1 & 7: We continued with vocabulary, adding words to our vernacular. Then, we discussed the importance of utilizing your pen/pencil when dealing with prompts. First, always break down the prompt, circling/underlining/whatever geometrical figure you prefer. By breaking down the prompt, you have a directed focus prior to reading and will be less likely to make a mistake regarding your essay and the background information. Second, always close read the text, finding key words and phrases that will lead you to rhetorical strategies. Even if you are not aware of a strategy's name at first, you will start to notice patterns that will lead you there! For homework, AP graders, you are to indicate the number of each rangefinder. You will find out if you are correct during class tomorrow. Your prompts will be returned at some point during the week.
3: We reviewed vocabulary, which means your second vocab quiz is tomorrow! Otherwise, everything above is true for your class, so make sure you read the synopsis for first and seventh hours.
Monday, September 12, 2016
Friday, September 9, 2016
Prompting
1: In covert fashion, we began to look at the rangefinders today. Due to time constraints, we only made it through the scoring guide and the start of a close read. Remember, always break down the prompt to make sure you have an understanding of what you will need to accomplish in the essay. And, double remember to always close read, a method to find rhetorical strategies from the starting paragraph to the end. We will finish our class close ready on Monday, and you will become an AP grader!
3 & 7: Diagnostic Timed Prompt Day! Anyone absent will need to make up the prompt during class time next week - most likely when we are going over the prompt in class on Monday.
3 & 7: Diagnostic Timed Prompt Day! Anyone absent will need to make up the prompt during class time next week - most likely when we are going over the prompt in class on Monday.
Thursday, September 8, 2016
Vocabulary, Toolboxing
Today was a nice day to resume vocabulary work and continue forward with your rhetorical toolbox terms. At this point, your class has taken one or two rhetorical toolbox quizzes, and some of you are not satisfied with your results. As I mentioned in third hour, when you do not have AP Lang homework assigned, you always have the opportunity to define, learn, and review different strategies and modes of discourse. Every time we go over a strategy, you should invest time into memorizing its meaning and retaining the meaning for the future. Use your toolbox -- in index card form or notepad form.
1: We finally returned to vocab experts after a two day hejira into presentations and timed writing prompts. During vocabulary, we met malapropism, zeugma, and anadiplosis, three strategies utilizing diction and syntax to create a tone or mood in writing. Then, the moment of excitement when a rhetorical toolbox pop quiz occurred. Utilizing samples, you were to identify multiple strategies -- all with your handy toolbox as an assistant. Not happy with your first score? You have time to review strategies outside of class and master the definitions of more strategies as we move forward. Lastly, you played on the buzzers -- to review rhetorical strategies.
Tomorrow, we will continue with vocabulary, talk about how to close read a text, and meet the rangefinders, a tool you will see three times this year in AP Lang.
3: We finished presentations! Then, we resumed vocabulary, finishing the 15 words for this unit. While normally we review tomorrow, we will put that off until Monday due to your diagnostic timed writing prompt. Remember, you will walk into the room, take out a pencil/pen and a piece of notebook paper. When the bell rings, you will commence the prompt. At the 40 minute mark, I will instruct you to draw a line to indicate where you are. You will then resume writing - if needed - and have until the end bell to finish the writing.
For the remainder of today, you have your second toolbox quiz, and we played on the buzzers to identify different rhetorical strategies. If you are not happy with your quiz scores, take the initiative and learn and study the terms. There are several terms we have utilized in class at this point that you should have ethos on. If that is not the case, you will need more independent study.
7: We finished presentations! During vocabulary, we met malapropism, zeugma, and anadiplosis, three strategies utilizing diction and syntax to create a tone or mood in writing. Then, the moment of excitement when a rhetorical toolbox pop quiz occurred. Utilizing samples, you were to identify multiple strategies -- all with your handy toolbox as an assistant. Not happy with your first score? You have time to review strategies outside of class and master the definitions of more strategies as we move forward. Lastly, you played on the buzzers -- to review rhetorical strategies.
Tomorrow will be your diagnostic timed writing prompt. Remember, you will walk into the room, take out a pencil/pen and a piece of notebook paper. When the bell rings, you will commence the prompt. At the 40 minute mark, I will instruct you to draw a line to indicate where you are. You will then resume writing - if needed - and have until the end bell to finish the writing.
1: We finally returned to vocab experts after a two day hejira into presentations and timed writing prompts. During vocabulary, we met malapropism, zeugma, and anadiplosis, three strategies utilizing diction and syntax to create a tone or mood in writing. Then, the moment of excitement when a rhetorical toolbox pop quiz occurred. Utilizing samples, you were to identify multiple strategies -- all with your handy toolbox as an assistant. Not happy with your first score? You have time to review strategies outside of class and master the definitions of more strategies as we move forward. Lastly, you played on the buzzers -- to review rhetorical strategies.
Tomorrow, we will continue with vocabulary, talk about how to close read a text, and meet the rangefinders, a tool you will see three times this year in AP Lang.
3: We finished presentations! Then, we resumed vocabulary, finishing the 15 words for this unit. While normally we review tomorrow, we will put that off until Monday due to your diagnostic timed writing prompt. Remember, you will walk into the room, take out a pencil/pen and a piece of notebook paper. When the bell rings, you will commence the prompt. At the 40 minute mark, I will instruct you to draw a line to indicate where you are. You will then resume writing - if needed - and have until the end bell to finish the writing.
For the remainder of today, you have your second toolbox quiz, and we played on the buzzers to identify different rhetorical strategies. If you are not happy with your quiz scores, take the initiative and learn and study the terms. There are several terms we have utilized in class at this point that you should have ethos on. If that is not the case, you will need more independent study.
7: We finished presentations! During vocabulary, we met malapropism, zeugma, and anadiplosis, three strategies utilizing diction and syntax to create a tone or mood in writing. Then, the moment of excitement when a rhetorical toolbox pop quiz occurred. Utilizing samples, you were to identify multiple strategies -- all with your handy toolbox as an assistant. Not happy with your first score? You have time to review strategies outside of class and master the definitions of more strategies as we move forward. Lastly, you played on the buzzers -- to review rhetorical strategies.
Tomorrow will be your diagnostic timed writing prompt. Remember, you will walk into the room, take out a pencil/pen and a piece of notebook paper. When the bell rings, you will commence the prompt. At the 40 minute mark, I will instruct you to draw a line to indicate where you are. You will then resume writing - if needed - and have until the end bell to finish the writing.
Wednesday, September 7, 2016
Mostly Presentations
Just a reminder that you should have your rhetorical toolbox with you during class. You never know when you might need it. Right, third hour?
1: You completed the diagnostic timed prompt today. From an observers' perspective, you appeared to jump feet first into the timed writing prompt pool, so I am looking forward to what you have analyzed. Tomorrow, we will continue with vocabulary, work with some rhetorical strategies, and (maybe depending on time) analyze the rangefinders for your prompt.
3: The whole hour comprised of rhetorical analysis presentations and hooks connected to Whitesnake and Jenga! While these are non-traditional hooks, look how your classmates evolved the stereotypes of song lyrics to the stereotypes of cowboys and the loss of a supporting block to the loss of a beneficial civilization. Tomorrow, we will await the final presentation, work with vocabulary, play around with rhetorical strategies, and possibly something else dependent on time.
7: The plan for seventh hour revolves around presentations. We will finish our remaining one - "About Men" - tomorrow and then return to vocabulary experts and rhetorical strategies.
1: You completed the diagnostic timed prompt today. From an observers' perspective, you appeared to jump feet first into the timed writing prompt pool, so I am looking forward to what you have analyzed. Tomorrow, we will continue with vocabulary, work with some rhetorical strategies, and (maybe depending on time) analyze the rangefinders for your prompt.
3: The whole hour comprised of rhetorical analysis presentations and hooks connected to Whitesnake and Jenga! While these are non-traditional hooks, look how your classmates evolved the stereotypes of song lyrics to the stereotypes of cowboys and the loss of a supporting block to the loss of a beneficial civilization. Tomorrow, we will await the final presentation, work with vocabulary, play around with rhetorical strategies, and possibly something else dependent on time.
7: The plan for seventh hour revolves around presentations. We will finish our remaining one - "About Men" - tomorrow and then return to vocabulary experts and rhetorical strategies.
Tuesday, September 6, 2016
Presenting
1: I am very impressed with the ambition and depth of analysis exhibited by your class this morning. With original hooks detailing historical context, applying modern day analogies, or enumerating the milieu, you created a memorable scenario before even delving into the rhetorical analysis component. (I hope you carry some of these ideas with you for future writing prompts.) During tomorrow's class, you will have your second diagnostic writing prompt. The prompt will be face down on your desk when you arrive to class. When the bell sounds, you may turn over the prompt and begin writing. At the 40 minute mark, I will indicate the time and you are to draw a line delineating where you are at that point. You will then have until the bell -- if needed -- to complete your writing. When the bell rings, your pencil/pen stops writing. Remember, you are not to share the prompt or any information with the other AP Lang classes. If you do so, you are giving them an advantage that you did not have for this diagnostic.
3 & 7: After vocabulary experts, you had the rest of the hour to work on group presentations prep. Remember, to challenge yourself with voice (hooks and conclusions) and with rhetorical strategies (seek out a few difficult ones to merge with the more familiar ones). Presentations will be tomorrow.
3 & 7: After vocabulary experts, you had the rest of the hour to work on group presentations prep. Remember, to challenge yourself with voice (hooks and conclusions) and with rhetorical strategies (seek out a few difficult ones to merge with the more familiar ones). Presentations will be tomorrow.
SIS Woes
Logging into SIS this morning, it appears that a couple of grades are missing from AP Lang. This would include The Story of an Hour close read and the Gladwell prompt. Don't fret -- I still have a hard copy record that I will be putting into SIS today.
Friday, September 2, 2016
Group Rhetorical Analysis
1: After vocab experts, you had the rest of the hour to prepare for your group rhetorical analysis presentation, which will be Tuesday.
3: After vocab experts, you had your first pop quiz over the rhetorical toolbox. Some of you were not happy with your scores, so I would recommend having your cards/notepad up to date for the next surprise quiz. To end the hour, your group received your text and assignment for the group rhetorical analysis presentation. To expedite our next class period, which is designated for group prep, have your text close read with specific strategies and purposes. You may also want to start considering hooks to engage your audience. Presentation day is Wednesday.
7: After vocab experts, we finished our strategy analysis of Audrey and Frank, utilizing small group and partner sharing. Following a quick round of examples, you received your text and assignment for the group rhetorical analysis presentation. As mentioned in third hour's recap, you should close read the text for Tuesday's class in order to use class time for preparations. Presentation day is Wednesday.
3: After vocab experts, you had your first pop quiz over the rhetorical toolbox. Some of you were not happy with your scores, so I would recommend having your cards/notepad up to date for the next surprise quiz. To end the hour, your group received your text and assignment for the group rhetorical analysis presentation. To expedite our next class period, which is designated for group prep, have your text close read with specific strategies and purposes. You may also want to start considering hooks to engage your audience. Presentation day is Wednesday.
7: After vocab experts, we finished our strategy analysis of Audrey and Frank, utilizing small group and partner sharing. Following a quick round of examples, you received your text and assignment for the group rhetorical analysis presentation. As mentioned in third hour's recap, you should close read the text for Tuesday's class in order to use class time for preparations. Presentation day is Wednesday.
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