (grammar guide example check), pair/share, review, AP Classroom Unit 3 Progress Check: MCQ
Homework – The Atlantic article selection with argument analysis (create an outline using rhetoric/argument terms); AP Nonfiction Book #3 mid-point progress check due 1/27
Bellringer--A. Correct the following sentence AND identify which SAT Grammar Guide rule it violates:
Mrs. Kane’s students, hoping to have a great semester, are regularly reading and writing outside of class, they are dedicated to succeeding.
B. Using the excerpt below, identify the most prominent literary devices from your most recent terms. Explain your response and analyze the context.
“I discovered that as a man and an Indian, I had no rights. More correctly, I discovered that I had no rights as a man because I was an Indian”
(Gandhi, 1922).
Schedule—Bellringer (grammar guide example check), pair/share, review, AP Classroom Unit 3 Progress Check: MCQ
Homework – The Atlantic article selection with argument analysis (create an outline using rhetoric/argument terms); AP Nonfiction Book #3 mid-point progress check due 1/27
Tuesday, January 7th
Bellringer— A. Using your laptop, pull up The Atlantic. Use the search tool (magnifying glass in the upper left corner) to search for articles containing “prodigal son.” Choose one. Skim through the article and write a SOAPStone for the piece.
B. How does this article use an allusion to the prodigal son? How does it connect with the overall purpose/implicit subject of the article?
Schedule—Bellringer (Terms Set VI check), pair/share, review, multiple choice practice
Homework – Read through the grammar review guide (annotate: find a new example for each section) and bring with you to class from now on; AP Nonfiction Book #3 mid-point progress due 1/27
Bellringer— A. Using your laptop, pull up The Atlantic. Use the search tool (magnifying glass in the upper left corner) to search for articles containing “prodigal son.” Choose one. Skim through the article and write a SOAPStone for the piece.
B. How does this article use an allusion to the prodigal son? How does it connect with the overall purpose/implicit subject of the article?
Schedule—Bellringer (Terms Set VI check), pair/share, review, multiple choice practice
Homework – Read through the grammar review guide (annotate: find a new example for each section) and bring with you to class from now on; AP Nonfiction Book #3 mid-point progress due 1/27
Monday, January 6th
First Bellringer for Quarter 3— What book are you reading this quarter? Why did you select this book? How will this be helpful in class? Be specific and provide evidence to support your assertions.
Schedule—Bellringer, essays returned, pair/share, second semester expectations/goals, Terms Set VI—chart setup and introduction:
synesthesia, chiasmus, complex sentence, compound sentence, exordium, persona, appositive, antanagoge, Toulmin Model, extended metaphor
Allusions: Prodigal Son, Oedipus, (The Story of) Job (pronounced "Jobe")
Homework –Terms Set VI Chart w/ actual examples in context
First Bellringer for Quarter 3— What book are you reading this quarter? Why did you select this book? How will this be helpful in class? Be specific and provide evidence to support your assertions.
Schedule—Bellringer, essays returned, pair/share, second semester expectations/goals, Terms Set VI—chart setup and introduction:
synesthesia, chiasmus, complex sentence, compound sentence, exordium, persona, appositive, antanagoge, Toulmin Model, extended metaphor
Allusions: Prodigal Son, Oedipus, (The Story of) Job (pronounced "Jobe")
Homework –Terms Set VI Chart w/ actual examples in context
Common Interim—you get one free review. Turn in the test, TEXAS, and scantron (separate piles on the little table up front by the lamp)
Notebook Collection
Open Argument Essay Portfolio. Sheet is on the back table.
Notebook Collection
- Your name must be CLEARLY visible on the front or inside cover. No name=no points. Shake your notebook; make sure there are no loose papers.
- Highlight the date of each completed bellringer (absent bellringers should have been made up). No highlighted date=no points.
- Place a sticky note on the first page of your first bellringer for the SECOND quarter (October 10th) and have it sticking out of the notebook slightly.
- On the sticky note, write your name and circle the number of bellringers that you have. Do not concern yourself with the number of bellringers you “should” have. Simply count what is there. It may be wise to count and then recount.
- Once you are finished, you should be working on your newest portfolio (due Monday). Place your notebook on the back table.
Open Argument Essay Portfolio. Sheet is on the back table.
Thursday, December 12th
Bellringer— “The natural distribution in a society is neither just nor unjust; nor is it unjust that persons are born into society at some particular position. These are simply natural facts. What is just and unjust is the way that institutions deal with these facts.”
― John Rawls, A Theory of Justice
Consider the above quotation. Then write a CLEAR thesis that defends, challenges, or qualifies this assertion. Make a bulleted list of academic evidence you’d use from your readings or observations (across varying subjects).
Schedule—Bellringer/homework check, pair/share, review, From Kant to Rawls—"The Veil of Ignorance” introduction/discussion/mini Harvard lecture
Homework –“The Veil of Ignorance” reading—read and annotate per paragraph, continue—Quarter 3 book annotations, continue—prepare notebook (as needed) for collection tomorrow, Final Exam Review Session—Tuesday after school
Bellringer— “The natural distribution in a society is neither just nor unjust; nor is it unjust that persons are born into society at some particular position. These are simply natural facts. What is just and unjust is the way that institutions deal with these facts.”
― John Rawls, A Theory of Justice
Consider the above quotation. Then write a CLEAR thesis that defends, challenges, or qualifies this assertion. Make a bulleted list of academic evidence you’d use from your readings or observations (across varying subjects).
Schedule—Bellringer/homework check, pair/share, review, From Kant to Rawls—"The Veil of Ignorance” introduction/discussion/mini Harvard lecture
Homework –“The Veil of Ignorance” reading—read and annotate per paragraph, continue—Quarter 3 book annotations, continue—prepare notebook (as needed) for collection tomorrow, Final Exam Review Session—Tuesday after school
Wednesday, December 11th
Bellringer— A. Using the excerpts below, identify the most applicable rhetorical term and explain:
1.“Judge not, lest ye be judged.”
2.April is the cruelest month, breeding
Lilacs out of the dead land, mixing
Memory and desire, stirring
Dull roots with spring rain.
Winter kept us warm, covering
Earth in forgetful snow, feeding
A little life with dried tubers. -T.S. Eliot, “The Waste Land”
B. Review—Using your previous Kant/ “Motive” reading, define duty vs. inclination.
C. Using last night’s “Kant/Lying” reading, why did Kant believe that telling the “murderer at the door” a lie is still wrong?
Schedule—Bellringer/homework check (Immanuel Kant on “Casual Sex/Lies”), pair/share, review, “A Lesson in Lying”
Homework –Quarter 3 book annotations, prepare notebook (as needed) for collection tomorrow
Bellringer— A. Using the excerpts below, identify the most applicable rhetorical term and explain:
1.“Judge not, lest ye be judged.”
2.April is the cruelest month, breeding
Lilacs out of the dead land, mixing
Memory and desire, stirring
Dull roots with spring rain.
Winter kept us warm, covering
Earth in forgetful snow, feeding
A little life with dried tubers. -T.S. Eliot, “The Waste Land”
B. Review—Using your previous Kant/ “Motive” reading, define duty vs. inclination.
C. Using last night’s “Kant/Lying” reading, why did Kant believe that telling the “murderer at the door” a lie is still wrong?
Schedule—Bellringer/homework check (Immanuel Kant on “Casual Sex/Lies”), pair/share, review, “A Lesson in Lying”
Homework –Quarter 3 book annotations, prepare notebook (as needed) for collection tomorrow
Tuesday, December 10th
Bellringer— A. Using the excerpt below, identify the most applicable rhetorical term and explain:
Flavius: “Have you forgot me, sir?”
Timon: “Why dost ask that? I have forgot all men;
Then, if thou grant’st thou’rt a man, I have forgot thee.”
—From Timon of Athens by William Shakespeare
B. What is the connection between autonomy and freedom, according to Kant?
C. According to Kant, what gives an act its moral worth? Choose the best response and explain:
a) The consequence b) Society’s norms
c) Adherence to social contracts d) The motive
Schedule—Bellringer/homework check (book check-in and TEXAS), pair/share, graded discussion—Immanuel Kant reading #1, "Motive"
Homework –Immanuel Kant reading #2--“Casual Sex and Lies.” Read and annotate per paragraph (digital reading—number the paragraphs on your own paper or print and annotate traditionally)
Bellringer— A. Using the excerpt below, identify the most applicable rhetorical term and explain:
Flavius: “Have you forgot me, sir?”
Timon: “Why dost ask that? I have forgot all men;
Then, if thou grant’st thou’rt a man, I have forgot thee.”
—From Timon of Athens by William Shakespeare
B. What is the connection between autonomy and freedom, according to Kant?
C. According to Kant, what gives an act its moral worth? Choose the best response and explain:
a) The consequence b) Society’s norms
c) Adherence to social contracts d) The motive
Schedule—Bellringer/homework check (book check-in and TEXAS), pair/share, graded discussion—Immanuel Kant reading #1, "Motive"
Homework –Immanuel Kant reading #2--“Casual Sex and Lies.” Read and annotate per paragraph (digital reading—number the paragraphs on your own paper or print and annotate traditionally)
Monday, December 9th
Bellringer--A. Using the excerpts below, identify the most applicable term and explain its effect in context:
B. Using the “Higher Pleasures” article, create a brief TEXAS describing the Mill’s counterargument to objections to utilitarianism.
Schedule—Bellringer/homework check (“Higher Pleasures”/Mill), pair/share, collect Q2 non-fiction books, review, “Higher Pleasures”
Homework –Quarter 3 nonfiction book proposal—TEXAS paragraph for you choice between:
*analyzing a selected passage of language/rhetoric
OR
*argument for your book’s efficacy for writing the argument essay (choose at least one previous prompt where your book could provide evidence)
Bellringer--A. Using the excerpts below, identify the most applicable term and explain its effect in context:
- “Stem end and blossom end,
- “They covered themselves with dust and glory.”
B. Using the “Higher Pleasures” article, create a brief TEXAS describing the Mill’s counterargument to objections to utilitarianism.
Schedule—Bellringer/homework check (“Higher Pleasures”/Mill), pair/share, collect Q2 non-fiction books, review, “Higher Pleasures”
Homework –Quarter 3 nonfiction book proposal—TEXAS paragraph for you choice between:
*analyzing a selected passage of language/rhetoric
OR
*argument for your book’s efficacy for writing the argument essay (choose at least one previous prompt where your book could provide evidence)
Thursday, December 5th
Bellringer--A. Using the excerpt below, identify the most applicable term and explain its effect in context:
“The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come.” – Nelson Mandela
B. American essayist and social critic H. L. Mencken (1880–1956) wrote, “The average man does not want to be free. He simply wants to be safe.”
Consider the above quotation. Then write a CLEAR thesis that defends, challenges, or qualifies this assertion. Make a bulleted list of academic evidence you’d use from your readings or observations (across varying subjects).
Schedule—Bellringer/homework check (Terms Set V chart), pair/share, review, Terms Test IV assess and review, homework reading intro/rebuttal
Homework –“Higher Pleasures” (a rebuttal to objections to utilitarianism)—read and annotate per paragraph, focusing on connections, questions, and language use
Bellringer--A. Using the excerpt below, identify the most applicable term and explain its effect in context:
“The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come.” – Nelson Mandela
B. American essayist and social critic H. L. Mencken (1880–1956) wrote, “The average man does not want to be free. He simply wants to be safe.”
Consider the above quotation. Then write a CLEAR thesis that defends, challenges, or qualifies this assertion. Make a bulleted list of academic evidence you’d use from your readings or observations (across varying subjects).
Schedule—Bellringer/homework check (Terms Set V chart), pair/share, review, Terms Test IV assess and review, homework reading intro/rebuttal
Homework –“Higher Pleasures” (a rebuttal to objections to utilitarianism)—read and annotate per paragraph, focusing on connections, questions, and language use
Wednesday, December 4th
Bellringer--A. In the following excerpt from Antigone by the Greek playwright Sophocles, the wise Teiresias observes that “All men make mistakes, but a good man yields when he knows his course is wrong and repairs the evil. The only crime is pride.”
Consider the above quotation. Then write a CLEAR thesis that defends, challenges, or qualifies this assertion. Make a bulleted list of academic evidence you’d use from your readings or observations (across varying subjects).
Schedule—Bellringer/homework check (“Objections to Utilitarianism”) pair/share, AP Lang Terms Set V introduction and chart:
didactic language, juxtaposition, epistrophe, zeugma, assonance, synecdoche, syllogism Allusions: Sisyphus, Phoenix, Pandora’s Box
Homework –Terms Set V chart due tomorrow including authentic examples in context, Quarter 2 nonfiction books collected on Monday, check-in for Quarter 2 nonfiction books on Monday
Bellringer--A. In the following excerpt from Antigone by the Greek playwright Sophocles, the wise Teiresias observes that “All men make mistakes, but a good man yields when he knows his course is wrong and repairs the evil. The only crime is pride.”
Consider the above quotation. Then write a CLEAR thesis that defends, challenges, or qualifies this assertion. Make a bulleted list of academic evidence you’d use from your readings or observations (across varying subjects).
Schedule—Bellringer/homework check (“Objections to Utilitarianism”) pair/share, AP Lang Terms Set V introduction and chart:
didactic language, juxtaposition, epistrophe, zeugma, assonance, synecdoche, syllogism Allusions: Sisyphus, Phoenix, Pandora’s Box
Homework –Terms Set V chart due tomorrow including authentic examples in context, Quarter 2 nonfiction books collected on Monday, check-in for Quarter 2 nonfiction books on Monday
Tuesday, December 3rd
Test IV
Test IV
Monday, December 2nd
Bellringer--A. Using your interviewee’s responses, share what you learned about your family member that was most interesting (or surprising). Explain.
B. Using your most recent philosophy reading (“Objections to Utilitarianism”), expand one of your inference-based annotations into a TEXAS paragraph. T=your main idea, X=quote from the text that you were responding to.
Schedule—Bellringer/homework check (Family Member Interview) pair/share, Termapalooza
Homework –Terms Test IV tomorrow, books collected on Monday, 12/9
Bellringer--A. Using your interviewee’s responses, share what you learned about your family member that was most interesting (or surprising). Explain.
B. Using your most recent philosophy reading (“Objections to Utilitarianism”), expand one of your inference-based annotations into a TEXAS paragraph. T=your main idea, X=quote from the text that you were responding to.
Schedule—Bellringer/homework check (Family Member Interview) pair/share, Termapalooza
Homework –Terms Test IV tomorrow, books collected on Monday, 12/9
Tuesday, November 26th
Bellringer--A. How might you incorporate your understanding of utilitarianism/consequential moral reasoning vs. categorical moral reasoning into your essay on “Disobedience?”
Create a brief body paragraph you could potentially use in your essay that uses these terms and/or Jeremy Bentham or Immanuel Kant.
Schedule—Bellringer/homework check (“Principles”/Bentham) pair/share, discussion
Homework –Philosophy Reading #4: Objections to Utilitarianism” by Michael Sandel (read and annotate per paragraph); Thanksgiving Family Member Interview
Bellringer--A. How might you incorporate your understanding of utilitarianism/consequential moral reasoning vs. categorical moral reasoning into your essay on “Disobedience?”
Create a brief body paragraph you could potentially use in your essay that uses these terms and/or Jeremy Bentham or Immanuel Kant.
Schedule—Bellringer/homework check (“Principles”/Bentham) pair/share, discussion
Homework –Philosophy Reading #4: Objections to Utilitarianism” by Michael Sandel (read and annotate per paragraph); Thanksgiving Family Member Interview
Monday, November 25th
Bellringer--A. Using your terms chart, which term is most applicable to the excerpt(s) below? Explain:
Homework –Philosophy Reading #3: “Principles of Morals and Legislation” by Jeremy Bentham (read and annotate per paragraph)
Bellringer--A. Using your terms chart, which term is most applicable to the excerpt(s) below? Explain:
- "In a hole in the ground there lived a hobbit."
(J.R.R. Tolkien, The Hobbit)
Homework –Philosophy Reading #3: “Principles of Morals and Legislation” by Jeremy Bentham (read and annotate per paragraph)
Friday, November 22nd (SUB)
You will be writing a timed essay for the Disobedience prompt. You may use your previous notes, practice writing, and/or samples to assist you. There should be lined paper on the back table for you to use. If there isn't any remaining, you may use notebook paper instead. Please remember to place your essay back into your portfolio at the end of the period.
You will be writing a timed essay for the Disobedience prompt. You may use your previous notes, practice writing, and/or samples to assist you. There should be lined paper on the back table for you to use. If there isn't any remaining, you may use notebook paper instead. Please remember to place your essay back into your portfolio at the end of the period.
Thursday, November 21st (SUB)
You will be completing peer reviews for the "Adversity" essay. Grab that essay from your portfolio. Make sure to put your name on your individual essay so that it can be returned to you and placed back in your portfolio at the end of the period.
You will be graded on the peer reviews you complete.
As a peer reviewer, you are responsible for:
You will be completing peer reviews for the "Adversity" essay. Grab that essay from your portfolio. Make sure to put your name on your individual essay so that it can be returned to you and placed back in your portfolio at the end of the period.
You will be graded on the peer reviews you complete.
As a peer reviewer, you are responsible for:
- selecting a color to use that is different from the other peer reviewers before you
- signing your name at the bottom of each easy you peer review
- peer reviewing at least 4 essays
- giving at least 4 written suggestions for improvement on each essay
- returning the last essay to its original owner at the end of the period
Wednesday, November 20th (SUB)
Do not wait for the sub to arrive.
You will need to use your Quarter 2 independent reading book to answer these questions on separate paper. This is due at the end of the period and must be turned into the sub. You must answer all parts of each question and include the appropriate evidence, examples, etc. to receive credit.
Do not wait for the sub to arrive.
You will need to use your Quarter 2 independent reading book to answer these questions on separate paper. This is due at the end of the period and must be turned into the sub. You must answer all parts of each question and include the appropriate evidence, examples, etc. to receive credit.
Tuesday, November 19th (SUB)
Do not wait for a sub to arrive.
You must go to myap.collegeboard.org and complete all questions for the "Unit 2 Progress Check: MCQ" before the end of the period.
If you finish early, you are to revise your most recent essay from Friday (adversity) with at least 3 significant revisions using a colored marker or pen directly on the original essay. You may also self-edit (spelling, grammar, etc.), but these minor corrections do not count as part of the three required revisions.
If you complete both tasks before the bell, you should be reading and annotating your independent reading book.
Do not wait for a sub to arrive.
You must go to myap.collegeboard.org and complete all questions for the "Unit 2 Progress Check: MCQ" before the end of the period.
If you finish early, you are to revise your most recent essay from Friday (adversity) with at least 3 significant revisions using a colored marker or pen directly on the original essay. You may also self-edit (spelling, grammar, etc.), but these minor corrections do not count as part of the three required revisions.
If you complete both tasks before the bell, you should be reading and annotating your independent reading book.
Monday, November 18th
Bellringer--A. In 1891, Irish author Oscar Wilde (1854–1900) observed, “Disobedience, in the eyes of anyone who has read history, is man’s original virtue. It is through disobedience that progress has been made, through disobedience and through rebellion.” Consider the above quotation. Then write a CLEAR thesis that defends, challenges, or qualifies Wilde’s assertion about the role disobedience plays in progress. Make a bulleted list of academic evidence you’d use from your readings or observations (across varying subjects).
B. Grab your essay from Friday and compare and contrast your essay with the sample. Based on your reading of both the sample and your own, what can you do better? What did you do well?
Schedule—Bellringer/homework check (“What’s the Right Thing to Do”), pair/share, “The Queen v. Dudley & Stephens” legal case
Homework –Philosophy Reading #2: “The Queen v. Dudley & Stephens” (reading and at least one annotation per paragraph)
Bellringer--A. In 1891, Irish author Oscar Wilde (1854–1900) observed, “Disobedience, in the eyes of anyone who has read history, is man’s original virtue. It is through disobedience that progress has been made, through disobedience and through rebellion.” Consider the above quotation. Then write a CLEAR thesis that defends, challenges, or qualifies Wilde’s assertion about the role disobedience plays in progress. Make a bulleted list of academic evidence you’d use from your readings or observations (across varying subjects).
B. Grab your essay from Friday and compare and contrast your essay with the sample. Based on your reading of both the sample and your own, what can you do better? What did you do well?
Schedule—Bellringer/homework check (“What’s the Right Thing to Do”), pair/share, “The Queen v. Dudley & Stephens” legal case
Homework –Philosophy Reading #2: “The Queen v. Dudley & Stephens” (reading and at least one annotation per paragraph)
Friday, November 15th
Timed Argument Essay #2: Adversity
Homework–Philosophy Reading #1: “What’s the Right Thing to Do?”—Michael Sandel (reading and at least one annotation per paragraph)
Timed Argument Essay #2: Adversity
Homework–Philosophy Reading #1: “What’s the Right Thing to Do?”—Michael Sandel (reading and at least one annotation per paragraph)
Thursday, November 14th
Bellringer-- A. Review—what is deductive reasoning? What are premises? What are conclusions? What is the difference between a valid argument and a sound argument? Try to recall what you learned yesterday FIRST. Then, you may look up information using your phone to fill in gaps of knowledge.
B. Using Plato’s “Allegory of the Cave,” respond to the following:
1. To what extent do you find Socrates point about human tendency to confuse "shadows" with "reality" relevant today? 2. According to the allegory, how do cave prisoners get free? What does this suggest about intellectual freedom?
Schedule—Bellringer/homework check (“Cave”), “Allegory of the Cave” clip, pair/share, discussion, philosophy continued: thoughts experiment/runaway trolley
Homework –Philosophy Reading #1: “What’s the Right Thing to Do?”—Michael Sandel (reading and at least one annotation per paragraph)
Bellringer-- A. Review—what is deductive reasoning? What are premises? What are conclusions? What is the difference between a valid argument and a sound argument? Try to recall what you learned yesterday FIRST. Then, you may look up information using your phone to fill in gaps of knowledge.
B. Using Plato’s “Allegory of the Cave,” respond to the following:
1. To what extent do you find Socrates point about human tendency to confuse "shadows" with "reality" relevant today? 2. According to the allegory, how do cave prisoners get free? What does this suggest about intellectual freedom?
Schedule—Bellringer/homework check (“Cave”), “Allegory of the Cave” clip, pair/share, discussion, philosophy continued: thoughts experiment/runaway trolley
Homework –Philosophy Reading #1: “What’s the Right Thing to Do?”—Michael Sandel (reading and at least one annotation per paragraph)
Wednesday, November 13th
Bellringer—A. Using your ethical inventory from yesterday, explain which was the most difficult question for you to address and which was the easiest.
B. “Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant.” —Horace
Consider the above quotation about adversity from the Roman poet Horace. Then write a CLEAR thesis that defends, challenges, or qualifies Horace’s assertion about the role that adversity plays in developing a person’s character. Make a bulleted list of academic evidence you’d use from your readings or observations (across varying subjects).
Schedule—Bellringer/homework check (Inventory), pair/share, discussion, philosophical arguments intro (watch from 3:42-9:42), "The Allegory of the Cave" introduction
Homework –“The Allegory of the Cave” reading
Bellringer—A. Using your ethical inventory from yesterday, explain which was the most difficult question for you to address and which was the easiest.
B. “Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant.” —Horace
Consider the above quotation about adversity from the Roman poet Horace. Then write a CLEAR thesis that defends, challenges, or qualifies Horace’s assertion about the role that adversity plays in developing a person’s character. Make a bulleted list of academic evidence you’d use from your readings or observations (across varying subjects).
Schedule—Bellringer/homework check (Inventory), pair/share, discussion, philosophical arguments intro (watch from 3:42-9:42), "The Allegory of the Cave" introduction
Homework –“The Allegory of the Cave” reading
Tuesday, November 12th
Bellringer—A. Read through the informational text on archetypes (handout). Then, address the following questions/tasks in your notebook:
B. Grab your essay folder from Friday. Compare and contrast the “Unknown” sample with your own writing. What did you do well? What still needs improvement? How could you use the sample as a model for improvement? Be specific.
Schedule—Bellringer, book collection, fodler decor, pair/share, peer review rounds— “Unknown” FRQ3 #1
Homework –Ethics Inventory (philosophy reading introduction)
Bellringer—A. Read through the informational text on archetypes (handout). Then, address the following questions/tasks in your notebook:
- According to the text, what separates an archetype from a cliché or stock character?
- Summarize the importance of the trickster archetype.
- Choose one of the ten common character archetypes. Provide your own example from literature, film, or television and explain.
B. Grab your essay folder from Friday. Compare and contrast the “Unknown” sample with your own writing. What did you do well? What still needs improvement? How could you use the sample as a model for improvement? Be specific.
Schedule—Bellringer, book collection, fodler decor, pair/share, peer review rounds— “Unknown” FRQ3 #1
Homework –Ethics Inventory (philosophy reading introduction)
Friday, November 8th
Timed Argument Essay (3) #1--"The Unknown"
Homework--AP nonfiction book mid-point check due Tues, study for Terms Test IV
Timed Argument Essay (3) #1--"The Unknown"
Homework--AP nonfiction book mid-point check due Tues, study for Terms Test IV
Thursday, November 7th
Bellringer-- A. In her book Gift from the Sea, author and aviator Anne Morrow Lindbergh (1906–2001) writes, “We tend not to choose the unknown which might be a shock or a disappointment or simply a little difficult to cope with. And yet it is the unknown with all its disappointments and surprises that is the most enriching.”
Create a thesis statement where you choose a position on the value of the unknown. Then, in a bulleted list, create examples you could use to support your argument. Try to incorporate a variety from across the curriculum including current events, history, science, art, mathematics, and religion/philosophy.
Schedule—Bellringer, pair/share (thesis statements), group sharing (evidence posters organized by categories)
Homework –Using the previous “Disobedience” prompt, follow the instructions for today’s bellringer above in your notebook
Bellringer-- A. In her book Gift from the Sea, author and aviator Anne Morrow Lindbergh (1906–2001) writes, “We tend not to choose the unknown which might be a shock or a disappointment or simply a little difficult to cope with. And yet it is the unknown with all its disappointments and surprises that is the most enriching.”
Create a thesis statement where you choose a position on the value of the unknown. Then, in a bulleted list, create examples you could use to support your argument. Try to incorporate a variety from across the curriculum including current events, history, science, art, mathematics, and religion/philosophy.
Schedule—Bellringer, pair/share (thesis statements), group sharing (evidence posters organized by categories)
Homework –Using the previous “Disobedience” prompt, follow the instructions for today’s bellringer above in your notebook
Wednesday, November 6th
Bellringer-- A. Which rhetorical term best applies to the excerpt below? Explain your response.
The constant use of the word little (except to indicate size) is particularly debilitating and should be avoided. We should all try to do a bit better, and we should all be very watchful of this rule, for it is a rather important one and we are pretty sure to violate it now and then."
(William Strunk, Jr. and E.B. White, The Elements of Style, 3rd ed. Macmillan, 1979)
Schedule—Bellringer (homework check—Q3 Essay Guidelines) pair/share, review, graded essays returned, Test III assess/review
Homework –AP nonfiction book #2—midpoint check due Tuesday
Bellringer-- A. Which rhetorical term best applies to the excerpt below? Explain your response.
The constant use of the word little (except to indicate size) is particularly debilitating and should be avoided. We should all try to do a bit better, and we should all be very watchful of this rule, for it is a rather important one and we are pretty sure to violate it now and then."
(William Strunk, Jr. and E.B. White, The Elements of Style, 3rd ed. Macmillan, 1979)
Schedule—Bellringer (homework check—Q3 Essay Guidelines) pair/share, review, graded essays returned, Test III assess/review
Homework –AP nonfiction book #2—midpoint check due Tuesday
Tuesday, November 5th
Bellringer--A. Which rhetorical terms best apply to the excerpts below? Explain your response for each.
--Walt Whitman, “Song of Myself”
Schedule—Bellringer (homework check—“Unknown” & “Artifice”), pair/share, review, Question 3 graded discussion (using samples and prompts—Freedom vs. Safety, Thomas Paine, Disobedience, Artifice, and The Unknown)
Homework –Free Response Question 3 Essay Guidelines (Annotate per paragraph. Then record an outline of strategies in your notebook. Use the headings in the document and summarize the advice given).
Bellringer--A. Which rhetorical terms best apply to the excerpts below? Explain your response for each.
- "They went home and told their wives,
that never once in all their lives,
had they known a girl like me,
But . . . They went home.
- “Sure I am of this: that you have only to endure to conquer.”
- “I celebrate myself and, sing myself
--Walt Whitman, “Song of Myself”
Schedule—Bellringer (homework check—“Unknown” & “Artifice”), pair/share, review, Question 3 graded discussion (using samples and prompts—Freedom vs. Safety, Thomas Paine, Disobedience, Artifice, and The Unknown)
Homework –Free Response Question 3 Essay Guidelines (Annotate per paragraph. Then record an outline of strategies in your notebook. Use the headings in the document and summarize the advice given).
Monday, November 4th
SUB PLANS:
Schedule—Question 3 Essay Samples. Read each prompt first before reading the corresponding sample. For each student sample, write 3 annotations per paragraph in your notebook—observing student strengths and skills. Label by paragraph #:
Prompt for "Disobedience"
Sample for "Disobedience"
Prompt for "Thomas Paine"
Sample for "Thomas Paine"
Prompt for "Freedom vs. Safety"
Sample for "Freedom vs. Safety"
SUB PLANS:
Schedule—Question 3 Essay Samples. Read each prompt first before reading the corresponding sample. For each student sample, write 3 annotations per paragraph in your notebook—observing student strengths and skills. Label by paragraph #:
Prompt for "Disobedience"
Sample for "Disobedience"
Prompt for "Thomas Paine"
Sample for "Thomas Paine"
Prompt for "Freedom vs. Safety"
Sample for "Freedom vs. Safety"
Thursday, October 31st
Bellringer--A. Skim through the “Halloween Folklore” article for information you haven’t learned before. In your notebook, create three open-ended questions that are AP Lang-based, referring to specific sections of the text (examples include asking about exigence, tone, syntax, diction, rhetorical terms, occasion, audience, purpose, etc.).
B. Describe a spooky encounter that you’ve had. If you haven’t had a spooky encounter, what stories have you family or friends told you?
Schedule—Bellringer (homework—chart check), pair/share (question response), discussion/sharing and Halloween folklore
Folklore studies help us discover the roots of distinctive communities, the past, the commonality of varied cultures and, of course, our ethnic identities. The term "folk" suggests people belonging to different groups which shared a common factor, language, religion, culture, and traditions.
Homework –Question 3 Essay Samples: “Unknown” and “Artifice” (3 annotations per paragraph—observing student strengths, skills):
Prompt for "Unknown"
Student Sample for "Unknown"
Prompt for "Artifice"
Student Sample for "Artifice"
Bellringer--A. Skim through the “Halloween Folklore” article for information you haven’t learned before. In your notebook, create three open-ended questions that are AP Lang-based, referring to specific sections of the text (examples include asking about exigence, tone, syntax, diction, rhetorical terms, occasion, audience, purpose, etc.).
B. Describe a spooky encounter that you’ve had. If you haven’t had a spooky encounter, what stories have you family or friends told you?
Schedule—Bellringer (homework—chart check), pair/share (question response), discussion/sharing and Halloween folklore
Folklore studies help us discover the roots of distinctive communities, the past, the commonality of varied cultures and, of course, our ethnic identities. The term "folk" suggests people belonging to different groups which shared a common factor, language, religion, culture, and traditions.
Homework –Question 3 Essay Samples: “Unknown” and “Artifice” (3 annotations per paragraph—observing student strengths, skills):
Prompt for "Unknown"
Student Sample for "Unknown"
Prompt for "Artifice"
Student Sample for "Artifice"
Wednesday, October 30th
SUB WORK
Bellringer: A. Read the “Halloween Scare” article completely. Annotate each paragraph. Then, complete a SOAPSTone organizer in your notebook.
Schedule—Bellringer, pair/share (create an intro paragraph together—both partners should write it in their own notebooks), Terms Set IV (chart creation)
Terms: epanalepsis, anecdote (mini story), inclusive language (we...us…our), exclusive language (they…them), qualifying adjectives, archetype, consonance, anastrophe Allusions: Helen of Troy, Achilles, Prometheus
Homework –Complete chart for Terms Set IV, including authentic examples in context
SUB WORK
Bellringer: A. Read the “Halloween Scare” article completely. Annotate each paragraph. Then, complete a SOAPSTone organizer in your notebook.
Schedule—Bellringer, pair/share (create an intro paragraph together—both partners should write it in their own notebooks), Terms Set IV (chart creation)
Terms: epanalepsis, anecdote (mini story), inclusive language (we...us…our), exclusive language (they…them), qualifying adjectives, archetype, consonance, anastrophe Allusions: Helen of Troy, Achilles, Prometheus
Homework –Complete chart for Terms Set IV, including authentic examples in context
Tuesday, October 29th
Terms Test III
Terms Test III
Monday, October 28th
Termapalooza (review games)
Termapalooza (review games)
Friday, October 25th
Bellringer—Open up your laptop. Using the article you prepared for today (analyzing audience), write a TEXAS that analyzes a shift. This could be a shift in tone, diction, syntax audience, perspective, time, or purpose. Identify the type of shift and where it’s at in your article for the T in TEXAS. Make sure you address the before/after, and use compare and contrast for your (A) analysis.
Schedule—Bellringer/homework check (SOAPSTone & audience analysis), review Inaugural Address work and collect, pair/share and review, Rhetorical Analysis Essay Portfolio (due Monday)
Homework –Study for Terms Test III, Essay Portfolio w/ Reflection Questions
Bellringer—Open up your laptop. Using the article you prepared for today (analyzing audience), write a TEXAS that analyzes a shift. This could be a shift in tone, diction, syntax audience, perspective, time, or purpose. Identify the type of shift and where it’s at in your article for the T in TEXAS. Make sure you address the before/after, and use compare and contrast for your (A) analysis.
Schedule—Bellringer/homework check (SOAPSTone & audience analysis), review Inaugural Address work and collect, pair/share and review, Rhetorical Analysis Essay Portfolio (due Monday)
Homework –Study for Terms Test III, Essay Portfolio w/ Reflection Questions
Thursday, October 24th
Bellringer—A. Using the Kennedy Inaugural Address, create three open-ended questions that refer to a specific piece of the text. Each question should have a quote, phrase, or word embedded within it. Questions should address concepts covered in class. Make sure you are not just asking what the speaker “means.” In other words, don’t ask for “translation.”
Concepts to consider: appeals, tone, connotation, syntax, exigence, implicit meaning/purpose, shifts, audience, effect of rhetorical devices
Schedule—Bellringer/homework check (SOAPSTone & syntax paragraph), pair/share and review, Kennedy Inaugural Address graded discussion (split large group)
Homework –Due Tomorrow: Choose a new article from The Atlantic, The New York Times, or The New Yorker. Publication must be from this week (no older than Monday, October 21st). Complete a SOAPSTone. Then, write a TEXAS that analyzes one of the SPECIFIC target audiences. Your job is to prove how/why the author targets this audience.
Bellringer—A. Using the Kennedy Inaugural Address, create three open-ended questions that refer to a specific piece of the text. Each question should have a quote, phrase, or word embedded within it. Questions should address concepts covered in class. Make sure you are not just asking what the speaker “means.” In other words, don’t ask for “translation.”
Concepts to consider: appeals, tone, connotation, syntax, exigence, implicit meaning/purpose, shifts, audience, effect of rhetorical devices
Schedule—Bellringer/homework check (SOAPSTone & syntax paragraph), pair/share and review, Kennedy Inaugural Address graded discussion (split large group)
Homework –Due Tomorrow: Choose a new article from The Atlantic, The New York Times, or The New Yorker. Publication must be from this week (no older than Monday, October 21st). Complete a SOAPSTone. Then, write a TEXAS that analyzes one of the SPECIFIC target audiences. Your job is to prove how/why the author targets this audience.
Wednesday, October 23rd
Bellringer--A. Grab your essay folder and reread your Gandhi essay. What did you do well? What could you improve? Use your grading checklist, the former student sample, and other guidelines to evaluate your essay overall. Provide specific details from your essay to support your response.
B. Choose a sentence or phrase from the Kennedy Inaugural Address and briefly analyze its syntax and effect.
Schedule—Bellringer/homework check (SOAPSTone and exigence paragraph), pair/share and review, Kennedy Inaugural Address: partner work wrap-up (speech and devices), Gandhi peer reviews
Homework –Due Tomorrow: Choose a NEW article from The Atlantic, The New York Times, or The New Yorker. Complete a SOAPSTone. Then, write a TEXAS that analyzes syntax.
Bellringer--A. Grab your essay folder and reread your Gandhi essay. What did you do well? What could you improve? Use your grading checklist, the former student sample, and other guidelines to evaluate your essay overall. Provide specific details from your essay to support your response.
B. Choose a sentence or phrase from the Kennedy Inaugural Address and briefly analyze its syntax and effect.
Schedule—Bellringer/homework check (SOAPSTone and exigence paragraph), pair/share and review, Kennedy Inaugural Address: partner work wrap-up (speech and devices), Gandhi peer reviews
Homework –Due Tomorrow: Choose a NEW article from The Atlantic, The New York Times, or The New Yorker. Complete a SOAPSTone. Then, write a TEXAS that analyzes syntax.
Tuesday, October 22nd
Bellringer--Using the Kennedy Inaugural Address, complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, Kennedy states that “This is my quote.”
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s overall purpose/implicit message
Schedule—Bellringer, pair/share and review, Kennedy Inaugural Address: partner work (speech and devices)
Homework –Due Tomorrow: Choose an article from The Atlantic, The New York Times, or The New Yorker. Complete a SOAPSTone. Then, write a TEXAS that analyzes exigence.
Bellringer--Using the Kennedy Inaugural Address, complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, Kennedy states that “This is my quote.”
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s overall purpose/implicit message
Schedule—Bellringer, pair/share and review, Kennedy Inaugural Address: partner work (speech and devices)
Homework –Due Tomorrow: Choose an article from The Atlantic, The New York Times, or The New Yorker. Complete a SOAPSTone. Then, write a TEXAS that analyzes exigence.
Monday, October 21st
Timed essay #6: Gandhi
Timed essay #6: Gandhi
Thursday, October 17th
(no class--half day schedule)
(no class--half day schedule)
Wednesday, October 16th
Bellringer--Reread your revised Abigail Adams essay. In your notebook, for each grading category on the mini grading sheet, give yourself a score (0-5) and explanation for each.
B. Using your terms charts, identify the most applicable term for each. Explain each briefly:
2. From the very beginning, from the first moment I may almost say, of my acquaintance with you, your manners impressing me with the fullest belief of your arrogance, your conceit, and your selfish disdain of the feelings of others, were such as to form that ground-work of disapprobation, on which succeeding events have built so immoveable a dislike; and I had not known you a month before I felt that you were the last man in the world whom I could ever be prevailed on to marry.
(Jane Austen, Pride and Prejudice)
Schedule—Bellringer, pair/share and review, Kennedy Inaugural Address and partner work (speech and devices)
Homework –A. Gandhi Letter- SOAPSTone, intro paragraph in notebook
B. Gandhi Letter Student Sample- 2 annotations in notebook per paragraph (label by paragraph number)
Bellringer--Reread your revised Abigail Adams essay. In your notebook, for each grading category on the mini grading sheet, give yourself a score (0-5) and explanation for each.
B. Using your terms charts, identify the most applicable term for each. Explain each briefly:
- Winston thought for a moment, then pulled the speakwrite towards him and began dictating in Big Brother’s familiar style: a style at once military and ________________, because of a trick of asking questions and then promptly answering them (“What lessons do we learn from this fact, comrades?”)…
2. From the very beginning, from the first moment I may almost say, of my acquaintance with you, your manners impressing me with the fullest belief of your arrogance, your conceit, and your selfish disdain of the feelings of others, were such as to form that ground-work of disapprobation, on which succeeding events have built so immoveable a dislike; and I had not known you a month before I felt that you were the last man in the world whom I could ever be prevailed on to marry.
(Jane Austen, Pride and Prejudice)
Schedule—Bellringer, pair/share and review, Kennedy Inaugural Address and partner work (speech and devices)
Homework –A. Gandhi Letter- SOAPSTone, intro paragraph in notebook
B. Gandhi Letter Student Sample- 2 annotations in notebook per paragraph (label by paragraph number)
Tuesday, October 15th
Bellringer--In a TEXAS, evaluate the student sample for the Abigail Adams essay. In your T, provide a score and overall justification. For the E, provide further details as to why you selected this score. X=provide a specific piece of text from the student. A=choose from the analysis menu. S=connect to what you can learn/apply for your own essays.
B. Grab your essay folder and, following the same steps for part A, evaluate your own essay on the same criteria.
C. Staple essays and organize writing portfolio in this general order:
ON TOP 1. MINI GRADING CHECKLIST
2. PROMPT (TEXT)
3. SOAPSTone sheet (if applicable)
4. GUIDELINES SHEET (if applicable)
ON BOTTOM 5. ESSAY
Schedule—Bellringer, homework check (independent reading TEXAS analysis paragraph AND Sample Essay annotations), pair/share, discussion, peer review rounds
Homework –revised Abigail Adams essay—must meet all grading criteria—use checklist and guidelines sheet (will staple revised version on top of previous version tomorrow)
Bellringer--In a TEXAS, evaluate the student sample for the Abigail Adams essay. In your T, provide a score and overall justification. For the E, provide further details as to why you selected this score. X=provide a specific piece of text from the student. A=choose from the analysis menu. S=connect to what you can learn/apply for your own essays.
B. Grab your essay folder and, following the same steps for part A, evaluate your own essay on the same criteria.
C. Staple essays and organize writing portfolio in this general order:
ON TOP 1. MINI GRADING CHECKLIST
2. PROMPT (TEXT)
3. SOAPSTone sheet (if applicable)
4. GUIDELINES SHEET (if applicable)
ON BOTTOM 5. ESSAY
Schedule—Bellringer, homework check (independent reading TEXAS analysis paragraph AND Sample Essay annotations), pair/share, discussion, peer review rounds
Homework –revised Abigail Adams essay—must meet all grading criteria—use checklist and guidelines sheet (will staple revised version on top of previous version tomorrow)
Friday, October 11th
Timed Essay #5: Abigail Adams in a Letter to Her Son
Homework due Tuesday: A. Adams Student Sample Essay--2 annotations per paragraph (of the student essay) and scoring w/explanation
B. TEXAS Analysis paragraph from your independent reading book (see previous day's homework/bellringer)
Timed Essay #5: Abigail Adams in a Letter to Her Son
Homework due Tuesday: A. Adams Student Sample Essay--2 annotations per paragraph (of the student essay) and scoring w/explanation
B. TEXAS Analysis paragraph from your independent reading book (see previous day's homework/bellringer)
Thursday, October 10th
Bellringer-A. Choose any specific topic connected to your new independent reading book that is arguable. Then, create a claim about this topic (an argument), a counterclaim (starting with “Some may argue that…”), and a rebuttal. Use your chart and your text to help you as needed.
B. Using your new independent reading book, choose a paragraph for rhetorical analysis in TEXAS format. Analyze for tone, connotation, device, or syntax (choose the appropriate analysis option from our analysis menu). When integrating the quote(s), remember our “firefly” strategy. The “S” closing in your TEXAS must connect back to what you believe is the author’s message/purpose for writing the book (implicit meaning/theme of the whole text).
Schedule—Bellringer, homework check (Term Chart III), pair/share, go over Terms Test II
Homework –Choose a new paragraph for rhetorical analysis from your independent reading book following the directions from today’s bellringer.
Bellringer-A. Choose any specific topic connected to your new independent reading book that is arguable. Then, create a claim about this topic (an argument), a counterclaim (starting with “Some may argue that…”), and a rebuttal. Use your chart and your text to help you as needed.
B. Using your new independent reading book, choose a paragraph for rhetorical analysis in TEXAS format. Analyze for tone, connotation, device, or syntax (choose the appropriate analysis option from our analysis menu). When integrating the quote(s), remember our “firefly” strategy. The “S” closing in your TEXAS must connect back to what you believe is the author’s message/purpose for writing the book (implicit meaning/theme of the whole text).
Schedule—Bellringer, homework check (Term Chart III), pair/share, go over Terms Test II
Homework –Choose a new paragraph for rhetorical analysis from your independent reading book following the directions from today’s bellringer.
Wednesday, October 9th
No bellringer- Quarter 2 bellringers will begin tomorrow.
Schedule- Terms Set III Chart:
counterclaim, rebuttal, concession, understatement, hyperbole, paradox, testimonial (expert documentation), pedantic, exigence
Allusions: Icarus, Trojan Horse, and Faustian Bargain
Homework –Completed Terms Set III chart due tomorrow (including allusions)
No bellringer- Quarter 2 bellringers will begin tomorrow.
Schedule- Terms Set III Chart:
counterclaim, rebuttal, concession, understatement, hyperbole, paradox, testimonial (expert documentation), pedantic, exigence
Allusions: Icarus, Trojan Horse, and Faustian Bargain
Homework –Completed Terms Set III chart due tomorrow (including allusions)
Tuesday, October 8th
Terms Test II
&
Notebook Collection:
Terms Test II
&
Notebook Collection:
- Your name must be CLEARLY visible on the front or inside cover. No name=no points. Shake your notebook; make sure there are no loose papers. Get rid of the old sticky note.
- Highlight the date of each completed bellringer (absent bellringers should have been made up). No highlighted date=no points.
- Place a sticky note on the first page of your first bellringer for the quarter (August 20th) and have it sticking out of the notebook slightly.
- On the sticky note, write your name and circle the number of bellringers that you have. Do not concern yourself with the number of bellringers you “should” have. Simply count what is there. It may be wise to count and then recount.
- Once you are finished, you should be reading your independent reading book until we catch up with you.
Monday, October 7th
Timed Essay #4
Timed Essay #4
Friday, October 4th
New books checked in today
Sign in myap.collegeboard.org & take the Unit 1 Progress Check: MCQ before Mon. Books collected Mon.
Homework: choose a new paragraph for rhetorical analysis from “A Modest Proposal” following the directions from yesterday’s bellringer.
New books checked in today
Sign in myap.collegeboard.org & take the Unit 1 Progress Check: MCQ before Mon. Books collected Mon.
Homework: choose a new paragraph for rhetorical analysis from “A Modest Proposal” following the directions from yesterday’s bellringer.
Thursday, October 3rd
Bellringer A. Using your Terms Charts, decide which rhetorical term best applies to the example below. Analyze the effect/purpose:
"Duty, Honor, Country: Those three hallowed words reverently dictate what you ought to be, what you can be, what you will be. They are your rallying points: to build courage when courage seems to fail; to regain faith when there seems to be little cause for faith; to create hope when hope becomes forlorn"
(General Douglas MacArthur, “Thayer Award Acceptance Address”).
B. Using “A Modest Proposal,” choose a paragraph for rhetorical analysis in TEXAS format. Analyze for tone, connotation, device, or syntax (choose the appropriate analysis option from our analysis menu). When integrating the quote(s), remember our “firefly” strategy. The “S” closing in your TEXAS must connect back to the introduction you wrote for homework last night (implicit meaning/theme of the whole text).
Schedule—Bellringer, homework check (“Modest Proposal” intro paragraph), pair/share, “A Modest Proposal” graded discussion (wrap-up)
Homework –AP Nonfiction Independent Reading Book #2: check-in tomorrow for a grade (must have the book with you), Book #1 collected on Monday, choose a new paragraph for rhetorical analysis from “A Modest Proposal” following the directions from today’s bellringer.
Bellringer A. Using your Terms Charts, decide which rhetorical term best applies to the example below. Analyze the effect/purpose:
"Duty, Honor, Country: Those three hallowed words reverently dictate what you ought to be, what you can be, what you will be. They are your rallying points: to build courage when courage seems to fail; to regain faith when there seems to be little cause for faith; to create hope when hope becomes forlorn"
(General Douglas MacArthur, “Thayer Award Acceptance Address”).
B. Using “A Modest Proposal,” choose a paragraph for rhetorical analysis in TEXAS format. Analyze for tone, connotation, device, or syntax (choose the appropriate analysis option from our analysis menu). When integrating the quote(s), remember our “firefly” strategy. The “S” closing in your TEXAS must connect back to the introduction you wrote for homework last night (implicit meaning/theme of the whole text).
Schedule—Bellringer, homework check (“Modest Proposal” intro paragraph), pair/share, “A Modest Proposal” graded discussion (wrap-up)
Homework –AP Nonfiction Independent Reading Book #2: check-in tomorrow for a grade (must have the book with you), Book #1 collected on Monday, choose a new paragraph for rhetorical analysis from “A Modest Proposal” following the directions from today’s bellringer.
Wednesday, October 2nd
Bellringer A. Using your Terms Charts, decide which rhetorical term(s) best apply. They are not necessarily the same for both. Explain the effect of each.
“Let both sides explore what problems unite us instead of belaboring those problems which divide us.”
-John F. Kennedy, Inaugural Address
"If there be cords, or knives, or poison, or fire, or suffocating streams, I'll not endure it."--Shakespeare, Othello
B. Using Swift’s “A Modest Proposal” text, create 3 open-ended questions (not yes/no, not fact based) that would require textual evidence as support. These questions should be based on “AP Lang-isms”—rhetorical terms, tone, speaker, occasion, audience, purpose, implicit meaning, appeals, text features, argument, and language.
Schedule—Bellringer, homework check (“Modest Proposal” annotations), pair/share, “A Modest Proposal” graded discussion part I
Homework – “A Modest Proposal” by Jonathan Swift: introduction paragraph using intro (essay) template
Bellringer A. Using your Terms Charts, decide which rhetorical term(s) best apply. They are not necessarily the same for both. Explain the effect of each.
“Let both sides explore what problems unite us instead of belaboring those problems which divide us.”
-John F. Kennedy, Inaugural Address
"If there be cords, or knives, or poison, or fire, or suffocating streams, I'll not endure it."--Shakespeare, Othello
B. Using Swift’s “A Modest Proposal” text, create 3 open-ended questions (not yes/no, not fact based) that would require textual evidence as support. These questions should be based on “AP Lang-isms”—rhetorical terms, tone, speaker, occasion, audience, purpose, implicit meaning, appeals, text features, argument, and language.
Schedule—Bellringer, homework check (“Modest Proposal” annotations), pair/share, “A Modest Proposal” graded discussion part I
Homework – “A Modest Proposal” by Jonathan Swift: introduction paragraph using intro (essay) template
Tuesday, October 1st
Bellringer A. Circle the ANALYSIS portion of your TEXAS from your homework last night. Directly on the homework, put the # that corresponds with the analysis menu next to your analysis and label with the type of analysis you used (for example: #5 figurative language). In your notebook, reflect on your analysis skills and progress. Consider the homework last night as well as the essay you most recently wrote.
B. Grab a highlighter from the purple bucket (if you need one) and your essay portfolio. Highlight wherever you used a piece of evidence from the text (that is in quotes) in your essay. It can be a word, phrase, or sentence—as long as it is in quotes and directly from the text, highlight it. Then, in your notebook, reflect on your use of textual evidence. Some questions to consider—how does it look visually? Does it reflect analysis (breaking down into many small parts).
Schedule—Bellringer (independent reading TEXAS analysis), pair/share, satire vs. parody article groups: sharing out, homework preview
Homework –“A Modest Proposal” by Jonathan Swift: Annotate per paragraph and answer the guiding questions (handout)
Bellringer A. Circle the ANALYSIS portion of your TEXAS from your homework last night. Directly on the homework, put the # that corresponds with the analysis menu next to your analysis and label with the type of analysis you used (for example: #5 figurative language). In your notebook, reflect on your analysis skills and progress. Consider the homework last night as well as the essay you most recently wrote.
B. Grab a highlighter from the purple bucket (if you need one) and your essay portfolio. Highlight wherever you used a piece of evidence from the text (that is in quotes) in your essay. It can be a word, phrase, or sentence—as long as it is in quotes and directly from the text, highlight it. Then, in your notebook, reflect on your use of textual evidence. Some questions to consider—how does it look visually? Does it reflect analysis (breaking down into many small parts).
Schedule—Bellringer (independent reading TEXAS analysis), pair/share, satire vs. parody article groups: sharing out, homework preview
Homework –“A Modest Proposal” by Jonathan Swift: Annotate per paragraph and answer the guiding questions (handout)
Monday, September 30th
Bellringer A. Read the excerpts below. Using your Terms Charts (both), decide which rhetorical term(s) can apply to BOTH. Explain the effect and connect to author’s purpose:
Are all thy conquests, glories, triumphs, spoils,
Shrunk to this little measure?”
-William Shakespeare, Julius Caesar
“This is the villain among you who deceived you, who cheated you, who meant to betray you completely.”
B. Grab your essay portfolio and put together Friday’s essay: STAPLING ORDER:
ON TOP 1. MINI GRADING CHECKLIST
2. PROMPT (TEXT)
3. GUIDELINES SHEET
4. SOAPSTone sheet
ON BOTTOM 5. ESSAY
Schedule—Bellringer (and homework check—satirical intro from The New Yorker, pair/share, discussion/essay review from Friday, satire vs. parody article groups w/ SOAPSTone and sharing
Homework –choose a passage from your independent reading book for ANALYSIS (TEXAS format), finished books due Monday, new book in class to be checked in 10/4
Bellringer A. Read the excerpts below. Using your Terms Charts (both), decide which rhetorical term(s) can apply to BOTH. Explain the effect and connect to author’s purpose:
Are all thy conquests, glories, triumphs, spoils,
Shrunk to this little measure?”
-William Shakespeare, Julius Caesar
“This is the villain among you who deceived you, who cheated you, who meant to betray you completely.”
B. Grab your essay portfolio and put together Friday’s essay: STAPLING ORDER:
ON TOP 1. MINI GRADING CHECKLIST
2. PROMPT (TEXT)
3. GUIDELINES SHEET
4. SOAPSTone sheet
ON BOTTOM 5. ESSAY
Schedule—Bellringer (and homework check—satirical intro from The New Yorker, pair/share, discussion/essay review from Friday, satire vs. parody article groups w/ SOAPSTone and sharing
Homework –choose a passage from your independent reading book for ANALYSIS (TEXAS format), finished books due Monday, new book in class to be checked in 10/4
Friday, September 27th
Bellringer—None. Grab your essay portfolio. Read through the materials on your desk. Then, grab your prompt from the table by the lamp and begin in blue or black pen.
STAPLING ORDER:
ON TOP 1. MINI GRADING CHECKLIST
2. PROMPT (TEXT)
3. GUIDELINES SHEET
4. SOAPSTone
ON BOTTOM 5. ESSAY
Schedule—Rhetorical Analysis Essay #3—"MagnaSoles” from The Onion
Homework –Read through satire vs. parody group articles (links) for Monday, new book for quarter two to be checked in class 10/4; quarter one book collected 10/7
Bellringer—None. Grab your essay portfolio. Read through the materials on your desk. Then, grab your prompt from the table by the lamp and begin in blue or black pen.
STAPLING ORDER:
ON TOP 1. MINI GRADING CHECKLIST
2. PROMPT (TEXT)
3. GUIDELINES SHEET
4. SOAPSTone
ON BOTTOM 5. ESSAY
Schedule—Rhetorical Analysis Essay #3—"MagnaSoles” from The Onion
Homework –Read through satire vs. parody group articles (links) for Monday, new book for quarter two to be checked in class 10/4; quarter one book collected 10/7
Thursday, September 26th
Bellringer A. Using your example of satire that you brought for today, create an introductory paragraph for a rhetorical analysis essay. Be sure to describe the genre as “satirical” (satirical article, satirical essay, etc.). Make sure the implicit meaning/argument touches on the serious issue behind the humor.
B. Grab your essay portfolio and review the peer feedback you received. Based on these comments as well as your own reflection, fill out the grading checklist (assigning 0-5 for each category). Write directly on the checklist and tally up your score. Be candid—this score will not be put into the gradebook.
Schedule—Bellringer, pair/share, discussion, satire vs. parody (clips), satire vs. parody article groups w/ SOAPSTone (prepare to share tomorrow)
Homework –choose a satirical article from The New Yorker--see link) and create an intro paragraph, finished books due October 7th, new book in class to be checked in 10/4
Bellringer A. Using your example of satire that you brought for today, create an introductory paragraph for a rhetorical analysis essay. Be sure to describe the genre as “satirical” (satirical article, satirical essay, etc.). Make sure the implicit meaning/argument touches on the serious issue behind the humor.
B. Grab your essay portfolio and review the peer feedback you received. Based on these comments as well as your own reflection, fill out the grading checklist (assigning 0-5 for each category). Write directly on the checklist and tally up your score. Be candid—this score will not be put into the gradebook.
Schedule—Bellringer, pair/share, discussion, satire vs. parody (clips), satire vs. parody article groups w/ SOAPSTone (prepare to share tomorrow)
Homework –choose a satirical article from The New Yorker--see link) and create an intro paragraph, finished books due October 7th, new book in class to be checked in 10/4
Wednesday, September 25th
Bellringer A. Read the excerpt below. Using your Terms Charts (both), decide which three rhetorical terms can apply. Explain their effects and connect to author’s purpose:
“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…”
-Charles Dickens, A Tale of Two Cities
B. Grab your writing portfolio from the back. Reread your essay from Friday and, for part b in your notebook, reflect on your work using the guidelines sheet and checklist. Include strengths and weaknesses from your essay as support. What will you work on as a goal for next time?
Schedule—Bellringer/SOAPSTone & intro check (“Anaphora Hot”), pair/share, discussion, peer review rounds— “Debtors’ Prisons”
Homework –find an actual example of satire and bring it with you to class tomorrow, independent reading, finished books due October 7th, new book in class to be checked in 10/4
Bellringer A. Read the excerpt below. Using your Terms Charts (both), decide which three rhetorical terms can apply. Explain their effects and connect to author’s purpose:
“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…”
-Charles Dickens, A Tale of Two Cities
B. Grab your writing portfolio from the back. Reread your essay from Friday and, for part b in your notebook, reflect on your work using the guidelines sheet and checklist. Include strengths and weaknesses from your essay as support. What will you work on as a goal for next time?
Schedule—Bellringer/SOAPSTone & intro check (“Anaphora Hot”), pair/share, discussion, peer review rounds— “Debtors’ Prisons”
Homework –find an actual example of satire and bring it with you to class tomorrow, independent reading, finished books due October 7th, new book in class to be checked in 10/4
Tuesday, September 24th
Bellringer-- A. Read the two excerpts below. Using your Terms Charts, decide which is a cumulative sentence and which is a periodic sentence. In your response, defend your assertion for each.
Schedule—Bellringer/chart check (Set II), essay portfolio setup, pair/share, Terms Test I review, peer review rounds and self-assessment (“Debtors’ Prison” essay)
Homework –independent reading, finished books due October 7th, “Anaphora Hot” article: SOAPSTone and intro paragraph
Bellringer-- A. Read the two excerpts below. Using your Terms Charts, decide which is a cumulative sentence and which is a periodic sentence. In your response, defend your assertion for each.
- “Halfway between West Egg and New York sprawls a desolate plain, a gray valley where New York’s ashes are dumped.”
- “He dipped his hands in the solution and shook them—fingers down, like the fingers of a pianist above the keys.”
Schedule—Bellringer/chart check (Set II), essay portfolio setup, pair/share, Terms Test I review, peer review rounds and self-assessment (“Debtors’ Prison” essay)
Homework –independent reading, finished books due October 7th, “Anaphora Hot” article: SOAPSTone and intro paragraph
Monday, September 23rd
Bellringer—(none) We will begin the test right away. Remove everything from your desk except a writing utensil and your independent reading book.
Schedule—Terms Test I, new terms intro (Set II) and chart setup: asyndeton, polysyndeton, cumulative sentence, periodic sentence, hortative sentence, parallelism, irony, satire
Homework –independent reading, Terms Test II Chart w/ examples in context (quotes from real texts)
Bellringer—(none) We will begin the test right away. Remove everything from your desk except a writing utensil and your independent reading book.
Schedule—Terms Test I, new terms intro (Set II) and chart setup: asyndeton, polysyndeton, cumulative sentence, periodic sentence, hortative sentence, parallelism, irony, satire
Homework –independent reading, Terms Test II Chart w/ examples in context (quotes from real texts)
Friday, September 20th
Schedule--"Debtors' Prisons": Rhetorical Analysis Timed Essay #2 to be included in portfolio. Absent? This essay needs to be made up by the end of the day on Tuesday. Email Mrs. Kane to schedule. Homework check: Term flashcards
Homework--Study for Terms Test I on Monday, nonfiction book independent reading and annotations (collected on 10/7)
Schedule--"Debtors' Prisons": Rhetorical Analysis Timed Essay #2 to be included in portfolio. Absent? This essay needs to be made up by the end of the day on Tuesday. Email Mrs. Kane to schedule. Homework check: Term flashcards
Homework--Study for Terms Test I on Monday, nonfiction book independent reading and annotations (collected on 10/7)
Thursday, September 19th
Bellringer--Using your terms chart, identify the most applicable rhetorical term for the example below. Then, in a TEXAS, analyze its effect/purpose in this context:
“When you’re dead, they really fix you up. I hope to hell when I do die somebody has sense enough to just dump me in the river or something. Anything except sticking me in a goddam cemetery. People coming and putting a bunch of flowers on your stomach on Sunday, and all that crap. Who wants flowers when you’re dead? Nobody” (The Catcher in the Rye by J.D. Salinger).
Schedule—Bellringer, pair/share, discussion, Quarter One nonfiction book rhetoric-based discussion (two large split groups)
Homework –create set one terms flashcards (visual check tomorrow), timed essay tomorrow (graded in portfolio—make sure to bring tone bank, rhetorical essay notes), study terms set one (test on Monday)
Bellringer--Using your terms chart, identify the most applicable rhetorical term for the example below. Then, in a TEXAS, analyze its effect/purpose in this context:
“When you’re dead, they really fix you up. I hope to hell when I do die somebody has sense enough to just dump me in the river or something. Anything except sticking me in a goddam cemetery. People coming and putting a bunch of flowers on your stomach on Sunday, and all that crap. Who wants flowers when you’re dead? Nobody” (The Catcher in the Rye by J.D. Salinger).
Schedule—Bellringer, pair/share, discussion, Quarter One nonfiction book rhetoric-based discussion (two large split groups)
Homework –create set one terms flashcards (visual check tomorrow), timed essay tomorrow (graded in portfolio—make sure to bring tone bank, rhetorical essay notes), study terms set one (test on Monday)
Tuesday, September 17th
Bellringer-- Using your terms chart, identify the most applicable rhetorical term for each example below. Then, analyze its effect/purpose in this context:
“What is indifference? Etymologically, the word means "no difference." A strange and unnatural state in which the lines blur between light and darkness, dusk and dawn, crime and punishment, cruelty and compassion, good and evil” (Wiesel, 1999).
“They no longer felt pain, hunger, thirst. They feared nothing. They felt nothing. They were dead and did not know it” (Wiesel, 1999).
Schedule—Bellringer, homework check (tone TEXAS for selected speech), pair/share, discussion, collect partner work, nonfiction book chat (split group)
Homework –Study terms set one (test on Monday, 9/23)
Bellringer-- Using your terms chart, identify the most applicable rhetorical term for each example below. Then, analyze its effect/purpose in this context:
“What is indifference? Etymologically, the word means "no difference." A strange and unnatural state in which the lines blur between light and darkness, dusk and dawn, crime and punishment, cruelty and compassion, good and evil” (Wiesel, 1999).
“They no longer felt pain, hunger, thirst. They feared nothing. They felt nothing. They were dead and did not know it” (Wiesel, 1999).
Schedule—Bellringer, homework check (tone TEXAS for selected speech), pair/share, discussion, collect partner work, nonfiction book chat (split group)
Homework –Study terms set one (test on Monday, 9/23)
Monday, September 16th
Bellringer-- Using the 9/11 speech from last week, complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, Bush states that “…this is my quote.”
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
Schedule—Bellringer, collect nonfiction books, pair/share, discussion, collect partner work, Rhetorical Analysis Essay Notes—continued, body and conclusion guidelines
Homework –Study terms set one (test on Monday, 9/23); choose a speech from the American Rhetoric Speech Bank and create a tone TEXAS for one paragraph (use tone bank).
Bellringer-- Using the 9/11 speech from last week, complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, Bush states that “…this is my quote.”
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
Schedule—Bellringer, collect nonfiction books, pair/share, discussion, collect partner work, Rhetorical Analysis Essay Notes—continued, body and conclusion guidelines
Homework –Study terms set one (test on Monday, 9/23); choose a speech from the American Rhetoric Speech Bank and create a tone TEXAS for one paragraph (use tone bank).
Friday, September 13th
Bellringer--Using the article you selected for today, complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the author states that “This is my quote” (Cruz).
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
Schedule—Bellringer, homework check (intro template for selected article), pair/share, partner application (9/11 Bush speech—prewriting steps and intro)—finish, collect partner work
Homework –Nonfiction books collected this Monday for midpoint grade! Study terms set one (test on Monday, 9/23).
Bellringer--Using the article you selected for today, complete a TEXAS addressing the speaker’s tone in one specific paragraph. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone) and identifying the paragraph
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of the article? You can also address why the speaker chose this tone (for the specific audience).
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the author states that “This is my quote” (Cruz).
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message
Schedule—Bellringer, homework check (intro template for selected article), pair/share, partner application (9/11 Bush speech—prewriting steps and intro)—finish, collect partner work
Homework –Nonfiction books collected this Monday for midpoint grade! Study terms set one (test on Monday, 9/23).
Thursday, September 12th
Bellringer--Using your rhetorical device chart, discuss the ONE rhetorical term that applies to all three quotes below, and explain the effects of this device using specific details from each quote. Why did the speakers/authors say it this way?
· “Unlike short-sighted, egocentric humans, God ‘sees with equal eye’ the fall of a hero and a sparrow, the destruction of an atom or a solar system.”—Alexander Pope
· "We must learn to live together as brothers or perish together as fools."—Martin Luther King, Jr.
· “That's one small step for man, one giant leap for mankind.”—Neil Armstrong
Schedule—Bellringer, homework check (intro template for selected article), pair/share, partner application (9/11 Bush speech—prewriting steps and intro)—continued from yesterday
Homework –Choose a new article from The Atlantic, The New Yorker, or The New York Times, and create an introduction paragraph using the new template and tone bank (handout); study terms set one (test on 9/26)
Bellringer--Using your rhetorical device chart, discuss the ONE rhetorical term that applies to all three quotes below, and explain the effects of this device using specific details from each quote. Why did the speakers/authors say it this way?
· “Unlike short-sighted, egocentric humans, God ‘sees with equal eye’ the fall of a hero and a sparrow, the destruction of an atom or a solar system.”—Alexander Pope
· "We must learn to live together as brothers or perish together as fools."—Martin Luther King, Jr.
· “That's one small step for man, one giant leap for mankind.”—Neil Armstrong
Schedule—Bellringer, homework check (intro template for selected article), pair/share, partner application (9/11 Bush speech—prewriting steps and intro)—continued from yesterday
Homework –Choose a new article from The Atlantic, The New Yorker, or The New York Times, and create an introduction paragraph using the new template and tone bank (handout); study terms set one (test on 9/26)
Wednesday, September 11th
Bellringer-- -- Using your rhetorical device chart, analyze at least two rhetorical terms that apply and argue the effects (connect to purpose). Why did the speaker/author say it this way?
“We, the people, declare today that the most evident of truths — that all of us are created equal — is the star that guides us still; just as it guided our forebears through Seneca Falls, and Selma, and Stonewall.”—Obama’s Inaugural Address
Schedule—Bellringer, homework check (intro template), pair/share, partner application (9/11 Bush speech—prewriting steps and intro)
Homework –Choose an article from The Atlantic, The New Yorker, or The New York Times, and create an introduction paragraph using the new template and tone bank (handout from yesterday)
Bellringer-- -- Using your rhetorical device chart, analyze at least two rhetorical terms that apply and argue the effects (connect to purpose). Why did the speaker/author say it this way?
“We, the people, declare today that the most evident of truths — that all of us are created equal — is the star that guides us still; just as it guided our forebears through Seneca Falls, and Selma, and Stonewall.”—Obama’s Inaugural Address
Schedule—Bellringer, homework check (intro template), pair/share, partner application (9/11 Bush speech—prewriting steps and intro)
Homework –Choose an article from The Atlantic, The New Yorker, or The New York Times, and create an introduction paragraph using the new template and tone bank (handout from yesterday)
Tuesday, September 10th
Bellringer-- -- Using your rhetorical device chart, discuss syntax and at least one other rhetorical term that applies and analyze the effect in a TEXAS format. Why did the speaker/author say it this way? Label each part of the TEXAS.
“We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, and we shall fight in the hills. We shall never surrender.”
Schedule—Bellringer, chart check (hw), pair/share, Rhetorical Analysis Essay Notes and Template (<-- includes 3 sentence template)
Homework –Choose a speech from the American Rhetoric Speech Bank, and create an introduction paragraph using the new template and tone bank (handout)
Bellringer-- -- Using your rhetorical device chart, discuss syntax and at least one other rhetorical term that applies and analyze the effect in a TEXAS format. Why did the speaker/author say it this way? Label each part of the TEXAS.
“We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, and we shall fight in the hills. We shall never surrender.”
Schedule—Bellringer, chart check (hw), pair/share, Rhetorical Analysis Essay Notes and Template (<-- includes 3 sentence template)
Homework –Choose a speech from the American Rhetoric Speech Bank, and create an introduction paragraph using the new template and tone bank (handout)
Monday, September 9th
Bellringer-- A. Using your rhetorical device chart, choose at least one rhetorical term describing the difference between calling someone “youthful” as opposed to “childish.” Explain in a TEXAS-formatted paragraph.
B. Take out 2 sheets of paper (blank on both sides) and a pen (blue or black ink). You will be writing a diagnostic essay today—just to see where we are before we prepare for the exam.
Schedule—Bellringer, quick review, timed Rhetorical Analysis Essay #1 (Question 2)
Homework –book collection w/ annotations: 9/16
Bellringer-- A. Using your rhetorical device chart, choose at least one rhetorical term describing the difference between calling someone “youthful” as opposed to “childish.” Explain in a TEXAS-formatted paragraph.
B. Take out 2 sheets of paper (blank on both sides) and a pen (blue or black ink). You will be writing a diagnostic essay today—just to see where we are before we prepare for the exam.
Schedule—Bellringer, quick review, timed Rhetorical Analysis Essay #1 (Question 2)
Homework –book collection w/ annotations: 9/16
Friday, September 6th
Bellringer— A. Using your homework article and the TONE BANK (need laptop to access), respond to the following question in a TEXAS format--What is the speaker’s tone? Be sure to use the author’s name and “Title of the Article” in your response.
T=Main argument (state tone), X=specific quote from the text with a lead-in A=assess how something is said (what words/phrases in the quote contribute to the tone?)
Schedule—Bellringer, hw check (article) pair/share, rhetorical analysis tool #3: rhetorical terms (intro and chart)
Terms--Diction, syntax, connotation, colloquialism, alliteration, anaphora, allusion, antithesis
Homework –Rhetorical Terms Set One Chart (w/ actual speech or article examples in quotes) book collection w/ annotations: 9/1
Bellringer— A. Using your homework article and the TONE BANK (need laptop to access), respond to the following question in a TEXAS format--What is the speaker’s tone? Be sure to use the author’s name and “Title of the Article” in your response.
T=Main argument (state tone), X=specific quote from the text with a lead-in A=assess how something is said (what words/phrases in the quote contribute to the tone?)
Schedule—Bellringer, hw check (article) pair/share, rhetorical analysis tool #3: rhetorical terms (intro and chart)
Terms--Diction, syntax, connotation, colloquialism, alliteration, anaphora, allusion, antithesis
Homework –Rhetorical Terms Set One Chart (w/ actual speech or article examples in quotes) book collection w/ annotations: 9/1
Thursday, September 5th
Bellringer – Choose one of the examples you brought for today (choose from your ethos, pathos, and logos examples). Complete a TEXAS that argues why it is an example of the rhetorical appeal you selected. Need help? T=Main argument (why it’s a good representation), X=specific details from the “text” (or your image).
Schedule— Bellringer, pair/share, rhetorical appeals sharing and discussion (musical chairs)
Homework – Choose an article from The Atlantic. You do not need to print this article, but you should complete a SOAPSTone in your notebook with the article title (in quotes and capitalized) and author at the top before beginning your SOAPSTone. Quarter 1 nonfiction book w/ annotations. Halfway: 9/16. Finished: 10/7.
Bellringer – Choose one of the examples you brought for today (choose from your ethos, pathos, and logos examples). Complete a TEXAS that argues why it is an example of the rhetorical appeal you selected. Need help? T=Main argument (why it’s a good representation), X=specific details from the “text” (or your image).
Schedule— Bellringer, pair/share, rhetorical appeals sharing and discussion (musical chairs)
Homework – Choose an article from The Atlantic. You do not need to print this article, but you should complete a SOAPSTone in your notebook with the article title (in quotes and capitalized) and author at the top before beginning your SOAPSTone. Quarter 1 nonfiction book w/ annotations. Halfway: 9/16. Finished: 10/7.
Wednesday, September 4th
Bellringer – Using your laptop, pull up this image from the World Wildlife Fund. Complete a SOAPSTone organizer based on the advertisement. Close your laptop and begin reading once finished.
Schedule— Bellringer/hw check (selected speech-SOAPSTone), pair/share, rhetoric continued: rhetorical appeals notes and practice
Homework –Find an example for ethos, pathos, AND logos (on one notecard with explanations for each). Bring in the actual printed ads/articles or draw the ads/summarize the articles. Quarter 1 nonfiction book w/ annotations. Halfway: 9/16. Finished: 10/7.
Bellringer – Using your laptop, pull up this image from the World Wildlife Fund. Complete a SOAPSTone organizer based on the advertisement. Close your laptop and begin reading once finished.
Schedule— Bellringer/hw check (selected speech-SOAPSTone), pair/share, rhetoric continued: rhetorical appeals notes and practice
Homework –Find an example for ethos, pathos, AND logos (on one notecard with explanations for each). Bring in the actual printed ads/articles or draw the ads/summarize the articles. Quarter 1 nonfiction book w/ annotations. Halfway: 9/16. Finished: 10/7.
Tuesday, September 3rd
Bellringer – Using your independent reading book, choose a new passage a quote that you believe demonstrates the author’s craft/style of writing. Analyze this passage in a TEXAS. The X=passage/quote. You can choose to analyze for figurative language, diction, or syntax.
Schedule—Bellringer, homework check (speech with TEXAS purpose), pair/share, rhetoric continued: SOAPSTone strategy notes and practice together (image), homework directions
Homework – Choose a new famous speech. In your notebook, record a SOAPSTone. Quarter 1 independent nonfiction book ½ way: September 16th. Finished: October 7th.
Bellringer – Using your independent reading book, choose a new passage a quote that you believe demonstrates the author’s craft/style of writing. Analyze this passage in a TEXAS. The X=passage/quote. You can choose to analyze for figurative language, diction, or syntax.
Schedule—Bellringer, homework check (speech with TEXAS purpose), pair/share, rhetoric continued: SOAPSTone strategy notes and practice together (image), homework directions
Homework – Choose a new famous speech. In your notebook, record a SOAPSTone. Quarter 1 independent nonfiction book ½ way: September 16th. Finished: October 7th.
Friday, August 30th
Bellringer –Discuss the text structure in your nonfiction book. Authors use different structures in their arguments—sequence, problem and solution, description, compare and contrast, cause and effect—for different purposes. For example, one author may use sequence to explain an event, while another author uses compare and contrast to put that event into perspective. How does this structure affect the author’s purpose?
Schedule—Bellringer, pair/share, rhetoric and author’s purpose introduction/activity: “Farewell Speech” by Lou Gehrig: video intro, pdf of speech text in pair/share alliances, and whole class discussion
Homework –Choose a famous speech by any global leader. In your notebook, record a TEXAS for the speaker’s purpose. Quarter 1 independent reading halfway checkpoint: September 16th. Finished: October 7th.
Bellringer –Discuss the text structure in your nonfiction book. Authors use different structures in their arguments—sequence, problem and solution, description, compare and contrast, cause and effect—for different purposes. For example, one author may use sequence to explain an event, while another author uses compare and contrast to put that event into perspective. How does this structure affect the author’s purpose?
Schedule—Bellringer, pair/share, rhetoric and author’s purpose introduction/activity: “Farewell Speech” by Lou Gehrig: video intro, pdf of speech text in pair/share alliances, and whole class discussion
Homework –Choose a famous speech by any global leader. In your notebook, record a TEXAS for the speaker’s purpose. Quarter 1 independent reading halfway checkpoint: September 16th. Finished: October 7th.
Thursday, August 29th
Bellringer—Using your independent reading book, choose a passage or quote that you believe demonstrates the author’s craft/style of writing. Analyze this passage in a TEXAS. The X=passage/quote. You can choose to analyze for figurative language, diction, or syntax.
For T, Use the following template:
In the book Outliers, Malcolm Gladwell’s style of writing can be characterized as _________________ and _________. OR
In the book Outliers, Malcolm Gladwell’s rhetoric consists of the use of _________________________________________.
For X, use the following template:
For example, as the author points out, “This is my quote” (Gladwell).
Schedule—Bellringer, pair/share, common interim
Homework –Quarter 1 Nonfiction independent reading-15-20 minutes with annotations—at least one per page. Halfway checkpoint book collection: September 16th. Finished book collection: October 7th.
Bellringer—Using your independent reading book, choose a passage or quote that you believe demonstrates the author’s craft/style of writing. Analyze this passage in a TEXAS. The X=passage/quote. You can choose to analyze for figurative language, diction, or syntax.
For T, Use the following template:
In the book Outliers, Malcolm Gladwell’s style of writing can be characterized as _________________ and _________. OR
In the book Outliers, Malcolm Gladwell’s rhetoric consists of the use of _________________________________________.
For X, use the following template:
For example, as the author points out, “This is my quote” (Gladwell).
Schedule—Bellringer, pair/share, common interim
Homework –Quarter 1 Nonfiction independent reading-15-20 minutes with annotations—at least one per page. Halfway checkpoint book collection: September 16th. Finished book collection: October 7th.
Wednesday, August 28th
Bellringer—In a TEXAS, what do you posit is the author’s argument/purpose for your Q1 nonfiction reading book so far? For T, Use the following template:
In the book Outliers, Malcolm Gladwell argues that _________________________________________. OR
In the book Outliers, Malcolm Gladwell’s main purpose is_________________________________________.
For X, use the following template:
For example, the author states, “This is my quote” (Gladwell).
Schedule—Bellringer, pair/share, soundtrack presentations (split group)—finish, collect soundtracks
Homework –Quarter 1 Nonfiction independent reading-15-20 minutes with annotations—at least one per page. Halfway checkpoint book collection: September 16th. Finished book collection: October 7th.
Akpmsa.weebly.com
Bellringer—In a TEXAS, what do you posit is the author’s argument/purpose for your Q1 nonfiction reading book so far? For T, Use the following template:
In the book Outliers, Malcolm Gladwell argues that _________________________________________. OR
In the book Outliers, Malcolm Gladwell’s main purpose is_________________________________________.
For X, use the following template:
For example, the author states, “This is my quote” (Gladwell).
Schedule—Bellringer, pair/share, soundtrack presentations (split group)—finish, collect soundtracks
Homework –Quarter 1 Nonfiction independent reading-15-20 minutes with annotations—at least one per page. Halfway checkpoint book collection: September 16th. Finished book collection: October 7th.
Akpmsa.weebly.com
Tuesday, August 27th
Bellringer—In a TEXAXAS, make an argument for your selection of “best” song on the summer reading soundtrack. For your first X, use a quote from the text and analyze the significance of the quote in the first A. For the second X, use a quote from the lyrics, and focus on the comparison of the song and scene for the second A.
Schedule—Bellringer, pair/share, summer reading soundtrack assignment presentations (split group), collect soundtracks
Homework –Quarter 1 Nonfiction independent reading-15-20 minutes with annotations—at least one per page. Halfway checkpoint book collection: September 16th. Finished book collection: October 7th.
Bellringer—In a TEXAXAS, make an argument for your selection of “best” song on the summer reading soundtrack. For your first X, use a quote from the text and analyze the significance of the quote in the first A. For the second X, use a quote from the lyrics, and focus on the comparison of the song and scene for the second A.
Schedule—Bellringer, pair/share, summer reading soundtrack assignment presentations (split group), collect soundtracks
Homework –Quarter 1 Nonfiction independent reading-15-20 minutes with annotations—at least one per page. Halfway checkpoint book collection: September 16th. Finished book collection: October 7th.
Monday, August 26th
Bellringer—Using your laptop to navigate to our class website, read the “In Music” article (linked) and write a short summary of the overall argument of the piece in TEXAS format. For T, use the following template:
In the article “In Music, Uniformity Sells,” Lenika Cruz argues that _________________________________________.
For X, use the following template:
For example, the author states that “This is my quote” (Cruz).
Schedule—Bellringer, book check-in, pair/share, collect notecards, summer reading soundtrack project
Homework –Quarter 1 nonfiction independent reading-15-20 minutes with annotations, soundtrack assignment and presentation prep
Bellringer—Using your laptop to navigate to our class website, read the “In Music” article (linked) and write a short summary of the overall argument of the piece in TEXAS format. For T, use the following template:
In the article “In Music, Uniformity Sells,” Lenika Cruz argues that _________________________________________.
For X, use the following template:
For example, the author states that “This is my quote” (Cruz).
Schedule—Bellringer, book check-in, pair/share, collect notecards, summer reading soundtrack project
Homework –Quarter 1 nonfiction independent reading-15-20 minutes with annotations, soundtrack assignment and presentation prep
Friday, August 23rd
Bellringer—Practicing TEXAS format (handout or board), address the following:
What images/design elements did you select for your poem and why?
Write your TEXAS response using specific quotes from your poem. Follow the “text” eXample in your TEXAS.
Schedule—Bellringer, planner distribution, pair/share musical rounds, collect poems, homework directions
Homework –owned Quarter 1 AP nonfiction book due Monday, Quarter 1 independent reading-15-20 minutes, choose one song that represents you and explain on a notecard, bring summer reading annotations on Monday
Bellringer—Practicing TEXAS format (handout or board), address the following:
What images/design elements did you select for your poem and why?
Write your TEXAS response using specific quotes from your poem. Follow the “text” eXample in your TEXAS.
Schedule—Bellringer, planner distribution, pair/share musical rounds, collect poems, homework directions
Homework –owned Quarter 1 AP nonfiction book due Monday, Quarter 1 independent reading-15-20 minutes, choose one song that represents you and explain on a notecard, bring summer reading annotations on Monday
Thursday, August 22nd
Bellringer—Practicing TEXAS format (handout from yesterday), respond to the following:
What does your poem say about who you are and how where you’re from contributes to your identity?
Write your TEXAS response using specific quotes from your poem. Follow the “text” eXample in your TEXAS.
Schedule—Bellringer/rough draft poem check (visual), pair/share, discussion, “Where I’m From”— peer review and final poem workshop
Homework for Tomorrow—independent reading-15-20 minutes, final poem with visuals, AP nonfiction independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
Akpmsa.weebly.com
Bellringer—Practicing TEXAS format (handout from yesterday), respond to the following:
What does your poem say about who you are and how where you’re from contributes to your identity?
Write your TEXAS response using specific quotes from your poem. Follow the “text” eXample in your TEXAS.
Schedule—Bellringer/rough draft poem check (visual), pair/share, discussion, “Where I’m From”— peer review and final poem workshop
Homework for Tomorrow—independent reading-15-20 minutes, final poem with visuals, AP nonfiction independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
Akpmsa.weebly.com
Wednesday, August 21st
Bellringer— In TEXAS format (handout), respond to the following:
Why did you select the photo you brought today? Include a description of the photo using as many vivid, descriptive words as you can.
Schedule—Bellringer/ book check (visual), pair/share, discussion, “Where I’m From”—brainstorming writing prompts (finish), “Where I’m From” intro-original poem and template
Homework for Tomorrow—independent reading-15-20 minutes, full poem rough draft, AP nonfiction independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
Bellringer— In TEXAS format (handout), respond to the following:
Why did you select the photo you brought today? Include a description of the photo using as many vivid, descriptive words as you can.
Schedule—Bellringer/ book check (visual), pair/share, discussion, “Where I’m From”—brainstorming writing prompts (finish), “Where I’m From” intro-original poem and template
Homework for Tomorrow—independent reading-15-20 minutes, full poem rough draft, AP nonfiction independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
Tuesday, August 20th Bellringer—first bellringer in your notebook:
How do cultural, physical, or geographical surroundings shape our perspective and views of the world? Provide examples from personal examples, the experiences of others, or novels/plays you have read or are reading.
Schedule—Bellringer/collect HW (course sheet) and book check (visual), pair/share, discussion, “Where I’m From”—brainstorming writing prompts in notebook
Homework for Tomorrow—independent reading-15-20 minutes, a favorite photo to share, AP nonfiction independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
How do cultural, physical, or geographical surroundings shape our perspective and views of the world? Provide examples from personal examples, the experiences of others, or novels/plays you have read or are reading.
Schedule—Bellringer/collect HW (course sheet) and book check (visual), pair/share, discussion, “Where I’m From”—brainstorming writing prompts in notebook
Homework for Tomorrow—independent reading-15-20 minutes, a favorite photo to share, AP nonfiction independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)