This week...

Here is this week's agenda.

Take note that we will have some time in class for those who need to finish the m.c. test, as well as for test corrections this week.  There is also an essay you can write to go along with these test corrections to earn back an additional 5 pts.  This essay must be completed and turned in by Friday, 12/21.  The essay prompts are linked on the agenda and here.

This week...

Here is the agenda for this week.

Take note of the on-going reading and responses, due next week on Tuesday, including a rhetorical analysis essay.

There is a multiple choice test on Thursday, which will allow you to gain more experience with rhetorical analysis.  This will be a test that you take independently for the hour, and it must be made up in my classroom, if you are absent.  You will complete test corrections for questions you get wrong, which are worth +.5pt. back on your score, and must be completed by Thurs., 12/20.
If you would like some practice with these types of questions, in addition to what we have done in class, go to https://www.practicequiz.com/ and select AP English Language or SAT reading practice questions.

Bush's eulogies

Choose ONE of the eulogies given at George H.W. Bush's funeral (you picked up a paper copy of this in class, but they are all linked below, in case you want to switch).
George W. Bush's eulogy to his father
George P. Bush's eulogy to his grandfather
Jim Baker's eulogy to his friend
Jon Meacham's eulogy to his friend and writing subject

Read and analyze the eulogy for the choices this speaker made to convey his message and memorialize his close friend/relative.  Consider ways that this person used both literal and figurative language to bring across his point.  Look for places that his diction was particularly elevated and effective, and the ways that appeals of ethos and pathos were included to emphasize how Bush should be remembered.

Develop a writing plan and an opening introduction paragraph with thesis, rather than writing a full rhetorical analysis essay.  Ref. this doc to help with your writing plan.
This will be due on Tuesday, 12/11.

This week's agenda...

Here is the agenda for this week.

This week...

Here is the agenda for this week.

Take note that To Kill a Mockingbird should be read in full by Monday, 12/3.

*Grading rubrics with feedback are coming back to you today for your social issues book papers.  You may make changes to these papers and resubmit for a grade adjustment.  To resubmit, you must email me your updated draft and turn in the rubric with my comments to the inbox.
All resubmitted papers must be turned in by Wednesday, 12/5, to be eligible for a grade adjustment.

Gratitude assertion essay

Today, you will be writing an assertion essay about gratitude.

Remember to plan before you write, even if the planning is brief, and then edit at the end of your writing.  Let your points drive your argument, not your examples!

When done, turn this in to the inbox and then you have time to read in To Kill a Mockingbird for the remainder of the class period.

This week...

Here is the agenda for this week.

Take note that the TED talk assignment is due on Wednesday.

The vocabulary application assignment will be due on Monday, 11/19. 
This can be completed on paper or on a copy of the doc provided.

Going into next week...

Work on your general response due by Tuesday, 11/12.

Also, continue reading in To Kill a Mockingbird, due Dec. 3

Great work on your book discussion speeches and appeals station discussions!

This week...

Here is this week's agenda.

The audience connections & argument structure response will be due on Friday for you.

You may also want to begin thinking about these three book discussion speeches which will be delivered in small groups next week in class on Mon., Tues., and Wed.

TIME magazine opinion piece Toulmin's Application Activity

Use this pres. to learn about Toulmin's model of argumentation.

Then, go to this site to do your own exploration of how you might apply Toulmin's model to a written piece.  You may work as a small group or individually.

Next, go to TIME magazine ideas articles.  Choose one of the articles from this page to read (agree on the same article in your group to read).  Read the article.  Then, complete this doc (printed version available in class) in response to your reading.

This week...

Here is this week's agenda.

Remember, your ethos response is due on Thurs., 10/25, and the book should be completed by that point as well.

This week...

Here is this week's agenda.
Take note that your social issues book should be read by next week on Thursday, 10/25.
Please plan your reading time accordingly.

Cultural Memory study & Context connections

Read these three articles about cultural memory and take notes using this doc.:
1.  Read "The Cultural Memory" and take notes on what it is and why it is important.
2.  Read "Cultural Memory: The link between past, present, and future" and take notes on the various ways that cultural memory affects and is reflective of a society and time period.
3.  Read "How to Preserve Cultural Memory in the Digital Age" and take notes on how cultural memory is a part of our world today and the challenges that go along with preserving it effectively.

Next, to study how context and cultural memory are linked, please read your assigned context speech DUE BY THURSDAY.  Each speech has been chosen because it is representative of some aspect of the times and a reflection of the culture in which it was delivered.

Before reading, consider the date and occasion of the speech, in order to determine the context and contextual relevance for the intended audience.  Also, take time to learn more about your speaker and why his/her words would hold relevance and importance in this to this audience.

While reading, apply the rhetorical triangle and take note of:

• how the speaker looks to connect with his/her audience
• the ways that he/she uses to appeal to the audience

After reading:  Once you have read your speech, you will be working with the other student(s) who read this speech to analyze it and create a short presentation about the speech to share with others.  Please use THIS DOC as a guide to this discussion and creating your pres.-- we will present to each other on Monday, 10/15.

In preparation for next week...

Read and annotate  Carlyle's "Labour" and Carlyle's "Signs of the Times" (first 2 pages only) for Monday. You can pick up paper copies of each of these pieces in the classroom so you can "read like a writer" and take note of all the unique aspects of Carlyle's writing style. You can also annotate on the PDFs, if that is easier for you.

Please let me know if you are planning to come to the Saturday morning reading time on Oct. 6, 8-11am to get into your reading book more.   If this Saturday does not work well, we can move it to next Saturday (same time, same place).

In preparation for next week...

Please remember to complete the "How to Read like a Writer" application activity, due Monday.

Also, continue reading in your social issues book.  We will have more in-class time for this reading next week, and you are invited to a special Saturday morning reading time on Oct. 6, 8-11am to get into your reading book more.

Assertion Essay due Wednesday, 9/26

Choose ONE of the prompt options below.  
Consider the statement and its meaning carefully.  Then, plan and write an essay in which you develop a position on the claim set forth within this statement.  Use appropriate, specific evidence from your reading, observations, and/or experiences to develop your position.

Please create a writing plan (on paper) for this assertion essay prompt before writing the essay.
This plan will be graded, taking into consideration what you learned about approaching this type of essay last week.  Be sure to include your intended thesis statement, which begins with "Although...," or "If..."

This essay and essay plan are due on Wed., 9/26.

1.  "Ethos is the most important of the three appeals.  If the audience trusts you, then they expect that what you are telling them is true." --Andrew Dlugan, current, award-winning public speaker and speech strategist

2.  In his book You've Got to be Believed to be Heard, Robert Decker says that people buy on emotion and justify with fact.

3.  "Storytelling is about patience, about making sense of the moments of pathos and beauty that you find, and about carrying those moments back into your own life." -- well-known, contemporary author Michael Paterniti 

4.  Aristotle, a famous Greek teacher of logic and rhetoric, said that logos should be the most important of the three persuasive appeals.  As a philosopher and a master of logical reasoning, he believed that logos should be the only required persuasive appeal.  That is, if you demonstrated logos, you should not need ethos or pathos.

*Please spend no more than 45 minutes on this essay... set a timer and see how you do! :)

Assertion Essay Writing (Q3)

Today in class, we will be talking about how to interpret, plan, and draft the assertion essay.

Please read through the linked presentation and use this to help you with planning this essay, and then writing the essay.  This handwritten essay plan and draft will be due on Monday,  9/17.

9/11 Article readings

Welcome to class!  In my absence today, please read the following articles:
"A Time of Gifts" by Stephen Gould (2001)
and
"Teaching my Child about the 9/11 Attacks" by Rose Arce (2013)

1. In a pair or trio, discuss the various stylistic techniques you noticed the author using in his/her writing, including metaphors, symbolism, sophisticated word choice, etc.
2. Then, examine how the three appeals might apply to this particular article.
3. Finally, discuss what you believe to be the main purpose of this person's writing and how it informs you about the context surrounding 9/11.

Repeat the above steps for the other article as well.
*Be prepared to show brief notes from your discussion tomorrow in class.

Please use any remaining time to work on the chapter one study guide extension activities (due tomorrow), and looking for a social issues book that you might like to read.

Welcome to AP Lang!

Welcome to AP Lang! 

Here is the the course syllabus which outlines basic elements of the course.

This year, textbooks will remain in the classroom and time will be given in class for reading and taking notes.  Please use this study guide as you read and take notes on Chapter One.

A Raisin in the Sun

Lorraine Hansberry more info. here

End Responses to The Great Gatsby

Characterization from Page to Screen
Choose your favorite character from the story.
Did you feel this actor captured the essence of this character and represented her/him well on screen?
Explain why or why not and a particular aspect or scene that brought you to this conclusion.

The Essence of The Great Gatsby
What did you notice the director, Baz Luhrmann, did to make the story jump off the page and onto the screen?  Discuss one aspect you thought the movie represented particularly well, and then one aspect where you felt the film did not accurately or adequately represent Fitzgerald's novel.

"Write What You Know"
Watch this short video (linked here) about F. Scott Fitzgerald and/or read the article.  Then, write about at least two comparison points you see between his life and his written work.

Responses to The Great Gatsby ch. 1-6

For those who were absent today:  Please write a response to each prompt below.

THEME RESPONSE:

Choose one of the two ideas below, and write a detailed 2-3 paragraph response about how this applies to the novel, in terms of storyline and/or characters.  Make specific references to sections of the reading within your response by chapter or page number(s).

Perception vs. Reality

Reinventing Oneself

Writer’s Craft Response:

Consider the aspects of writer’s craft that have drawn you into the story, and write a detailed 2-3 paragraph response about at least one effective use of language by this author.  Make specific references to sections of the reading within your response by chapter or page number(s).

Some aspects of writer's craft include: diction, syntax, structure and arrangement; details and imagery.  Some schemes/tropes may also apply.

Meaning and Purpose reading exercise

Go to this site and read one of the ten winning essays and reflect on the author's message and how he/she used personal examples effectively.

American literature extravaganza!

The Great Gatsby reading schedule
Chapters 1&2– due by Monday, 5/21
Chapters 3&4– due by Wed., 5/23-- answers questions posed HERE
Chapters 5&6– due by Fri., 5/25
Chapters 7&8– due by Tues., 5/29 [in-class film]
Final Reflections-- in-class on Wed., 5/30 [in-class film]

A Raisin in the Sun by Lorraine Hansberry
Background and context info.-- Thurs., 5/31
Act One-- Fri., 6/1
Act Two-- Mon., 6/4
Act Three-- Tues., 6/5

American poets study on Tues., 5/22 & Thurs., 5/24

• Robert Frost
• Henry Longfellow
• Walt Whitman
• Emily Dickinson
• Langston Hughes
• Phillis Wheatley

Go to https://www.poets.org/  or https://www.poetryfoundation.org/ to search these poets and learn more about them.

AP Lang Final Review

Please review THIS PRES. for some final thoughts before Wednesday's test.

Remember, email Ms. Collins if you feel you will need to take the test at a later date.
dcollins@zps.org

Assertion Essay planning details

Today, we spent time reviewing the ways we pull ideas for support in the Q3 assertion essay.

You made a list of reading experiences from this year that you know so well that you could use them as credible supporting examples for your ideas.  Credible means knowing the title, author, and specifics references (not direct quotes) to the piece.

Ideas included speeches and articles we have read, books we have read this year (including the summer autobiography, To Kill a Mockingbird, social issues book, etc.), and pieces we have read as a class (such as Plato's "Allegory of the Cave", Frederick Douglass' "Learning to Read and Write", etc.).

Then, we also discussed the ways to use our worldly knowledge and previous learning as supporting examples as well.

We spent 30 minutes planning to the most recent Q3 prompts from 2015, 2016, and 2017.

"We are All One": In Service to Others

Please begin by going to this article to learn more about the dedication of last week and the history behind this National Volunteer Week, its establishment in America, and the role past American presidents have played in making it a celebration of service to others.

Next, go here to learn more about the President's Volunteer Service Award.  Here you can read President Trump's proclamation for 2017, and examine various ways that America celebrates and is supported by citizen volunteers.  
Then, explore some of the ways that others volunteer around the country and why they are inspired to do so.  

Rhetorical Modes

Please use this presentation to begin familiarizing yourself with the terms used to describe rhetorical modes.

Tropes review activity

Here are some activities to use to help you to identify and study tropes:

Search the headlines--> Go to today's news headlines and see if you can find any tropes being used.  Screenshot/take pics of any of the tropes you see being used, and identify these tropes.

Children's books--> Go to a children's book (or several) and see if you can find any tropes being used in these books.  Screenshot/take pics of any of the tropes you see being used, and identify these tropes.

Comic books--> Go to a comic book and see if you can find any tropes being used.  Screenshot/take pics of any of the tropes you see being used, and identify these tropes.

Scripting--> Write a conversation between two people where one is using hyperbole and the other is using litote to describe an ironic situation at a sporting event.  Try to include an example of anthimeria and metonymy in the script as well.  Identify the tropes you used.

Rant or Praise-->  Write your own rant about a subject that bothers you or praise about a subject that makes you happy, and use as many tropes as you can within this rant or praise.  Identify the tropes you used.

Details and Imagery Additions to Place Writing

We made additions to our place writing completed in this application activity using the ideas within this doc.  This edited draft is due by Friday, 5/4/18.

Informative current nature articles

Some more articles to read and consider for this unit...

Choose TWO articles from below to read, summarize, and share with your group.
Consider ways that this idea connects to your previous learning, and how this connects to SPEEC elements in our world.

"Climate Change is Messing with your Dinner"
"Everything We Know about Birds that Glow"
"Amazon Discoveries" (of new species)
"The hidden camera network that's helping conserve the jungle"
"Introducing Kids to the Ocean and a Career in Science"
"The Valley Where Bridges Breathe"

Choose TWO of these pieces to explore and then share about what you learned with your group.
Consider how each of these captures something "weirdmazing" about the natural world, and what deeper appreciation and questions about nature can be gained from watching it.

Nature Unit Readings

RECORD REACTIONS TO THESE FOUR PIECES, USING THE STEPS BELOW:

1.  Annotate each piece, considering rhetorical devices and the rhetorical triangle.

2.  For EACH piece, record the author's purpose, identifying a claim and supports for this claim.

3.  Record appeals that you see this author using, and the effectiveness of these appeals.

4.  Also, consider the warrant to this author's claim.

*These readings, annotations, and recorded reactions will be due by MONDAY, 4/30.
Printed copies given out in class.

"Our Vanishing Night" by Verlyn Klinkenborg (2008)-- record analysis info. HERE

Excerpt from Silent Spring by Rachel Carson (1962)-- record analysis info. HERE

"Nature" essay by Ralph Waldo Emerson (1849)-- record analysis info. HERE

"The Fixed" by Annie Dillard, excerpted from Pilgrim at Tinker Creek-- record analysis info. HERE

The difference a day makes... a study in context

First, we read and very closely analyzed the rhetorical strategies used by Martin Luther King, Jr. in his final speech.  While reading, we looked at elements such as:  appeals, diction, tone, structure/arrangement, and schemes and tropes.  (we did this on Thurs.&Fri.)

Next, on Tuesday, we brought this analysis into focus by considering the WOW with an in-class discussion:
What was his purpose? ... (we considered both the immediate picture and the big picture here)
How did he go about trying to achieve it? ...(we reviewed our rhetorical study and chose the most effective techniques used and defended why)
Why did this speech matter and resonate with his audience? ...(we read this article to round out our contextual and rhetorical understanding, then defended the most significant context points)
*If you were absent, please complete this using this pres.

Then, on Wed.,  we watched this speech given by Robert Kennedy on April 4th, 1968 in Indianapolis.  After watching, we read it here and create a plan for a rhetorical analysis essay if this were the given passage.
*If you were absent, please complete this essay plan at home.

Application activity due Wednesay, 4/18

Please complete this application activity for Wednesday.
We will use it in discussion that day to kick off our new places unit!

TIME person of the year people unit application activity

Apply concepts studied in the people unit to the TIME person of the year/runner-up that you have chosen to learn about.  Use THIS DOC to record your ideas and responses. 
This assignment will be due completed on Friday, April 13th.

Context (a product of the times)

Read one of these important speeches.  Consider the social climate and events of the time period as you read.  Following the reading, answer the questions below.

1. FDR's inaugural address
2. Winston Churchill's Iron Curtain speech
3. Kennedy's Statement on the Steel Crisis news conference speech
4. Martin Luther King, Jr.'s "I've been to the Mountaintop" speech 
5. Robert Kennedy's speech on the eve of Martin Luther King Jr.'s assassination
6. Sojourner Truth's "Ain't I a Woman?" speech 1851
7. Florence Kelley's speech against child labor 1905
8. Ronald Reagan's Challenger Speech
9. Woodrow Wilson's 14 Points speech
10. Susan B. Anthony On Women's Right to Vote 1872

 Evaluate the speech using SOAPSTONE:

• Who the speaker is for this speech, including his/her title/significance/background?
• When was this speech given?  Was it given on a particular occasion?
• What is he/she saying (purpose)?
• Why is he/she saying it? In other words, what is the context?  What is happening at the time period that makes the speech timely and relevant?
• How is he/she effectively bringing across his/her point (style including sentence structure, word choice, schemes and tropes, figurative language, etc.)?
• What is the tone that comes across in this speech?

TIME person of the year/runner-up study with People unit 2018

• First, read here about how the TIME person of the year is chosen. 
• Next, go to the TIME person of the year article archives and choose a person of the year or runner-up from the past five years whom you would like to learn more about.   This is a person whom you will study closely for the next week, so choose accordingly.
• TIME person of the year and runners-up 2011 
• TIME person of the year and runners-up 2012 
• TIME person of the year and runners-up 2013
• TIME person of the year and "short list" (runners-up) 2014 
• TIME person of the year and "short list" (runners-up) 2015 
• 2016 short list
• 2017 short list
• 2018 winner and short list
• Article that lists past winners 2017-2007 and links to their stories
• Learn all that you can from this source about your chosen person
• Go to additional sources to learn more about this person as well 

Use THIS DOCUMENT to record information about your TIME person of the year.  Printed copies are available in the classroom as well.

 

Reading pre20th century works

For your assignment today, please choose three authors that interested you from yesterday’s museum exhibit presentations.  If you were absent, please ask a classmate for their notes from yesterday to choose your authors.

For each author, please search to find one nonfiction piece to read by this author.  This could be in the form of an essay, a letter or diary entry, an article or pamphlet, or even a speech.

Read this piece (if it is quite long, read for about a 10 minute section of the piece).

Then, record the following:

• Author, title of the piece and publication date (approximate if need be)
• Author’s purpose and the specific sentences/sections that led you to this conclusion
• Any contributing, relevant info. about context and the author that impacts reader interpretation 
• Explain the author’s effective use of at least three of the following rhetorical techniques:  diction, syntax, tone, arrangement, appeals, figurative language

When done, you should keep these notes.

This assignment will be due completed on Tuesday.

Today’s class work

For today’s class period, please work on the following:
1.  If test corrections are not completed, please finish those first.  These corrections should be kept with testing materials in your folder.
2.  Please read in chapter three pp. 73-79 and complete the last page of the study guide.
3.  Then, use remaining time to work on researching and putting together your keynote about your pre-20th century author.  If you are unsure of which author to study, please see Mrs. Navetta and then email me the name of the author she assigns you.

Note:  Presentations for this project will be "museum-style" and you will not be presenting in front of the full class.  Your keynote should be one that has interesting graphics to illustrate your points, and a classmate should be able to read through the full presentation in about 60 seconds.

Welcome to class!

Today you will be writing a timed essay.  It should be handwritten on your legal pad from your folder, and must be completed by the end of the hour.
You will be writing in response to Question 2, Abigail Adams’ letter to her son, linked here.

When you are done, put your legal pad back in your folder.
For the remainder of the class period, you may work on test corrections or researching your pre20th century assigned author.

Application Activity due Monday, 3/5

Please complete this application activity  for Monday. 

Education around the World

1. Read HERE about one of the ten biggest problems affecting education around the world.  Take notes on one of these ten problems.
2. Use this resource to read more about situations impacting education of the world population.
3. Then, go here to begin learning about organizations that are trying to present solutions to the problems.  Continue brainstorming and searching for other ways that the problem could be addressed.
4. Create a short presentation explaining what the problem(s) is/are that is facing education worldwide, and what you learned is being done to try to fix the problem and improve these circumstances.  Develop some questions for discussion that will promote a larger conversation about the state of education in our world today and what we can do as humans, Americans, and local citizens to innovate and help solve these problems.

For homework:
Read about your assigned country and what it is doing to make innovative strides in educational achievement.  Use this site for your information, but feel free to fact-check or gain more insight from additional sources as well.

Scholarly article abstract source

Choose ONE article abstract from this source or from this source and explain how it could be used to support an element of your argument or visualization piece.

Citing a scholarly journal using Purdue Online Writing Lab (PURDUE OWL)

Infographics

Please look over the infographics assigned to you, and be prepared to use it in class tomorrow.

INFOGRAPHICS about Early Childhood Education

1. Activities for Early Childhood Brain Development
2. The Anatomy of a Kindergartner (brain and physical development info.)
3. The Milestones of a Child's Mind Development

1.  The Science Behind Imaginative Play
2.  12 Types of Play
3.  Different Ways Kids Play

1.  Long-term Advantages of Early Childhood Education
2.  Benefits of Early Childhood Education
3.  Why Early Education is Vital

1.  Educational Technology Developmental Stages for Kids
2.  The Wired Child
3.  Media in Children's Lives

1.  Parents: Getting Your Child Ready for Kindergarten
2.  How Children Become Ready for School
3.  Childhood Education and Stay-at-home Moms

In preparation for next week...

Please bring your blue and white striped Everyday Use textbook to class, as we will spend time reading and taking notes on Chapter 3: Arrangement, Style and Delivery (study guide here)

For Tuesday, 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.
Read article by King
Read article by May
Read article by Julius
Read article by Agnamba
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.
Read article by Sanchez and Turner
Read article by Singh
Read article by Klein
Read article by Albright
Read "History of Early Childhood Education" by Sarah Lipoff (link)

For Thursday, read and take notes on "The Economics of Inequality" by James Heckman (2011)

"Changing Education Paradigms" TED talk given by Ken Robinson

Today, we presented our synthesis plans and discussed the article from yesterday. 
Then, we watched this TED talk: "Changing Education Paradigms" by Ken Robinson (2010)
While watching, each student recorded ideas they agreed with, disagreed with, or wanted to learn more about.  At the end, we shared how Robinson's views compared to one's own views of education and experiences with education.

Today in class, 2/6

Following your group’s discussion time, please go on to working independently on this assignment:

Please read THIS ARTICLE and take notes in the following manner:
1.  In the initial opening paragraphs, the author shares his personal perspective for why the title question, ‘what kind of citizens do we need?’, must be raised and considered.   How do the examples from the past that he gives shape the reasoning for why he is asking this question?
As you read the remainder of the article, consider how he echoes the initial fears of the repetition of this catastrophic time in history with his points and questions he poses to the reader.
2.  For each reading section, complete a short summary of the main point he is making.  Record any reactions, connections, or questions that come to mind.
3.  In the end, consider ways that this reading connects to Plato’s “Allegory of the Cave” and other ideas put forth in other articles read this unit, so far.

Be prepared to discuss these ideas tomorrow in class, as well as for your group to present their synthesis perspectives on the role of education in a democracy.

Read and contemplate in regards to education (due TUESDAY, 2/6)

Read your assigned article posted below for Tuesday's class discussion.
Read and respond with your own perspectives of agreement, disagreement, and rhetorical analysis (including praise/critique of quotes, organization, etc.) for your piece.
Bring notes with you to class on Tuesday to use in a classroom activity.

1.  "The Love of Learning" by Leon Botstein
4th hour: Meg, Lucas, Natalie, Haylee B., Maggie B., Riley, Abby, Samantha H., Kelly H., Marlies, Bailey
6th hour:  Claire, Matthew, Ariel, Leah, Brittany, Chloe, Clarissa, Grace N., Madi N., Kenzie, Dereck

2.  "Own Your Education" speech given by Michael Wood (2010)
4th hour: Schaeffer, Katie A., Jessica B., Serena, Ruth, Madison, Conner, Aliya, Samantha P., Hope
6th hour: Aliyah, Mercy, Amanda, Amber, Gabriella, Dalton, John, Adam, Katie S., Grace T.

3.  "Society's Influence on Education" by Oak (2014)
4th hour:  Cole, Morgan, Jaden, Auden, Ana, Libby, Emily, Erika, Haley R., Tiffany
6th hour:  Tori, Trinidy, Jessica H., Jocelyn, Corinne, Grace M., Kayla, Heidi, Rebecca, Madeline V.

Emerson Application Activity due Monday, 2/5

In my absence today, you will be working on this application activity examining Ralph Waldo Emerson’s views on education.
Please complete the reading today, and then begin working on the questions.
You will have class time to complete this application activity tomorrow in class.
If you will be absent on Friday, please bring your completed application activity to class on Monday, and check the blog for additional information about weekend homework.
Have a good day!

(extra link to Emerson "Education" excerpt here)

Education unit readings due Wednesday, 1/31

First, please read Plato's "Allegory of the Cave"

After reading Plato's "Allegory of the Cave"...

Please look at and take note of interesting observations from this infographic:

 Infographic on the evolution of the purpose of education

Then, please read your assigned article:
1.  "The Role of Education in a Democratic Society" by John T. Caldwell (Natalie, Jaden, Ana, Conner, Cole, Riley)

2. "What is Democratic Education?" (an introduction) by Dana Bennis (Katie A., Maggie, Abby, Emily, Marlies)

3. "Good Citizenship: The Purpose of Education" by Eleanor Roosevelt, published in the Pictorial Review 1930 (Schaeffer, Serena, Lucas, Kelly, Samantha P.)

4. Naom Chumsky's speech on "The Purpose of Education" (Morgan, Auden, Madison, Aliya, Haley R.)

5. "What is the goal of the American educational system?" by Tom Segal, with interviews embedded, published in Education Week, 8/2013 (Haylee B., Libby, Meg, Bailey, Tiffany)
6. "American Public Education: An Origin Story" published in Education News, 2013 (Jessica, Ruth, Samantha H., Erika, Hope)

The Gift of Reading

Read these articles about the gift of reading.

1. "Reading is the most powerful gift we can give a child: it puts stardust in their imaginations" by Emma Cox (2016)
2. "The History of 'Loving' to Read" by Rothman (2015)
3. “How to Instill a Love of Reading” by Burton (2016)
4. "How to Read like a Writer... and Why" by Nicholson (2014)

DO THIS IN GROUPS OF 4, ROUND-ROBIN STYLE--
Each person in the group selects a symbol and then he/she records for that symbol.  Trade symbols per article until you have directed all four.
1.  GEM~~Reflect and respond:  What did you like about this piece?  Favorite quotes or ideas you related to... (use post-it notes to record these)
2.  ROLL THE DICE~~Vocabulary application: See how many vocabulary words you can attach to what you read (roll together to see the # of words you need to attach; use post-its to explain the attachment and put that on your group notes).
3.  PAINTBRUSH~~Strategies and techniques working together:  Look to examine the various ways this author used various aspects of language and appeals to achieve his/her purpose.
4.  PAPER CLIP~~Connecting as readers:  Find connections between your reading of this article, and a.) another reading from this unit and b.) another group's interpretations.  Then, develop one unique insight of your own (as a group) about this piece, discussing the ideas or writing style of the author.
(read the comments posted on the board, and AS A GROUP, add one reading connection comment, one connection comment to another group's perspectives, and one new insight of your own, on post-it notes.)


TED talks
"Reading is a daring act" about women who are not allowed to be literate
Censorship in School Reading