Reading experiences of your childhood

This 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 stressful one! 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 Thursday, 1/4/18,  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!

Written Portion of Language Analysis Vocabulary Quiz

Task 1:

Read one of the articles below about euphemisms.

Article one

Article two

Article three

Based on what your read, describe if you believe euphemisms are helpful or harmful in today's society.  What do they do (or not do) to make meaning and purpose clear?  Support your ideas with at least two direct quotes or references to the article.

Task 2:

Read "Superman and Me" by Sherman Alexie.

Describe how this piece is intended to be didactic.  Consider who his main intended audience is and how they might benefit from hearing about his experiences with reading.  Support your ideas with references to the reading (does not need to be direct quotes).

EXTRA CREDIT:  Apply up to three vocabulary words (from this unit or last unit) to Sherman Alexie's "Superman and Me" piece and explain how he uses them to emphasize his purpose.  This should be done on a separate note card and labeled extra credit.

Readings from Frederick Douglass and Malcolm X due Monday

Please read and annotate these pieces for Monday, 12/18, recording your responses/ideas as you read, or when completed.
Frederick Douglass' "Learning to Read and Write"
AND
Malcolm X's "Learning to Read"

Write one voice response (A or B) and one purpose response (C, D, or E) including specific, supporting evidence from the piece within each 2-3 paragraph response. 

VOICE RESPONSE:

A.  Explain how you feel Malcolm X's experiences with words and reading/writing shape him and his perspective as a writer.

OR

B.  Examine the ways that Malcolm X's voice comes across in the process he chose to follow to develop a stronger understanding of words and their importance in the world.

PURPOSE RESPONSE:

C.  Douglass' autobiography was written before slavery was fully abolished in the U.S.  In what ways can his narrative be read as an argument against slavery?  How does gaining the ability to educate oneself change the path of Douglass' life and make him desire more, and even be committed to fighting for more? 

OR

D.  Douglass' writing has a purpose in the context in which he wrote it, before the Civil War and the abolishment of slavery, but it also has a purpose today.  What is the purpose within this piece that makes it relatable to today's reader and why?
E.  Consider and explain if this piece is an essay about reading, writing, culture, or the power of education itself, or if it has a combined purpose.

Exploration with language development from infancy

GATHER INFORMATION— Record these responses on your own.
First, read "The Power of Talking to Your Baby" by Tina Rosenberg (2013)
1.  While reading, take note of the claim Rosenberg is making and how she goes about developing her argument.
2.  At the end of the reading, apply Toulmin's model or Monroe's motivated sequence to her opinion article and talk about the effectiveness of her argument in terms of persuasive appeal.

Next, read "Word Power for Babies" from Reader's Digest 11/2014
1.  While reading, note ideas of strong interest or importance to you.
2.  At the end of reading, write about at least two claims made in this article that further teach us about the significance of language in human development.

Then, read "Baby Talk Helps Infants Learn Language"
1.  While reading, take note of the different ways that babies learn about language and, eventually, develop speaking capabilities and understanding themselves.
2.  At the end of reading, write about how parents and caregivers make a difference in the way a child's language abilities develop.

COMPARE INFORMATION— Talk about this together in your group.
Compare ideas and data given in EACH article above.  Is there any contradicting info.?  How do the articles complement one another?  What gaps are left in your understanding?  What other questions do you have?  What SPEEC issues might this topic bring up?  How does this connect with info. gained from the reading and TED talk you watched on Monday?

SHARE INFORMATION
Create a short keynote with images and words describing what you have learned that is exciting and interesting  and be prepared to present these ideas to another person.   You could present this to a parent of young children, a new parent or parent-to-be that you know, a childcare provider, someone who babysits, or to a friend in another class who is interested in the subject matter.  Please also share the keynote with me via email by Friday, 12/15.

The Importance of Words

Watch a TED talk to learn more about language and how we develop and use it.
Explore great ways that words, language, and communication have shaped our world!
Choose from TED talks on this list or on  this list to learn more about the role of language in civilization.
At the end, in a few paragraphs, record what new things your learned about language , and how the speaker went about informing you about these things effectively.

To Kill a Mockingbird

LOVE To Kill a Mockingbird:
Read one of the articles below and construct your response in agreement or disagreement with the reasoning given for why To Kill a Mockingbird is a treasured reading experience.  Be sure to explain whose commentary you are responding to and give specific textual evidence from the book in your response.
Article one
Article Two
Article Three
Article Four

LANGUAGE in To Kill a Mockingbird:
(This will be covered with in-class writings and discussions.)

LINKING To Kill a Mockingbird to today:
Read one of the following articles and then respond to the ideas set forth.  Be sure to explain which article you are responding to and give specific textual evidence from the book in your response.
Article One
Article Two
Article Three
Article Four

LEARNING more about context in To Kill a Mockingbird:
You have been assigned ONE speech from below, all given during the setting time period of the novel.  READ and analyze your assigned speech for meaning and purpose, and rhetorical techniques being used by this author to achieve purpose.  At the end of reading, write a paragraph explanation for how this speech relates to the novel.

A.     Speech by Mary McLeod Bethune,  "What Does American Democracy Mean to Me?" , America's Town Meeting of the Air, New York City - November 23, 1939 

B.    Speech by Eleanor Roosevelt, "Preserving Civil Liberties" (1940) 

C.    Speech by FDR,  First Inaugural Address. (1933) 

D.    Speech by John L. Lewis, "Labor and the Nation" (1937)

E.     Campaign Speech by FDR, "The Forgotten Man" (1932) 

F.     Speech by Winston Churchill, "The Defence of Freedom and Peace" (The Lights are Going Out) (broadcast to the United States and Britain on 10/16/1938) 

Then, as an in-class assignment, in a group with others who read the same speech, craft a total of 10 AP-style multiple choice questions to go along with this speech.  Look back at the multiple choice test question examples provided earlier in the year for reference in the wording and creation of these questions. Provide an annotated answer key (with explanation for which are the correct answers and why) with your final copy of the questions.

"Say What?" by Bill Bryson

"Say What?" by Bill Bryson
Vocabulary application:
irony, understatement (litote), scholarly vs. standard language, and colloquialism and dialect

Big picture terms: TONE & SYNTAX

"Reading the River" by Mark Twain

"Reading the River" by Mark Twain
Vocabulary application:
hyperbole, parallelism, paradox, didactic, personification, diction, syntax, and implied metaphor
Big picture term: PURPOSE

Read this memoir piece by Mark Twain here, or from the paper copy provided in class.
Participate in discussion pieces surrounding this reading using THIS DOC.

This personal writing response will be due by Monday, 12/4 (printed copy available in class).

Language Analysis unit beginnings

In this unit, we will study how writing is an art form, an intentional craft, with focus on components of: diction, syntax, tone, and purpose.
These all combine to make a unique and harmonious blend that shows an author's own style.
Read the sections above and record some new information you learn about the importance of each of these components.

Vocabulary words for this unit are defined chapter 3 of Assignments in Exposition (also found in the first few pages of  "Choosing Words" packet) and the glossary of Everyday Use.  Use the printed document given to you in class to record definitions (save activities to do throughout the unit).

The two writings we will study for the start of this unit include:
"Say What?" by Bill Bryson
(we will use this piece to look at tone, dialect, irony, litote, scholarly vs. standard language, and colloquialism)
"Reading a River" by Mark Twain
(we will use this piece to study several of the words as well, including hyperbole, parallelism, allusion, paradox, didactic, personification, diction, syntax, implied metaphor, purpose and efferent vs. aesthetic reading)
(quiz answers)

Essay Writing for additional pts. on the m.c. test

In order to further analyze language choices, and to earn back up to 10 points on the corresponding multiple choice test (9 points possible for the essay, and 1 point given for the essay plan), please complete ONE of these essay choices using the pics LINKED HERE of the reading passage for the direct references.  Please complete this essay for Monday, 11/20.
*Printed copies of these essay prompt sheets are on the front table.

Book Group Discussions for Social Issues Project

We will hold three book group discussions this week, focusing on:
Monday, 11/6-- Argument Structure presented by this Author
Tuesday, 11/7-- Appeals Used by your Author
Thursday, 11/9-- Continuing the Conversation and Making Connections

HERE are the descriptions of each speaking opportunity.
This is also linked on the left side of this blog.

Monroe's Motivated Sequence

Learn more about MONROE'S MOTIVATED SEQUENCE and study the steps and their order here:

https://www.write-out-loud.com/persuasive-speech-outline.html#outline

https://www.mindtools.com/pages/article/MonroeMotivatedSequence.htm

http://changingminds.org/techniques/general/overall/monroe_sequence.htm

https://quizlet.com/13011588/public-speaking-monroes-motivated-sequence-flash-cards/

Room for Debate Application Activity

Use this document to do this application activity.

Here is a plan to break this down to accomplish in pieces:

1. Today (Friday), you should work on the selection of your issue and the "before reading" questions.
2. Read the articles for Tuesday and complete the "while reading" section and #4 (Toulmin's model) for the reading.

drawing conclusions

1. On Tuesday, plan to do #5 together and then the "rounding out the issue" section by finding additional sources.
2. We will look to share these together in class on Wednesday, 10/25.

Thomas Carlyle "Signs of the Times" assignment due Tuesday, 10/17

Please read THIS PIECE (first two pages only) by Thomas Carlyle and take notes on various ways that your vocabulary terms from the unit (all three lists) apply to your interpretation of this reading.
Your notes or annotations should connect at least 15 terms studied to this reading piece.
This assignment will be due on Tuesday, 10/17.

Saturday morning reading...

You are invited... click here to find out more!

Assertion Essay due Wed., 10/11

Assertion Essay:  CHOOSE ONE OF THE TWO PROMPTS, AND PLAN AND WRITE AN ASSERTION ESSAY IN RESPONSE.

Prompt A:

The following passage is from Rights of Man, a book written by the pamphleteer Thomas Paine in 1791. Born in England, Paine was an intellectual, a revolutionary, and a supporter of American independence from England. 

Read the passage carefully. Then write an essay that examines the extent to which Paine’s characterization of America holds true today. Use appropriate evidence to support your argument.

“If there is a country in the world, where concord, according to common calculation, would be least expected, it is America. Made up, as it is, of people from different nations, accustomed to different forms and habits of government, speaking different languages, and more different in their modes of worship, it would appear that the union of such a people was impracticable; but by the simple operation of constructing government on the principles of society and the rights of man, every difficulty retires, and all the parts are brought into cordial unison. There, the poor are not oppressed, the rich are not privileged. . .  Their taxes are few, because their government is just; and as there is nothing to render them wretched, there is nothing to engender riots and tumults.”

Prompt B:

American essayist and social critic H. L. Mencken (1880–1956) wrote,
"The average man does not want to be free. He simply wants to be safe.” 

In a well-written essay, examine the extent to which Mencken’s observation applies to contemporary society, supporting your position with appropriate evidence.

Chapter Two study guide due Tuesday, 10/3

Hello AP students!  In my absence today, please work on the following:

If not already done, complete the reading of "Shooting an Elephant" (see post below) and the questions in response to this short nonfiction memoir piece.  This is due tomorrow at the start of class.

If you have already finished this reading and questions, you may work on reading and taking notes on Chapter 2 using this study guide.  The study guide and writing activity will be due on Tuesday, 10/3.

You may also spend the class period reading in your social issues book and/or working on your SPEEC and/or Invention journal, which are both due by Friday, 9/29.

Thank you, in advance, for your focus, cooperation with the substitute, and hard work this class period.

Friday assignment

Create a well-developed essay plan in response to the following AP-style assertion essay prompt.
This plan can be in a web, outline, bullet points, etc.-- it should be a method that works best for you.
In case you were absent for class, please complete this plan on paper to turn in on Monday.

Assertion Essay Writing Prompt:

 “Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant.”  —Horace

Consider this quotation about adversity from the Roman poet Horace. Then write an essay that defends, challenges, or qualifies Horace’s assertion about the role that adversity (financial or political hardship, danger, misfortune, etc.) plays in developing a person’s character. Support your argument with appropriate evidence from your reading*, observation, or experience.  

*Please use the author of your summer reading autobiography/memoir book and elements of his/her life experiences as one of your supports within your argument plan.

SPEEC Journal

Prompt for active reading journal on SPEEC: 

The book you have chosen should fit into one or more of the following categories:  social, political, economic, environmental, and/or cultural.  Take a few minutes to consider the meaning of each of these categories, then write about as many of the categories as you feel your book might fall into.  Explain why with a short synapses of what the book is about.  Finally, explain your interest or motivation for choosing this particular book.

"How to Read like a Writer" reading assignment

Hello AP Lang students!  "How to Read like a Writer" assignment is linked HERE.
You can answer the questions directly on the PDF or on paper.
This assignment will be due on MONDAY, 9/18.

If you are having trouble downloading it, the link for the article is below, and I have transposed the questions there as well.

"How to Read like a Writer" by Mike Bunn

1. How did Bunn come to the realization about learning to read like a writer?  What experience sparked his interest and how?
2. What does it mean to "read like a writer"?
3. How is reading like a writer different from "normal" reading?
4. Why should you learn to read like a writer?  What is the value to this type of reading?
5. What are some questions to ask before you start reading?  What is the rationale behind asking each question?  Why should you be seeking an answer to this question?  Answer this for each question given.
6. What are questions to ask as you are reading?  What is the rationale behind asking each question?  Why should you be seeking an answer to this question?  Answer this for each question given.
7. What should you be writing as you are reading?  What is the value to writing/recording these thoughts while you are reading?  Explain in detail, with references to previous reading experiences.
8. Finally, put into practice the process of reading like a writer.  Read a recent (written in 2017) opinion piece selected from a news source of your choice.   Use the methods outlined by Bunn in order to read this piece like a writer.  Then, write a response to what you see the author doing in this piece, the choices you see him/her making as a writer.  Be sure to record the title of the piece, author, publication, and publication date of the article.  

Chapter One study guide

Please read Chapter One in Everyday Use and take notes using THIS STUDY GUIDE.

These are foundational concepts for the class; please take good notes as you read and be prepared to use these notes for in-class discussion.

Reading should be completed by Monday, and both extension activities completed by Wed., 9/13.

2nd grade discussion pieces

Ideas to talk about your print source/book text features:

• Use the books to see if students can figure out what page can be used to find out ____________, by using the table of contents, glossary, or index.
• Turn to a page with a bold heading and see if they can tell you what the author's purpose will be on that page.
• Stress to the students that reading nonfiction means you can skip around to find the info. you need.

Ideas to talk about research on the internet:

• Use THIS SITE to see how students might use the various search engines available to them to find info. on their chosen topics.
• Research a new topic that is of interest to them, and compare how a few search tools can be used.

Nature presentations using rhetorical modes

Please use THIS DOCUMENT to guide your 5th grade presentation preparations.

Please use THIS DOCUMENT for the 2nd grade presentation preparations.

"On Compassion" by Ascher

For homework, please read "On Compassion" by Barbara Lazear Ascher and answer these analysis questions about the piece.

Monday classwork

For Monday, please be sure to read "Feeling the Heat" article from Upfront Scholastic magazine, 2016.  Track and check your understanding with these objective questions.

Additionally, on Monday, we will be using our class period to create essay plans, and review samples and scoring commentary from the 2013 Q2  (Richard Louv excerpt from Last Child in the Woods) and the 2001 Q2 released samples and scoring commentary  ("Owls" excerpt by Mary Oliver).  You are welcome to review this information on your own. 

We will also be watching these TED talks, if there is time:
Frans Lanting: Photos that give voice to the animal kingdom
Louie Schwartzberg TED talk Nature. Beauty. Gratitude. (feel free to watch any of his TED talks)

You are welcome to watch them as well, so you can use them as sources (if you choose to) on your synthesis essay.

SYNTHESIS ESSAY LINKED ON LEFT SIDE OF BLOG IS DUE ON WEDNESDAY.

Students will also have time for nature unit test corrections, which are due by Friday, 5/5.

Informative nature project

Put together a short, informative piece about an aspect of nature of your choice that you would like to study further.  Your choice for the topic, but see me to lock in your personal topic choice so there is no duplication.
You will be looking to use most, if not all, of the rhetorical modes in your informative presentation.

Steps for this informative project:
1.  First, plan out the various modes and how you will use them to inform your audience about the topic.
2.  Then, decide upon various places you would like to gather research from, which include at least:

• one encyclopedia (print or online) reference
• one scholarly journal reference
• one periodical reference (magazine or newspaper, print or online).

3.  Then, choose the order in which you would like to present your information, examining how various modes might "interact" best with each other in order to bring across your informative intention.  

4.  Finally, begin crafting your presentation, remembering that you are open to using various technology methods to enhance the design of your presentation.  

Learn more about nature and world preservation!

Go to either of these sites and discover ways that you could make a difference for the environment and "nature unit" of the future!
http://www.earthday.org/take-action/
http://www.janegoodall.org/

Work with someone else to create an approach for change and reasoning behind the need for change.  Find at least three additional sources for support:

• one should be an image/video source
• one should be an article chosen from the shared Flipboard email
• one should be a scholarly journal article

Justify your three choices!  Explain, with specific direct references to the source, how it could be used to support perspectives on this issue.  Consider how it might fit various appeals and how it could help to develop one's argument.

Contemporary Connections letter due Monday, 4/24

Time Travel to meet your pre-20^th century author!

Write a letter inviting your pre-20^th century author to meet with you. 

In your letter, express the following:

•      What you appreciate about his/her viewpoints and where or how he/she expressed them
•        Questions you have for him/her about his/her life experiences or written works
•        What you think he/she would have strong opinions about in today’s world

End your letter with a suggestion of a place to meet, carefully considering why this place might be of interest or hold relevance to him/her.  Briefly discuss what you might do there (places to visit, eat, take selfies at!), and anything you want him/her to bring (a memento from their time period, such as a photo, etc.).

This is meant to be a fun, light-hearted, IMAGINATIVE writing piece!  It may be handwritten or typed, and should be proofread for accuracy.

Writing Style Analysis

Time for others to get to know the pre-20th century author you have grown to appreciate over the last week!  Complete a writing style analysis that we can post in the room for others to learn more about your author.  Use the three pieces you annotated to reference when writing about his or her style.

Pre20th century author reading selections and presentation

Please use this link to put together your AUTHOR PRESENTATION for MUSEUM EXHIBITION on Monday, 3/27.  A works cited slide with sources in MLA format should be the ending slide of this presentation.
Additionally, on Monday, 3/27, you should have three selections which you have read and annotated to discover aspects of your author's distinctive writing style.

Education Unit End Project

The end project for this unit is described HERE.
This is a fun project that has some creative, group aspects that will be displayed in pictorial concept maps in class.
Looking forward to seeing what you create!

Fun for Friday!

Assertion with a synthesis twist

Today, you will write an assertion essay in response to ONE of these prompts:

A. In a well-developed essay, argue the value, or lack thereof, of a liberal arts education.  You may use notes and references from various readings and video sources from the education unit to develop your ideas.  (See sources list for how to reference these authors or speakers.)

B.  In a well developed essay, argue the value, or lack thereof, to earning a college degree.  You may use notes and references from various readings and video sources from the education unit to develop your ideas.   (See sources list for how to reference these authors or speakers.)

C.  In a well developed essay, argue the value, or lack thereof, to early childhood education.  You may use notes and references from various readings and video sources from the education unit to develop your ideas.   (See sources list for how to reference these authors or speakers.)

*Additional source not on list:
John Poole, NPR Ed  "What Does High-Quality Preschool Look Like?" (short video clip with words that popped up)

Education Unit Readings for this week

For Tuesday, go to this site and choose two quotes from different sections about Jefferson's beliefs concerning education and its importance in our society.  Come to class with these selected quotes on Tuesday.

For Wednesday, come to class with a summary of important points and ideas offered in the two brief articles you read.  Be prepared to explain the purpose and main points of these articles to classmates.

From THIS SITE, please read assigned article, and prepare to teach others about what you read.  Focus on meaning and purpose, and how the author supports and develops points.
#1-6 read article by King
#7-12 read article by May
#13-18 read article by Julius
#19-25 read article by Agnamba
#26-31 read article by Preston

Then, go under SUGGESTED READING, read assigned article, and prepare to teach others about what you read.  Focus on meaning and purpose, and how the author supports and develops points.
#1-6 read article by Sanchez and Turner
#7-12 read article by Singh
#13-18 read article by Klein
#19-25 read article by Albright
#26-31 read "History of Early Childhood Education" by Sarah Lipoff 

Please read and annotate this article for Thursday:
"The Economics of Inequality" by Heckman
In class on Thursday, we will also be watching this TED talk.

Application Activity Two

Please work on Application Activity Two and use the writing you have just completed in the independent end response or a different writing of your choice for the "recent writing" portion.
I have chosen not to assign you an author, but rather will offer you this list of suggested authors, if you are having trouble picking from the 20 on the site:

• Margaret Atwood
• Joyce Carol Oates
• Joss Whedon
• Jack Kerouac
• Elmore Leonard
• Neil Gaiman
• Strunk & White
• Tracy Kidder and Richard Todd

When done with this activity, weekend homework is to study vocabulary words (remainder of schemes)-- quiz next week on 2/16:

parenthesis, ellipsis, asyndeton, appositives (studied this week in class as well)

assonance
climax

alliteration

anaphora

epistrophe

anadiplosis

Independent End Response for Activity One

This will be due on Thursday, 2/9, and can be handwritten or typed to be submitted via email.

Write your own essay about a place of importance to you, or as a continuation of the writing you started already.  

• Choose one new stylistic technique from the piece you read to replicate within your writing.  
• Then,  choose one vocabulary term studied this semester to also intentionally include in your writing.  

At the end, describe the two techniques you used and why you chose each one of these for this essay in particular.  How do these two techniques complement your own writing style? 

Education Reading for next week

Please read these articles to use in discussion for next week.  These readings should be done by Tuesday, 2/7.

Read this article and these short summaries, and take notes on how public education has evolved in our country.

Then, go on to read David Kirp's "How to Fix the Country's Failing Schools. And How Not To". Take notes on the methods Kirp says were used, and if or why they were successful, and then if you think that result will continue long-term.

Thursday work

Following your quiz, please work on Application Activity One.  

You may put your answers on this doc as a PDF or write them on lined paper.

After that, please spend some time learning what is happening in our world today, and the role you see rhetoric playing in these occurrences.

Education unit reading for the week

Please read:
Francis Bacon's "Of Studies" and annotate in the manner you learned about in "How to Read like a Writer"
Plato's "Allegory of the Cave", and take notes on the allegorical elements and what you think they might mean.

Now that you have read, write your own responses to the following questions:

1. Would you want to be released from the cave? Why or why not?
2. What is like the metaphorical "cave" in our world?
3. How is the way you understand the world (your ideas and beliefs), shaped by the actions of others?
4. Who has the power to shape your ideas and beliefs? In what ways is this good and in what ways is it not so good?
5. Are there things you know to be true? What are they, and how do you know them?

How to Read like a Writer: Actively and with Intention

"How to Read like a Writer" by Mike Bunn
Use THIS DOC  as a guide to your reading of this article.  Must be filled out on time, completely and independently to receive ANY points for this assignment!
Go to TIME Magazine opinion articles to choose a reading that interests you for the final task on this doc.

"How to Mark a Book" by Mortimer Adler
Read this article about "marking a book" and then compare this info. to ideas given by Mike Bunn about how to read like a writer.
Then, devise your own method for "marking" what you are reading.  This should be an individualized approach, according to the things you want to notice that an author is doing within his/her writing to achieve a certain purpose.  Write down this personal approach and be prepared to "mark" a reading passage you are given in class starting on Tuesday, 1/31.

THESE READINGS AND NOTES WILL BE DUE ON
 MONDAY, JANUARY 30.

Additionally, as you study your vocabulary words, consider these resources to get to know the words more:
Parallelism
Zeugma
Chiasmus
Antithesis
Antimetabole

Welcome to class!

Welcome to class AP scholars!  In my absence this class period, you will be working on:

1. Completing your vocabulary quiz--turn in to the sub when done.

2.  Multiple choice test corrections-- answer sheets on clipboard at front of classroom.  Remember, test corrections will count on questions completed within the first 60 minutes only.  

3.  Please go to the description of the To Kill a Mockingbird essay response linked here:

     3rd hour TKM responses

     6th hour TKM responses

     In preparation for tomorrow's class period, please prepare a plan for the essay response.

     The analysis of the 3 quotations should include a brief SOAPSTone analysis for each quote.

     The rhetorical analysis of Harper Lee's writing style should be planned similarly to the plan       completed for Eudora Welty's essay response written last week.

Tomorrow, please bring your To Kill a Mockingbird book to class, as well as your memoir book and Everyday Use textbook.

     

    

     

Vocabulary Application answers

1--allusion
2--hyperbole
3--paradox
4-- hyperbole
5--implied metaphor

6--extended metaphor
7--repetition
8--colloquialism
9-- understatement
10-- irony