Presentation Day 2

Another day of informative, engaging, creative, and musically surprising presentations. From a look at autism in first and seventh hours, highlighting the first person overwhelming sensory world of Carly (yep, had to hold back the tears on that on), grating sound effects, hurtful lighting, the third person teacher, parent, and experts attempting to understand and aid the education of any child on the spectrum, and the need for more awareness from all demographics, especially those surrounded by people of all backgrounds in the everyday school scenario of classroom, hallway, and travel from transportation to the school door and back again. (Fourth hour finished up the q & o  on this topic as well, and the echo is all of the classes was what the high school student could do to further elucidate the autistic world for those not in daily contact with its unique talents and hardships.) Third hour upped the ante with the skit portion of this presentation, featuring a song parody of "Can't Help Falling in Love" - with ukulele in support - telling the story of two friendly starfish sadly losing their battle against the wasting disease. Their St. Louis Aquarium skit (topical with it opening shortly) teaching visitors about starfish and making middle America high schoolers cognizant of what is happening beneath the surface of the still mysterious and miraculous ocean. Furthering our starfish saga would be fourth hour's look at the disintegration of these beautiful creatures and their analogies helping us to understand how this disease would impact a human and exemplifying the harrowing step-by-step loss of each starfish, personalizing a considered "slimy" object into something of utmost importance.

If you can't tell, these presentations are an incredible boon for your own ethos - your topic and the ones you will hear from your classmates - and the eventual argumentation essays populating second semester.

Tomorrow will continue forward with presentations (1, 3, 7) and/or questions and observations (4).

And, this is the last 2 days of Lucy Logs, with the evaluation either T&B 17-18 with the entirety of Autobiography of a Face or T& B 3-18. For all of you putting in the effort in the identification of purpose, characterization, tone, and "other" strategies, this will serve you well for two reasons: you have spent a considerable time improving your rhetorical analysis (purpose & strategies), which will be a lovely review for the final, and you have all of your notes, evidence, and analysis ready for our eventual prompt on Lucy. If you haven't been keeping up to date with your Lucy logs, cramming enough notes and work will help you with the eventual essay and accruing needed points, especially if your grade currently rhymes with bail, hail, jail, kale, mail, nail, pail, quail, rail, sail, tail, veil, Yale. It will even help those of you with higher aspirations to maintain or ascend to a grade that rhymes with bay, day, hay, jay, May, nay, pay, ray, say, way. If you can't tell we are doing poetry and breaking down rhyme schemes in AP Lit, I don't know what further examples can prove that to you!

Busy 3 weeks left in AP Lang, and if you stay the course and put on paper all that you have learned from diction, syntax, purpose, strategies, and writing prowess, imagine what the final result will be.