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AP Language & Composition Spring

Date

In Class

 
Homework 

___________________________________________________
 5.23 Finals Blocks 7-8
Block 7: 8:00-9:30
Block 8: 9:40-11:10

SUMMER BREAK!!!!
Image result for picture sand and pail
 
 5.22 Finals Blocks 4-6
Block 4: 8:00-9:30
Block 5: 9:40-11:10
Block 6: 11:20-12:50

Present Adobe Spark projects
 
 5.21 Finals Blocks 1-3
Block 1: 8:00-9:30
Block 2: 9:40-11:10
Block 3: 11:20-12:50

Present Adobe Spark projects

 5.17  Ms. Moore will be coming in to give you your summer assignments for AP Literature.  If you are absent from class, please see her when you return next week.

Welcome to AP Lang project (Adobe Spark project)--you have all period to work on this. Please use time wisely--I don't want you to have to do any of this at home over the weekend!

BLOCK 4 ONLY:  Finish movie (30 minutes left, but I have to find out want happens to the Fencer!)

ASSIGNMENT
Another Sample
Adobe Spark--use this link to access the program to create your project

 Finish your project and presentation if  you did not complete it in class.

If you were absent, you are STILL responsible for completing this assignment and presenting  on finals day or you will receive a zero for your final.
 5.15  AP EXAM 
AM--AP Lang and Comp

PM--Macro

Afternoon class--
CELEBRATION!
Image result for balloon pictures
 
 5.13  Test prep/Review for multiple choice
AM--Biology
PM--Physics C (3 per. 3, 2 per. 4)

Review:
Read another RA prompt and 2 samples essays.

Return MC and review and discuss answers. Return part 1 of MC from 2 weeks again. What is your total score?

Handout:  Last minutes tips.

Finish Rubric activity and submit to Mrs. Webb. We will share if we have time.
If you have not returned your textbook, you MUST bring it on FRIDAY to avoid a late fee!!! If you own your book, PLEASE resell it to a current sophomore who will be taking AP Lang or IB 11 next year.

If you need to attended a class during period 3 or 4 (whenever you have my class) that you missed during the exam, please check in with me first and we will work it out with your teacher.


MANDATORY HOMEWORK (This means YOU, kid who stays up all night and eats junk for breakfast!)

1. SLEEP -- at least 8 hours Monday night AND Tuesday night. Your brain is NO good if it is too tired. Go to bed by 9:30, so you are asleep by 10:00;  then get up and start you day at 6:00, so you are wide awake by test time!

2. EAT WELL -- no sugary garbage for breakfast. Feed your body well to feed your brain. Choose complex carbs and PROTEIN for breakfast Tuesday and especially Wednesday. Eggs are a good choice--add some toast and avocado. Or Oatmeal with protein powder, nuts, and berries. Getting up at 6:00 will also allow you some time to cook!

3. BRING 2 or MORE Black and/or Dark Blue pens on test day.

4. BRING 2 or MORE sharpened #2 pencils on test day (NOT mechanical pencils).  One of these pencils MUST be your "I Survived AP Lang" English Power Pencil.

5. OPTIONAL: if you think  you might make mistakes on the multiple choice, please bring a WHITE eraser to the exam. They work better.

OTHER RULES:
NO smartphones (or dumb phones, or any phones).
NO smart watches or fit bits of any kind.
Bring a school ID or other picture ID--the proctors do not know you.
Be at the Small gym no later than 7:45--come early just in case!
Food and water will not be allowed at the table itself, but you should be able to have it during break.


 5.9  Test prep/Review
AM--Chemistry
PM--Psychology (1 per. 3, 1 per. 4)

Returned scored, timed rhetorical analysis and complete RA review

Optional Synthesis homework DUE at the beginning of class; please submit with the original paper.

Multiple Choice PRACTICE--2 timed passages (30 min) and scoring.

Start Rubric Activity--individual, pairs, or groups of three. We will finish this in class next time.
 Seniors last day is May 10!
 5.7  Test prep/Review
AM--Spanish
PM-Physics 1 (1 per. 3, 2 per. 4)

Return scored, timed argument and complete argument review.
  Optional:
Choose ONE paragraph from your synthesis paper and fully develop it incorporating TWO sources in conversation with each other AND developing a line of reasoning that furthers your argument. 
I will add 5 points to your essay score IF this is done correctly. Please submit with the original paper.
THIS IS DUE THURSDAY, MAY 9
 5.3 Returned scored, timed synthesis and complete synthesis review.
--sample papers and discussion
--paragraph rewrites for 5 points added to scores (optional and due next time)

Argument papers from last time: scoring practice. 
Look at sample 4, 5, 6 and 8 papers; scoring tables for practice scoring. PLEASE use pencil if you can and write on the BACK of the papers. 

 Optional:
Choose ONE paragraph from your synthesis paper and fully develop it incorporating TWO sources in conversation with each other AND developing a line of reasoning that furthers your argument. 
I will add 5 points to your essay score IF this is done correctly. Please submit with the original paper.
THIS IS DUE THURSDAY, MAY 9
 5.1  More Writing--It is imperative that you are in class today!
--2 essays today!!! STUDENT ID NUMBERS
--Timed argument and rhetorical analysis
 
 4.29 Discuss synthesis task--how did you feel about the timed synthesis Thursday?

Pair and share: Discuss selected essays and score for completion. 

Multiple Choice practice/team
competition (1-2 difficult passages for close reading/reading comprehension practice)
--if you missed class, you cannot make this up as the materials we used cannot be taken out of the classroom due to copyright and security reasons.
Review argument and rhetorical analysis: you will write TWO essays in class next time to practice timing.
 4.25  Timed synthesis  Select any 2 essays from LC that we have NOT read. For EACH essay:
Read the essay and 1) complete the rhetorical triangle and 2) complete SOAPSTones for review.
I will check these for a completion grade next time.
 4.23  Return and discuss timed synthesis (maybe--the day off really cut down on grading time) and look at samples--IF I have them scored by this point. Otherwise, they will be returned at the beginning of 4.25 prior to writing the paper that day.
--what do I need to do better/differently/instead of?

Submit take home timed synthesis
--discuss sample papers
--reflection

 Review
 4.19  RESCHEDULED FROM 4.17

Synthesis
 USE STUDENT ID NUMBERS

--10 minutes to review notes
--15 minutes to read, annotate and plan
--40 minutes to write
--10 minutes to re-read and self-evaluate with rationale (separate piece of paper with your student ID number AND name so I can match them later)
--breathe!  
PRACTICE:
TAKE home TIMED synthesis; You will need a 55 minutes block of time to complete this assignment. You must bring your TIMED handwritten essay to class NEXT TIME!

(Domain) 
 4.17 EMERGENCY NON-CONTACT DAY
I'm sorry we were not able to have class today. Please know that your safety and well-being are far more important than anything we could have done in class. 
That said, I write this at 2:17PM assuming that the class schedule will remain the same the rest of the week. So, please plan on writing your essays Friday. I have adjusted the rest of the semester schedule accordingly to ensure you are prepared for your May 15th AP Lang Exam.


Synthesis
 USE STUDENT ID NUMBERS

--10 minutes to review notes
--15 minutes to read, annotate and plan
--40 minutes to write
--10 minutes to re-read and self-evaluate with rationale (separate piece of paper with your student ID number AND name so I can match them later)
--breathe!  

You have had a lot of testing today!

NO homework!!!!  Yippee! 
 4.15  Synthesis
--discuss monuments packet
--Working with sources practice (post office) activity in groups (45 minutes)
--Read prompt, write a working thesis, read sources and make marks/notations, which sources can you use and why?, which would you ignore and why?, which can you use "in conversation" with others?
Sample papers

--writing the synthesis handout--read and review this for homework as you will be writing an in-class timed prompt NEXT TIME.
--Synthesis Scoring Rubric--hand out to all students (see me for a copy of this)
--They Say, I Say handout (read this for homework; see me for a copy if you ere absent)

They Say, I say: Using sources/entering the conversation
 4.11  Synthesis
--What is the synthesis?
--Sample questions:
    Penny
    Advertising
    Honor Code

    
--How to work with sources
--Powerpoint for today's lesson
--Packet
Finish monument synthesis packet for discussion and submission next time.

 4.9 SAT for Juniors  
 4.5 Timed Argument Essay
SAT prep and Grammar/Punctuation Review--Mrs. Webb and Khan
 
 4.3 NOTE: These are NEW plans as of the morning of 4/3

2018 Argument prompt

--write on prompt for 20 minutes to have part of a draft to work with (NO, this will NOT be scored/graded)
--review scoring rubric
--look at sample papers 1-9 and discussion EACH score point and rationale for scoring.
--questions about the argument paper--you WILL be writing one in class next period that WILL be scored

If time:
Read and discuss Magnasoles prompt for satire.

Sample KHAN lesson to model homework

Review argument prompt scoring rubric.
Review comments on former papers.
Khan Academy SAT practice--use this link and select AT LEAST 5 lessons to watch for writing instruction/review (they are approximately 2:33 minutes each). Lessons should be selected from the following categories. You should select items that you have been struggling with in your papers. If you do NOT know what one of these means, you should probably select those lessons as well. Take notes in your journal on the 5 (or more) you watch as proof of completion. This assignment is designed to introduce you to the Khan SAT materials if you have not been using them, help you prepare for the SAT on Tuesday of next week, and fine tune your writing for this course and this AP exam. 
LINK TO KHAN WRITING LESSON PAGE
Choose from the following lessons:
  Subordination and Coordination
  Parallel Structure
  Modifier Placement
  Frequently Confused Words
  Within Sentence Punctuation
  Nonrestrictive and Parenthetical Elements

 4.1 Welcome Back!

Timed Essay

"A Modest Proposal"
 "Thanksgiving" Cartoons (15  minutes)
Swift--SOAPSTone(s)
Who is his audience?
What is his REAL purpose?
 What is his REAL proposal? (10 minutes)

Swift activity/worksheet:  A Modest Proposal: Elements of Satire. (If you were absent you must complete Modest Proposal and submit next time.)

Last 20 minutes--In your journal, begin your own proposal. What political or social issue do you see worthy of consideration, ridicule, and change? Write about this in your journal.
 Watch the following for homework:
   SPRING BREAK!  
 3.21 Argument and satire
Read satire from Joseph Addision--analyze,annotate, and discuss in class.

Ben Franklin (LC book--"The Speech of Miss Polly Baker": read aloud in class, then  in groups answer questions 2, 4, 6, and 9 to discuss in class--take notes to aid this discussion.

 and 

Start homework. It will take about 2 hours and is due when you return from Spring Break.

Homework Due April 1st when we return to class from Spring Break.

Read Jonathon Swift’s “A Modest Proposal” (LC p. 404-412); you may have to read this 2x for understanding.  Please write a one sentence summary in the margins of your text or in your notes after every 3-4 paragraphs; annotate the rest of the piece as you read.  Annotations should focus on methods of argumentation, development of satire, rhetorical devices/techniques, and persuasive appeals.

After reading, you should answer Questions for Discussion #1, 4, 5 and 6; please type for submission.
Be prepared to discuss Questions on Rhetoric and Style 1-12 as part of an in-class graded discussion.
 
 3.19 Research paper reflection assignment

Satire as a form of argument

Define satire and Types of Satire--notes

Look at examples of visual satire (political cartoon, comic strips, other visual satire) and answer the following:

  • What is being satirized?
  • What satiric devices are used in the satire?
  • Is this Horatian or Juvenalian satire?  How do you know?
  • What is the creator's purpose in composing this satire? (Keep the audience in mind as you answer this.)
  • Is this satire effective?  Why or why not?

Stevenson "Cat Bill Veto"
--Read and discuss
--Write a rhetorical analysis question for one passage
--Write an argument question for the other passage

Barry SAT satire
--Read, annotate, discuss
--Write a rhetorical analysis question for this passage
--Write an argument question for this passage


 3.15  Research Paper 
1/2 of period--peer review and workshop; ask Mrs. Webb questions
1/2 of period--revise and edit your papers

UPDATE RE: PAPER SUBMISSION
It has come to my attention that many of you are working on your papers on Chromebooks and were without power and/or internet for the past few days. Therefore, IF you are able to submit a finished paper TODAY by 3:10 (both printed for me to take home to grade AND on Turnitin),  I will add 5 points to your final research paper score. 
Otherwise, the new due date is THIS SUNDAY BEFORE 11:59 PM on TURNITIN.
You will not be allowed to upload papers on TURNITIN after that, so do NOT miss this deadline. I will read and score papers in the order they are submitted. I will make comments ONLINE if you do not submit an early paper copy.

 
 3.13 Final draft due
Bring to class to workshop and revise for formatting, check WC and citations, perfect sentence structure and language choices
Mrs. Webb will try to meet with EACH student today to answer specific questions and check your RD--be prepared!

 Final paper with correct formatting due next time.
 3.11 Sub today: Mrs. Pagonis
Split class in 1/2 
1/2 works on computers on their papers for half of the period; the other 1/2 works on TBD

Chromebook cart #9(A110)

 Work on all components of the research paper. Check due dates.
 3.7 Audience workshop due today.
Outline due today

Introductions--what do I need to include? Do I need a 2 paragraph intro?
Counter claims--how do I include this in my paper and then what?
Internal Citations--review incorporation of source material and correct citations

Work on draft
(Cart 9--A110)
 Work on all components of the research paper. Check due dates.
 3.5 Annotated Bib Due
Outline of paper due on or before 3.7
Audience/Purpose analysis due on or before 3.7

How to write an outline.
Drafting

Work on outline
Work on audience paperwork
Work on rough draft

(Cart 9--A110)
 Work on all components of the research paper. Check due dates.
Audience/Purpose Analysis Due next time.
Outline of paper due next time.


 3.1 I need to see you thesis/working thesis TODAY

Drafting
Audience Paperwork--due 3.7!
You will also have an outline of your paper due 3.7
(Cart 9--A110)
 Work on all components of the research paper. Check due dates
ANNOTATED BIB DUE NEXT TIME!
Work on Purpose/Audience analysis--this is due Thursday AND your outline is due Thursday--I will accept the Purpose/Audience analysis early if you work on it over the weekend.

 2.27 Research Paper Proposal in Prompt 3 format DUE TODAY--TYPED for submission and a grade (keep a copy for yourself as well)

Work on paper
Work on research
work on Annotated Bib

Bring your own laptop/computer if you have one--we will split the class in 1/2 to use the 10 in my room.  1/2 will be working with me and 1/2 on computers.
 Work on all components of the RP
You should be finishing your research
You should have a working thesis that answers the question to submit in class next time.
 2.25 LOC review and quiz

MLA Format Sample and Q and A
Annotated Bibliography Guidelines--How to write an annotated bibliography (analytical)
SAMPLE Annotated Bibliography
(you should also see me for a copy of an annotated bib handout)

Proposal Revision Due for approval
Sample Prompt #3 to use for final research proposal--See page 10 of this document

Research today.

Bring your own laptop/computer if you have one--we will split the class in 1/2 to use the 10 in my room.  1/2 will be working with me and 1/2 on computers.
 Research

FINAL RP Proposal in prompt 3 format due 2.27
 2.21  Mrs. Bell to review research and  citations (1st 20 minutes of class)

Registration paperwork due

Sample Prompt #3 to use for final research proposal--See page 10 of this document
Work on Research Proposal to submit.

Start research

Finish LOC Chapter 4 reading for quiz next time.
 2.19  Jeffco Writing Challenge DUE for submission to Mrs. Webb TODAY!

Submissions for the contest for 5 pts. EC need to completed asap--you can continue to revise or reformat but you MUST bring the PRINTED copy AND the permission slip/entry form in a STAMPED, ADDRESSED envelop to ME THIS WEEK (by Friday, Feb. 22nd at the latest) in order to mail them on time.

Finish MC -- answer key for two homework passages

Introduce Research Paper
--assignment LINK
--due dates and deadlines
--topic selection
--research--next time; bring your library card to class as well
--LOC Using Sources--Chapter 4
--topic proposal and research question--you must bring this to class next time; it must be reviewed and revised for approval by end of class on 2.21.

Spend most of the period working on LOC Chap. 4 and Topic Proposal
I am working really hard to grade your papers, so you have time to make revisions before the contest deadline (remember, bring them to me by Friday morning with a stamped addressed enveloped--this should also include your name and return address in the upper left corner). PLEASE come in Wednesday right before 5th to see if I have yours or during 7th (1st or 2nd lunch). You may also see me Thursday morning or have it returned Thursday during class. I will have ALL essays that were submitted on Feb. 19 scored by class on Thursday--phew!  Tell your friends!

Topic proposal/research question due Feb. 25th  for teacher approval.

LOC--Chapter 4--Using Sources (p. 145-166)

REGISTRATION must be completed by next time; you should have registered online and printed the course list that you registered for, you should have all AP/IB paperwork signed as per usual; we will submit materials to counselors during class next time. You are expected to have ALL materials--this is a 5 points completion grade. You will either earn 5 pts. for having ALL of your paperwork/registration completed or ZERO points for not finishing the task. Students who are seniors this year will, of course, be exempt from this.
 2.14  Submit journals 1-5; I will grade them while you work on  your essay.

Tomorrow is end of 1st 6 weeks.

Discuss MC from homework (20 minutes)

Hand back and discuss argument essays and scoring--what to do differently on the next paper? (20 min)

ENC 2019 Jeffco Writing Challenge--timed paper (40 minutes)
In life we encounter many borders: social, economic, political, geographical, philosophical, metaphysical, etc. Take a position on "crossing borders." (You might address the value, necessity, or role of this in life, or something else . . .) 
Discuss prompt and essays
Discuss contest requirements and revisions. Bonus points for entering the contest.
 Revise Jeffco Writing Challenge paper for submission next time. This should be typed--be sure to proofread and edit.

REGISTRATION must be completed by Feb 21; you should have registered online and printed the course list that you registered for, you should have all AP/IB paperwork signed as per usual; we will submit materials to counselors during class next time. You are expected to have ALL materials--this is a 5 points completion grade. You will either earn 5 pts. for having ALL of your paperwork/registration completed or ZERO points for not finishing the task. Students who are seniors this year will, of course, be exempt from this.
 2.12 WP #7
 Staples #10

Hand back essays from timed writings--absent students will  have different prompts.

Multiple choice questions, answers, and discussion (Q. 1, 3, 5) for Tannen's "There is No Unmarked Woman."  
Grade in class and discuss

Begin homework
MC on Gould and Woolf essays.
Journals 1-5
MC due next time.
 2.8
WP #7
Gender Norms

Discuss Gould's "Women's Brains" assignment as a class for 30 minutes.
--questions for discussion 1
--journal questions RS #, 4, 7, 9, 11
--components of a solid argument
--possible methods of organization
--addressing the opposition
--citing evidence/source information

Begin homework
Read and annotate Deborah Tannen's "There is No Unmarked Woman" (LC 552-557). Be prepared to discuss Q 3 and 5

Read and annotate Brent Staples' "Just Walk on By" (LC 441-544) and be prepared to discuss Q 1, 4, 9

Tuesday's writing practice requires that you have read and annotated/taken notes on these pieces.
 2.6 Timed Argument--40 minutes
--write on prompt
--self-evaluate and predicted score with rationale
--essay 1 or essay 2?

Discuss answers to footnote questions from Monday's reading.

Start homework

Healthy Relationships (with remaining class time--we will do this Friday in class if we don't get to it todya)
--period 3 Kahoot
--period 4 Social Media video
--discussion in both classes, what does a healthy relationship look like (friendship or romantic relationship)? How do YOU foster healthy relationships?
Journal #5
Gould homework reading and journal assignment. (LC 518-524) and in your journal answer Question for Discussion #1 AND Questions on Rhetoric and Style #4, 7, 9, 11, 12
 2.4 Winterfest Wellness
Monday--Taking Care of My Mind (late start Hippie)
Tuesday--Taking Care of my Body (late start--80s Workout)

Timed Argument--40 minutes

Discuss Journal #4 and footnote questions on MC test.
Footnote MC passage/questions.
 No Homework!!! :)
 1.31
WP#6:
Write for 10 minutes. Take a position on Twain: "It is [in]our nature to conform." Focus on inclusion of specific examples.
--discuss WHY do we conform?
--What happens when we do not?
--What could you include in your essay?

When does non-conformity lead to positive personal or social change?

Virginia Woolf's "Professions for Women" (LC p. 525-529). Annotate WHILE we read. Class discussion/presentation over the following in groups
7 groups (D1 and 5, 4, 6, RS 1-2, 3 and 5, 7-9, and 11-12)

Start homework

Journal #4:
Read Matthias R. Mehl's "Are Women Really More Talkative Than Men?" Focus on reading charts and graphs and understanding the purpose of footnotes. Short answers questions over footnotes:

1. Who wrote Language and the Woman's Place?
2. Which source was published by Morgan Road in New York?
3. Which source is an online document?.
4. Why are only pages 281-313 included in the citation for James and Drakich?
5. Who are the authors of Int. J. Corpus LInguist
6. What do the "2" and the "133" refer to in the Int. J. Corpus LInguist entry?
7. In footnote 7, why are the authors not listed in alphabetical order?
9. What is the purpose of footnote 8?
10. What is the purpose of footnote 9?
 1.29 WP: Using the articles you read for homework and the sample prompt on the board, write your own argument prompt. This may be about the current event/issue you are working on for homework or may be anything else. Be sure to use the AP language for your prompt. THEN, write a position statement that makes an argument and addresses/answers the prompt. Discuss your prompts and articles in groups.

Argument Practice:

Group poster board paper for argument prompt (with a HARD prompt) (30 min.)
Look at the sample papers that go with this prompt. (30 min)

Journal #3:
Twain's "Corn Pone Opinions" (LC p. 799-802) and in your journal answer the following questions: Questions on Rhetoric and Style #1, 2, 4 and 11. You will  have a 10 minute writing assignment over this next time.

YOU MUST have your book in class next time!!!
 1.25 Finish discussing p. 111-130 (BEFORE the 10 minute writing)
Share valid syllogisms
Re-read "The Declaration of Sentiments" and discuss the journal questions/answers.
Briefly discuss Toulmin method of argumentation.

10 minutes writing:
Take a position on: Social Media is toxic to self-esteem.
15 minute TED Talk "Is Social Media Hurting Your Mental Health?"
Debate the impact (negative or positive) of social media.
Revise your position statement from the 10 minute writing.

Work on homework or read additional arguments with remaining time.
Finish homework from last time! This is due next time. I will check your journals next time. 
 1.23 Editorials and arguments
Read the NTY student editorials from 2016. (See me for a copy of this if you were absent.)
Together read and annotate "Gym Class Villains."
Mark the claim (position), counterclaim (opposition/counterargument), evidence, and note the line of reasoning. Discuss.
Now, do this on your own for the 2nd article.

Then using the following prompt: "Does your school give too manly A's?" write a position statement for YES and one specific example to support this. Then, Write a position statement for NO and one specific example to support this. Finally, write a conditional/qualifying position statement .
Share and discuss.

Discuss LC pages 111-130
Structure of an argument
Re-read "Not By Math Alone" and discuss the organization ("classical"). What is the thesis? (Note the position it takes.) Note claims of policy, fact, and value. Note use of ethos and pathos.
Inductive reasoning--specific to general (most of your timed arguments will be inductive--they will be "strong" or "weak," not "right" or "wrong."
Deductive reasoning--syllogisms (p. 119) and Venn diagrams; difference between validity and truth. Practice this. 

Read  "The Declaration of Sentiments" aloud and discussion journal questions and answers.

Brief discussion of Toulmin model and assumptions. p. 128-129--work on assumptions in class.

Begin working on homework. You may use your own chromebook/laptop, phone, or a computer in the classroom (you will have to share) to start finding articles for the homework. You may want to cut and paste or print when you find them as many of the online news sources will let you read a limited number of articles before they begin to charge for access.  I have built in a weekend for this assignment, so you have time to read current article. The Denver Post chooses an issue on Sundays and includes a Pro and a Con editorial, or try out some of these sites to start:
AllSides Balanced News (this presents current issues from the left, center, and right)
NYT Editorials
Denver Post editorials
TYPED ASSIGNMENT FOR SUBMISSION! Please print and submit the articles with your answers.
Select 2 pieces on the same political, educational, or social issue--each piece must take a different position on the issue. Read AND annotate the pieces you have selected.  

For EACH text, answer the following questions. Be prepared to explain "WHY?" for everything you answer. You will have 1-2 pages of writing for EACH piece if you have thoroughly examined and analyzed the pieces you have selected.
  1. What is the argument's "claim (s)"? 
  2. What assumptions are made about the audience or as part of the argument itself?
  3. How does the author address the opposition? What is the effect of this method?
  4. What types of evidence does the author include?
  5. Does the author rely on ethos, logos, pathos, or a combination of both? 
  6. Are there important things that the author seems to ignore?
  7. How does the author use language, tone, and/or style to convey her/his message?
  8. Is this argument effective?  Why or why not?
  9. What effective argumentative techniques or strategies could you try in your own writing?

 I have built in a weekend for this assignment, so you have time to read current article. The Denver Post chooses an issue on Sundays and includes a Pro and a Con editorial, or try out some of these sites to start:
AllSides Balanced News (this presents current issues from the left, center, and right)
NYT Editorials
Denver Post editorials

Bring this with you to class next time in case we have time to work on it.

 1.18 10 minutes--writing practice. Examine the photo  from Jan 14, 2018 (if you have already looked at this for another class, then use the picture from Feb. 5, 2018).  Spend 10 minutes writing about what you literally see in this photo and what might be "going on"--who are the people? What is the story/the back story? What is happening?  Then scroll down to find the actual answers.
NYT What's Going on in this Picture?
--analyzing visuals, argue a claim
--discuss

 Discuss LC reading, logical fallacies, and logical fallacies assignment.
Review and discuss logical fallacies--it is important that you can recognize them even if you can't attach a label to them.
Examples: Faulty Logic
Activity:  What is wrong with THIS argument?
Jon Stewart fallacy video

Start reading the rest of Ch 3:
first and second hand evidence
discuss structure of an argument

 Read LC pages 111-130 AND complete the following activities in your journal (Journal 2):
--read pages 111-130 for general understanding; we will further discuss induction, deduction, and the various formal forms of argumentative writing next timer .
--Write an example of a VALID and TRUE syllogism.
--AFTER reading "The Declaration of Sentiments" answer the following:
1.  What is the argument's "claim (s)"?
2.  What assumptions are made about the audience?
3.  What types of evidence does the author include?
4.  Does the author rely on ethos, logos, pathos, or a combination of them?
5.  How does the author use language, tone, and/or style to convey his message?
6.  What is the effect of emulating "The Declaration of Independence"?
7.  Is this argument effective?  Why or why not?

1.16   1st 10 minutes--writing practice & quiz over primary claim, secondary claims, and counterarguments. Claim of fact, value, policy. Polite Speech prompt, scoring guidelines, and sample papers. Show prompt, guidelines and read 3 sample papers.
Generic argument scoring guidelines/rubric--KEEP THIS ALL YEAR.

LC Chapter 3--81-97
--discuss the Amy Domini argument and the questions in the activity box on p. 85.
--claim/assertion:  primary claim = thesis statement; secondary claims (discussed in support of primary claim) = topic sentences; discuss statements in activity box on p. 86
--types of claims: claims of fact (facts become arguable when they are questions, when they raise controversy, when they challenge people's beliefs); claims of value (to develop this argument, you must establish/define specific criteria or standards and then show to what extent the subject meets your criteria); claims of policy (proposes a change; defines problem, explains why it is a problem, offers a solution to the problem)
--review open and closed thesis statements
--discuss "counterargument" thesis statements ("although . . ., ", "while this . . .that)--these are often conditional as well.
--discuss and share thesis statements for activity p. 96-97
  

Work on LC Chapter 3--begin reading and working on the assignments.  DUE NEXT TIME (Jan 11).  You have the rest of the period to work on this (about 30 minutes)

LC Chapter 3 reading
Presenting evidence: pages 97-111 and complete Journal #1:

--Take notes on general and specific types of logical fallacies 
--Take notes on types of evidence and provide examples.-TRY the 1st activity on p. 109 ("identify the logical fallacy); choose 2 of the examples and explain in detail why they are not effective
 1.14 Need LC today and EVERY DAY for the rest of the semester unless I tell you otherwise.

Submit the test, your answers, and the  MC rationales today.

Timed argument essay for diagnostics. (40 minutes)

What is an argument? (youtube: Argument Clinic: Monty Python)
Argument: persuasive discourse (
written or spoken communication or debate), a coherent and considered movement from a claim to a conclusion (we call this "line of reasoning"). The goal of argument is not to win, but to better understand others ideas and your own. You must consider others' opinions (counter-argument) and make concessions or refutations, while including example and explanation to support your own ideas, viewpoint, position.

Work on Chapter 3 reading and assignments.

Read pages 81-97 and annotate or take notes; be prepared to take a quiz over the key ideas next time.

 Work on Chapter 3 reading and assignments.
Read pages 81-97 and annotate or take notes; be prepared to take a quiz over the key ideas next time.

 1/10 Timed multiple choice packet. (60 minutes); then guess on what you don't finish. (Course description 14)
Don't write on the test.

Answer key and check your own answers (released exam!)

Rationales assignment--due next time. January 14th.
6 rationales = C
8 rationales = B
10 rationales = A 

You will need to take the test home to complete this, but DON'T write on the test AND you must return the test when you submit your rationales. 
MC rationale assignment--due Monday, January 14, 2019
Even though you have been given the correct answers, this is actually a time consuming task and more difficult than you think. Select questions that you struggled with and do the following for EACH.
 

Write the question stem (the ENTIRE question without the answers)
Explain WHICH answer is correct and WHY it is correct
Explain WHY EACH of the incorrect answers is incorrect (you may have to examine relationships, look up words, etc.)

SAMPLE:

Multiple Choice Sample Rationale

Question 2:  Which of the following best represent the author's intended audience?
A--YES. The audience would be well acquainted with Carlyle's writing. This is obvious in lines 47 and 55 when his works are listed but not summarized (nor are examples from the works included). It is assumed that the audience is familiar with these works and will agree with the the effects that the author is describing.
B--No. No examples are given or analyzed. No summary of the prose is provided.
C--No. This passage is about the effects of Carlyle's prose, there is no discussion of HOW to write like Carlyle or discussion of other authors in general.
D--No. Methods for teaching Carlyle are not addressed.
E--No, it is about the influence of his writing. There are not examples from his personal life.

How many do I get to do!?
You MUST complete this correctly for 6 questions to earn a C on the assignment (21/30 points)
You MUST complete the correctly for 8 questions to earn a B on the assignment (24/30 points)
You MUST complete this correctly for 10 questions to earn an A on the assignment (30/30 points)
 
 Jan 9 WELCOME BACK and WELCOME TO 2019!
Image result for fireworks

35 minutes classes
Hand back and discuss visual analysis assignment from last semester.

Review syllabus and discuss the curriculum for 2nd semester. 
Preview next class period (you will have a substitute teacher--sorry)

Names (please notice your new neighbors) and something you read over break or the most exciting thing you did over break.
You will need paper and pencils next time.
   EVERYTHING listed below if from LAST YEAR and is for PLANNING PURPOSES ONLY. Do NOT do the assignments listed!  
 May 23 Finals periods 4-6
Block 4   8:00-9:30

Block 5   9:40-11:10
Block 6   11:20-12:50

First 30 minutes to video PSA if not complete; complete evaluation form for course
Share AP PSA

 
 May 22 Finals periods 1-3
Block 1   8:00-9:30
Block 2   9;40-11:10
Block 3   11:20-12:50

Beginning of class: video PSA if not complete; complete evaluation form for course
Share AP PSA and fill out voter form.

 
 May 18 Video your PSA
--you may just video on your phone, then share it with me via email:
jennifer.webb@jeffco.k12.co.us OR jlwebb@jeffcoschools.us
 
 May 16 Public Service Announcements
How to Write a PSA
Tips for Creating Your Own PSA

ASSIGNMENT (FINAL):
Write and video your AP PSA (45-60)
You should plan to complete this in pairs or groups of 3 (another person may video or you may work on your own if you prefer).
Your PSA should address the following: What do next year's students need to know about the AP Lang & Comp. course or test?
Here is your chance to (appropriately, of course) warn/enlighten/entertain them. ---Please read the content at the above links for information about content, purpose, etc. 
--PSA must be 45-60 seconds in length (THIS IS SHORT!)
--We will VOTE on finals day; the top 3 will be shared with Mrs. Webb's AP Lang. kids next year.
--We will work on these in class today, Friday (plan to video Friday if you are not taking the Euro test). If you are taking the Euro test, then either video on your own or we will have some time at the beginning of class finals day (you will have to remain in the room and do this quietly if you select this option.)
 
 Apr. 30  Synthesis
--timed synthesis paper (this is the LAST one!)
 Practice prompt selection

Return LC Books by the end of the week! The following people owe me books:
Makayla
Emma
Sorbari
Ryan K
Julia
Jake
Anastasia
Miles
Pierce
Khyla
Micheal
Hali
 Apr. 24  Research paper rewrites due

Synthesis and MC
--samples and scoring
--practice
 READ essays from LC that you find interesting. You ONLY need your books for REVIEW at this point. IF you borrowed a book from me, you may return them starting NEXT CLASS.  
 Apr. 20
Revisit timed synthesis paper
--read
--samples
--scoring
--what grade do you THINK you earned and WHY?

More synthesis prompts and samples.
Practice prompt selection
Apr. 18  Synthesis
--Timed synthesis paper (15 minutes to read; 40 to write)
(local)

 Research paper rewrite/revisions
 Apr. 16 Submit rationales for MC test questions/answers--do we need to revisit and discuss any of them?



Finish film IF there is remaining time at the end of the period.
 Work on mandatory research paper rewrites.

 3.16
Due next time:
Create your own cartoon or comic strip or some other form of visual satire. You must be able to share it in small groups or with the class and must include written answers to the following questions:
  • What is being satirized?
  • What satiric devices are used in the satire?
  • Is this Horatian or Juvenalian satire?  How do you know?
  • What is the creator's purpose in composing this satire? (Keep the audience in mind as you answer this.)


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