AP+ELC+Archive+Fourth+Six+Weeks,+January+25-March+7,+2012


 * __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): Getting acquainted with the test (Barron's, pp. 1-5) Read from Rhetorical Devices Handbook, pp. 3-10 and take notes in the vocabulary section of your notebook.
 * Number and format of questions
 * Scoring
 * Types of multiple-choice questions
 * Typical questions
 * 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: In the writing section of your notebook:
 * Define Aristotle's rhetorical triangle
 * Define ethos, pathos, logos
 * Define key terms
 * 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__ Work on critical reading assignment -- present projects on Tuesday
 * Rhetorical Devices #11-15 due**


 * 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: Students complete Socratic Seminar worksheet before discussion begins: Discussion Director begins by posing a question to start.
 * 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.
 * 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.

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__ 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. Topics are as follows: 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.
 * Rhetorical Devices #16-20 due at the beginning of 2nd period!**
 * Topic choice for Profiles in Courage research paper due next Wed.**
 * 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**.
 * 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


 * 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__ Read [|George Orwell's Politics of the English Language]
 * Submit statement of topic**
 * 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.