Eng Lang 3-AP-MU-2415-EEN43U_2 (Period 8) 2023 1 Assignments

Read the following introduction on sources of evidence, credibility of sources, selection of sources,  and line of reasoning. 

Write down BRIEF notes / questions as we will jump into criminal and social justice with Bryan Stevenson's "Mockingbird Players"  tomorrow.

You DO NOT have to read "Mockingbird Players" tonight. It is attached in case you DO want to read a text beforehand.

Read the following introduction on sources of evidence, credibility of sources, selection of sources,  and line of reasoning. 

Write down BRIEF notes / questions as we will jump into criminal and social justice with Bryan Stevenson's "Mockingbird Players"  tomorrow.

You DO NOT have to read "Mockingbird Players" tonight. It is attached in case you DO want to read a text beforehand.

Task: Choose ONE of Admiral McRaven's life lessons and create an Instagram post for the Richmond Hill community that contextualizes the advice and makes it relevant for 11th grade high school students. 

Consider:
What is the key message of your chosen life lesson?
What visuals (photos, icons, graphics) will effectively convey this message?
What tone and style will resonate with your target audience (peers, young adults)?
How can you use text and design elements to create a visually appealing and engaging post for your audience?
Choices to include:
Choose an image that visually represents the chosen McRaven lesson.
Use high-quality, eye-catching images that complement the caption.
Consider using Canva's built-in templates or creating your own graphic.
Ensure the image and text work together to create a cohesive message.
Choose a color scheme that reflects the mood of the post and aligns with your brand (if applicable).
Use contrasting colors for text and background to ensure readability.
Consider using Canva's color palette suggestions or explore different options.
Quote: Include a powerful quote from McRaven's speech

Caption: 
 Aim for around 2-3 lines, using strong verbs and active voice.
 Briefly explain the essence of the McRaven lesson you're focusing on.
 Tailor the language and tone to resonate with young adults on Instagram.
 Encourage viewers to reflect on the lesson or apply it in their own lives.
Use relevant hashtags to reach a wider audience and increase engagement. Examples:
#McRavenLessons #MakeYourBed #ChallengeYourself #HelpOthers #PositiveVibes
Include a hashtag specific to your chosen lesson, like #NeverGiveUp for the "It doesn't challenge you..." theme.
Attach your downloaded image of your post to this assignment.


Reflection (used for group discussion):
What did I learn about McRaven's message and its relevance to my life?
What challenges did I face in creating the Instagram post?
What did I learn about effective communication and visual rhetoric?
How can I apply this experience to other forms of communication?

Watch and take brief notes on Daily Video 2, assigned on AP Classroom. Complete the three multiple choice questions.

Watch and take brief notes on Daily Video 2, assigned on AP Classroom. Complete the three multiple choice questions.

Read the following introduction to Unit 3: Understanding Context
Take notes on important ideas (upload or attach notes / questions) - this does NOT have to be long!
Write down any questions you have about context, introduction, conclusions, or anything else you read
Complete the SKILLS PRACTICE at the end of the reading (pg 5 of the Google doc)
Note: This needs to be read BEFORE class on Wednesday

Read the following introduction to Unit 3: Understanding Context
Take notes on important ideas (upload or attach notes / questions) - this does NOT have to be long!
Write down any questions you have about context, introduction, conclusions, or anything else you read
Complete the SKILLS PRACTICE at the end of the reading (pg 5 of the Google doc)
Note: This needs to be read BEFORE class on Wednesday

Read the following introduction to Unit 3: Understanding Context
Take notes on important ideas (upload or attach notes / questions) - this does NOT have to be long!
Write down any questions you have about context, introduction, conclusions, or anything else you read
Complete the SKILLS PRACTICE at the end of the reading (pg 5 of the Google doc)
Note: This needs to be read BEFORE class on Wednesday

Text: https://docs.google.com/document/d/1Cy2-vJyVfBJck57R6ErIWm1TcZVYC-qPp5ekrGIzijo/edit?usp=sharing

NY Times Contest: Create a one-page illustrated response to an article, Opinion essay, video, graph, photo collection or podcast from The New York Times that was published in 2023 (or, if you are doing this in January, in 2023  2024).

You can make your one-pager by hand or digitally. The goal is to show your engagement with the information and ideas in the Times piece. Be creative and have fun!


The headline and publication date of the Times piece
At least one quote from the piece (or, if you choose a graph or photo collection, at least one specific detail)
At least one image or illustration that in some way sums up, responds to or comments on the piece. You may draw this by hand or find it online, as long as it does not contain any copyrighted material. (That includes images from The New York Times.) You may use Creative Commons images as long as they do not require permission, and as long as you attribute the work to the original creator. You may  use artificial intelligence to generate images.
Why you picked this Times piece
Your opinion of it
Something you learned
A description of how it has impacted your understanding of a topic
A summary of the piece in your own words
Something you’d like to ask or say to the author(s)
Question(s) the piece left you with
Connections you made between this piece and something else you have read, heard, seen or learned — in or outside of school
Someone you’d like to send this Times piece to and why
A word or phrase you learned from the piece and an exploration of its meaning
Something this piece showed you about yourself as a reader, viewer, listener or learner
A perspective or voice you think the piece was missing
Additional information you wish had been included
A summary or analysis of the argument and evidence presented in the piece
A comparison to how this topic was covered by another media source
Something you admired about the Times piece and why
Something you think would have made the piece better and why
An action you’d like to take as a result of this piece — and why and how
Any additional response of your choice. Be creative!

NY Times Contest: Create a one-page illustrated response to an article, Opinion essay, video, graph, photo collection or podcast from The New York Times that was published in 2023 (or, if you are doing this in January, in 2023  2024).

You can make your one-pager by hand or digitally. The goal is to show your engagement with the information and ideas in the Times piece. Be creative and have fun!


The headline and publication date of the Times piece
At least one quote from the piece (or, if you choose a graph or photo collection, at least one specific detail)
At least one image or illustration that in some way sums up, responds to or comments on the piece. You may draw this by hand or find it online, as long as it does not contain any copyrighted material. (That includes images from The New York Times.) You may use Creative Commons images as long as they do not require permission, and as long as you attribute the work to the original creator. You may  use artificial intelligence to generate images.
Why you picked this Times piece
Your opinion of it
Something you learned
A description of how it has impacted your understanding of a topic
A summary of the piece in your own words
Something you’d like to ask or say to the author(s)
Question(s) the piece left you with
Connections you made between this piece and something else you have read, heard, seen or learned — in or outside of school
Someone you’d like to send this Times piece to and why
A word or phrase you learned from the piece and an exploration of its meaning
Something this piece showed you about yourself as a reader, viewer, listener or learner
A perspective or voice you think the piece was missing
Additional information you wish had been included
A summary or analysis of the argument and evidence presented in the piece
A comparison to how this topic was covered by another media source
Something you admired about the Times piece and why
Something you think would have made the piece better and why
An action you’d like to take as a result of this piece — and why and how
Any additional response of your choice. Be creative!

NY Times Contest: Create a one-page illustrated response to an article, Opinion essay, video, graph, photo collection or podcast from The New York Times that was published in 2023 (or, if you are doing this in January, in 2023  2024).

You can make your one-pager by hand or digitally. The goal is to show your engagement with the information and ideas in the Times piece. Be creative and have fun!


The headline and publication date of the Times piece
At least one quote from the piece (or, if you choose a graph or photo collection, at least one specific detail)
At least one image or illustration that in some way sums up, responds to or comments on the piece. You may draw this by hand or find it online, as long as it does not contain any copyrighted material. (That includes images from The New York Times.) You may use Creative Commons images as long as they do not require permission, and as long as you attribute the work to the original creator. You may  use artificial intelligence to generate images.
Why you picked this Times piece
Your opinion of it
Something you learned
A description of how it has impacted your understanding of a topic
A summary of the piece in your own words
Something you’d like to ask or say to the author(s)
Question(s) the piece left you with
Connections you made between this piece and something else you have read, heard, seen or learned — in or outside of school
Someone you’d like to send this Times piece to and why
A word or phrase you learned from the piece and an exploration of its meaning
Something this piece showed you about yourself as a reader, viewer, listener or learner
A perspective or voice you think the piece was missing
Additional information you wish had been included
A summary or analysis of the argument and evidence presented in the piece
A comparison to how this topic was covered by another media source
Something you admired about the Times piece and why
Something you think would have made the piece better and why
An action you’d like to take as a result of this piece — and why and how
Any additional response of your choice. Be creative!

Read (and annotate for SPACECAT), JFK's Inaugural speech (https://docs.google.com/document/d/1t1htHf_6mvJhiA_QBQGiJWzQXX-uX3_4AM83YqvaNvQ/edit?usp=sharing).
Complete the multiple choice questions on the attached Google form.

Read (and annotate for SPACECAT), JFK's Inaugural speech (https://docs.google.com/document/d/1t1htHf_6mvJhiA_QBQGiJWzQXX-uX3_4AM83YqvaNvQ/edit?usp=sharing).
Complete the multiple choice questions on the attached Google form.

Read (and annotate for SPACECAT), JFK's Inaugural speech (https://docs.google.com/document/d/1t1htHf_6mvJhiA_QBQGiJWzQXX-uX3_4AM83YqvaNvQ/edit?usp=sharing).
Complete the multiple choice questions on the attached Google form.

Attach the FINAL copy of your persuasive writing.

To Hyperlink:
Copy the URL of the website that is your source
Highlight the word/phrase or sentence you want to hyperlink
Press ctril+k
Press ctrl+v
Press enter

Complete the practice sessions for Lesson #8 vocabulary list. Then 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 (Monday 12/11)
Adding evidence to a student's editorial (Monday 12/11)
1. Choosing a topic and developing a thesis (Tuesday 12/12)
This is HW due by Wed class.
2. Selecting Evidence (Tuesday 12/12)
HW WED 12/13: Make a copy of the document: "Selecting Relevant Evidence Organizer." Complete it and attach it to this assignment. 
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
6. Creating Emphasis Through Syntax (Due Tuesday 12/19)
7. Read at least TWO NY Times student editorial winners from their contest. Identify strategies the students employed and how they succinctly moved from thesis to reason to evidence. Then, identify stylistic choices made and the impact they created. All of this should be identified on an attached Google doc or an uploaded pic from your notebook. Include the title and student author for each set of notes. (Due Thursday 12/21)

Using the attached copy of an evidence log, you will every 2-3 weeks update your evidence log by reading, observing, noting, analyzing the various forms of information that you encounter and connect the importance of it to ideas in the world.

Due Date #1: 12/20

Directions: Add the student you are paired up with as a commenter for your persuasive argument. Click the share button in the upper right, paste the email address in, change from “editor” to “commenter” and then click “send.”


You will receive a feedback checklist tomorrow in class.

Directions: Add the student you are paired up with as a commenter for your persuasive argument. Click the share button in the upper right, paste the email address in, change from “editor” to “commenter” and then click “send.”


You will receive a feedback checklist tomorrow in class.

Directions: Add the student you are paired up with as a commenter for your persuasive argument. Click the share button in the upper right, paste the email address in, change from “editor” to “commenter” and then click “send.”


You will receive a feedback checklist tomorrow in class.

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 (Monday 12/11)
Adding evidence to a student's editorial (Monday 12/11)
1. Choosing a topic and developing a thesis (Tuesday 12/12) - This is HW due by Wed class.
2. Selecting Evidence (Tuesday 12/12)
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.

This was the Sonia Sotomayor rhetorical analysis essay.

Scale:

6: 100
5: 94-99
4: 85-93
3: 75-84
2: 66-74
1: 65

This was the Sonia Sotomayor rhetorical analysis essay.

Scale:

6: 100
5: 94-99
4: 85-93
3: 75-84
2: 66-74
1: 65

This was the Sonia Sotomayor rhetorical analysis essay.

Scale:

6: 100
5: 94-99
4: 85-93
3: 75-84
2: 66-74
1: 65

Complete the practice sessions for Lesson #6 vocabulary list. Then click "mark as done".

Complete the practice sessions for Lesson #6 vocabulary list. Then click "mark as done".

After reading Harvey Milk's speech, complete the attached planning outline as if you were preparing for a rhetorical analysis essay. You may do it by hand and upload a picture or you can make a copy of the attached Google docs outline and then attach it to this assignment. 

Note: I have also attached the outline model from Patrick Henry's speech that we have examined in class.

After reading Harvey Milk's speech, complete the attached planning outline as if you were preparing for a rhetorical analysis essay. You may do it by hand and upload a picture or you can make a copy of the attached Google docs outline and then attach it to this assignment. 

Note: I have also attached the outline model from Patrick Henry's speech that we have examined in class.

After practicing the Lesson #5 word list, complete the quiz.

Complete the practice sessions for Lesson #6 vocabulary list. Then click "mark as done".

After practicing the Lesson #5 word list, complete the quiz.

Complete the practice sessions for Lesson #6 vocabulary list. Then click "mark as done".

Directions: Use the following questions/prompts on the view-only document to guide your annotation of Milk’s speech (on your individual copy).

Directions: Use the following questions/prompts on the view-only document to guide your annotation of Milk’s speech (on your individual copy).

Directions: Use the following questions/prompts on the view-only document to guide your annotation of Milk’s speech (on your individual copy).

How does Patrick Henry appeal to both the loyalists and patriots in his speech to the Virginia Delegation?

Task: Read and annotate his speech for the rhetorical devices/choices that Henry makes and how they develop particular appeals to specific audiences.

Upload your annotations.

Video timestamps of speech: 37:43 - 49:05.

How does Patrick Henry appeal to both the loyalists and patriots in his speech to the Virginia Delegation?

Task: Read and annotate his speech for the rhetorical devices/choices that Henry makes and how they develop particular appeals to specific audiences.

Upload your annotations.

Video timestamps of speech: 37:43 - 49:05.

After practicing the Lesson #4 word list, complete the quiz.

A group of six will:
chunk the text into six sections (consider shifts in topic, tone, etc.)
each student will extract a key syntactical move (parallel structure, juxtaposition, etc.)
each student will create a visual representation of your assigned section of the speech, using your identified syntactical choices as inspiration
Your visual representation should include:
section number
section name (feel free to rename the section)
the name of the syntactical choice
at least one example (from your section) of your selected syntactical choice
an explanation of why the syntactical choice was used -- how does it connect to Bush's message in that section to his audience?
Note: although six students will combine to create a timeline of syntactical choices that Bush makes, each student will be graded separately

Sections:
Section 1: Addressing the Nation's Grief, Anger, Strength, and Resilience
Section 2: A Scathing Condemnation of Evil
Section 3: Waging War Against Terrorism
Section 4: A Call for Unity and Strength
Section 5: Fortifying the Homeland, A Nation on Guard
Section 6: Embracing Hope and Resilience, A Nation United

Read the following introduction into syntax and the corresponding syntactical moves. Take relevant notes, including questions you want to bring to your groups and the whole class. Upload notes.

Using your group's adjustments of a section of Rushin's argument "Give the Kids a Break," rewrite the section for the new audience of your group's magazine/journal.

Be sure to consider what evidence would be needed, what technique you would use to persuade the audience of your argument, what to keep, what to adjust, what to remove, etc.

HW: Read the attached document on persuasion and watch the assigned video on AP Classroom. Notes can appear together.Skill 5.C: Recognize and Explain the Use of Methods of Development

Video Overview: We will consider identifiable patterns of development common in most arguments. 

Take notes and write down any questions you have about the video. This video pairs well with the reading on persuasion. Upload.

Objective: I will understand how Rushin builds his argument of kids needing recess in upper education by identifying the reasons and evidence and evaluating his effectiveness with his intended audience.

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

After reading the intro to relevant and sufficient evidence from over the weekend, read the following argument by Steve Rushin and annotate for his reasons and evidence (note: they may NOT be specific evidence --- note the absence of evidence and consider WHY).

Complete the graphic organizer in preparation for tomorrow's lesson on changing audiences.

10/31 HW: Research your group's particular magazine / journal and consider:

Target audience: What is the intended audience of the magazine? What are their interests, concerns, and values? Rushin would need to tailor his argument, claims, and evidence to appeal to the specific audience of the magazine.
Purpose of the magazine: What is the purpose of the magazine? Is it to inform, entertain, or persuade? Rushin would need to make sure that his article aligns with the purpose of the magazine.
Editorial style of the magazine: What is the editorial style of the magazine? Is it formal or informal? Serious or humorous? Rushin would need to adjust his writing style to match the editorial style of the magazine.
11/1: Creating Digital Media Presentation:

Create a digital presentation that includes the following:
A brief overview of the magazine that you have been assigned
A description of the intended audience of the magazine
An explanation of how you have adjusted Rushin's argument, claims, and evidence to appeal to this specific audience
A section of Rushin's article that you specifically adjust (or re-imagine) with specific explanations for changes
Present your findings to the class.
Each group can use any digital media platform that they like to create their presentation. Some ideas include:
PowerPoint
Google Slides
Prezi
Canva
Adobe Spark
Video editing software (e.g., iMovie, Final Cut Pro)
Each group will be graded on the following criteria:

Accuracy: Does the presentation accurately reflect the argument of the original article?
Relevance: Is the presentation relevant to the intended audience of the magazine?
Clarity: Is the presentation clear and easy to understand?
Creativity: Is the presentation creative and engaging?
Multimedia: Does the presentation incorporate images, videos, and other multimedia elements effectively?
Tips:
Keep your audience in mind at all times. What will resonate with them? What are their concerns? What language do they use?
Be specific. Don't just say that you have "adjusted" Rushin's argument. Explain exactly what changes you have made and why.
Be creative. There is no one right way to complete this assignment. Use your imagination to come up with a presentation that is informative and engaging.
Use digital media effectively. Use visuals to support your points and make your presentation more visually appealing.

Read the following introduction to relevant and sufficient evidence. Take notes (and prepare questions if needed) for Monday.

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 OR upload a picture of your paragraph.
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
identifies Harris’s choices (and/or technique)
embed 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's what choices are used for: delivering a message to an audience in support of the purpose.

Complete the Lesson #2 Quiz and then mark this assignment as done.

Annotate for:
the topic
the primary argument (claim)
types of evidence
Then, complete the multiple choice writing quiz. Turn in.

Part I
Read the following introduction to Unit 2 from our textbooks Ideas in Argument. 
Complete the graphic organizer on the last page (can be written in notebooks and then uploaded - a picture - to this assignment, or you can make a copy of the Google doc and attach your work to this assignment)
Part II
Notebooks: Think about a recent request that you've made to your parents/guardians (i.e. a late curfew, more freedom, buying something expensive). Consider which appeal works best on one particular parent and then list some of the techniques that you've tried on that parent. Were the techniques effective? Do they work on the other parent? 

Note: In the process of persuasion, students naturally take into account their audience's values, beliefs, and background to strengthen their argument.

On AP Classroom, complete the Unit 1 Progress Check. This check runs through the specific skills learned in class (and AP Classroom Daily videos).

Click "mark as done" when you have completed lesson #2 vocab practice.

Complete the Lesson #1 Vocabulary quiz (once you have completed your Lesson #1 practice).

One Example:
In Leonid Fridman’s passionate article “America Needs its Nerds,” ← context

he defines “geek” and contrasts America with other industrialized nations to develop his argument that America values athletes more than intellectuals. ← thesis

By doing so, Fridman urges readers to reprioritize the current social hierarchy. ← Effect

Another example:
In SPEAKER/WRITER’S (tone) speech/letter/article (to AUDIENCE), he/she ____ and ____ to PURPOSE.

Example: In his patriotic speech to Congress, President Roosevelt repeats “attacked” and “deliberate” as well as appeals to patriotism in order to convince Congress to declare war on Japan.

Example: In his patriotic speech to Congress, President Roosevelt repeatedly emphasizes the deliberate nature of the attack on Pearl Harbor and appeals to patriotism in order to convince Congress to declare war on Japan.

Skill 1.A:   Identify and describe components of the rhetorical situation: the exigence, audience,
writer, purpose, context, and message.   
Skill 4.B:   Write a thesis statement that requires proof or defense and that may preview the
structure of the argument.   

Directions:
Attach the digital version of your opinion piece (copy-paste it into a Google doc).
Share your document with a partner (make them an editor).
Read their selected argument.
Annotate for rhetorical situation (SPACE).
Annotate for choices, appeals and tone (CAT).
Annotate for shifts.
Identify the claim.
Identify the types of evidence. 
Write a thesis (using the previous template). Use a red font color to type up the thesis at the end of the argument. 
Please leave a private comment with the student's name who you are using their article.
Click "turn in."

Complete the assigned practice session on vocabulary.com. Spread your practice out rather than completing it in one session.

You will get a quiz on these words (open Friday-Sun) at the completion of the practice session.

Your goal is to then apply these words during class in journals, classwork, doscussions, etc.

Click “mark as done” when you have completed your practice session.

Completion and punctuality (completed on time) = 10/10.

We will be using Vocabulary.com as a way to learn new vocabulary words and then start applying our newfound vocabulary into our writing and speech. 

Directions:
Click the link below to join.
There will be weekly practice sessions in which your effort and completion will be graded as a HW assignment.
The following week, you will receive a quiz (including on how to spell the word). This will count as a quiz grade under your assessments category.

It is best to spread practice out over the week rather than to get it out of the way in one sitting. If you cram in one session, you will be less likely to remember the words. 

Earning badges in the program will earn you extra credit towards your practice and quizzes.

Watch the following FOUR AP Classroom Daily Videos & take appropriate and relevant notes. Upload a picture of notes.
Skill 1.B Daily Videos 1-3
Skill 2.B Daily Video 1

Focus: How do commercials use rhetorical appeals?
Objective: I will analyze how commercials use rhetorical appeals by working with a group to critically examine one commercial through a ethos, logos, and pathos lens and create a Google slides presentation.

Click the attached link.
Select "Richmond Hill High School from the dropdown menu.
Select your grade: Junior or Senior
Select our course: 76434 FWY 1010 First Year Writing, Josh Solomon, 3 Credit(s)
Enter your personal information (note: inputting your social security number is optional; however, it will help with ease of access for your transcript!)
Click "submit"
Click "mark as done" once you have completed this.
Note: If you do not complete this by this Friday October 6th, you WILL NOT BE ABLE TO RECEIVE COLLEGE CREDIT FROM ST> JOHN"S UNIVERSITY.

Find an ad (online, magazine, bus stop, subway, etc.) and identify who the audience is (who is the ad meant to persuade?) and the appeals used. Which one is the predominant appeal? Why? 

Upload an image with your analysis.

HW 9/29

All texts are created within a rhetorical situation. Writers convey a message that expresses their perspective about an idea, called the claim. Describing the rhetorical situation is much more than simply identifying them.

Read the following model annotated text
Write down your takeaways from the text and annotations. What did you notice? Anything missed? Other thoughts? 
Upload your work to this assignment
Note: You can also find the text in our textbook under Unit 1: Putting it All Together

Objective: I will write a defensible rhetorical analysis thesis statement of President Bush's 9/11 speech by identifying Bush's rhetorical choices, tone, audience, message, and purpose.

Using your annotated copy of Bush's 9/11 speech, write a one sentence defensible rhetorical analysis thesis statement.

Note: Use the attached resources for modeling purposes and framing purposes. The slides showcase a model thesis (from FDR's speech following the attack on Pearl Harbor -- we didn't read this in class; it's being used to showcase the parts of a thesis template).

The attached document provides four variations on a similar thesis statement (modeled with the FDR speech thesis statement). YOU MUST USE ONE OF THE FOUR thesis statements from the document.

How do we use rhetorical verbs to describe a writer's moves?

Upload your annotated copy of Bush's speech for rhetorical movies and shifts.

Watch the next assigned video on AP Classroom: learning about audience and its relation to the rhetorical situation.
Task:
Short notes. Focus on the major takeaway(s).
Ask questions you want to bring to class the next day. 
Upload notes to this assignment. 
Begin class with any questions or confusion regarding the video.

Objective: I will understand how Trevor Noah develops a claim (message) 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.
Complete the organizer (make a copy of it and attach it) To make a copy, go to FILE---Make a Copy.
HW 9/26: Write a paragraph that analyzes ONE shift in tone. Use the handout to avoid writing "Noah uses....tone"

Write about HOW Noah creates a tone at one particular point in the text and then identify the shift and HOW he created a new tone and why. Attach your work to this assignment (Google doc or pic of notebook).

burlesque- mocking through caricature or comic exaggeration
colloquial- using a conversational style
condescending- an air of patronizing superiority
contemptuous- expressing a lack of respect
cynical- distrust of human sincerity or integrity; assuming people are motivated by self-interest
despondent- showing extreme discouragement or loss of hope
didactic- preachy; often intended to teach a lesson about life
disdainful- expressing contempt, dislike, or hate
euphoric- feeling of elation or great joy
facetious- playfully humorous
flippant- lacking appropriate respect
frivolous- lacking seriousness
hostile- very angry
impartial- unbiased
incisive- impressively direct and decisive
indignant-angry at a perceived lack of fair treatment or injustice
irreverent- lacking appropriate seriousness
laudatory-expressing praise
moralistic- characterized by a narrow and conventional moral attitude
nostalgic-yearning for a return to some past period of time
patronizing-treat with kindness that betrays a feeling of superiority
pedantic-narrow, dull, unimaginative
pretentious- assumption of importance especially when exaggerated
poignant- strongly affecting emotions
sarcastic-to ridicule, amuse, or taunt by sometimes saying the opposite of what the speaker means
somber: gloomy, dismal, or dejected
sympathetic-showing sensitivity to others’ emotions
suspenseful- pleasant excitement as to the uncertainty of events
tranquil- free from turmoil

Unit 1: Language & Style - The Writer's Tone
Read the following handout about writer's tone. Complete the chart at the end of the second page about precise diction in your notebooks. 
Skills Practice: Using Precise DictionChoose an emotion, such as happy, sad, or scared, and create a tonal scale of at least three words for that emotion from least intense to most intense. Then draw or pick an emoji for each of the words. 

Be prepared to discuss tone tomorrow in preparation for our next reading: "The World Doesn't Love You" by Trevor Noah.

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.

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?
Annotations + Analysis
Annotate for how Soto structures the narrative using the "Analyzing a Narrative" graphic organizer
Complete the right column of the graphic organizer by citing evidence of figurative language (upload)
Complete the back of the organizer (upload)
Vocabulary: 
epiphany

Watch the next assigned video on AP Classroom: learning about audience and its relation to the rhetorical situation.
Task:
Short notes. Focus on the major takeaway(s).
Ask questions you want to bring to class the next day. 
Upload notes to this assignment. 
Begin class with any questions or confusion regarding the video.

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 Monday 9/18 (to be done before Tuesday's class)
1. Read the introduction article "Narration & Description"
2. Take notes on any important ideas, confusing ideas, etc. (upload notes to this assignment)

Objective: I will understand how movie posters present arguments by analyzing what appeals to horror movie fans. 

Design a horror movie poster (based on a real or fictional horror movie).
Include elements of color, design space, words (tagline), imagery, etc.

Your movie poster should be ORIGINAL and not reuse any taglines or key ideas from an already produced poster.
Consider how your poster will communicate an argument (what is the appeal of the film being presented to an audience).

Attach your work here (upload an image or if done digitally, attach it).

Write an explanation as to how your choices were made to appeal to your audience.

Turn the summer assignment in with your attachments (Parts 1 and 2).

Keep notes short. Focus on the major takeaway(s). Upload notes to this assignment. 
Begin class with any questions or confusion regarding the video.

Objective: How does Stephen King establish his thesis in his essay “Why We Crave Horror Movies”?

Upload picture of graphic organizer.

Read the following information about the writer's claim. Take notes accordingly (upload here) and be prepared to share your ideas and questions at the beginning of class tomorrow.


Also, be prepared for a supply check.

A three-ring binder with loose-leaf paper (can share with other subjects)
Folder
Highlighters
Pen/pencil
Journal (composition/spiral, your choice)
I will check for your supplies in class on Wednesday 9/13. Once you have obtained these items, you can click "mark as done."

Objective: 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?


Attachments: 
Class reading about the rhetorical situation (Unit 1 from Ideas in Argument)
Slides that break down the SPACECAT acronym (Speaker, purpose, audience, context, exigence, choices, appeals, and tone)
Class handout of Queen Elizabeth II's speech during the pandemic (to be completed and submitted for completion)

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: 


A7A7V9
Click "Mark as done" when you have successfully registered.