Happy holidays!

Hope you have a great Christmas break!
Read To Kill a Mockingbird over break, no annotating required.
Enjoy reading this classic... it is honestly my favorite book ever and I am so happy you will get to experience it also! :)

We will do synthesis essay presentations on the Wed. we return from break, so you will have time to practice and finalize plans with your group during class.  See you in 2014!

Synthesis Presentations

For this short presentation, you will work in groups of 3-4 to:
1. Choose which synthesis essay prompt on reading you would like to respond to.
2.  Discuss the various stances that could be taken in response.
3.  Decide on your group's claim and develop a thesis statement.
4.  Choose and justify the sources which you would use to support your position and to develop your counterargument.
5.  Outline the main points and supporting details from the various referenced sources.
6.   Decide who will present which aspect, so that each person in the group is speaking at least once.
7.  Present on Friday!  If you will not be present on Friday, your assignment is to write the synthesis essay.

Weekend work...

This weekend, your assignment is three-fold:

1.  Read and take notes on ch. 5, paying close attention to vocabulary words you run into along the way.

2.  Please read each of the articles linked below, and determine the claim and implications of each article:
"We Can't Teach Students to Love Reading" by Alan Jacobs , from The Chronicle for Higher Education, July 2011

"I Know Why the Caged Bird Cannot Read" by Francine Prose, from Harper Magazine, 1999

3.  Final assignment is to discuss with your parents how you learned to read. Since they will probably have a stronger recollection of this experience than you do, ask them about how you learned to read, what types of questions you asked, what you were most interested in as far as particular books, stories you liked to be told (even if they were not read to you, just told by a family member), or what your favorite reading spots were when you were younger.
This is meant to be a fun activity, not a stressor! If you are uncomfortable asking your parents, or if they do not have strong memories of the occasion, try to remember for yourself a time when you read something that made your imagination take flight or just made you feel alive and interested in another world.
Please bring these stories and experiences with you to class on Monday to share (they need not be written down, just committed to memory well enough to be retold), and, if possible, the book or a few books that you enjoyed reading as a child!
Thanks and have a fun weekend!

Superman and Me

"Superman and Me" by Sherman Alexie

To be ready for next week, 12/9-13

For Monday, please have a rough draft here of your creative writing piece modeling Eudora Welty's "Listening to Words."  We will be discussing and editing on Monday, so this should be a full draft.

For Tuesday, 12/10, please read and take notes on Chapter 5: Rhetoric and the Reader, pp. 126-138, the focus chapter for this unit.

For Wednesday, 12/11, please read  Malcolm X "Learning to Read" and write a comparison between this piece and Frederick Douglass' piece.

Vocabulary Words for this unit:
1. Persona
2. Efferent reading
3. Aesthetic reading
4. Stance
5. Irony
6. Implied metaphor
7. Simile
8. Hyperbole
9. Paradox
10. Colloquialism
11. Understatement
12. Euphemism
13. Didactic
14. Repetition
15. Parallelism
16. Allusion
17. Dialect
18. Repertoire
19. Scholarly language
20. Standard language

We will use these words throughout the unit in discussion and writings.
Assessment on these terms on Wed., 12/18

Creative Writing assignment & Reading due tomorrow

Hooray for creativity!  :)
Here is the creative writing assignment you will be completing to go along with this unit.
Please read over to get a sense of this assignment, including rubric and due dates (rough draft due Monday, 12/9).

Also, for homework, please read Frederick Douglass' "Learning to Read and Write" in the 100 essays book, pp. 216-221. It is also linked below:
Frederick Douglass' "Learning to Read and Write"

Weekend homework...

Using the vocabulary words (listed below), consider how these apply to The Great Gatsby.
Please write one paragraph about Fitzgerald's chosen ARRANGEMENT of his story, using 3-4 vocabulary words and specific direct reference to the characters/storyline in your explanation.
Next, write a paragraph about Fitzgerald's DICTION (word choice) in the novel, and how that impacts meaning.  Use 3-4 vocabulary words and direct reference (through direct quotes) to the text in your explanation.
Finally, write a paragraph about how Fitzgerald's VOICE comes across in his writing.  Again, use 3-4 vocabulary words and direct reference to the characters/storyline in your explanation.

Finally, consider how the vocabulary words relate to the book from your earlier reading experiences (the one you have been using in class over this week), and/or your social issues book.  This is just to practice with the words, not something you need to write down.

VOCABULARY WORDS
Arrangement
--narration
--exposition
--mode
--setting
--flashback
--narrative intrusion
--pace
--syntax
Diction
--abstract language
--concrete language
--connotation
--denotation
--regionalism
--extended metaphor
--imagery
--symbolism
--personification
--figurative language
--caricature
Voice
--mood
--style
(other words from above also apply)

Arrangement of The Great Gatsby

Today in class, we analyzed the arangement of the book as a whole.  Each pair was assigned a chapter and considered the following for their assigned chapter:
1.  What elements of anticipation, tension, and uncertainty exist in this chapter?
2.  How does this chapter fit into the whole of the book?
3.  What was Fitzgerald's purpose for this chapter?

For homework, please complete these two tasks:
1.  Complete the webquest (The Great Gatsby Treasure Hunt), with focus on the last page, and how knowledge of the context informs your understanding and connections to the book
2.  Write a "tell-off" letter to either a character or F. Scott Fitzgerald himself about something that angered you within the book.  Have fun with this and be creative! :)

Drama is anticipation mingled with uncertainty...

Consider how this quote relates to The Great Gatsby for homework. 

Take some notes for yourself about how Fitzgerald constructs anticipation through:
1.  the characters he has created, and their driving motives
2.  the tension and conflicts he has put into the story
3.  the uncertainties that he does (or does not) fully explain that keep you guessing throughout the story

The Great Gatsby webquest

Please use this address for The Great Gatsby Treasure Hunt webquest:
http://www.huffenglish.com/gatsby/gatsbyhunt.html

#7 b.  "Flapper Jane"
http://www.colorado.edu/AmStudies/lewis/1025/flapperjane.pdf

Reading for next week...

As presentations are underway, you should be working on the following reading assignments:
Read and annotate the following article (DUE WED., 11/6)
"Good Readers and Good Writers" by Vladimir Nabokov (speech delivered in 1948)
Also, read The Great Gatsby, ch. 1-3 (DUE MON., 11/4)

Editing your social issues paper

Use the following checklist for editing your social issues paper:
Social Issues Paper Revision Checklist

Welcome to class!

In my absence today, you will be writing in response to the 2012 prompt for question 2.  It is most important to evaluate how Kennedy is using rhetorical techniques to achieve his purpose.
For this essay, you should plan to:
1.  Explain Kennedy's purpose
2.  Examine the role that context plays in the speech
3.  Consider some/all of the points listed on the board (that we have been using to evaluate other speeches this week)
4.  Include each of the vocabulary words in your essay...
* Please write these instructions and vocabulary words in the margin of your essay paper and then close your iPads for the writing of the essay.

implies

employs

characterizes

intimidates

counters

extends

underscores

recalls

illustrates

evokes

When done, please turn in your essay to the inbox and work on planning for your social issues paper.  

To be ready for tomorrow...

SOCIAL ISSUES PROJECT:
Aim to have your social issues book completed for tomorrow.
Bring your log of appeals and Toulmin's model for your book to class with you.
Bring your book to class with you.

VOCABULARY WORDS & SPEECHES:
Be sure you have read both speeches.
Bring notes from yesterday's short group discussion.
For second speech, make a short summary of the following points:
1.  Techniques used by the speaker to include audience and tap into cultural memory
2.  Appeals used by the speaker
3.  Claims and grounds for support
4.  Word choice and organizational techniques that are effective
Whenever possible, add in vocabulary words as they apply to this speech:
Words:

implies

employs

characterizes

intimidates

counters

extends

underscores

recalls

illustrates

evokes

Please read the assigned speeches below (each student has TWO assigned speeches).

For EACH SPEECH:
1.  Record how TOULMIN'S MODEL applies
2.  Consider and record notes about the CONTEXT in which the speech was delivered, including events of social, political, economic, envrionmental, or cultural significance at the time
2.  Examine how CULTURAL MEMORY is reflected in the speech, and how the speech itself is representative of an aspect of cultural memory for the time period in which it was given

Cultural Memory & speeches

FDR's inaugural address

http://historymatters.gmu.edu/d/5057/
(assigned to: Claudia, Eli, Jazlyn, Matthew, Oceanna, Caitlyn, Esther)

Winston Churchill's Iron Curtain speech

http://alvaradohistory.com/yahoo_site_admin/assets/docs/1IronCurtainspeech.362195233.pdf
(assigned to:  Caitlin, Oceanna, Matthew, Josh, Morgan, Taylor)

Kennedy's Inaugural Address speech

http://www.ushistory.org/documents/ask-not.htm

(assigned to:  Taylor, Morgan, Josh, Virginia, Danielle, Emily)
 

Martin Luther King, Jr.'s  "I Have a Dream" speech

http://www.ushistory.org/documents/i-have-a-dream.htm
(assigned to: Emily, Danielle, Virginia, Kennady, Hanna, Michaela)

Robert Kennedy's speech on the eve of Martin Luther King Jr.'s assassination

http://www.robertfkennedy.net/mlkdeathspeech.htm
(assigned to:  Michaela, Hanna, Kennady, Ike, Anna, Brianna)

Reagan's Challenger tragedy speech

http://teachingamericanhistory.org/library/document/speech-on-the-challenger-disaster/
(assigned to:  Brianna, Anna, Ike, Esther, Jazlyn, Eli, Claudia)

 

Today's class period...

Read the article and apply Toulmin's model of argumentation...

Establish claim, grounds, and warrant

Claudia
Caitlyn
Taylor
Emily
Michaela
Brianna
Eli
Oceanna
Dannielle
Anna
Matthew
Josh
Ginny--see me for printed article
Kennady
Isaac
Esther
Morgan
Hanna
Jazlyn

After reading and discussing the article linked above, please follow these directions for homework related to the essay by Twain:

FIRST, BEFORE READING please respond to the following prompt:
Our way of seeing an event or a place in our life oftn changes over time.
Recall an important event or a place you visited in the past.
Tell about how you felt about this place in the moment.
Has your view of this event or place changed over time? 
How?  Explain why or why not.

THEN, go on to read and annotate the essay Mark Twain's "Two Ways of Seeing a River" and completing questions at the end.

Invention Journal

For tonight, please complete the INVENTION journal for your social issues book.  See prompt below.

Conduct a short bit of research on who this author is and describe him/her in terms of CREDIBILITY.  Why is he/she a credible author?  Where do his/her interests lie in bringing this issue to the forefront of the general public’s minds?  What are the motivators for him/her?  Be sure you have read the prologue or any other beginning segments of information, as these are often written by the author and may clue you into their inspiration or reason for writing.

 

Homework for this evening...

Tonight's homework is to create a list of Thomas Carlyle's assertions (claims) about work in "Labour" and to find a book you would like to use for your social issues project.

Read and annotate

Read Orwell's "Shooting an Elephant"and annotate.
As instructed today in class, this is found in your 100 Great Essays book (p. 456).
You may also use the link above to get to this story.

Welcome to class!

Welcome to AP English Language and Composition class!

Below is a link to the course syllabus as approved by the College Board.
https://www.dropbox.com/s/ixkggx62w32kxh6/AP%20English%20Language%20and%20Composition%20AUDIT%20SYLLABUS.pdf
Please carefully review this syllabus, as well as read through the info. presented about this course on the AP Central website.

As a course that is advanced placement, this is a college level class and will be conducted as such in both workload and quality expectations.

I look forward to a great school year with you!

Last day of class...

For your last day of class, please bring a poem that is a favorite of yours and be prepared to:
1.  Read it aloud
2.  Explain why you chose it and why it means something to you

Also, PLEASE REMEMBER your textbooks, if you have not turned them in yet.
Each book must be turned in to me on Monday to avoid a penalty of having to pay for the book.

Pick a poet...

Using this link to poets.org , choose 2 poets (one historical and one contemporary) and analyze the writing style of each poet.  Discuss what you like about his/her writing style and poems, then choose a favorite poem or two by this poet.  Again, explain why you like it, and what you believe the message of this poem to be, and, finally, how you think this poem relates to present day, the world/society at large, and/or you personally.
All of this info. should be submitted in class on Friday, 5/31/2013, on the wkst. provided.

Folder for the final speech

Here is the list of what goes in the folder for the final speech:
1.  Model "Who I Am" poem, where you filled in the blanks
2.  Responses to at least 2 "This I Believe" essays
3.  Journal about which piece from class you are referencing and why
4.  All planning notes for your speech (if done on paper)
5.  Outline for your speech which includes elements required, including:
     your claim, "rule of three" (2 examples), figurative language (2 examples)
     appeals of ethos, pathos, logos, repetition examples (2), & "call to action"
6.  Manuscript of speech, highlighted with correct color codes
     (this can be submitted via email as a PDF as well)

True Colors

This is the link to info. about the "true colors" activity we did in class related to personalities and appeals to audience.
http://drexel.edu/oca/l/downloads/Team%20Conflict%20Workshop%20Handout%2003-13-13a.pdf

Who I Am

Begin at this site:  http://thisibelieve.org/themes/

Choose a word that describes (or you would like to someday describe) you
Choose a topic of deep personal interest...
Journal about why you picked the words you did before you read.
Then, write a response to your favorite essay.
Finally, find a piece we have read this year that really speaks to who you are, relates to you, or has taught you something about who you are.  Spend some time writing about why this piece is so powerful and important to you.

Welcome to class!

Welcome to class for today!  Your homework for this evening is as follows:
Please go to this site:
http://sixminutes.dlugan.com/rule-of-three-speeches-public-speaking/

Read and take notes about "the rule of three" and how it can be used in speech writing.
Be prepared to discuss these notes together tomorrow in class.

Review Keynote from class today...

Day Before the Test Final Thoughts keynote pres.

Hope the test goes well on Friday!
I am sure you will do great!

Analysis of great speeches and thoughts...

Today, we will be reading and analyzing some great speeches.
We will use the following links:
Lincoln's Reaction and Martin Luther King's "I've Been to the Mountaintop" speech
Elie Wiesel's Nobel Peace Prize Acceptance Speech
FDR's First Inaugural Address
Sojourner Truth's "Ain't I a Woman?" speech

For each speech, you will be reading and taking notes as to:
1.  Basic details of time, occasion, and how context plays a role in what is being said
2.  Claim, supports for claim
3.  Rhetorical devices and how these are intended to impact the audience
4.  Significance in the greater realm of history

For homework, please read chapter one of "The World House" by Martin Luther King, Jr.
& answer the same questions from above on the wkst. provided.

Weekend work...

Homework for this weekend is as follows:
1.  Read over the comments on your essays and rhetorical analysis plans for Thoreau's passage  and Queen Elizabeth's speech.  You may choose to make adaptations to ONE essay and any of the rhetorical analysis plans to resubmit for a grade adjustment.
2.  In the folder, questions 2&3 prompts from the 2011 & 2012 AP tests have been included, along with top scoring example essays for each.  Read the prompts and the top scoring essays and evaluate why the top scoring essay is good.  What does it do that causes it to be good and engaging?  Record your thoughts in journal format for each of these.
*If you were absent, you can access these prompts and sample responses on the AP Central website.

Welcome to class!

Hi!  Welcome to class for today!  In my absence, you will be working on analyzing a new piece, a speech given by Queen Elizabeth.  You should work SILENTLY & INDEPENDENTLY for the first 40 minutes of class.
Your instructions are as follows:
1.  Please read and annotate the Queen Elizabeth speech.  Consider all aspects given for the context to add to your interpretation of the speech.
2.  Next, create 1 sample multiple choice question (C) per category (main idea, rhetoric, meaning and purpose, structure and organization, and rhetorical mode).
3.  Finally, create a plan in response to the following possible rhetorical analysis essay prompt:  analyze the way that Queen Elizabeth uses language and rhetorical techniques to achieve her purpose.

At 1:20, you may get together in your groups from yesterday and share questions you created and what you noticed about language and rhetorical techniques being used in the speech.

Please turn in your rhetorical analysis essay plan and your created questions to the substitute at the end of the class period.  Also, please turn in your Thoreau rhetorical analysis essay plan.

Thanks!

Schemes and Tropes to know for Friday...

Onomatopoeia
Enthymeme
Paralipsis
Alliteration
Irony

Schemes and Tropes in Writing Activity

Continue to write the synthesis essay (assigned prompt from previous AP test) you planned out for homework.  While writing, or in the editing process,...
Complete this activity (due Monday) which requires you to apply knowledge of schemes and tropes to your own writing.

Tonight's homework... SYNTHESIS ESSAY PLAN PRACTICE

Create a plan for response to the synthesis essay prompt you were assigned. 

Your plan should include:
your position or CLAIM
development of your POINTS to support your claim
indication of how you would use the sources to SUPPORT your points
identification of the COUNTER ARG.

Finalizing your Synthesis Essay Prompt Creation

Welcome to class AP scholars!  For today, you will be working on the following:

1.  Finding additional sources to go with the synthesis prompt you created last night.  Be sure that, though you should have at least one visual/graphic source, you do not have more than two.  You should find newspaper or magazine articles with relevant info. for your topic choice.  The sources you find should offer balance, so that a person writing in response could write to support either position in the argument.

To get a sense of the types of sources used in the synthesis essay, go to the AP central website and have a look at the sources provided for the prompts from 2012-2008.   

http://apcentral.collegeboard.com/apc/Controller.jpf

2.  Next, create a Pages document where you will type in your created synthesis essay prompt.  Try to follow a format similar to the one used by the AP.    Now that you have gathered your sources, list and attach a link for each of them at the bottom of your created prompt.  Be sure to list the sources the same way the AP does, with Source A (Fitzgerald), Source B (Lee), etc.  

Please email me your created prompt with sources.  I hope to have this by the end of the class period from each of you.  If not, please have it to me by this evening.

3.  Once you are done, you have time to work on other homework or study your schemes and tropes (no quiz currently scheduled, just a good idea to study and practice those).

Synthesis Prompt Analysis & Creation

Today, we analyzed the synthesis prompts that have been given in the past.  We talked about concentration on the intended response and how to assess what the prompt is asking.

For homework, each of you should create your own synthesis prompt, looking to prompts of the past for ideas and guidance as far as setup.  Additionally, you should find 2 sources to go along with your prompt.

We briefly looked at the past synthesis essay sources on AP Central.

I strongly suggest you look at these past test examples for guidance.

Examine these sources for the use of schemes and tropes

Analyze TWO of the following sources for schemes, tropes, and other rhetorical devices used by this speaker.  Finally, examine and explain the intended impact, and if this speaker was successful in achieving his/her purpose, in your opinion.

Ted Kennedy's Eulogy at his brother, Robert Kennedy's funeral

Abraham Lincoln's Second Inaugural Address

John Steinbeck's Nobel Prize Acceptance Speech, 1962

Annie Dillard's "Write Till You Drop"

"We are Virginia Tech" remarks by Nikki Giovanni, professor at VT and acclaimed author

Mary Fisher's AIDS address at the 1992 Republican National Convention

Schemes and Tropes

For the remainder of this week, we will be talking about schemes and tropes.
Use this PDF to organize your notes about these various figures of rhetoric discussed in Everyday Use, ch. 3, pp. 79-85
Schemes and Tropes

Round 3 of presentations

In preparation for the presentations, please read one selection from each group below.  Fill in the "upcoming presentations" wksts., due tomorrow prior to the presentations.
Note: You do not need to read an article from your own section, if you are presenting.  You will need to read an article for the other presentation.

Mid-19th century writers
Mark Twain "Concerning Tobacco"
Frederick Douglass "The End of All Compromises with Slavery-- Now and Forever"
Harriet Jacobs "The Loophole of Retreat"


Feminist Writers of the 19th century
Charlotte Perkins Gilman "Why Women Do Not Reform their Dress"
Margaret Fuller "American Literature; Its Position in the Present Time, and Prospects for the Future"
Elizabeth Cady Stanton's speech "Solitude of Self" (read first two pages of speech)


Late 19th century writers
Thomas Carlyle's "Signs of the Times"
Charles Darwin "The Descent of Man" (read ch. 1, pages 1-3)
Oscar Wilde The Picture of Dorian Gray (read the preface to this book)
Thomas Macaulay quotes

Round 2 of presentations

In preparation for the presentations, please read one selection from each group below.  Fill in the "upcoming presentations" wksts., due tomorrow prior to the presentations.
Note: You do not need to read an article from your own section, if you are presenting.  You will need to read an article for the other presentations.

Rationalist writers of the 18th century
Thomas Jefferson's "Dialogue Between my Head and my Heart" (read first six paragraphs)
Ben Franklin's Autobiography excerpt
Ben Franklin's 13 virtues
Mary Wollstonecraft's "The Wrongs of Women"
Thomas Paine's Common Sense excerpt

Romantic writers & Transcendentalists of the 19th century
Ralph Waldo Emerson "Friendship" essay
Henry David Thoreau quotes
Matthew Arnold's "Calais Sands"
Charles Lamb's "Death Bed"

Prep. for Upcoming Presentations

Welcome to class today!  Thank you for coming with your contemporary connections planning notes today.  I will be checking them tomorrow at the start of class, and we will discuss the essay further.

Also tomorrow, presentations will begin.  Review the handout to be sure you are fully prepared.

As we will be going chronologically through our authors, our first presenters will be Mikki, Johnea, Nick, Maci, Makenna, Brooke, & Connor R.

In preparation for the presentations, please read one selection from each group below.  Fill in the "upcoming presentations" wksts., due tomorrow prior to the presentations.
Note: You do not need to read an article from your own section, if you are presenting.  You will need to read an article for the other presentation.

Renaissance writers:
Sir Thomas More
"Of Pride and Envy" (only read the "pride" OR "envy" section)
Francis Bacon
"Of Death"

Early 18th century writers:
Joseph Addison & Richard Steele
Articles from "The Spectator" and "The Tatler" (it is suggested you read just one article per author)
"Genius" by Addison
Jonathan Swift
"An Argument Against Abolishing Christianity" (read paragraphs 1-10)
Thomas Hobbes
DeCive ch. 2 "Of the Law of Nature Concerning Contracts" (read I, II, and III)
Samuel Pepys
Read a diary extract from Pepys from the years 1660-1669 (just one year)

Contemporary Connections paper

The contemporary connections paper will involve analysis of your pre-20th century author's writings and viewpoints as they compare to today's society.  
Please use this link to read more about this paper:
Contemporary Connections paper

Sentence patterns & Syntax

Today, we looked at four varied sentence structure patterns, including the grammatical qualities of these sentence types.  Explanation of the following sentences given in class: simple, compound, complex, and compound-complex
Further explanation and examples given in ch.3 Everyday Use

Rhetorical Analysis Piece-by-Piece

We are creating this essay piece by piece.  You have already written the introduction paragraph, and then planned the diction and syntax portions to focus on with direct quote examples in the body.  These planned portions should be written for homework this weekend.
Next week, we will work on planning and writing the final paragraph dealing with analysis of tone.

Writing a strong rhetorical analysis...

Today, we are going to be examining how to write a strong, rhetorical analysis essay.  We will be using the following link as a reference point:
Power Packet for Rhetorical Analysis Writing

Due Tuesday, 2/19

Please complete the packet, doing the other multiple choice section and writing ONE of the two essays at the end of the packet. 
For the essay, try to bring in applicable references to authors studied in this course.  Also, the essay should include prewriting and be handwritten.  Attempt to limit yourself to no more than one hour for the essay, 15 minutes for the m.c. section.

For those who were absent, the essay choices are as follows (I will give you the m.c. sections upon return):

Essay Prompt choice 1 (from 1999 AP exam):
In the following excerpt from Antigone, by the classical Greek playwright Sophocles, the wise Teiresias observes:

Think: all men make mistakes,
But a good man yields when he knows his course is wrong,
And repairs the evil. 
The only crime is pride.

Take some time to think about the implications of the quotation.  Then, write a carefully reasoned essay that explores the validity of the assertion, using examples from your reading, observation, and life experiences to develop your position. 

Essay Prompt choice 2 (from 2006 AP exam):
From talk radio to television shows, from popular magazines to social media, ordinary citizens, political figures, and entertainers express their opinions on a wide range of topics.  Are these opinions worthwhile?  Does the expressions of such opinions foster democratic values?

Write an essay in which you take a position on the value of such public statements of opinion, supporting your view with appropriate evidence.

Speaker and context paper

Research your assigned pre-20th century author and the context in which he/she wrote, then find connections between what he/she experienced in life and what he/she chose to write about.
Use these guidelines to help you write your paper:
Speaker Context Paper Guide and Rubric

Style Analysis Paper

This paper requires you to consider and synthesize all the info. you have gathered about your pre-20th century author's writing style.  Check out this presentation for more helpful info. about writing this paper and how it will be graded.
Style Analysis Paper Guidelines and Rubric

Please do this for Thursday...

Two assignments to be completed by Thursday, 1/31:

1.  VOCABULARY WORD APPLICATIONS-- Spend some time reviewing your vocabulary words and, for each word, determine how it relates to or impacts one of the reading pieces assigned in the last week.  You may use any of the pieces posted on the blog last week, any of the nonfiction pieces you annotated, or any nonfiction pieces read this year.  Challenge yourself to relate the words to a few of the pieces, not just using the same piece for all words.

2.  BEGIN PLANNING (& DRAFTING, IF YOU ARE SO INCLINED) YOUR STYLE ANALYSIS ESSAY.  ON THURSDAY, COME WITH ANNOTATED PIECES AND SOME IDEAS OF WHAT YOU WOULD LIKE TO FOCUS ON ABOUT YOUR PRE-20th CENTURY AUTHOR'S STYLE.  USE THIS LINK FOR HELP...
Style Analysis Paper Guidelines for 3rd mp project

Today's assignment

Welcome to class AP students!

Complete a handwritten response to this prompt on lined paper:

Read or watch Martin Luther King, Jr.'s "I Have a Dream" speech again.  Write about how you feel a chosen "person of the year" or "runner up" that you read about in TIME magazine was inspired or is living his/her own version of the "dream" discussed in the speech.

Editorials to read from education

Choose your own editorial (or two!) to read about education

"Speaker" essay for TKM project

As you work on composing your "speaker" response, you may want to refer to this article, written by Harper Lee before she published her novel.
"Christmas to Me" by Harper Lee

Happy "speaker" writing! :)

To Kill a Mockingbird end assessment

This assessment has several portions to complete, due over the course of this week.
See due dates for these segments on the description sheet below, as well as on the list on the right (visible in web version only).

Please read the description sheet below so you are aware of what your responses will entail; a rubric is also attached below, so you can see how these will be graded.
To Kill a Mockingbird end assessment DESCRIPTION SHEET

End assessment grading rubric