AP+ELC+Archive+First+Six+Weeks,+August+25-October+6,+2011


 * AP ELC First Six Weeks, August 25-October 6, 2011**

__Thursday, Aug. 25__ Get Acquainted Activity/written reflection Classroom expectations activity

__Friday, Aug. 26__ Review classroom rules set on Thursday Complete information card/folder for portfolio Distribute and discuss syllabus Group work -- Examine last year's essay exam


 * HW due Monday, Aug. 29:** 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. Return signed syllabus on Monday as well!

__Monday, August 29__ Share group work from Friday. Go over and submit homework. Introduction to AP Exam structure (from Barron's AP ELC test prep, p. xi): Getting acquainted with the test (Barron's, pp. 1-5) Distribute textbooks. Read and take notes from Rhetorical Devices Handbook, pp. 3-10.
 * 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, Sept. 2**: 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)

__Tuesday, August 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

__Wednesday, August 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)

__Thursday, Sept. 1__ The analytical essay
 * Read and annotate the passage
 * Write a thesis statement
 * Plan and organize thoughts
 * Write the essay
 * Pair-share

__Friday, Sept. 2__ Submit homework Multiple-choice AP practice test -- timed 1 hour

__Tuesday, Sept. 6__ Continue work on multiple-choice AP practice test Go to American Rhetoric Take 10 question Rhetoric Quiz. Complete "Rodman and de Ref" exercise.


 * HW due Monday, Sept. 12**: 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)

__Wednesday, Sept. 7 and Thursday, Sept. 8__ Continue work on multiple-choice AP practice test. 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 **Tuesday, September 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

__Friday, Sept. 9__ Distribute novels -- //Profiles in Courage//, by John F. Kennedy Pre-reading freewrite: 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.

__Monday, Sept. 12__ Submit HW. Finish multiple-choice AP practice exam Finish work on American Rhetoric speech analysis papers and presentations (due tomorrow) Summarize main ideas in introductory chapters and Chapter I of //Profiles in Courage//

__Tuesday, Sept. 13__ Speech analysis papers and presentations due Continue reading //Profiles in Courage// through Part One (John Quincy Adams), p. 48. Take Cornell Notes in SOAPSTone format (Speaker, Occasion, Audience, Purpose, Subject, Tone).


 * HW due Friday, Sept. 16**: 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)

__Wednesday, Sept. 14__ Read //Profiles in Courage,// Chapter III (Daniel Webster). Take SOAPSTone notes. 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.

__Thursday, Sept. 15__ Read //Profiles in Courage//, Chapter IV (Thomas Hart Benton). Take SOAPSTone notes. Write the synthesis essay.

__Friday, Sept. 16__ HW due. Peer review/score synthesis essays.

__Monday, Sept. 19__ SOAPSTone notes on Chapt. IV (Thomas Hart Benton) Partner activity: Pre-reading for Unit One: Early American Literature With a partner, 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.
 * 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 Friday, Sept. 23.
 * 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 for __Tuesday, Sept. 20__: Finish reading Part Two, through Chapter V (Sam Houston).**


 * HW due __Friday, Sept. 23__**: **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)**

__Tuesday, Sept. 20__ SOAPSTone notes for Chapter V (Sam Houston). Respond to the novel by choosing any quote from Parts One or Two: Relate the quote to the text, to the world, and to oneself. Small group or partner discussion questions for Parts One and Two. Open the Word doc for the assignment.
 * HW for __Thursday, Sept. 22__: Read Part Three, The Time and Place, and Chapter VI (Edmund G. Ross).**

__Wednesday, Sept. 21 (Early Release)__ Finish work on discussion questions. Continue work on PowerPoint presentations.


 * HW for __Friday, Sept. 23__: Read Chapter VII (Lucius Quintus Cincinnatus Lamar)**

__Thursday, Sept. 22__ SOAPSTone notes for Chapter VI (Edmund G. Ross) //Profiles in Courage// -- Share discussion responses Finish PowerPoint presentations Set up student webmail accounts

__Friday, Sept. 23__ Rhetorical Devices #16-20 due SOAPSTone notes for Chapter VII (LQC Lamar) PowerPoint presentations
 * HW for __Monday, Sept. 26__: Read Part Four, The Time and Place and Chapter VIII (George Norris)**

__Monday, Sept. 26__ SOAPSTone notes for Chapter VIII (George Norris) AP Exam Practice: Read and annotate //Graduation//, by Maya Angelou (copies will be provided) Partner activity, answer questions on rhetoric and style Individually, answer multiple choice questions. Read [|George Orwell's Politics of the English Language] Write an evaluation of Angelou’s writing according to the criteria he establishes.


 * Finish reading //Profiles in Courage// by __Thursday, Sept. 29__!**


 * HW due __Friday, Sept. 30__**: **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)**

__Tuesday, Sept. 27__ Ms. Young class visit (1 hour) Check AP Exam practice

__Wednesday, Sept. 28__ Finish work on Angelou's "Graduation" Evaluation of Angelou's essay based on criteria set forth by Orwell. Write a minimum of three paragraphs in your evaluation. **Due on Monday, Oct. 3**, typed and double-spaced.

__Thursday, Sept. 29__ Finish SOAPSTone notes on //Profiles in Courage//

__Friday, Sept. 30__ Library -- //Profiles in Courage// research paper. Bring note cards!


 * NOTEBOOKS DUE ON __TUESDAY, OCTOBER 4th__.** Notebook check is a test grade. You will leave your binder with me on Tuesday and I will return it the next day. See Word document for specific requirements and rubric. Make sure to go through the above lessons in this wiki to make sure you have all the necessary notes in your binder!


 * HW due __Friday, October 7__**: **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, Oct. 3__ 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
 * Submit evaluation essay.**

__Tuesday, Oct. 4__ Read //Museum Indians//, pp.35-39. Annotate using post-it notes to identify speaker, occasion, audience, purpose, subject, tone. Identify rhetorical devices used. AP Exam Practice: complete a multiple-choice quiz on the essay.
 * Submit notebooks**

__Wednesday, Oct. 5__ AP Exam: Diagnostic Test (self-assessment): Section 1 -- 1 hour (Barron's, pp. 35-49)
 * Submit topic choice for research essay**

__Thursday, Oct. 6__ Continue Diagnostic Test: Essay question #1 -- 55 minutes (pp. 50-56)