SOLOMON AP Eng Lang 3-EEN43X_3 (Period 7) 2022 1 Assignments

You will be assessed for your attendance in class, attention while watching the The Truman Show (you will lose significant points if you use your phone), and your participation in a class discussion about the film (refer to the discussion questions).

Click to be marked present for remote learning on Friday 6/9.

Your task: After practicing rhetorical analysis with one of the following presidential movie speeches, you will select a movie speech from American Rhetoric (attached link). Annotate the speech (by hand or Google doc)

Note: If you have a movie speech you'd like to analyze that is NOT on the attached link, please see me to discuss.

Create a presentation that breaks down:
a clip of the speech
the rhetorical situation (SPACE)
the rhetorical choices
the tone
the appeals
an evaluation of the effectiveness of the speech
You may work with a partner.

Rubric (25 points each):
Rhetorical analysis: SPACECAT, shifts, structure
Slide organization: sequencing, slide to slide consistency (i.e. don't change font styles, colors, themes for each slide)
Slide engagement: readability, visual aids, appealing/engaging
Presentation: Knowledge, engaging the audience, eye contact

Extra Credit (a free 100 in the assessment category): Deliver the speech in front of the class.

While watching Tim Freitas' videos, we are covering how to develop an argument essay.
Each day there will be a handout of a completed organizer (from the description of each video). The handout will provide Freitas' model for each component/step in writing the argument essay.
You will follow those steps for the second prompt (Colin Powell / decisions) and write your steps down in your notebook.
Monday - Rating Argument Essay Samples (on a shared Google doc with your group)
Tuesday - Breaking down the prompt (My Secret to Writing Strong Arguments)
Wednesday - Writing Your Thesis (The ONLY WAY to Make YOUR Argument Thesis COMPLEX!)
Thursday - Gathering Evidence (The KEYS to Finding Evidence for ARGUMENT Essays! & The ONLY Way to Include Evidence in an Argument Essay!)
Friday - Developing Commentary (THIS Will Change How You Write Argument Commentary...FOREVER! & EASY Steps for Sophisticated Argument Essay Conclusions)

Watch the two assigned videos about the argument essay and take/upload botes

Focus: How do we use sample essays to generate self-reflection revision inquiries?

Do Now: Read the following Argument Essay prompt and brainstorm THREE possible inclusions for evidence (journals) (7 minutes)

The term “overrated” is often used to diminish concepts, places, roles, etc. that the speaker believes do not deserve the prestige they commonly enjoy; for example, many writers have argued that success is overrated, a character in a novel by Anthony Burgess famously describes Rome as a “vastly overrated city,” and Queen Rania of Jordan herself has asserted that “[b]eing queen is overrated.” 

Select a concept, place, role, etc. to which you believe that the term “overrated” should be applied. Then, write a well-developed essay in which you explain your judgment. Use appropriate evidence from your reading, experience, or observations to support your argument.

Small groups: Read the various sample essay responses and work with your groups (on the same document) to critique the merits of each sample based on the argumentative rubric.

Read the following Argument Essay prompt (attached) and brainstorm THREE possible inclusions for evidence (notebooks).

Write an argument essay that responds to the prompt and considers the attached rubric. Use the standard 5-paragraph format.

Watch and take notes on the two multiple choice videos on AP Classroom (practice sessions 1 and 2). Upload your notes.

Read the first two pages about writer's exigence and then complete the third and fourth page of P!NK's MTV Award Speech.

On AP Classroom:
In these two videos you will learn how to unpack the rhetorical analysis essay.Watch the assigned videos (practice sessions 5 & 6) and take notes. Upload a picture of your notes.

Write a rhetorical analysis on PAPER. Upload a pic and come to class with it on Monday.

Note: I used the Lesson 12 words for this lesson.

Upload a pic (or attach a Google doc) of your thesis statement AND rhetorical analysis of the first paragraph of "Why We Should Teach the Truth about American History" by Patrick Wang.

If you DID NOT complete it by class today, you must write an analysis of the THIRD paragraph.

HW 4/18: to be read for class on Wednesday 4/19
Read the model text of Obama's 2008 Victory Speech.
Read the document "RA Commentary."
Form at least two questions about the process of developing commentary in a rhetorical analysis essay.
Upload your questions (Google doc or a pic of your questions on paper

Read the introduction on how authors use multiple purposes in their arguments. 
Read and annotate the argument "Why We Should Teach the Truth about American History" by Patrick Wang. 
Complete the graphic organizer on page 4. 

Note: If done by hand, upload pictures.

Read the attached prompt. Be sure to think about the types of evidence to support your position on the topic.

Consider the following acronym:


R: READING 
E: ENTERTAINMENT 
H: HISTORY 
U: UNIVERSAL TRUTHS 
G: GOVERNMENT/CURRENT EVENTS 
O: OBSERVATION/PERSONAL EXPERIENCES

Should high schools, specifically Richmond Hill High School, make community service mandatory for students?

Read the prompt and sources. 
Defend, challenge, or qualify the prompt that high schools SHOULD make community service mandatory for students.

Create a Google doc.

Complete Lesson #9 vocabulary list practice.

Complete the paragraph revision focusing on integrating sources properly. 

Which day(s) are you interested in taking a mock AP Lang test?  It would start between 8 and 9 am.
Extra credit for taking the mock test.

Objective: I compose a thesis statement by integrating and evaluating sources on the topic of technology’s impact on human intelligence.


Complete the THREE phases IN ORDER!

Due by Monday 8 am: Read the introduction below as well as the first source. Respond to the bold prompt on the second page.
In today’s world, we live and learn with technology that’s more complex and changing at a faster pace than that of previous generations.
Many see this new digital technology as a way to expand and distribute knowledge, even democratize the pursuit of knowledge by making information about everything under the sun accessible to anyone with an Internet connection. Others lament that the constant distractions accompanying such an onslaught of information have damaged our ability to think critically and independently. But, of course, there’s a long tradition of critics bemoaning the harmful effects of technological change—whether it’s the “horseless carriage” that is known, today, as the car, or the evolution of the telephone, from the first landlines to the latest smartphones.

After carefully reading the following sources, synthesize the information from at least three of them, incorporating it into a coherent, well-developed argument on whether you believe digital technology is having a positive or negative impact on human intelligence.


Before reading the sources included with this prompt, it might help to take a moment to think about how you will use them to complete the assignment. As we’ve discussed, sources can illustrate or support your own ideas. If, for example, you think that technology is having a negative impact on critical thinking skills or that social media encourages narcissism, then you can look to your sources to help you make that point. If you believe that digital devices are changing the way we experience the world for the better, the sources can
help you think about that view as well. But it’s important not to reject texts that disagree with your position or appear not to be directly relevant to it. In fact, you might use a text that presents an opinion in opposition to yours as a counterargument, and then concede and refute it. Most importantly, keep an open mind while you read the sources. so that your thesis shows you understand the complexity of the subject.

During Friday's discussion about the HS Drama prompt, the class will partake in a spiderweb discussion (two rounds). While on the outside, draw a spiderweb diagram with each participant's name. Draw a line from one speaker to the next and add which sources each participant references (A-H).

You will be graded on your individual spiderweb tracking (upload a pic) and your group's collective inner circle discussion.

Objective: I will understand how to form a valid perspective by synthesizing sources.

Complete Lesson #7 practice on vocabulary.com and then click "mark as done."

Read the document introduction to using sources to inform an argument. There is an excerpt with an explanation on what the author did. Read the second excerpt and complete the questions.

Skill: 4.A  Writing – Develop a paragraph that includes a claim and evidence supporting the claim.
Essential Knowledge - CLE-1.M: Synthesis requires consideration, explanation, and integration
of others’ arguments into one’s own argument.  

Startup: What is a topic you feel passionate about? What is one of your perspectives on it? (ex: guns and violence, abortion, renewable energy, mental disorders, artificial intelligence, etc.)

As a follow-up to the movie review exercise, you will find an opinion piece — such as an editorial, an op-ed column, or a blog — that represents an opinion different from your own. Respond to it by playing “the believing game” — that is, write a multi-paragraph response in which you find a way to “believe” at least some part of your chosen piece. What did you learn by trying to “believe”? Did it affect your initial viewpoint on the subject of the piece?
There are a few places where you can find free opinion articles:
Gale Database (see attached link) - You can select one of the many categories to further refine your search for relevant opinionated articles on various topics.
Media Bias Chart (if looking for political bias, refer to this chart to further investigate specific sources and the opinions they publish)
Be sure to attach a link to the source you are responding to (or hyperlink to your source in your writing).

Objective: I will understand the concept of a synthesis argument by writing an opinion incorporating more than one source.

Startup: What is your favorite movie? Why? Put your ideas in the left column on the attached graphic organizer ("My Take")
Activity:
Look up your favorite movie on Rotten Tomatoes and write down the critics' consensus (ex: Raiders of the Lost Ark's is -  "Featuring bravura set pieces, sly humor, and white-knuckle action, Raiders of the Lost Ark is one of the most consummately entertaining adventure pictures of all time")
"Fresh Take": Extract quotes that deal with a particular topic of your choice you want to examine - from a "fresh" review
"Rotten Take": Extract quotes that deal with the same topic - from a "rotten" review
Synthesized Take: Using all the ideas from both reviews as well as your own ideas, come to a new, synthesized opinion
Note: Hyperlink to the review sources (see how I did it for the model)
HW: 
Read the first two pages about what synthesis is.
Bold the five most important words or phrases in your reading.
Leave a comment for each as to why you found that word/phrase important

When you have completed the Lesson #6 quiz on Vocabulary.com, please click "mark as done".

Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing arguments. 

Make sure you are up-to-date by the next class with ALL bullet points.

Read through the slides and complete each one (1-5):
How to qualify an argument
Adding evidence to a student's editorial
1. Choosing a topic and developing a thesis
2. Selecting Evidence
3. Appealing to an Audience
4. Developing a Line of Reasoning (Skill  6.A Develop a line of reasoning and commentary that explains it throughout an argument)
5. Engaging an Audience
Use the graphic organizer to develop your ideas regarding your thesis statement and possible evidence.

Submit your final persuasive argument by Tuesday morning after peer revisions.

Complete Lesson #6 vocabulary practice and click "mark as done" when you have completed it. Remember to spread out your practice sessions throughout the week rather than one large cram session.

Complete your practice by the end of Wednesday February 22nd.
Click "mark as done" when you have completed your practice.

Complete Lesson #5 quiz on vocabulary.com

There are three videos to watch and take notes on:

Skill 4.A (Daily Video 3) - Develop a paragraph that includes a claim and evidence supporting the claim: How to use evidence that is apt and sufficient in quality and quantity to improve the effectiveness of the argument.
Skill 4.B (Daily Video 1) - Write a Thesis that Requires a Defense and May Preview an Argument's Structure: The difference between an explicit and implicit thesis that contains an overarching claim that requires evidence.
Skill 4.B (Daily Video 2) - Write a Thesis that Requires a Defense and May Preview an Argument's Structure: How to write an explicit and implicit thesis that contains an overarching claim that requires evidence. 
There is also a quiz and a progress check to be completed. When you have uploaded your notes from the videos and completed the quiz, click "mark as done".

Note: The progress check will be available starting on Monday. This is to ensure you have an opportunity to complete videos and practice before the unit 2 progress check.

Objective: I will determine the media bias in a news article by analyzing the language in the headline and article and comparing it to other sources on the same topic.


For this assignment, please refer to the attached Google doc directions and outline.

Objective: I will understand what media bias is by identifying connotative  diction within the left/right news spectrum. Complete through slide 9.

If you are absent, complete the slides on your own (through slide 9).

Startup (In Notebooks):
Where do you go to read the news? [If social media, where specifically? Whom do you follow? If TV, which programs?] Why do you go there? What other options do you have?

Film Watching:
Watch the We the Voters 2016 video MediOcracy. (attached)
In notebooks: Discuss how your responses during the startup discussion may have aligned with the idea of “incestuous amplification” (selecting news sources to reinforce our own views) as defined in the film.
Groups of Three:
Complete Handout #1: Media Website Examination. Go to three cable news outlets and examine the top three home page and politics page news stories, including original and aggregated pieces, focusing on headlines. 
Next, you will choose a topic addressed on all three networks and read a story from each network to examine for point of view. Look for a top-of-the-page topic that addresses politics or public policy. 
Discuss your findings when finished. What facts were included in all three stories? Was there one news source that contained facts the other two did not? Why might that be? What did you notice about the language/word choice? Was there leading or subjective language to favor one point of view over another?

Take the Lesson #3 Vocabulary Quiz on vocabulary.com. Then, click "mark as done" here on GC.

Practice Lesson #3 word list.

Directions: As you watch each group’s presentations, you will take notes about the rhetorical situation, choices, appeals, and tone. Using your notes, you will complete a thesis statement for the song. Include your own group’s thesis statement, which can be amended.

Write an introduction to a rhetorical analysis of your Disney song. Use the attached model as reference.

Objective: I will strengthen my understanding of how an argument is constructed in a Disney song by analyzing the components of an argument's rhetorical situation, choices, appeals, and tone.

Teacher Model: In your notebooks, complete the rhetorical triangle based on the song "Be Our Guest". At the end of the lesson, you will upload a picture of your notes.

Your Group Will:
be assigned one of the five Disney songs to analyze the rhetorical situation in as much detail as possible (see model on slides of "Be Our Guest"). 
complete the SPACECAT organizer.
design a presentation that breaks down the argument and present it to the class (after regents week -- Tuesday 1/31
Individually, You Will:
write the introductory paragraph for a rhetorical analysis (topical introduction, context, exigence, thesis -- unifying idea + perspective, choices used).
Each group will be graded on:
the SPACECAT organizer
presentation slides (Google, Canva, or other)
live presentation
Individually, you will be graded on:
the rhetorical triangle from model lesson
you participation in your group
individual introductory paragraph

Complete the Lesson 2 vocabulary quiz by the end of Wednesday February 1st. Click "mark as done" when you have completed the task.

Practice the new set of 20 words over the course of the next week. Remember to practice the words a few rounds a day (less than 10 minutes!). This will help your memory more than one long sit-down session. 

We will have a vocabulary competition when we return next Tuesday (1/31).

Complete the Lesson #1 quiz by the end of day Wednesday. Then, begin practicing Lesson 2 words. Remember, practice a few rounds a day rather than four a long time on one day. This will help your memory.

Objective: In order to build stronger reading comprehension, we will start to learn and utilize "hot" SAT vocabulary words.  Each week, we will practice these new words using a combination of vocabulary.com and our own writing in class and through our current events assignments. 

1. Sign up for our class using the attached link to vocabulary.com (use your NYC Google account - there's a Google button for signing up).
2. Practice the vocabulary list for the next week. Start incorporating relevant vocabulary words into your writing both in and out of class (be sure to underline the new vocabulary words when you use them in your writing).
3. You will be assigned a new task involving the first set next Tuesday (note: this is the start of regents week and you will complete the assigned activity at home. Always look at the due dates)


Support: You can also look at all the future sets of words we will be using (see the attached pdf)

Objective: I will analyze how Patrick Henry constructs his argument in his speech to the Virginia Convention by:
identify and describing components of the rhetorical situation: the exigence, audience, writer,
purpose, context, and message  
identifying and explaining claims and evidence within an argument
writing a thesis statement that requires proof or defense and that may preview the structure
of the argument
Complete annotating Patrick Henry's speech for SPACE (the rhetorical situation) and for CAT (choices, appeals, and tone). 

Then, complete a one-pager (directions attached).  You can design your own or use a template with specific instructions.

Create a submenu on your Google site called: Debriefs.
Then, create a subpage.

On the subpage you will:
Identify the topic(s) / articles your group discussed in small groups.
Highlight important ideas / questions that came out of your discussion, including your generated discussion question.
Identify any big ideas from the article(s)
Highlight any pertinent connections your group made

Revise your thesis statement for the rhetorical analysis essay of Madeline Albright's speech.
I've attached our class' annotated text (good luck reading it!).

You get 5 points for attempting a revision and 10 points for a well-developed thesis statement.

Note: please include your ORIGINAL thesis as well.

Objective: I will identify large themes of a short video clip by citing strong and thorough textual evidence to support analysis.

Directions:

Watch the following video clip.
In the left column list all the observations you can make.
In the right column make inferences based on your observations.
Bold the MOST LIKELY inferences and explain WHY beneath the chart.
Discuss in your small group what come to a consensus on the man's backstory as well as his characterization.
Turn in.
Tips: 
Note EVERY detail. 
What do certain details have in common with others? 
What are the MOST LIKELY inferences you can draw from the details?

This was originally due today 12/23. Instead, it will now be due by the end of winter break: 1/2/23. 

That is your only work to complete over the break (unless you owe an assessment).

Watch all the daily videos and take notes in your notebook. Title each notes with the skill number/letter and the specific topic being covered.

Identify and Explain Claims & Evidence Within an Argument

Monday 12/19: Skill 3.A Daily Video 1 - How writers use evidence strategically to illustrate, set a mood, exemplify, or amplify point.
Tuesday 12/20: Skill 3.A Daily Video 2 - How writers use evidence strategically to illustrate, set a mood, exemplify, or amplify point.
Wednesday 12/21: Skill 1.B Daily Video 3 - How evidence that is apt and sufficient in quality and quantity improves the effectiveness of an argument
Wednesday 12/21: Unit 2: Claims & Evidence - Reading Quiz

Develop a paragraph That Includes a Claim and Evidence Supporting the Claim
Thursday 12/22: Skill 4.A Daily Video 1 - 

How to use evidence strategically to illustrate, set a mood, exemplify, or amplify point.
Friday 12/23: Skill 4.A Daily Video 2 - How to use evidence to strengthen the validity and reasoning of an argument, relates to an audience's emotions and values, and increases credibility
You will be graded on:
Completion of watching each video
Your note-taking skills and organization (upload your notes to this assignment)
Completion of "quizzes" (1 is assigned this week)

Objective: I will complete a rhetorical analysis essay by analyzing the rhetorical choices Madeleine Albright uses to communicate her message of perseverance to her audience.

Objective: I will understand how Bush establishes his argument to the American people by analyzing repetition, synonyms, pronoun references, and parallel
structure and how it may indicate or develop a relationship between
elements of a text.

Monday 12/19: Read Bush's Address to the Nation on September 20, 2001. Annotate for his use of repetition, juxtaposition, parallel structure, rhetorical questions, antithesis, fragment, and simple sentences.  Be sure to also annotate for any unifying ideas as well.

Tuesday 12/20: Small groups. Complete the graphic organizer on the back of the "Syntactical Choices for Effect" handout (given on Friday and also attached to this assignment).

Watch all the daily videos and take notes in your notebook. Title each notes with the skill number/letter and the specific topic being covered.

An Argument Understands an Audience's Beliefs, Values, or Needs

Monday 12/12: Skill 1.B Daily Video 1 - Importance of a writer's consideration of audience and ways to determine the writer's assumptions about an audience
Tuesday 12/13: Skill 1.B Daily Video 2 - Analyzing an author's understanding of an audience of one, as with direct correspondence (i.e. a letter)
Wednesday 12/14: Skill 1.B Daily Video 3 - How an author understands and appeals to a wider audience


Wednesday 12/14: Unit 2: Rhetorical Situation - Reading Quiz

Demonstrate an Understanding of an Audience's Beliefs, Values, or Needs
Thursday 12/15: Skill 2.B Daily Video 1 - Various ways we know or can get to know an audience and ways to show that knowledge through appeals
Friday 12/16: Skill 2.B Daily Video 2 - Understanding and addressing an audience that may easily agree with or support the message
Saturday 12/17: Skill 2.B Daily Video 3 - Understanding and addressing an audience that may oppose the message


Saturday-Sunday: Unit 2: Rhetorical Situation - Writing Quiz
You will be graded on:
Completion of watching each video
Your note-taking skills and organization (upload your notes to this assignment)
Completion of "quizzes" (2 are assigned this week)

Read ALL the articles and responses from your group members (their most recent entry from 12/9)
Respond to ONE of your group member RESPONSES (not analysis).
You should write AT LEAST 100 words.
Upload picture of your response to this assignment.

You NEED your Social Security number.
Students who never have had a SSN should contact the Molloy College for a temporary SSN by calling (516) 323-4300.

Click "mark as done" when you are done registering.

Make sure to attach a direct link to your newly posted page on your Google site with your second current events entry.
Make sure to hit "publish" on your Google site, so other students can read your response.
Check the Google Classroom Question about publishing your response page (separate question on the stream).

You will need your social security number to register for Molloy's High School Honors Program (receiving college credit for this course) on Friday. If you do not have one, we will discuss what to do when registering.

Skill: 4.B Write a thesis statement that requires proof or defense and that may preview the structure of the argument.


Read the directions and the passage on the handout (on the printer). Annotate it. Identify the rhetorical situation.
Then, write a well-developed thesis statement. Use your thesis templates.
Upload your work to Google Classroom (this assignment), including your annotations.

Complete the chart after watching the 10.

Context: Previously we used Padlet and NY Times student prompts.
Due to the sharing restrictions and the inconvenience of posting, and reposting documents, we are shifting to a more streamlined format.

Directions:
1. Each student will create a Google site (using their NYC accounts), and attach the link to this assignment. Once you've "published" the site, there is a paperclip icon at the top, which will allow you to copy your site's web address. You then will attach it to this assignment (click "add/create" button and then click "link" and paste in the web address. 

To set up your portfolio:
Go to the menu "pages" in the right
Hover over the plus button on the bottom
Click the top option "New Menu Section"
Call it "Current Events Portfolio"
Click on the three dots to the right of the new menu section you created
Select "Add subpage"
Call it (Date - Topic of what you wrote about)
Insert your Google doc (or copy and paste your response right onto your newly created subpage)
Click publish (purple button in upper right)

2. On your site, you will house each current event assignment in a running portfolio (including your first response to the NY Times prompt). To do this, create a page called "portfolio" and then you will add a new subpage for each new response (dated).

3. Every two weeks (until February -- then you will increase to one a week), you will be responsible for coming prepared to class with an annotated article, a brief summary of the article, a brief analysis, and a personal response. These documents will be uploaded to your dated subpage that you create. 

4. Each Friday we will having a current events discussion based on student choice. It will be student led. The purpose of these meetings is to engage ourselves in what is happening in the world around use yet allow us to make meaningful connections to our own lives at the same time. You will receive a separate grade for your participation in these meetings. 

Note: You will peruse student postings to decide which topics are of interest for you to raise during these Friday meetings. You can find access to other student sites through my newly created AP Lang Google site.  

Second Note: Each  current events assignment will have its own Google Classroom assignment.

Objective: I will examine how Kamala Harris appeals to her audience in her 2020 Vice Presidential victory speech by explaining how her rhetorical choices create appeals to her audience.

1. Create a Google doc.
2. Choose ONE of the appeals examined and write a response that:

introduces the text (TAG, rhetorical situation: speaker, purpose, audience(s), context, exigence, etc.) Note: You don't have to simply list these one sentence at a time. Weave these ideas into what you are writing about and when they could be used to strengthen your response
Harris’s choices (and/or technique)
embedded textual evidence (key words / phrases --- not full lines) -- Use at least TWO examples
the effect of her choices in her speech (the appeal you are examining)
3. Turn in on GC.
4. Relax. Maybe watch a show. 

Reminder: Connect the effects of the appeals back to her purpose. That what choices are used for: delivering a message to an audience in support of the purpose.

Objective: I will examine how Kamala Harris appeals to her audience in her 2020 Vice Presidential victory speech by explaining how an argument demonstrates understanding of an audience's beliefs, values, or needs. 


Skill: 1.B Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

1. Read the Unit 2 opening handout (also on slides).
2. Complete the startup
3. Complete the chart on the handout (which is based on the startup)
4. Read Kamala Harris' 2020 Vice Presidential victory speech
5. Annotate for the different types of appeals that she creates (and HOW she does this!)

Focus: How do we engage in an enduring conversation?

1. Click open the NY Times prompts (link attached). Bookmark it.
2. Read the article "Wasn't TikTok Supposed to be fun?" (link attached)
3. Write a response in your journal:
Do you agree with the piece “Wasn’t TikTok Supposed to Be Fun?” that many social media apps “start out as helpful or even pure fun” but, once they get popular enough, become a place of “nastiness” — full of misinformation, polarized political arguments, trolling and the like? What have you experienced?
4. Create a Padlet (sign up with the Google button - then click your NYC account).
5. Attach a link to your Padlet on this Google Classroom assignment.
6. Create a new "shelf" on our class Padlet and add your name.
7. Provide a link under your name on the class Padlet to YOUR Padlet. 
8. Turn in. 
9. Read the directions Google doc about how we will be using the NY Times writing prompts to engage in enduring conversations using current events.

Note: Every Friday, we will begin class by having any student who wishes to discuss a particular topic of interest. If no one wishes to share, we will move on. However, you will be required to initiate/participate once a marking period.

Objective: I will understand how Barry develops his argument by explaining the uses of his rhetorical methods of development to accomplish his purpose.

Directions: Using a passage from John Barry's historical book Rising Tide: The Great Mississippi Flood of 1927 and How It Changed America, create a metaphorical interpretation of how their arguments are presented. Think about the rhetorical situation to drive your connections.

1. Break the text into shifts (new subtopic, new ways of thinking, tone, etc.)
2. Visually depict the progression of the text from start to finish, marking the progression of ideas on the chart paper
3. Consider the rhetorical techniques/strategies/choices and how they fit into the progression of ideas
4. Write an introduction to your visual: Why does this excerpt matter? What is the greater purpose? Include a thesis that is inspired by the progression of ideas and not by individual devices

For example, if creating a metaphorical interpretation of Gehrig's Farewell Speech, one might opt to use baseball itself as the metaphor: each base could represent a specific choice he makes in chronological order revealing the developing argument he makes. To then present the rhetorical situation, one could draw Yankee Stadium itself and use the various aspects of the park (the field, the stands, the pitcher's mound, foul territory, the outfield fence, etc.) as stand-ins for audience (the stands), speaker (batter), purpose (outfield fence), message (baseball), exigence (scoreboard), etc.

Skills:

1A - Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5C - Recognize and explain the use of methods of development to accomplish a purpose.
Rubric:
Identification of the rhetorical situation
Identification of Barry's rhetorical choices
Explanation of choices and how they achieve his purpose
A linear visual metaphor that reflects Barry's progression of his argument
Support:
Please examine several student sample visual metaphors with explanations of Martin Luther King Jr.'s argument in "Letter from Birmingham Jail."

Read Chisholm's excerpt and create a graphic organizer in your notebook (upload the completed organizer).
Complete the AP Classroom questions that have been assigned.

Upload a picture of your looseleaf paper work.
Thesis
Two Reasons
Evidence

Read the annotated copy of Kincaid's essay.
Complete the Textual Examples and Rhetorical Strategies boxes.
Read the Banneker letter to Jefferson rhetorical analysis prompt (on backside of handout).
Complete the TAG, Background, and Command & Conquer boxes BEFORE you read the letter.
Read Banneker's letter to Jefferson (attached) and annotate for the subject, audience, thesis, purpose, and rhetorical choices - (see attached modeled annotation of Kincaid's essay)
Complete the Textual Examples and Rhetorical Strategies boxes.
Upload your work before the deadline.

Objective: I will understand how Trevor Noah develops a claim by analyzing his shifts in tone.

Your group will get one of the five questions to explore (see attached doc to this assignment). You will create a Google slide (or slides) that examine the topic, provide visual and textual reference to support what you are examining. This will be presented to the class. 

Note: One member of your group will create a Google slide and share it with the other members. 

If you are absent, you will choose one of the five questions and create your own Google slide. It should be created with the intent to present to the class.

Your group will present on Wednesday 11/2. If you are absent for your presentation, you will present your slide by yourself when you return.

Log onto AP Classroom and watch the two videos:

Skill 7.A Daily Video 1: 

Understanding the difference between connotative and denotative meanings by exploring how an author uses language to convey their perspective.

Skill 7.A Daily Video 2: Determining tone through connotative diction.

Once you have watched these two videos in their entirety, click "mark as done." You will be penalized for not completing this task on time.

State what you are working on in class. If you work on more than one thing, please revise your answer to include everything you worked on.

Note: If you attended the MOMA today, just state that.

If you work on a rhetorical précis, there is an article attached that you can use.

Objective: I will understand how Trevor Noah develops a claim by analyzing his shifts in tone.

Read the excerpt "The World Doesn't Love You" by Trevor Noah (taken from his 2016 memoir Born a Crime).
Annotate for tonal shifts in the text and the impacts 
Upload pics of your annotated text.

Focus: How does Gary Soto structure his personal narrative "The Jacket" to make a claim?
Objective: I will understand how narratives reveal insights about the human experience by analyzing how Soto structures his personal narrative “The Jacket.”

Skill: 3.B Identify and describe the overarching thesis of an argument, and any indication it provides of the argument’s structure.

HW for 10/25
1. Read the introduction article "Narration & Description"
2. Read Gary Soto's personal narrative "The Jacket"

Classwork for 10/26
3. Do Now: Paired Discussion
Discuss what you thought about Gary Soto’s personal narrative “The Jacket.”
What surprised you?
What confused you?
Could you relate to anything in the story? Why or why not?
4. Annotate for how Soto structures the narrative using the "Analyzing a Narrative" graphic organizer
5. Complete the right column of the graphic organizer by citing evidence of figurative language

HW for 10/26
6. Complete the back of the organizer: Choose ONE of the two prompts for the first response, then complete #3 about Soto's epiphany.

Classwork for 10/27
7. Introduction to class discussions
8. Post-it activity
9. Full class discussion (graded)


Vocabulary: 
epiphany

Focus: How do writers use rhetorical questions in an argument?

Rhetorical questions: a question posed by the speaker which has an obvious answer, no answer, or is the argument the speaker or writer intends to answer in an effort to further prove their argument. Rhetorical questions are leading questions asked by the speaker.  If the answer is obvious the speaker already knows the answer and is intending to lead the audience to his/her point of view or conclusion. If there is no answer, the speaker is aware of the lack of an answer and uses that lack to highlight the flaw in the opposing viewpoint. Obvious answer to a rhetorical question: “Do any of you want higher taxes?” The obvious answer is, “No,” because no one wants to pay more in taxes.   No answer to a rhetorical question: “Why can’t we all just get along?”  The speaker/writer will probably offer an antidote to the issue. 

Tone: the accumulated and implied attitude toward the subject reached by analyzing diction, detail, syntax, and all other figurative language elements.  

It's important to understand how the use of a rhetorical question can impact the rhetorical situation (purpose, message, etc.) and the tone. 

The TASK
Read Pete Wells' 2012 review of Guy's Kitchen and Bar, annotating for how he uses rhetorical questions, imagery, figurative language, and tone to develop his argument.


Writing TASK (create a Google doc)
In 450 words or less, write a review (of anything of your choice) using the same techniques Wells used. Your review does NOT have to be critical. Carefully consider the impact of a rhetorical question on the tone of your writing.  As always, consider the rhetorical situation (speaker, audience, purpose, message, exigence, context). Please DO NOT spoil movies!

Ideas to review:
— architecture
— art
— books
— comedy
— dance
— fashion
— hotels
— movies
— music
— podcasts
— restaurants
— technology
— theater
— TV shows

Focus: How do we analyze an argument’s line of reasoning?

Objective: I will identify the line of reasoning of an argument by analyzing how the author organizes his ideas to support his overall thesis.
Follow the directions on slide 2.
Upload a picture of your poster.
Identify who you worked with.
Turn in.

Upload a copy of your annotations from Friday’s lesson that cover how Kutcher develops his line of reasoning in his Teen Choice Awards speech from 2013.

Remember to always consider the rhetorical situation.

Focus: How do we annotate an argument and write a rhetorical précis?
Take the opinion piece “Should Batman Kill the Joker?” from the brown chair.
Read the essay.
Annotate for the rhetorical situation, elements of an argument, and the line of reasoning.
Write a four sentence rhetorical précis on a separate sheet of paper.
Turn in both the précis and your annotated text.

HW for Thursday 10/6: 
Read Mary Sherry's "In Praise of the F Word"
In your annotations, clearly identify the writer’s central argument and the ways in which she supports her argument (reasons and evidence). 
In your journal, respond to the following prompt: challenge or defend Sherry’s position. Support your response with evidence from your observations and experiences. Note: the journal entry is due by midnight.

Focus: How do we use silent discussion to increase our critical thinking and engagement?
Objective: I will engage in a silent discussion by reading a current events article and responding to my classmate’s annotations.

Do Now: Complete the analysis of word choice in your notebooks (binders) - first slide.

If you are in class, complete the activities on slide 3. 
If you are at home, respond to one of the attached articles as a journal entry.

Wednesday 9/28

Focus: How do we identify shifts in texts?
Objective: I will identify shifts in texts by chunking and annotating Bush's 9/11 speech in a small group.

Directions:
1. Read Bush's 9/11 address to the American people.
2. Annotate the speech for the rhetorical situation.
3. Read the slides about rhetorical choices ("Identifying Rhetorical Choices").
4. Chunk the text into sections based on shifts in the speech (groups).

Thursday 9/29

Focus: How do we use rhetorically accurate verbs to understand a writer's rhetorical moves?
Objective: I will identify a writer's rhetorically accurate verbs by working in a small group and evaluating the sections of Bush's speech for a precise verb.

Directions:
1. Annotate the speech for rhetorical choices/verbs
2. Class share

Friday 9/30

Focus: How do we write a rhetorical precis?
Objective: I will write a rhetorical precis by reading and annotating Bush’s 9/11 speech and using a template to write four sentences.


Directions:
1. Examine the rhetorical precis template.
2. Complete a four sentence rhetorical precis for Bush's speech (create a Google doc, if not in class)

Note: Each group member will be responsible for writing the precis and uploading it to Google Classroom. Each member will leave a private comment with the names of their group members. I will select ONE precis from the group to grade and provide feedback on.

Sign up for daily current events from the following sources:

The Donut
The Flip Side
The 1440
You will use these as ways to join the conversation and engage in current issues. We will go over the more formal requirements next Friday. For now, leave the first two pages blank, and start on the third page (and label it 1 - your first entry).

For Wednesday, 9/28: Read the article of the week (The New Normal of "Weather Whiplash"), annotate and respond in a journal entry.

Focus: How do we analyze the components of the rhetorical situation in a video and combine that with rhetorical "moves" to create a thesis statement?

1. Watch the instructional video on ethos, logos, and pathos
2. Test your knowledge with identifying the appeals on the google slides
3. Watch the 1991 Sizzler promo
4. Complete the Analysis Google doc with your group (one member shares it)
5. Create a group presentation that breaks down the components of the commercial (rhetorical situation, strategies, and techniques) and includes a final thesis statement about the commercial

Create a Google slide presentation that breaks down the Sizzler Promo for:
Rhetorical Situation
Strategies (appeals)
Techniques

Focus: What are the components of the rhetorical situation?

Note: 
Individuals write within a particular situation and make strategic writing
choices based on that situation.

Understanding the rhetorical situation is important to you as both a reader and a writer. As a reader, you identify the parts of the rhetorical situation to fully understand the author’s message and to evaluate how effective the writing is. If you don’t know the purpose of the writing and for whom it was written, how can you determine if it is successful? 

As a writer, you identify the rhetorical situation to position your ideas in relation to others’ within the “unending conversation” on the subject you are writing about. To whom are you responding? What has sparked you to write? What do you hope to achieve? Why are you the person to write this? Without knowing the rhetorical situation, how would you know what to say or how to say it?


Wed 9/14 - We will review the components of the rhetorical situation (both on the slides and the Rhetorical Situation Chart doc)
HW (due by Thursday's class): You will reread Thunberg's speech to the UN and complete the close reading document

Thurs 9/15 - We will look more in-depth at audience, context, and message  in regards to the speech.

Fri 9/16 - We will deepen our understanding of the rhetorical situation by examining commercials

Focus: How do we use word choice constraints to be more selective in our diction?

1. Watch Larry Smith's TedTalk about the creation of six word memoirs (link attached).
2. Write their own six-word memoir that expresses who YOU are (not just a list of adjectives). It should reveal some part of your life you feel comfortable with. The goal is to explore the power of rhetoric in your own journey through life.
3. You will illustrate the memoir in class on a blank face (see attached pics for examples of final products).
4. Create a Google doc under this assignment and type up an explanation of your six-word memoir as well as your visual.
5. Upload a copy of your final visual.
6. Cut out the face, put your name somewhere on the front, and submit it in class on Friday.

Note: I have also attached the blank face template if you wish to print out another copy.

Complete the attached student information form and click "mark as done" when you submit it.

Read Greta Thunberg's speech to the United Nations in preparation for Wednesday's lesson (document handed out in class, also reproduced to this assignment).

1. Respond to the ideas in Thunberg’s speech by writing your own thoughts on climate change. Write freely. Ask yourself questions to generate ideas and thoughts. You will develop these ideas throughout this unit, so save your work for future use. Annotate.
2. Complete the three close reading questions on page 2 (the backside of the document).

Click "mark as done" if you completed this.

A three-ring binder with loose-leaf paper
Post-its
Highlighters
Journal (one can be supplied for you, if you prefer)

Join our class Remind to send messages (much easier than through Google Classroom private comments) and to receive important updates and reminders about our class. You will also be able to communicate to other group members through the app.

Click "mark as done" when you have successfully joined. Please attach a phone number to your account, so you can receive notifications on your phone.

Click the attached link to join AP Classroom. This is where you will watch instructional videos, take practice questions, find unit checkpoints, and continued support throughout the year.

Use the passcode: PZEGXJ


Click "Mark as done" when you have successfully registered.