rhetoric_wrap_up_instructions_for_sept_8__1_.docx |
ap_language_terms.pdf |
College Board approved AP Language course combined with American Literature EOC course
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Today, students finished working on an in-class Benjamin Franklin round-robin group assignment/poster contest, in which students will demonstrate their depth of knowledge, creativity, and mastery of skills, related to course content. The group that wins the contest will receive a week extension on a rhetoric wrap-up assignment. Please see Mrs. Crandall for assignment details.
Reminders:
Today, students continued working on an in-class Benjamin Franklin round-robin group assignment/poster contest, in which students will demonstrate their depth of knowledge, creativity, and mastery of skills, related to course content. The group that wins the contest will receive a week extension on a rhetoric wrap-up assignment. Please see Mrs. Crandall for assignment details.
Reminders:
Today, students began an in-class Benjamin Franklin round-robin group assignment/poster contest, in which students will demonstrate their depth of knowledge, creativity, and mastery of skills, related to course content. The group that wins the contest will receive a week extension on a rhetoric wrap-up assignment. Please see Mrs. Crandall for assignment details.
Reminders:
This is a general outline of this week's activities and is subject to change, based on
the needs of the students. Please continue to check the blog daily, for detailed information on class activities, assignments, requirements, and deadlines. Planning Your Week: Monday, August 14: Solar Eclipse Moana, Myth, and the Hero’s Journey Activity Tuesday, August 22: View film: The Crucible Wednesday, August 23: Finish viewing The Crucible. Write group synthesis essay. Thursday, August 24: Timed Synthesis Essay: Bring outline, study guide, and supplemental reading/notes. Friday, August 25: Presentations for Friday Forum, vocabulary check (interactive notebook), Rhetoric Wrap-Up from Friday, August 18th due, Writing Lab: Technology Sign-off, USA TestPrep, and Popplet Learning Goals: Understand appropriate structure and style for a synthesis argument. Build a sophisticated synthesis argument, with a specific claim and precise language. Read for pleasure, for information, and for a combination of purposes. Analyze and discuss the effects of texts that are adapted for specific purposes/audiences. Strengthen reading comprehension and stamina, while sharpening linguistic skill and precision. Focus Standards: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.ELAGSE11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ELAGSE11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.ELAGSE11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. ELAGSE11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE11-12W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. ELAGSE11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]”). Monday, August 21- Solar Eclipse Handouts provided by teacher: “Moana Teacher’s Background information: Storytelling and Mythology” & “The Hero’s Journey” (pgs. 5-6)
Tuesday, August 22 Materials provided by student: The Crucible study guide
Handouts provided by teacher: MLA Parenthetical Citation Guide, Synthesis Essay Template Materials provided by student: The Crucible study guide, “Introduction to the Crucible” reading guide & Cornell Notes,” Miller’s “Why I wrote the Crucible” and questions, “Miller’s Commentary and Reverend Hale” analysis questions, PBS Secrets of the Dead: Witches Curse viewing guide, and History Channel’s In Search of History: The Salem Witch Trials viewing guide
Materials provided by student: The Crucible study guide, “Introduction to the Crucible” reading guide & Cornell Notes,” Miller’s “Why I wrote the Crucible” and questions, “Miller’s Commentary and Reverend Hale” analysis questions, PBS Secrets of the Dead: Witches Curse viewing guide, History Channel’s In Search of History: The Salem Witch Trials viewing guide, and chosen Springboard text
Handouts provided by teacher: Rhetoric Wrap-Up assignment Materials provided by student: Written deliverables from students presenting today, Friday Forum notes document (completed in class) from all students, Rhetoric Wrap-Up
Today, the class considered a sample synthesis essay outline. Then, students were given time to complete their essay outlines for tomorrow's timed synthesis essay. Click here to view a sample essay outline.
Choose one of the following sources to read, annotate, and include in your synthesis essay.
Today, the class reviewed the essential elements of a synthesis essay. Then, students worked in groups to create a sample synthesis essay outline. Students were given the essay topics and an outline template for Friday's synthesis essay. Click here to view a sample essay outline.
Choose one of the following sources to read, annotate, and include in your synthesis essay.
Today, students began class with a warm-up, in which students discussed what they have learned in the class so far. Students also reviewed Springboard access for this week's rhetoric wrap-up assignment. Then, students began watching The Crucible. Students will look for differences between the play and the film.
Reminders:
Today, students viewed Moana and discussed Native mythology and the hero's journey. Please see Mrs. Crandall for supplemental materials.
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AuthorMy name is Danielle Crandall, and I am an English Teacher at Harrison High School in Kennesaw, GA. Archives
June 2018
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