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August 31st - September 4th
Monday

Welcome Back AP Scholars Survey: Click Here

Students you must be logged into your school account in order to access the survey.

Begin to think about One Personal Goal and Two Academic Goals for the coming Trimester. Be specific and consider what you will need to do to arrive at that goal and what support I might offer you (in class and outside of class). How will you measure your progress? We will spend time in class on Thursday sharing and developing our goals, but let the thinking begin in your "WRITER'S NOTEBOOK"!

BRING YOUR "WRITER'S NOTEBOOK" WITH YOU ON DAY ONE. THANKS.

Tuesday

Welcome to Room 511: "The Cave of Learning"

Today's Objectives: Students will be

1) Introduced to and invited into the AP Journey

2) Invited to Find their writer's voice

3) Encourages to organize their summer reading materials

Course Overview (Website, Handouts, and Organization -google drive and turnitin.com) - Personal and Academic Communication: Homestead Students Email
(5-2 @ students.com.mtsd.k12.wi.us) Vocabulary Expansion

WHY AP? - It's more than just a four-part test! It's a learning adventure!

Oh the Places You'll Go

College Ready- Are You Really Ready? Not, Yet, BUT You Will Be!

The "Scholar" in Scholarship is....

"Creative Selection" Activity

Summertime and the Reading was Challenging: Carson and Franklin

Every Writer needs a Notebook: the purpose of the "WRITER'S NOTEBOOK" - Reader Response

Unit One: Finding (Hearing) the Written Voice

“…voice is the essential link between speaker and hearer, reader and writer, a link that must be forged if students are to succeed with analyses of “old” texts, such as those that frequently appear on the AP English Language and Composition Examination.”

Hephzibah Roskelly
University of North Carolina

"Salvador, Late or Early" by Sandra Cisneros - Image Close Reading
(from Woman Hollering Creek and Other Stories, 1992)

HW: In preparation for tomorrow's class, explore the following resource on Cisneros' writing: Close Reading

COMPLETE BY FRIDAY: Reflect upon, organize,and demonstrate your approach to the "Summer Reading" activities. Pull together evidence of your engagement in the reading and analysis of Carson and Franklin. What interactive strategies did you employ? By what means? Annotating the book: Writing in the Margins, Q-C-O-R Question (Q) - Connection (C) -Objection (O) - Revelation (R) . The SOAPStone Strategy

Pull together your work - hardcopies and/or digital documents: Identify

1) three samples of your best active/close reading of Carson - label and/or insert them into your Writer's Notebook (label C)

2) one sample from the Franklin excerpts (label C)

3) one sample of your active engagement with the most interesting current event article you read (label C)

All digital work can be shared in a single document by placing it in the Shared File Folder: use the document entitled - Summer Reading Activities - or drag your document into the File Folder rename it - Summer Reading Activities. Simply place your best representative samples at the top of your document.

Wednesday

CALLING ALL SCHOLARS!

Today's Objectives: Students will

1) establish baseline measures related to close reading/rhetorical analysis

2) Examine the importance of close reading and critical thinking

3) unlock the power of their written voice by engaging in an imitative writing activity

Multiple Choice Baseline (40 minutes)

What Do Students Need to Know About Rhetoric?

Let's create a "School of Athens" together! - Students< => Scholars< => Sages (Writer's Notebook)

Unit One: Finding the Written Voice

"Salvador, Late or Early" by Sandra Cisneros: Rhetorical Analysis Activity

1) HW: Entry Ticket for tomorrow's class - Write your own imitation of “Salvador Late or Early.”  Use Cisneros’ structure and style, but use your own name and the facets of your own life. Invent a draft - double-spaced - in your Writer's Notebook (WN) and bring it to class tomorrow (5 pts). Click here for a sample

What Do Students Need to Know About Rhetoric? Complete a close reading (annotating / writing in the Margins) of the first two sections of the article (the first two and half pages) and then respond to the following (use your Writers Notebook):

What is the Main Idea in each section?
(Copy the pertinent sentence into your WN and provide a brief reflection/interpretation that supports your sentence choice.

Develop One Personal Goal and Two Academic Goals for the coming Trimester. Be specific and consider what you will need to do to arrive at that goal and what support I might offer you (in class and outside of class). How will you measure your progress? We will spend time in class on Thursday sharing and developing our goals, but let the thinking begin in your "WRITER'S NOTEBOOK"!

 

Thursday

Today's Objectives: Students will

1) Determine guidelines that will foster a positive learning environment.

2) offer peer feedback on an imitative writing draft

3) reflect on the writing voice of Rachel Carson

Classroom Guidelines

Developing Guidelines for Successful Working in Groups
Our "School of Athens" google doc work space (1st hour)

Unit One: Finding the Written Voice

"Salvador, Late or Early" by Sandra Cisneros

Peer Review/Feedback: One supportive comment on a "surface feature." Identify one sentence (or portion of a sentence) that strays from Cisneros's syntactical style - Do not propose a revision, simply encourage a revision.

From Imitation...to Awareness....

Rachel Carson: Silent Spring and A Sense of Wonder (Part One)

Viewer Response (Your Writer's Notebook)

What Do Students Need to Know About Rhetoric?

HW:

1) Revise your imitation of “Salvador Late or Early." Include two images at the bottom of the page. One visual should speak of Salvador and the other should express you, as you described yourself in the essay. One-page final copy (Single-Spaced) hard copy Due on tomorrow. See your shared file folder to complete this final draft

Please remember to upload your google doc to Turnitin.com by tomorrow

SUMMER READING ACTIVITIES DUE TUESDAY

Reflect upon, organize,and demonstrate your approach to the "Summer Reading" activities. Pull together evidence of your engagement in the reading and analysis of Carson and Franklin. What interactive strategies did you employ? By what means? Annotating the book: Writing in the Margins, Q-C-O-R Question (Q) - Connection (C) -Objection (O) - Revelation (R) . The SOAPStone Strategy

Pull together your work - hardcopies and/or digital documents: Identify

1) three samples of your best active/close reading of Carson - label and/or insert them into your Writer's Notebook (label C)

2) one sample from the Franklin excerpts (label C)

3) one sample of your active engagement with the most interesting current event article you read (label C)

All digital work can be shared in a single document by placing it in the Shared File Folder: use the document entitled - Summer Reading Activities - or drag your document into the File Folder rename it - Summer Reading Activities. Simply place your best representative samples at the top of your document.

Friday

Today's Objectives: Students will

1) Establish baseline measures related to effective writing, especially focusing on thesis statements.

2 )share their writing voice with classmates

3) Examine the importance of close reading and critical thinking

Identifying an author's main idea (thesis statement). Close reading of prompts and thesis construction.

Baseline measurement on thesis statement analysis: Constructed Response

Unit One: Finding the Written Voice

Your writing Voice...

MEMBEAN: WANTS YOU!

Minimum study expectations per week 3 x 10 minutes (15 pts)
Optional quiz each week
Embed new vocabulary into your Writer's Notebook (D. Invention) and into your essay writing.

To Further Appreciation....

Rachel Carson: Silent Spring and A Sense of Wonder (Part Two)

Viewer Response (Your Writer's Notebook)

The Bedford Reader Ch. 1 "Critical Reading" (pages 9 - 15)
(To access the chapter online, please go to your Shared File Folder for the pdf document)

Steps:

First read pages 9 -12. Pause. In your Writer's Notebook (WN), write down what you determine to be the three most important ideas from this first section. Imagine someone sees your list and says to you: "What's so important about that?" Pick one of your three ideas and explain, in writing, why it's important.

The Rhetorical Transaction

HW: For Tuesday:

Complete The Bedford Reader Ch. 1 "Critical Reading" (pgs 13 - 15)
(To access the chapter online, please go to your Shared File Folder and find the pdf document). Read her essay (13 - 15). Complete a SOAPSTone Analysis of her essay. Afterwards create a 20-word summary and then select the sentence that best expressess her thesis (main idea) and write it down.
The SOAPStone Strategy
(in your Writer's Notebook)

   

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September 7th - 11th
Monday
Labor Day Holiday - No School
Tuesday

Today's Objectives: Students will

1) Affirm the Guidelines for Successful Working in Groups

2) Expand their understanding of critical reading and apply it to related documents using the rhetorical triangle.

3)

4) Engage in an analysis of the rhetorical situation of a famous 19th century American speech and three modern/contemproary articles using the rhetorical triangle.

Classroom Guidelines

Developing Guidelines for Successful Working in Groups
Our "School of Athens" google doc work space (1st hour)

The Bedford Reader: Critical Reading & Nancy Mairs: "Disability" (Link1 & Link 2)

Critical Reading

Rhetorical Triangle: Thesis Indentification and TONE

Rhetorical Analysis: Using your The Rhetorical Triangle and
The Rhetorical Framework
Cards

To Further Appreciation....

Rachel Carson: Silent Spring and A Sense of Wonder (Part Three)

Viewer Response (Your Writer's Notebook)

Multiple Choice Practice - Baseline MC Results & Five Steps to a Five

Rhetorical Analysis: Using your The Rhetorical Triangle and
The Rhetorical Framework
Cards

"Ain't I a Woman" by Sojourner Truth

Modern History Source Book

HW: ATTENTION AP SCHOLARS. Please read the following:

We were up against the bell this morning, so if you focus on the information in this link Modern History Source Book it will provide you with the rhetorical situation (see your The Rhetorical Framework card or click on the link).  Her Speech is included in the History Source, so you would be able to to complete a rhetorical analysis in your Writer's Notebook using The SOAPStone Strategy

Prepare to discuss Sojouner Truth's speech. Tomorrow we will listen to two women give Voice to her speech.

Regarding Membean.  I will give your class the code tomorrow, but if you would like to enroll tonight, here it is:

Wednesday

Today's Objective: Students will

1) collaborate on activities to deepen their rhetorical analysis skills

2) Engage in AP multiple choice rhetorical analysis questions

3) engage in close reading to further their understanding of the rhetorical appeals

AP Multiple Choice - Carson Passage (Q 1 - 10)

A Scholarly Discssion: Truth's Ain't I a Woman? (Then and Now)

Sojourner Truth's "Ain't I a Woman?" Speech

Sojourner Truth's Continuing Inspiration: CLICK HERE

Rhetorical Analysis: Using your The Rhetorical Triangle and
The Rhetorical Framework
Cards

The Language of Composition Ch. 1 - "An Introduction to Rhetoric" {small groups}

The Rhetorical Situation: Lou Gehrig Farewell Speech -
Situation
Speech

HW: Graffiti Read - Ethos, Pathos and Logos (See pdf File)

Individuals in each group should "determine importance in text," discuss your critical reading of the section, come to consensus as to what to write (creative illustrations are also welcome) as you create an instructive document that will be presented to your classmates. Note that each section includes an activity that should be discussed and included in your presentation. The Language of Composition Ch. 1 - "An Introduction to Rhetoric" {small groups}:

Appeals to

Ethos - pgs. 7 -10
Logos - pgs. 11 - 13
Pathos - pgs. 13 - 17

Everything's an Argument Ch. 2, 3, & 4 {small groups}

Arguments Based on Emotions: Pathos - pgs. 31 -41
Arguments Based on Character: Ethos - pgs. 42 -54
Arguments Based on Facts and Reason: Logos - pgs.55 - 73

Individuals in each group should "determine importance in text," discuss your critical reading of the section, come to consensus as to what to write (creative illustrations are also welcome) as you create an instructive document that will be presented to your classmates. Note that each section includes Respond activities, discuss and include some of this into in your presentation:

Thursday

Today's Objectives: Students will

1) practice public speaking skills through group presentations

2) consider the components of a good reader

3) practice reading as writers

3) engage in pre-writing organization

Logos, Pathos, and Ethos Group Presentations

Rachel Carson: Silent Spring and A Sense of Wonder (Part FOUR)

Viewer Response (Your Writer's Notebook)

Class code

H7DQAZK

"Good Readers and Good Writers" by Vladimir Nabokov -
(from Lectures on Literature, originally delivered in 1948)

Writer's Notebook

Say Something Activity

The Traditional Four Modes of Discourse & Reading as a Writer (PPT)

Close Reading of "Shooting an Elephant" by George Orwell (online version)

Pre-Reading: World Elephant Day - Statistics and Photos

Close Reading of Orwell

Small Group Discussion

What is a Paragraph?

Determining Essay Organization

HW: Aphorism Writing Assignment Handout and Selection Process. 5 Steps to a Five: AP Multiple Choice Types Questions & Strategies

SUMMER READING ACTIVITIES WILL BE COLLECTED TOMORROW - SILENT SPRING

Reflect upon, organize,and demonstrate your approach to the "Summer Reading" activities. Pull together evidence of your engagement in the reading and analysis of Carson and Franklin. What interactive strategies did you employ? By what means? Annotating the book: Writing in the Margins, Q-C-O-R Question (Q) - Connection (C) -Objection (O) - Revelation (R) . The SOAPStone Strategy

Pull together your work - hardcopies and/or digital documents: Identify

1) three samples of your best active/close reading of Carson - label and/or insert them into your Writer's Notebook (label C)

2) one sample from the Franklin excerpts (label C)

3) one sample of your active engagement with the most interesting current event article you read (label C)

All digital work can be shared in a single document by placing it in the Shared File Folder: use the document entitled - Summer Reading Activities - or drag your document into the File Folder rename it - Summer Reading Activities. Simply place your best representative samples at the top of your document.

 

Friday

Today's Objectives: Students will

1) Identify types of MC questions

2) practice various MC strategies

AP Multiple Choice Questions & Strategies (5 Steps)

Baseline MC ANALYSIS

Multiple-Choice Objective Test Prep

Multiple Choice Collaborative Practice - Five Steps to a Five {partners}

Invent a possible Thesis Statement for your Aphorism Essay in Writer's Notebook

HW: Aphorism Writing Assignment Handout and Selection Process.What Modes of Discourse (PPT) will you include in your essay?

SEE GOOGLE DOCUMENT FOR APHORISM SELECTION CHART

HARD COPY of your First draft of the Aphorism Essay due by Wednesday. Peer Feedback (Writer's Workshop)

Five Steps to a Five Multiple Choice Analysis of Types of Questions & Analytical Word Bank of adjectives, verbs, and adverbs. BE SURE YOUR ANALYZE THE LANGUAGE (DICTION) FOUND IN THE STEMS AND IN THE POSSIBLE ANSWER CHOICES.

Writer's Notebook Check - Turn In next Friday

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September 14th - 18th
Monday
No School
Tuesday

Today's Objective: Students will

1) collaborate on activities to deepen their rhetorical analysis skills and appeals understanding

Modes of Discourse: "Champion of the World" by Maya Angelou

Aphorism Invention Discussion: Thesis Statement & Model Essays (click here)

Multiple Choice Practice:

Types of Questions and Language Analysis

The Rhetorical Analysis Essay: Introduction, Information, and Advice (PPT)

HW: Bring in a HARD COPY of your First draft of the Aphorism Essay due by Tomorrow. What Modes of Discourse (PPT) will you include in your essay? Peer Feedback (Writer's Workshop)

Wednesday

Today's Objectives: Students will

1) collaborate on activities to deepen their rhetorical analysis skills and appeals understanding

2) provide peer input on writing style and process

Aphorism - First Draft - Writer's Workshop

The Bedford Reader Ch. 4 "Narration" (pages 97 - 109, see Revision Questions 105)

Introduction to "Letter from a Birmingham Jail" by Dr. Martin Luther King, Jr.

- The Rhetorical Situation: Civil Rights & Statement by Alabama Clergymen

 

HW: Aphorism Essay.

Your final draft cannot be more than two pages in length 12 font (1.5 spacing), but it must be at least one page in length 12 font (1.5 spacing). This means that you control the quality of what you include. Final Draft, first draft, ISWAC, and self-evaluation due TUESDAY SEPT. 22nd . Submit your final draft to turnitin.com

Writer's Notebook Check - Turn In on Friday

Thursday

Today's Objective: Students will

1) focus on activities to deepen their rhetorical analysis skills and appeals understanding

The Rhetorical Analysis Essay: Introduction, Information, and Advice (PPT)

- Rhetorical Analysis: "Letter from a Birmingham Jail": Part ONE [1 - 7] & TWO [8 -12]

Constructed Response Baseline Analysis

HW: The School of Athens: Everything's an Argument Chapter 6 - "Rhetorical Analysis"

Subheading Assignments Click Here - Contribute a "main idea" to this document.

Please note that you must be logged in to your school google account to access the Subheading Assignment link

Writer's Notebook Check - Turn in Tomorrow

Friday

Today's Objective: Students will

1) focus on activities to deepen their rhetorical analysis skills and appeals understanding

2) practice argumentative / synthesis writing.

Rhetorical Analysis: "Letter from a Birmingham Jail": Part THREE [13 -19]

On-Demand Writing Prompt (ACT Style)

The mindset of a scholar: Hamlet - Purchase and Annotate your own copy! Do not delay, bring in $10.00 starting next week! Our Study of Hamlet begins in just over two weeks.

Polonius: "What do you read, my lord?"
Hamlet: " Words, words, words."

HW: Five Steps to a Five Multiple Choice

1) Questions 13 - 23 excerpt from Charlotte Perkins Gilman (pages 21 - 22)

2) Questions 24 - 33 from Robert Kennedy's speech (page 23 - 33)

Complete your answers right in the book. Be mindful of the types of questions and make note of 1st and 2nd choice options. Circle first choice, Box around 2nd choice.

Aphorism Essay.

Your final draft cannot be more than two pages in length 12 font (1.5 spacing), but it must be at least one page in length 12 font (1.5 spacing). This means that you control the quality of what you include. Final Draft, first draft, ISWAC, and self-evaluation due TUESDAY SEPT. 22nd . Submit your final draft to turnitin.com

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September 21st - 25th
(Homecoming Week)
Monday

Rhetorical Analysis: "Letter from a Birmingham Jail": Parts FOUR [20-24] & FIVE [25-26]

Five Steps to a Five Multiple Choice

1) Questions 13 - 23 excerpt from Charlotte Perkins Gilman (pages 21 - 22)

2) Questions 24 - 33 from Robert Kennedy's speech (page 23 - 33)

HW: Aphorism Essay.

Your final draft cannot be more than two pages in length 12 font (1.5 spacing), but it must be at least one page in length 12 font (1.5 spacing). This means that you control the quality of what you include.

Your First hardcopy draft, [ISWAC (optional)] hardcopy Final Draft, and self-evaluation due TOMORROW. Submit your Final Draft to turnitin.com: PLEASE READ
THE FOLLOWING BEFORE SUBMITTING YOUR FINAL DRAFT

Only submit your FINAL DRAFT and Self-Evaluation to turnitin.com

Include your self-evaluation with the final draft. Considerations for evaluation include:

1) Make an observation about the writing process: selecting an aphorism, draft writing, peer feedback, ISWAC and/ or final draft. What would you do differently next time?

2) Identify your "Main Idea / Thesis Statement." How did this evolve during the writing process? Did you revise the wording and/or location of your thesis during the writing process?

3) Discuss your use of varying Modes of Discourse: What mode seemed most appropriate to achieve your purpose? Evaluate the effectiveness of your shifts in Discourse? Which Mode was the most difficult to incorporate? Why? Which one did you leave out of your essay? Why?

4) What sentence/section are you most proud of? Why. What would you differently next time?

5) What feedback on this Unit - Find Your Voice in Writing - would you like to share with me?

MEMBEAN QUIZ AVAILABLE FOR 24 HOURS

Tuesday

 

Find Your Voice in Writing: Personal Essay - Aphorism

Rhetorical Analysis: "Letter from a Birmingham Jail"

Holistic Scoring and Peer Assessment

The mindset of a scholar: Hamlet - Purchase and Annotate your own copy! Do not delay, bring in $10.00 this week! Our Study of Hamlet begins in two weeks.

KING CLAUDIUS
And can you, by no drift of conference,
Get from him why he puts on this confusion,
Grating so harshly all his days of quiet
With turbulent and dangerous lunacy?

HW: Complete Letter rhetorical analysis by Thursday. 20 minutes max of additional time.

 

Wednesday
No School
Thursday

Florence Kelly

Speech at the 1905 National American Women Suffrage Convention

Rhetorical Analysis: Rhetorical Situation and Thesis Development

Rhetorical Analysis Question: Kelly

 

Friday

The Rhetorical Analysis Essay: Introduction, Information, and Advice (PPT)

Improving Your Overall Ability to Write Rhetorical Analysis

Becoming more Conscious of Alternate Forms of Arrangement

Thoughts on Thesis Statements and Topic Sentences

Range Finders for Kelley Analysis Prompt

Revision of your Florenece Kelley Rhetorical Analysis Prompt in light of the Range Finders Activity. Word Process a revised, final draft by TUESDAY. Submit your final draft to turnitin.com

OPITONAL: Read Language of Composition Ch. 2 "Close Reading: The Art and Craft of Analysis" pgs. 39, 44-48. Complete in your Writer's Notebook

Subheadings:

Introduction (39)
Talking with the Text (bottom of 44 - 48 [complete both Ralph Ellison excerpts])
Writing a Close Analysis Essay (bottom of 58 - 62 [thru Developing a Thesis Statement])
A Sample Close Analysis Essay of Groucho Marx's Letter (62 - 63)

To access the chapter online, look for the .pdf document in your Shared File Folder.

Synthesis Reflection: Compare your notes from The Bedford Reader Ch. 1 "Critical Reading" (pages 13 - 15 - See Friday Sept 4th) - with your notes from The Language of Composition Ch. 2 "Close Reading: The Art and Craft of Analysis (pgs. 39 -48)and contributions from the School of Athen spage on Everything's an Argument Chapter 6 - "Rhetorical Analysis"Click Here

What are some common insights about "Critical/Close Reading" that you are holding onto?

Return to the final paragraphs of King's Letter and continue to practice the Art and Craft of Analysis. What critical questions/insights come from these final paragraphs, especially in terms of King's rhetorical appeals and strategies - evaluate purpose and effectiveness?

HAPPY HOMECOMING WEEKEND

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September 28th - October 2nd
Monday

 

Rachel Carson: Silent Spring and A Sense of Wonder (Part FIVE)

Viewer Response (Your Writer's Notebook)

Carson Passage, Q 11 - 20

HW: Revision of your Florenece Kelley Rhetorical Analysis Prompt in light of the Range Finders Activity. Word Process a revised, final draft by TUESDAY. Submit your final draft to turnitin.com

The 30% Checkpoint

Complete the 30% Checkpoint Evaluation (Document Found in your Drive Folder) please complete by Thursday's Class (in other words by midnight on Wednesday).

Tuesday

The Rhetorical Analysis Essay: Introduction, Information, and Advice (PPT)

Review Writing Skill:#1:  Working quotes into sentences

  • Method 1: speaker tags (said, asked, explained) followed by a comma
  • Method 2: the quote is worked into the natural flow of the sentence with no speaker tag
  • Method 3:  The writer communicates something general about the quote before a colon and follows with the quote as the specific.  
  • Knowing when to paraphrase, summarize or quote
  • What about Correct MLA documentation?

Rhetorical Analysis Question # 4: JD (50 minutes) -

PUT ONLY YOUR STUDENT ID NUMBER AT THE TOP OF THE PAGE

PSAT PREP BOOKLETS

HW: Word Process your response without any revisions or edits. Bring both drafts(in class hand written & word processed hard copy) to class on Thursday.

MEMBEAN QUIZ AVAILABLE FOR 24 HOURS

Wednesday

"Good Readers and Good Writers" by Vladimir Nabokov -
(from Lectures on Literature, originally delivered in 1948)

Fiction Anyone? A brief peek at a coming attraction

The Tragedy of Hamlet, Prince of Denmark begins in approximately eight days.

 KING

 36   O, my offence is rank, it smells to heaven;
 37   It hath the primal eldest curse upon't,
 38   A brother's murder. Pray can I not,
 39   Though inclination be as sharp as will ..

HAMLET
 73   Now might I do it pat, now he is praying;
 74   And now I'll do't. And so he goes to heaven;
 75   And so am I revenged. That would be scann'd:
 76   A villain kills my father; and for that,
 77   I, his sole son, do this same villain send
 78   To heaven...

KING [Rising.]
 97   My words fly up, my thoughts remain below:
 98   Words without thoughts never to heaven go.

 

 

Thursday

Rhetorical Analysis Question # 3: LC (50 minutes)

PUT ONLY YOUR STUDENT ID NUMBER AT THE TOP OF THE PAGE

 

HW: Word Process your response without any revisions or edits.

Bring both drafts(in class hand written & word processed hard copy) to class tomorrow.

 

Friday

Range Finders: LC and JD

Let our Background Study of Hamlet begin! 2:42 - 4:45

 

LAERTES
O, fear me not.
I stay too long: but here my father comes.

Enter POLONIUS

A double blessing is a double grace,
Occasion smiles upon a second leave.

LORD POLONIUS
Give every man thy ear, but few thy voice;
Take each man's censure, but reserve thy judgment.
Costly thy habit as thy purse can buy,
But not express'd in fancy; rich, not gaudy;
For the apparel oft proclaims the man,
And they in France of the best rank and station
Are of a most select and generous chief in that.
Neither a borrower nor a lender be;
For loan oft loses both itself and friend,
And borrowing dulls the edge of husbandry.
This above all: to thine ownself be true,

HW: Imagining Hamlet - Please read the following pages from the Introductory Essay (xi - xxi, xxxi -xxxiii). Then make a contribution to the collaborative google doc "School of Athens" (1st hour,). Enter a Q-O-R (a Question, a Connection, an Observation, a Revelation) under one or more of the sub-headings by class on Wednesday.

The English Language Exam: Developing an Argument: Question Three :

ONGOING MEMBEAN STUDY

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October 5th - 9th
Monday

Laertes and Polonius: Take Two

Unit Two: Argument and Persuasion

IF Everything's an Argument,THEN let's start arguing

Sontag On Photography: Analysis and Image Experimentation

The AP English Language & Composition Argumentative Essay Question can ask you to do any of the following: link

  1. Defend, challenge, or qualify a quotation about, or particular take on, a specific topic
  2. Evaluate the pros and cons of an argument and then indicate why you find one position more persuasive than another
  3. Take a position of whatever debatable statement is provided in the prompt

HW: Imagining Hamlet - Please read the following pages from the Introductory Essay (xi - xxi, xxxi -xxxiii). Then make a contribution to the collaborative google doc "School of Athens" (1st hour,). Enter a Q-O-R (a Question, a Connection, an Observation, a Revelation) under one or more of the sub-headings by class on Wednesday.

Visit the ISWAC LAB with your Downe or Chesterfield Draft
(revised draft due October 16th)

ONGOING MEMBEAN STUDY

Tuesday

AP Multiple Choice Practice Passages # 1 # 2 & # 3

Collaborative Analysis of MC Passages

HW: Imagining Hamlet - Please read the following pages from the Introductory Essay (xi - xxi, xxxi -xxxiii). Then make a contribution to the collaborative google doc "School of Athens" (1st hour,). Enter a Q-O-R (a Question, a Connection, an Observation, a Revelation) under one or more of the sub-headings by class on Wednesday.

Visit the ISWAC LAB with your Downe or Chesterfield Draft
(revised draft due October 16th)

MEMBEAN QUIZ AVAILABLE FOR 24 HOURS

Wednesday

AP Multiple Choice Practice Passages # 1 # 2 & # 3

Collaborative Analysis of MC Passages (cont).

30% CheckPoint Questions and Concern

Everything's an Argument: It's not just an AP Question

Audio Argument, Visual Argument, and Textual Argument

From Birth: Vaccine Controversies Are As Social As They Are Medical (NPR)

To Death: (Image) Connections

And The Eyes of the World Are Watching Now

All Eyes on Putin: CBS 60 Minutes Interview (Sept 27th)

Syrian crisis: Russia vows to intensify air strikes: BBC News Service (Oct. 3rd)

Putin Dares, Obama Dithers: The Economist (Oct. 3rd)

U.S. and Russian Airstrikes in Syria Show Divergent Strategies: NY Times (Oct. 5th)

Russian air strikes in Syria cause 'civilian deaths': AlJazeera (Oct. 7th)

 

HW:

Everything's an Argument: Ch. 5 Fallacies of Argument (by Friday)

Introduction (74-75): Everyone Read

Fallacies of of Emotional Argument (75-78):
Rachel, Meghan, Matt, Bethany and Jayne

Fallacies of Ethical Argument: (79 - 81):
Lexi, Liz, Hugh, and Martha

Fallacies of Logical Argument: (81 - 85 through Equivocation)
Derrick, Lauren, Eriene, and Joe

Fallacies of Logical Argument: (85 - 88 start with Non Sequitur)

The Writing Center: UNC College of Arts and Science

Introduction: Everyone Read the first two Subheadings -
Arguments and What are Fallacies?

"Hasty - Slippery" : Mitchell, Sari, Jennifer, and Maureena

"Weak - Ad Hominem": Thomas, Garrett, and Braxton

"Appeal to Pity - Red Herring": Emma, Anisha, and Jacob

"False Dichotomy - Equivocation": Lexi, Serena and Emma

1) Read the Fallacies in your section.

2) Each person pick one

3) The Group should create One Slide Presentation (Share it in Drive)

Provide a Visual Example & a Textual Summary for each Fallacy

Cross Reference your Fallacy in each source (read about it in each source - if it is lited in each source)


 

Visit the ISWAC LAB with your Downe or Chesterfield Draft
(revised draft due October 16th)

Thursday

The History of the English Language in Ten Minutes The Open University

The Ages of English (click here) - Acts I, II, III, & VI

Grammar and Syntax - Highways 8 & 9! -

The following road stops are sponsored by The King: Elvis Prezi

Sentence Types: Click Here

Fragments and Run-Ons: Click Here

Comma Usage: Click Here

The Kerouac and Nelson Hotels - "On the Road Again"

Flow: Click Here

The Passive Voice: Click Here

++++++++++++++++++++++++++++++++++++++++++++++++++

William Shakespeare

Biography - link

Why Shakespeare?

Hamlet's Influence upon Literature link

Checking your Shakespearean Pulse...

"What a piece of work is a man, how noble in reason, how infinite in faculties, in form and moving how express and admirable, in action how like an angel, in apprehension how like a god! the beauty of the world, the pargon of animals - and yet, to me, what is this quintessence of dust?" Hamlet Act II.ii.267-272

“Shakespeare is words, words, words: A veritable monument to the great power of words. But he is not the Parthenon; you cannot walk around him to wonder at his indestructible symbolism, to gaze at his sublime proportions, to sigh over his half-spoiled splendours. No, the words have indeed lasted, as has the marble, but they are pliable and change their shape with each new tongue that speaks them. No good looking at; you have to do them.” 

(Acting with Shakespeare/the comedies by Janet Suzman)

+++++++++++++++++++++++++++++++++++++++++++++++++++

Monty Python and the Quest for the Perfect Fallacy

HW: Fallacies Assignment Due tomorrow

Visit the ISWAC LAB with your Downe or Chesterfield Draft
(revised draft due October 16th)

Friday

Everything's an Argument: Ch. 5 Fallacies of Argument & the UNC Writing Center

Logical Fallacies link (9:46 - 11:45) link (14:00 - 17:00)

So What's Your Fallacy - Slide Presentations

+++++++++++++++++++++++++++++++++++++++++++++++++

William Shakespeare

The Sonnets -

XII XXXIII LV LXV

CVIII CXXVI CXXXVIII CXLIV

This is your Brain on Shakespeare link

++++++++++++++++++++++++++++++++++++++++++++++++++

Does Shakespeare Need an English Translator? link

Hamlet - Introduction: Study Guide Packet

Imagining Shakespeare: "School of Athens" (1st hour)(Are you listening to each other's questions/opinions/evidence/reasoning/insights? Are you writing some down in your Writer's Notebook?)

Visit the ISWAC LAB with your Downe or Chesterfield Draft
(revised draft due October 16th)

The Tragedy of Hamlet begins on Monday! (Who is bringing the bagels? Who the juice?)

HW: Read over the Study Guide Packet

Home Page

 
October 12th - 16th
Monday

Return RA of Downe and Chesterfield
The Rhetorical Analysis Essay: Introduction, Information, and Advice (PPT)

Imagining Hamlet - Robert S. Miola

Imagining Shakespeare: "School of Athens" (1st hour)(Are you listening to each other's questions/opinions/evidence/reasoning/insights? Are you writing some down in your Writer's Notebook?)

"It's All Greek to Me." - Orestes, Agamemnon, Clytemnestra, Pyrrhus, Priam, Achilles, and Hecuba. Aeschylus, Sophocles, Euripides, Homer

Questions - Observations - Revelations

 

Hamlet - Introduction

The Play's the Thing: On Stage and in Film (View Zefarelli's opening scene)

Hamlet - Act I.

The Play's the Thing: On Stage and in Film ( Zefarelli's opening scene)

Act I.i

How does Shakespeare create tension in the first scene? surprise us? mislead us? Your Observations. Your Questions.

Act I Study Guide Questions: Stagecraft # 1. Common beliefs about ghosts/spirits. To cut or to include?

Online Text Hamlet Online Text

 

HW: For tomorrow, complete the reading of Act I. Scene i. (pages 5 - 11)

Act I Study Guide Questions:

Stagecraft # 1. How does Shakespeare create tension in the first scene? surprise us? mislead us? Your Observations. Your Questions.

What? Why? How? Question 3. To cut or to include? What reasons would you wish to include it in a performance?

Common beliefs about ghosts/spirits.

 

HW: For Thursday:

Check out The Bedford Reader: Too Much Pressure (Colleen Wenke) - Prepare to Swim in the Fishbowl Thursday.

Visit the ISWAC LAB with your Downe or Chesterfield Draft
(revised draft due October 16th). Submit your document to turnitin.com by Friday October 16th. Earn 5 additional points for revising your recently scored (50 pt. RA of either Downe or Chesterfield -- Submit your revised draft to turnitin.com by Friday October 16th.

Tuesday
Presidential Debate Grammar Power Rankings: XX

Too Much Pressure: PPT

Hamlet - Act I. Scenes i - ii

Act I.i - Discussion

Hamlet Study Packet Act I :

What? Why? Who?

Imagery and Symbolism

Themes

Discussion

Act I.ii

Single Line/Short Exchanges

Tableau: Fear and Anger

View Tennet - Act I.Scenes i - ii (Pause at line 159 [16:56]) view remainder of scene

Online Text Hamlet Online Text

HW: For Thursday: Please Read Act I. Scene 3 (pages 19 - 24)

What? Why? How? Questions 1 & 4.

# 1 : What reasons do Laertes and Polonius give for their commands to Ophelia to stop seeing Hamlet? Are they reasonable?

# 4: What signs are we given of a potential for madness on Hamlet's part?

The Bedford Reader: Too Much Pressure (Colleen Wenke) - Prepare to Swim in the Fishbowl Thursday. Too Much Pressure: PPT

STUDENT CONCERNS ABOUT ISWAC ACCESS

IF POSSIBLE

Visit the ISWAC LAB with your Downe or Chesterfield Draft
(revised draft due October 16th). Submit your document to turnitin.com by Friday October 16th. Earn 5 additional points for revising your recently scored (50 pt. RA of either Downe or Chesterfield -- Submit your revised draft to turnitin.com by Friday October 16th.

ISWAC ALTERNATIVES

Lord Chesterfield Revision Considerations: PPT # 1 and PPT # 2

John Downe: PPT

Wednesday

PSAT Testing Day

MEMBEAN QUIZ AVAILABLE FOR 24 HOURS

Thursday

Parent-Teacher Conferences

Too Much Pressure (Colleen Wenke) - Fishbowl Activity

Hamlet - Act I.

Online Text Hamlet Online Text

HW: Downe and Chesterfield Revised Drafts due: turnitin.com by tomorrow.

Read Act I. Scene 3 (pages 19 - 24)

What? Why? How? Questions 1 & 4.

The Bedford Reader: Too Much Pressure (Colleen Wenke) -

Too Much Pressure: PPT Respond to Slides 7 - 9 in your Writer's Notebook by Monday

Friday

Hamlet - Act I

View Tennet - Act I.ii - iii

What? Why? How? Questions 1 & 4.

# 1 : What reasons do Laertes and Polonius give for their commands to Ophelia to stop seeing Hamlet? Are they reasonable?

# 4: What signs are we given of a potential for madness on Hamlet's part?

# 7 - What does Hamlet believe about his father's death before he meets the apparition?

View Branagh - Act I. Scenes 1 - iii

Online Text Hamlet Online Text

HW: The Bedford Reader: Too Much Pressure (Colleen Wenke) -
Google Search: too much pressure colleen wenke text.
Then look for OR simply click on the following link!

[PDF]COLLEEN WENKE
mrsbrummett.yolasite.com/resources/too%20much%20pressure.pdf

Too Much Pressure: PPT Respond to Slides 7 - 9 in your Writer's Notebook by Monday

  • Based on beliefs you could effectively argue, write two thesis statements connected to the ideas central to our discussion today. Defend, Challenge, Qualify? (See slide 8 for further details)


  • Choose one, and then, instead of writing an essay defending it, reflect on - in writing - how you came to think that way and discuss how you would defend the thesis if you were going to write an essay.
  • Self-Assessment of Your Participation: Both in the Bowl and as an Observer

OPTIONAL: Are you interested in exploring some additional analysis questions regarding Wenke's Argument? Click Here

Home Page

 
October 19th - 23rd
Monday

AP Language and Composition Free Response Question: The Argument Essay - Collabortive Work

Hamlet - Act I

Act I.iv-v

Single Line/Short Exchanges

View Tennet

Multiple Choice: Creating Stems and Choices Activity (Writers Notebook)

 

HW: Close reading of Act I

What? Why? How?

Question 5 - Denmark: a Catholic or Protestant country? Find TWO references in the ghost's words to Hmlet which point to an answer (scene v)

Question 2 - What similarities are there in Hamlet's two soliliquies in this Act? Reread, I.ii.129f (after Claudius and the court leave) and I.v.92f (after the ghost leaves)

Themes:

Complete your assigned focus: Find THREE references:

1) Appearance and Reality
2) Remembering and Forgetting
3) Fate and Providence

Tuesday

 

Hamlet - Act I

(First view Hamlet's Soliloquy after the ghost of his father leaves. Compare Branagh LINK 1:50 and Tennet LINK 1:50) - start with Tenet.

Discussion of Act I. iv-v

Question 2 - What similarities are there in Hamlet's two soliliquies in this Act? Reread, I.ii.129f (after Claudius and the court leave) and I.v.92f (after the ghost leaves)

Question 5 - Denmark: a Catholic or Protestant country? Find TWO references in the ghost's words to Hamlet which point to an answer in scene v)

Online Text Hamlet Online Text

After discussion of Questions 2 & 5, please begin to contribute textual references to the themes listed below. One or two people per thematic focus should make thier way to the back of the classroom to add exampes to the white poster board. The rest can begin to consider their positions on the Writing Prompt (eventually others can go to the back to add examples from Act One.

Themes:

Complete your assigned focus: Find THREE references:

1) Appearance and Reality
2) Remembering and Forgetting
3) Fate and Providence

Writing Prompt (individual response in Google Drive document): Who is Hamlet?

Johann Wolfgang von Goethe (1749-1832), the German poet, playwright, novelist, and natural philosopher raised the following questions at the end of Act I.

"And when the ghost has vanished, who is it who stands before us? A young hero panting for vengeance? A prince by birth, rejoicing to be called to punish the usurper of his crown?

OR

A lovely, pure, noble, and most moral nature without the strength of nerve which forms a hero, who sinks beneath a burden which he cannot bear and must not cast away?"

Choose one of these views of Hamlet and support your claim with at least two pieces of evidence from the play and comment on them, explaining why these support your argument.

Invent your response using the one paragraph semantic map structure:

Your first sentence should be your topic / thesis that includes author and title of the play. Followed by your first claim-support-analysis strand. Then, using an appropriate transition within your paragraph, move onto your second strand using the same structure. Complete your paragraph with a concluding sentence that includes a "big idea" regarding Hamlet (in other words go beyond simply repeating your topic sentence

Include proper MLA formatting for play quotes (see Hamlet study packet - Essay pages for citation examples (Act.Scene.lines). Be sure to lead in to your support evidence. This is a 15 pt. assignment due on Thursday.

Looking for a greater challenge?

First read Goethe's literary criticism found in your Norton Critical Edition of Hamlet on pages 243- 245. Then, using the same semantic map structure, defend, challenge, or qualify one Goethe's position using supportive evidence from Act I.

Here are Goethe's words online (CLICK HERE).

HW: Multiple Choice Practice: 1996.


Writing Prompt: Who is Hamlet?
(due Thursday). Complete this writing in prompt in the google Drive document entitled: Who is Hamlet?

 

Wednesday

Introduction to the Great Speeches Activity (LINK)

Rhetorical Analysis Prompt: Close Reading and Annotation of the AP Carson Question.

The Wenke Prompt and Argumentative Structure:

Too Much Pressure: PPT Respond to Slides 7 - 9 in your Writer's Notebook

HW: Writing Prompt: Who is Hamlet?

Step 1: Submit a Speech Selection by Friday (LINK)

Thursday

Multiple Choice mid-term test

Hamlet - Act I. Scene v.

Who is Hamlet?

A young hero panting for vengeance? A prince by birth, rejoicing to be called to punish the usurper of his crown?

OR

A lovely, pure, noble, and most moral nature without the strength of nerve which forms a hero, who sinks beneath a burden which he cannot bear and must not cast away?"

Close reading of Act I

What? Why? How?

Question 5 - Denmark: a Catholic or Protestant country? Find TWO references in the ghost's words to Hamlet which point to an answer (scene v)

Question 2 - What similarities are there in Hamlet's two soliliquies in this Act? Reread, I.ii.129f (after Claudius and the court leave) and I.v.92f (after the ghost leaves)

Themes:

Complete your assigned focus: Find THREE references:

1) Appearance and Reality
2) Remembering and Forgetting
3) Fate and Providence

Hamlet Act II.i

Membean Quiz Available for 24 hours

HW: Step 1: Submit a Speech Selection by Friday (LINK)

Friday

Thesis statement analysis # 2: Constructed Response

AP Language and Composition Free Response Question: The Argument Essay - Individual and Collabortive Work

Thesis Development (Handout): Wooden Headedness

The Wenke Prompt and Her Argumentative Structure

"Patterns of Organization"

They Say, I Say

Hamlet Act II.ii

Claudius: "I spy"

Polonius's Argument: "Your son is mad."

Online Text Hamlet Online Text

HW: Approaching "Woodenheadedness": Create a Thesis - Defend, Challenge, Qualify - Then compose an Introductory paragraph. Continue to consider possible evidence (see handout and google Drive document on Evidence).

Unlike a research paper essay, your evidence must be drrawn out of the "storehouse of your experience." For authenticity's sake, strive to come up with additional evidence. Complete your list by TUESDAY'S CLASS.

Complete Step 2 SOAPSTone of Speech, Cutting (if necessary), Rhetorical Analysis (Due by class time on Monday November 2nd - "round midnight" - in your Google doc) - Day One of Speeches: November 3rd

Speech Roster and Schedule: (LINK)

Home Page

 
October 26th - 30th
Monday

Writing Skills - Participial Phrases (PPT) Sponsored by Bo Burnahm's Words, Words, Words...

Argument Prompt

They Say, I Say

"Patterns of Organization" PPT

Hamlet Act II.ii (cont.)

Online Text Hamlet Online Text

HW: Thesis Development (Handout), Introductory paragraph, Evidence: Wooden Headedness

Complete Step 2 SOAPSTone of Speech, Cutting (if necessary), Rhetorical Analysis (Due by class time on Monday November 2nd - "round midnight" - in your Google doc) - Day One of Speeches: November 3rd

Writer's Notebook Assessment # 2 - Hand in on Thursday.

Tuesday

Speech Roster and Finalized Schedule: (LINK)

Francis Bacon – Of Revenge (1625) -
(see The Essays of Francis Bacon)

Hamlet Act II.ii (cont.)

Hamlet's argument

What a piece of work is a man!

"Jephthah, judge of Israel." > Scene ii.lines 299 - 347

It's All Greek to Me:

"Now falls on Priam.
Out, out, thou strumpet Fortune! All you gods,
In general synod take away her power;"

FLEX TIME TODAY (OPTION):

Multiple Choice Practice

Multiple-Choice Objective Test Prep

Rhetorical Strategies, Devices, and Modes

 

HW: Close Reading of Act II. Socratic Seminar Discussion

"What a piece of work is a man." > Scene ii.lines 215 - 298

"One speech...Aeneas's talk to Dido...the slaughter of Priam > Scene ii.lines 348 - 469

"Now I am alone" > Scene ii.lines 470 - 525

Looking to delve more deeply into "the mind of Hamlet" in this scene? See Lecture on Hamlet, January 2. 1812 by Samuel Taylor Coleridge (found on page 245 in your book). Read from page 245 through the first full paragraph on page 248 (stopping at: ...his most obvious duty" ). Think back to your own position on "Who is Hamlet?" -
Is Coleridge on your side?


Complete Step 2 SOAPSTone of Speech, Cutting (if necessary), Rhetorical Analysis (Due by class time on Monday November 2nd - "round midnight" - in your Google doc) - Day One of Speeches: November 3rd

Writer's Notebook Assessment # 2 - Hand in on Thursday.

Wednesday

Hamlet Act II.ii (cont.)

Polonius's Argument (revisited)

Woodedheaded Polonius?

"Hath there been such a time -- I would fain know that --
That I have positively said, "Tis so,"
When it proved otherwise?"

"What a piece of work is a man." > Scene ii.lines 215 - 298

"One speech...Aeneas's talk to Dido...the slaughter of Priam > Scene ii.lines 348 - 469

"Now I am alone" > Scene ii.lines 470 - 525

Francis Bacon – Of Revenge (1625) -
(see The Essays of Francis Bacon)

Of Revenge: A Critical Appreciation
link

Revenge as Wild Justice: A Research Note on 3Francis Bacon’s ‘Of Revenge
Erin A. Dolgoy

Let's Argue!

AP Language and Composition Free Response Question: The Argument Essay - Collabortive Work

Thesis Development (Handout): Wooden Headedness

Writing Skills - Figurative Language: "Go figure" how to use like and as and like some ones too! - Sponsored by Dani Devito and his students in the Renaissance Man Renaissance Rap -"Go Hamlet"

HW: Argumentative Approaches (handout) - Developing the Skill of Argument. Select Three argument topics and approach them using different organizational methods (due on Monday November 2nd)


Complete Step 2 SOAPSTone of Speech, Cutting (if necessary), Rhetorical Analysis (Due by class time on Monday November 2nd - "round midnight" - in your Google doc) - Day One of Speeches: November 3rd

Writer's Notebook Assessment # 2 - Hand in on Thursday.

Thursday

Hamlet Act III.i

To be or not to be...

How does setting impact your understanding and interpretation of the text? Discuss the significance of Hamlet's soliloquy from your perspective. What lines provoke the most thought in you?

Get thee to a nunnery...

Branagh
Tennant
Gibson
Olivier

Great Speeches Unit

Model Speech

Speech Roster and Schedule: (LINK)

Sample Speech Google Doc: click here

START PRACTICING YOUR SPEECH OUT LOUD. ASK YOUR PARENTS, YOUR SIBLINGS, A FEW FRIENDS TO BE YOUR AUDIENCE!!!

HOW WILL YOU INTRODUCE YOUR SPEECH? (THE RHETORICAL SITUATION)

TIME YOURSELF.

WHAT WILL YOU WEAR ON THE DAY OF YOUR SPEECH?

WHAT VALUES / MORAL CHARACTERISTICS ARE EMBEDDED IN YOUR SPEECH?

FLEX TIME TODAY (OPTION):

Multiple Choice Practice

Multiple-Choice Objective Test Prep

Rhetorical Strategies, Devices, and Modes

Range Finders for Corporate Sponsorship

HW: Argumentative Approaches (handout) - Developing the Skill of Argument. Select Three argument topics and approach them using different organizational methods (due on Monday November 2nd)

Range Finders: Corporate Sponsorship in Schools (score them and your argument) - Revise and word process your argument essay (google doc/file folder) and submit it to turnitin.com by Thursday November 5th. Bring in a HARD COPY of final draft - ISWAC anyone?!?

Complete Step 2 SOAPSTone of Speech, Cutting (if necessary), Rhetorical Analysis (Due by class time on Monday November 2nd - "round midnight" - in your Google doc) - Day One of Speeches: November 3rd

Writing Skills - Participial Phrases (PPT) Sponsored by Bo Burnahm's Words, Words, Words...

Writing Skills - The Appositive (PPT) - Sponsored by Bing Crosby and Bette Midler

Writing Skills - Figurative Language: "Go figure" how to use like and as and like some ones too! - Sponsored by Dani Devito and his students in the Renaissance Man and Renaissance Rap -"Go Hamlet"

Speech Roster and Schedule: (LINK)

Moral Characteristics List

List of Values

Google Search: Universal Moral Values
(A Short List of Universal Moral Values. FIICHAFID T. KlNNlEFI. JERRY L. KEHNES. THEHESE M. DAUTHEHIBES)

 

Friday
No School

Home Page

 
November 2nd - 6th
Monday

Speech Related Questions?

Review Steps - See Handout: (LINK)

Hamlet's Soul and the Undiscovered Country

Hamlet Act III.ii

The play within a play

Writer's Notebook Response: Now that the play "has caught" the conscience of the king, will Hamlet fulfill his vow of revenge? How? When?

Hamlet Act III.ii

Hamlet: Place responses in your Writer's Notebook

Read Act III.ii.339-346;360-370

“Does Hamlet appear to be in control of his “antic-disposition”? Which emotions appear to be controlling his intentions?

Argumentative Approaches (handout) - Developing the Skill of Argument. Select Three argument topics and approach them using different organizational methods

HW: Read Act III.iii.

What might be some of the consequences of Claudius’s inability / unwillingness to repent?

Range Finders: Corporate Sponsorship in Schools (score them and your argument) - Revise and word process your argument essay (google doc/file folder) and submit it to turnitin.com by Thursday November 5th. Bring in a HARD COPY of final draft - ISWAC anyone?!?

Writing Skills - Colons (PPT) - Sponsored by Colon Blow

Let the Speeches Begin!

Moral Characteristics List

List of Values

Google Search: Universal Moral Values
(A Short List of Universal Moral Values.
FIICHAFID T. KlNNlEFI. JERRY L. KEHNES. THEHESE M. DAUTHEHIBES)

Tuesday

Great Speeches: Day One (4)


Rachel B

Kare Anderson,

Be an opportunity maker,

November 2014

Maureena M

 


Emma Watson

Gender Equality is Your Issue Too

20 September 2014


Jake W.

 

Stuart Scott,

ESPY Speech


July 18, 2014

Emma Z.

David Brooks

Should you live for your résumé ... or your eulogy?


April 2014

Hamlet Act III.ii

HW: Writing Skills - The Dash (PPT) - Sponsored by Dash Riprock, You Cad

Range Finders: Corporate Sponsorship in Schools (score them and your argument) - Revise and word process your argument essay (google doc/file folder) and submit it to turnitin.comThursday November 5th. Bring in a HARD COPY of final draft - ISWAC anyone?!?

Writing Skills - Colons (PPT) - Sponsored by Colon Blow

Writing Skills - Participial Phrases (PPT) Sponsored by Bo Burnahm's Words, Words, Words...

Writing Skills - The Appositive (PPT) - Sponsored by Bing Crosby and Bette Midler

Writing Skills - Figurative Language: "Go figure" how to use like and as and like some ones too! - Sponsored by Dani Devito and his students in the Renaissance Man and Renaissance Rap -"Go Hamlet"

 

Wednesday

Great Speeches: Day Two (5)


Sari L.

Malala Yousafzai

Youth Takeover of the United Nations

July 12 2013


Garrett M.

Michael Jordan,

Hall of Fame Induction Speech,

September 11, 2009



Emma P.

Jane Goodall's

"How Humans and Animals can Live Together"

September 2008


Jenni L.

Dan Gilbert,

The Surprising Science of Happiness,

February 2004


Lisa J.

George W. Bush,

9/11 Address to the Nation,

September 11, 2001



Hamlet Act III.iii

Hamlet: The face of a hero

I like him not...

My words fly up, my thoughts remain below...

 

HW:

Range Finders: Corporate Sponsorship in Schools (score them and your argument) - Revise and word process your argument essay (google doc/file folder) and submit it to turnitin.comThursday November 5th. Bring in a HARD COPY of final draft - ISWAC anyone?!?

Writing Skills - Colons (PPT) - Sponsored by Colon Blow

Writing Skills - Participial Phrases (PPT) Sponsored by Bo Burnahm's Words, Words, Words...

Writing Skills - The Appositive (PPT) - Sponsored by Bing Crosby and Bette Midler

Writing Skills - Figurative Language: "Go figure" how to use like and as and like some ones too! - Sponsored by Dani Devito and his students in the Renaissance Man and Renaissance Rap -"Go Hamlet"

Writing Skills - The Dash (PPT) - Sponsored by Dash Riprock, You Cad

 

By FRIDAY: A Close Reading of Act III Look for surface features, analyze the poetic elements: metaphors, similies, allusions, sensory images. Make your contribution in the "School of Athens"1st hour) by including the line(s) in proper MLA format and labeling the surface feature.

 

Online Text Hamlet

Thursday

Argument Feedback

Range Finders: Corporate Sponsorship

Thesis Statements and Topic Sentences

What is a counter-argument?

Hamlet Act III.iii

O Hamlet, thou hast cleft my heart in twain...

Hamlet Act IV. i - iii

How does Hamlet equivocate in his responses to the king?

What does the king intend to do to Hamlet?

HW: A Close Reading of Act III - IV. Look for surface features, analyze the poetic elements: metaphors, similies, allusions, sensory images. Make your contribution in the "School of Athens" (2nd hour) by including the line(s) in proper MLA format and labeling the surface feature.

Online Text Hamlet

Friday

Great Speeches: Day Three (4)


Serena Z.

Elie Wiesel

The Perils of Indifference

12 April 1999


Lexi W.

Severn Suzuki,

Speech to UN Earth Summit,


1992

Bethany F

Ronald Reagan

Tear Down This Wall Speech

June 12, 1987

Martha J.

Ronald Reagan,

U.S Ranger Monument Commemorating 40th Anniversary of D-Day


June 6, 1984

Thomas Paine Argument Prompt

(with some dash riprock, colon blow, Renaissance Man and Accentuating the Appositives for good measure!)

A Close Reading of Act IV.i - iv. Look for surface features, analyze the poetic elements: metaphors, similies, allusions, sensory images. Make your contribution in the "School of Athens"1st hour) by including the line(s) in proper MLA format and labeling the surface feature.

 

Cross Reference the theme of Hamlet's madness or revenge. Carefully read at least two quotes and the commentary below each of them on either madness or revenge. from two different Acts, The quotes can be found at this (LINK). Respond to the corresponding question in your writer's notebook:

Why does Hamlet play the role of an "antic"? What purpose does it serve?

How is Hamlet's attitude toward revenge changing throughout the play?

Home Page

 

November 9th - 13th

Monday

Great Speeches: Day Four (4)

Argument - Corporate Sponsorship in Schools: Writing Style: appositives, participial phrases, dashes, colons, and figurative language. (Feedback in process)

Effective usage, not usage for usage sake!

Janye H.

 

Robert F. Kennedy

On the Death of Martin Luther King

April 4th, 1968

Eirene K

Martin Luther King Jr,

I've been to the mountaintop,

April 3rd 1968


Lauren K.

Lyndon B. Johnson,

We Shall Overcome,

March 15, 1965

Joe L.

Lyndon B. Johnson,

Lyndon B. Johnson "The Great Society."

May 22, 1964.

Hamlet

Act IV.v -vii

HW: Assessing "Range Finder" Introductions of Thomas Paine. Submit a final draft of Paine's America and Our America:

Highlight/Identify your Intro Strategies and Writing Style Elements : appositives (PPT), participial phrases (PPT) dashes (PPT), Colons (PPT), and figurative language.

Effective usage, not usage for usage sake!

DUE WEDNESDAY BY CLASS TIME

Tuesday

No School

 

Wednesday

Hamlet

Who is Hamlet?

A young hero panting for vengeance? A prince by birth, rejoicing to be called to punish the usurper of his crown?

OR

A lovely, pure, noble, and most moral nature without the strength of nerve which forms a hero, who sinks beneath a burden which he cannot bear and must not cast away?"

Cross Reference the theme of Hamlet's madness or revenge. Carefully read at least two quotes and the commentary below each of them on either madness or revenge. from two different Acts, The quotes can be found at this (LINK). Respond to the corresponding question in your writer's notebook:

Why does Hamlet play the role of an "antic"? What purpose does it serve?

How is Hamlet's attitude toward revenge changing throughout the play?

Act V.i -ii.

Class Discussion

 

 

 

Thursday

Great Speeches: Day Five (5)


Meghan C.

Lyndon B. Johnson,

Address Before a Joint Session of the Congress



November 27, 1963


Matt E.

10/21/5:18 PM

John F. Kennedy

"We choose to go to the Moon”

September 12, 1962

Anisha S.

John F. Kennedy

Inaugural Address

January 20th, 1961


Derrick K

Franklin Delano Roosevelt

The Four Freedoms

January 6, 1941

Hugh J.

10/22/2015 20:33:07

Winston Churchill-

Their Finest Hour


June 18, 1940

Argument - Corporate Sponsorship in Schools: Writing Style: appositives, participial phrases, dashes, colons, and figurative language. (Feedback in process)

Effective usage, not usage for usage sake!

HW: Engaging in the Scholarly Discussion: Consider a Question the Hamlet Packet (supplement) and explore a pertinent piece of Critical Writing from ONE of the Following Source in your book:

The Actors' Gallery
Context
Criticism

Write a brief 1 - 2 paragraph response that contains insights garnered from your interpretation of the play and from your reading of the piece of Critical Writing. Practice using the "They Say, I Say" templates. Compose your response in the Google Drive document entitled: Hamlet: Scholarly Discussion. Due by Friday November 20th

 

 

Friday

Great Speeches: Day Six (4)


Thomas M.

10/22/2015 20:44:21

Franklin Delano Roosevelt,

"First Inaugural Address"

March 4, 1933

Braxton O - 10/21/2015 15:15:52

Fredrick Douglass

The Hypocrisy of American Slavery

July 4th, 1852.

Lexi H.

10/22/2015 13:37:54

William Lyon Phelps

-The Pleasure of Books-


1933

Mitchell L.

10/21/2015 19:15:16

Clarence Darrow

A Plea for Mercy,

September 1924

Hamlet - re-visited

Cross Reference the theme of Hamlet's madness or revenge. Carefully read at least two quotes and the commentary below each of them on either madness or revenge. from two different Acts, The quotes can be found at this (LINK). Respond to the corresponding question in your writer's notebook:

Why does Hamlet play the role of an "antic"? What purpose does it serve?

How is Hamlet's attitude toward revenge changing throughout the play?

Act V.i -ii.

Class Discussion

HW: The Rhetorical Analysis Essay: Introduction, Information, and Advice (PPT)

Rhetorical Analysis - The Kennedy Press Conference Speech (45 minutes "in-class" conditions)
DUE MONDAY BY CLASS TIME

 

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November 16th - 20th
Monday

Hamlet - re-visited

Kennedy Range Finders and Peer Assessment/Feedback

SILVA RHETORICAE: Figures of Speech Tropes and Schemes:

Schemes and tropes both have to do with using language in an unusual or "figured" way:

Trope: An artful deviation from the ordinary or principal signification of a word.

Scheme: An artful deviation from the ordinary arrangement of words.

HW: Engaging in the Scholarly Discussion: Consider a Question the Hamlet Packet (supplement) and explore a pertinent piece of Critical Writing from ONE of the Following Source in your book:

The Actors' Gallery
Context
Criticism

Write a brief 1 - 2 paragraph response that contains insights garnered from your interpretation of the play and from your reading of the piece of Critical Writing. Practice using the "They Say, I Say" templates. Compose your response in the Google Drive document entitled: Hamlet: Scholarly Discussion. Due by Friday November 20th

Upload your Hamlet essay to turnitin.com

Rhetorical Essay Question: Final Exam on Thursday

Tuesday

Rhetorical Analysis Prompt - ID # only

Hamlet - (RSC)

HW: Language of Composition Chapter 2 (pgs 40 - 43, 58 - 63).
( See Google Drive .pdf file - clean copy)

Engaging in the Scholarly Discussion: Consider a Question the Hamlet Packet (supplement) and explore a pertinent piece of Critical Writing from ONE of the Following Source in your book:

The Actors' Gallery
Context
Criticism

Write a brief 1 - 2 paragraph response that contains insights garnered from your interpretation of the play and from your reading of the piece of Critical Writing. Practice using the "They Say, I Say" templates. Compose your response in the Google Drive document entitled: Hamlet: Scholarly Discussion. Due by Friday November 20th

Upload your Hamlet essay to turnitin.com

Wednesday

Final Review of Rhetorical Analysis

Rhetorical Triangle/Situation and Rhetorical Framework

Organizational Patterns (PPT)

Rhetorical Analysis Prompt - Peer Review

Pausing to Connect: Questions and Methods related to Close Reading
(This transferable skill is more than just a means to getting a good grade on a test)

HW: Rhetorical Analysis Final Preparations: The AP Welcome Page, 5 Steps to a Five (Rhetorical Analysis Section), Language of Composition (Chapter 2 pgs 40 - 43, 58 - 63), and Bedford Reader (Chapter One, see especially page 20 - 26). The Rhetorical Analysis Essay: Introduction, Information, and Advice (PPT) and Rhetorical Analysis Review (Link)

A GOOD NIGHT'S SLEEP!!!

 

Thursday

Rhetorical Analysis Exam Question

Hamlet -(RSC)

HW: Engaging in the Scholarly Discussion: Consider a Question in the Hamlet Packet (supplement) and explore a pertinent piece of Critical Writing from ONE of the Following Source in your book:

The Actors' Gallery
Context
Criticism

Write a brief 1 - 2 paragraph response that contains insights garnered from your interpretation of the play and from your reading of the piece of Critical Writing. Practice using the "They Say, I Say" templates. Compose your response in the Google Drive document entitled: Hamlet: Scholarly Discussion. Due by midnight on Sunday November 22nd

Upload your Hamlet essay to turnitin.com

 

Friday

The Address or Hamlet? That is the question.

The Singer Solution

"The Singer Solution to World Poverty" (Link) - Excerpts and Context

Thesis Statement - Find the Line that made it to the prompt

HW: "The Singer Solution to World Poverty" (Link) - Excerpts and Context

Thesis Statement - Find the Line that made it to the prompt

Engaging in the Scholarly Discussion: Consider a Question the Hamlet Packet (supplement) and explore a pertinent piece of Critical Writing from ONE of the Following Source in your book:

The Actors' Gallery
Context
Criticism

Write a brief 1 - 2 paragraph response that contains insights garnered from your interpretation of the play and from your reading of the piece of Critical Writing. Practice using the "They Say, I Say" templates. Compose your response in the Google Drive document entitled: Hamlet: Scholarly Discussion. Due by midnight on Sunday November 22nd

Upload your Hamlet essay to turnitin.com

 

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November 23rd - 27th
Monday

Paine-Full Feedback: AP Commentary and Student Thesis Statement Revisions

"The Singer Solution to World Poverty" (Link) - Rhetorical Situation & Strategies

Professor Peter Singer Today? (Link)
Peter Singer meets Stephen Colbert (Link)
(Thesis Analysis - Constructed Response # 2 Results)
The Life You Can Save (Link)
Peter Singer: The why and how of effective altruism (Link)

Argument Prompt

HW: Values survey form (Link)

The Singer Solution - Student Samples // Range Finders

Tuesday

Multiple Choice Practice

Multiple Choice - Mid-term Results and Multiple Choice Practice

5 Steps to a Five

Horace Student Samples // Range Finders

The Singer Solution - Student Samples // Range Finders

Wednesday

Thanksgiving Vacation

Thursday
Thanksgiving Vacation
Friday
Thanksgiving Vacation

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November 30th - December 4th
Final Week of Trimester A
Monday

Thesis Analysis - Constructed Response # 3

Argument Prompt

Tuesday

Organizational Matters: Portfolios (Digitial and Hard Copy), Turnitin.com Uploads, Writer's Notebooks, Course Handouts, Books Returned, and Trimester Reflection Completion (bottom of the Hamlet Document)

If Everything's an Argument, then what types of appeals, modes, strategies & devices will you use to inform, to convince, and/or to persuade? What will the prompt ask of you? Remember, clarify the purpose and enter the argument using all the available means

Or as our good friend Aristotle once said....


(Click on me to find out)

Some thoughts on Hamlet and Horace (click on the image)

5 Steps to a Five

Multiple Choice and Argument Review

Horace Student Samples // Range Finders

The Singer Solution - Student Samples // Range Finders

Paine and Boorstin

Wednesday

Final Exams: Day One

1st Hour Class 7:25 - 8:33

lincoln

(Click on me )

What Comes First the Argument or the Rhetorical Analysis?

Knowing the mind of God

Sneak Peek at the Beginning of Tri - Two: Visual Arguments


One Woman's Argument: Inocente - - Appeals???

Another Man's Argument: Inequality for All -

Do For-Profit Schools Give Poor Kenyans A Real Choice?
by Jason Beaubien November 12, 2013 (Link)



2nd Hour Class 8:39 - 9:47


Lunch A (30 minutes)

3rdA Hour Class 9:53 - 11:01

Lunch B (30 minutes)

1st Hour Exam 11:52 - 1:07

2nd Hour Exam 1:22 - 2:37

Thursday

Final Exams: Day Two

3rd Hour Exam 7:25 - 8:40

4th Hour Class 8:55 - 9:55

Lunch A (30 minutes)

5th Hour Class 10:01 - 11:01

Lunch B (30 minutes)

4th Hour Exam 11:52 - 1:07

5th Hour Exam 1:22 - 2:37

Friday
 

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December
Monday
By Monday: Look up college essay and common application prompts.  Here's a link Choose a question or focus on the theme in the handout (see attachment) for your essay. Write a First Draft of a Personal (College) Essay. Due next Wednesday. (Hardcopy, Word-Processed, Double-Spaced - Put only your Student ID number at the top of the page)
Tuesday
 
Wednesday
 
Thursday
 
Friday