Fourth Six Weeks: January 25-March 7, 2012

Wednesday, Jan. 25
Get Acquainted Activity/written reflection
Classroom expectations activity
HW due Friday, January 27: Find a definition for rhetoric. Write it down and then explain what you think it means in your own words. Give an example of a rhetorical strategy that an author might use in his or her writing. Document your sources. Be sure to put your name, class, and date on all assignments before submitting.

Thursday, Jan. 26
Review classroom rules set yesterday
Complete information card/folder for portfolio
Distribute and discuss syllabus
Group work -- Examine last year's essay exam
Return signed syllabus tomorrow! Lose 10 pts. for every day afterwards that it is not returned.

Friday, Jan. 27
Go over and submit homework.
Introduction to AP Exam structure (from Barron's AP ELC test prep, pp. xiii-xiv in 4th edition, p. xi in 3rd edition):
  • Number and format of questions
  • Scoring
Getting acquainted with the test (Barron's, pp. 1-5)
  • Types of multiple-choice questions
  • Typical questions
Read from Rhetorical Devices Handbook, pp. 3-10 and take notes in the vocabulary section of your notebook.
  • Define rhetoric and its uses.
  • Identify and define four aims of rhetoric.

Homework due Friday, February 3: In the Rhetorical Devices Handbook, read pp. 13-29. In the vocabulary section of your notebook, create one page of notes for each of the first five rhetorical devices in the handbook (hyperbole, understatement, litotes, antithesis, hypophora). Each page should have your name, class, date, and a title. Notes for each device should include the following:
  • Define the device.
  • Provide one example from the handbook.
  • Provide two examples that you create yourself (these examples may come from the exercises in the handbook)

Monday, Jan. 30
View PowerPoint on the Art of Rhetoric and complete accompanying activities as outlined in the slideshow.
In the vocabulary section of your notebook:
  • Define Aristotle's rhetorical triangle
  • Define ethos, pathos, logos
  • Define key terms
In the writing section of your notebook:
  • Write a paragraph using all three rhetorical appeals (ethos, pathos, logos)
  • Create arguments for Law and Order episode example

Tuesday, Jan. 31
AP Exam Reading Techniques (Barron's, pp. 5-9)
Annotate (or mark text) a sample passage (Barron's pp. 10-12)
Answering the Questions (Barron's p.13)

Wednesday, Feb. 1
The analytical essay
  • Read and annotate the passage
  • Write a thesis statement
  • Plan and organize thoughts
  • Write the essay
  • Pair-share

Thursday, Feb. 2
Multiple-choice AP practice test -- timed 1 hour

Friday, Feb. 3
Submit and go over HW
Partner activity: read and analyze


HW due Friday, Feb. 10: In the Rhetorical Devices Handbook, read pp. 36-62. In the vocabulary section of your notebook, create one page of notes for each of the next five (#6-10) rhetorical devices in the handbook (rhetorical question, procatalepsis, distinctio, simile, metaphor). Each page should have your name, class, date, and a title. Notes for each device should include the following:
  • Define the device.
  • Provide one example from the handbook.
  • Provide two examples that you create yourself (these examples may come from the exercises in the handbook)

Monday, Feb. 6
Class visit from Ms. Young, school counselor

Tuesday, Feb. 7
In four small groups, go over multiple-choice AP exam practice test. As a group, agree on each response choice for all 55 questions. Then, each group will be responsible for reporting answers corresponding to one of the four passages. You must explain where you found the answer in the passage and why you chose it.

Wednesday, Feb. 8
Go to American Rhetoric
Take 10 question Rhetoric Quiz. Complete "Rodman and de Ref" exercise.
Partner activity:
  • On American Rhetoric website (see link above), click on Top 100 speeches.
  • Choose a speech to analyze for rhetorical strategies. The speech you choose must have a printable PDF transcript.
  • Print the transcript and listen to or watch the audio/video.
  • Read the transcript and annotate using the strategies we have practiced in class.
  • Complete a written analysis essay: Include the title, speaker, occasion or purpose, audience, and a discussion of at least 3 rhetorical strategies. Be sure to explain how the speaker uses language to effectively convey his or her message.
  • You will play the audio and/or video for the class and present your analysis on Monday, Feb. 13. You will submit your annotated transcript and your written essay.
  • Assignment will count as a test grade and be scored as follows:
    • Presentation (clear, organized, well-spoken) -- 25 pts
    • Annotated transcript (names, places, dates, key terms are circled; shifts in language noted; rhetorical devices noted, key ideas underlined; notes taken in the margins) -- 25 pts
    • Written essay (introduction, body, and conclusion; effectively and clearly analyzes rhetorical strategies; refers frequently to and provides examples from the speech; effectively discusses purpose and the author's use of language to convey a message) -- 50 pts

Thursday, Feb. 9
Distribute novels -- Profiles in Courage, by John F. Kennedy
Pre-reading freewrite in penzu: What is courage? Who is JFK and what do you know about him? Discuss.
Read Introduction, Foreword, and Preface, pp. i-xxii
Read Chapter I: Courage and Politics pp.1-19.

Friday, Feb. 10
Submit and go over HW
Work on speech analysis (presentation, annotation, and essay due Monday) or reading in Profiles in Courage

HW due Friday, Feb. 17: In the Rhetorical Devices Handbook, read pp. 63-100. In the vocabulary section of your notebook, create one page of notes for each of the next five (#11-15) rhetorical devices in the handbook (analogy, allusion, eponym, sententia, exemplum). Each page should have your name, class, date, and a title. Notes for each device should include the following:
  • Define the device.
  • Provide one example from the handbook.
  • Provide two examples that you create yourself (these examples may come from the exercises in the handbook)

Monday, Feb. 13
Speech analysis presentations
Introduce SOAPSTone method for text analysis
Summarize and evaluate main ideas in introductory chapters and Chapter I of Profiles in Courage using SOAPSTone method
Complete FusionPage discussion post assignment

Tuesday, Feb. 14
Due Tuesday, Feb. 21.

Wednesday, Feb. 15
Work on Profiles in Courage critical reading assignment

Thursday, Feb. 16
Work on Profiles in Courage critical reading assignment

Friday, Feb. 17
Rhetorical Devices #11-15 due
Work on critical reading assignment -- present projects on Tuesday

HW due Friday, Feb. 24 -- In the Rhetorical Devices Handbook, read pp. 101-154. In the vocabulary section of your notebook, create one page of notes for each of the next five (#16-20) rhetorical devices in the handbook (climax, parallelism/chiasmus, anadiplosis/conduplicatio, metabasis, parenthesis). Each page should have your name, class, date, and a title. Notes for each device should include the following:
  • Define the device.
  • Provide one example from the handbook.
  • Provide two examples that you create yourself (these examples may come from the exercises in the handbook)

Monday, Feb. 20
Teacher Workday -- No School

Tuesday, Feb. 21
Profiles in Courage critical reading assignment due -- present projects

Wednesday, Feb. 22
Finish project presentations
Socratic Seminar: Profiles in Courage. Procedures:
  • Set up room in a large circle
  • Discussion Director (asks opening question and keeps discussion focused and flowing)
  • Time Keeper (No one can speak for more than 1 minute at a time, announces switch of note takers every 5 min.)
  • Scorer (tallies the conversation, makes sure everyone speaks at least 3 times)
  • Note Takers (records the conversation – questions and answers, switch every 5 minutes)
  • Teacher is not part of discussion, only monitors and assesses.
  • Raise hand to speak. Last speaker chooses next or discussion director steps in.
Students complete Socratic Seminar worksheet before discussion begins:
  • What are two main points in the text (be able to refer to where they are in the book, page # and paragraph #)?
  • Write two thought-provoking questions for discussion about the novel Profiles in Courage. Use the sentence starters page as a guide.
  • Complete agree/disagree boxes.
Discussion Director begins by posing a question to start.

At the completion of the discussion, students complete evaluation.

Assign

Thursday, Feb. 23
AP Exam review: The synthesis essay, Barron's pp. 16-25. Read and annotate the question and the sources. Develop a writing plan for the essay.
Write the synthesis essay

Friday, Feb. 24
Rhetorical Devices #16-20 due at the beginning of 2nd period!
Topic choice for Profiles in Courage research paper due next Wed.
In Barron's book, read about writing the synthesis essay, pp. 108-125. Peer review/score essays.
Small group activity: Pre-reading for Unit One: Early American Literature
With a group of 3 students, create a PowerPoint presentation about a particular topic related to Literature of Early America. Use your American Literature textbook as your primary source. You will have class time to complete this assignment.
  • Your presentation must contain at least 10 slides (not including the title and works cited slides).
  • It should have a title slide with your names, class, date, and title.
  • Information should be relevant, concise, and written following rules of proper grammar and mechanics.
  • Your presentation should have a minimum of 5 pictures or graphics.
  • Include a Works Cited slide (use MLA format).
  • Become an expert on your topic, as you will present it to the class and they will take notes on it!
  • Be prepared to present on Tuesday, February 28.
Topics are as follows:
  1. Read Susan Power’s essay pp. 2-3 in the American Lit. textbook. Summarize her main ideas.
  2. Identify the similarities and differences between the Northern and Southern colonies.
  3. Who are the Pilgrims and the Puritans? What were their attitudes and values?
  4. What was the role of religion in the settlement of North America by Europeans? How was this influence reflected in the literature of the period?
  5. Discuss the roles of Christopher Columbus, Anne Bradstreet, Edward Taylor, and John Smith. Define the Massachusetts Bay Colony and the Great Awakening.
  6. Highlight the major American and world events from 1490-1750
Use the online citation maker and/or OWL at Purdue MLA formatting and style guide links at the top of this page to help with your Works Cited.

HW due Friday, March 2 -- In the Rhetorical Devices Handbook, read pp. 140-154. In the vocabulary section of your notebook, create one page of notes for each of the next three (#21-23) rhetorical devices in the handbook (apostrophe, enumeratio, antanagoge). Each page should have your name, class, date, and a title. Notes for each device should include the following:
  • Define the device.
  • Provide one example from the handbook.
  • Provide two examples that you create yourself (these examples may come from the exercises in the handbook)

Monday, Feb. 27
Work on Early American Literature projects

Tuesday, Feb. 28
Finishing touches on Early American Lit. projects. Make presentations.
AP Exam Reading Practice: Read and annotate Graduation, by Maya Angelou (copies will be provided)
Answer questions on rhetoric and style. Answer multiple-choice questions.

Wednesday, Feb. 29
Submit statement of topic
Read George Orwell's Politics of the English Language
Due Monday, March 5 -- Write an evaluation (minimum of three paragraphs) of Angelou’s writing according to the criteria George Orwell establishes. Typed, double-spaced, and submitted on FusionPage.

Thursday, March 1
Divide into four groups. Each group will read and dramatize a Native American origin myth. Groups will perform the story aloud for the class, "bringing it to life." Stories include: The Earth on Turtle's Back, pp.18-20; When Grizzlies Walked Upright, pp. 21-23; from The Navajo Origin Legend, pp. 24-25, from The Iroquois Constitution, pp. 26-28.
Compare/contrast the stories using

Friday, March 2
Library -- work on Profiles in Courage research paper/works cited page
Work on analysis essay due Monday (evaluating Angelou based on Orwell's criteria)
Submit HW -- RD #21-23. Due to the FusionPage at the beginning of 2nd period!
Submit list of sources in MLA format for research paper (Works Cited page) at the end of the period!


HW due Friday, March 9 -- In the Rhetorical Devices Handbook, read pp. 155-182. In the vocabulary section of your notebook, create one page of notes for each of the next five (#24-28) rhetorical devices in the handbook (epithet, asyndeton/polysyndeton, zeugma, synecdoche/metonymy, hyperbaton). Each page should have your name, class, date, and a title. Notes for each device should include the following:
  • Define the device.
  • Provide one example from the handbook.
  • Provide two examples that you create yourself (these examples may come from the exercises in the handbook)

Monday, March 5
Pair-share, then submit analysis essays (evaluating Angelou based on criteria set by Orwell)
Ms. Olive class visit/ACT practice

Tuesday, March 6
Take the ACT

Wednesday, March 7
Go over questions from Maya Angelou's "Graduation."
Read Museum Indians, pp.35-39. Annotate using post-it notes, index cards, or notebook paper to identify speaker, occasion, audience, purpose, subject, tone. Identify rhetorical devices used. AP Exam Practice: complete a multiple-choice quiz on the essay.