Pep Rally DayToday, students began class with Friday Forum presentations and discussions. Congratulations to Sydney Fields and Sydney Wease for setting the bar high with their outstanding presentations! Due to time constraints, students were instructed to check the blog for their rhetoric wrap-up assignment. Please log in to your online Springboard account, and read Miller's "Why I Wrote the Crucible," in unit 2. Answer questions all associated questions, beginning with question five, and write the accompanying short essay (minor grade with feedback).
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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: Handwritten pre-course notes and annotations due; Finish reading Act II if not completed in class (due Wednesday) Wednesday, August 16: Finish reading Act III if not completed in class (due Thursday) Thursday, August 17: Finish reading Act IV if not completed in class (due Friday) Friday, August 18: Presentations for Friday Forum, vocabulary check (interactive notebook), Rhetoric Wrap-Up from Friday, August 11th due Learning Goals: Identify logical fallacies and rhetorical strategies in arguments. Read and analyze The Crucible. Build your reader experiences to help interpret texts. Read for pleasure, for information, and for a combination of purposes. Use the features of texts and authors to help interpret what you read. Determine how to use genre to make meaning as you read. 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). ELAGSE11-12RL6: 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. Monday, August 14 Materials provided by student: The Crucible study guide Handwritten notes and annotations from pre-course assignment.
Handouts provided by teacher: AP Language practice test
Handouts provided by teacher: Feedback Analysis Materials provided by student: The Crucible study guide
Materials provided by student: The Crucible study guide
Friday, August 18 Handouts provided by teacher: Rhetoric Wrap-Up assignment/rhetorical analysis handout, SOAPStone Materials provided by student: Written deliverables from students presenting today, Friday Forum notes document (completed in class) from all students, Rhetoric Wrap-Up
Today, students began class with a warm-up, based on the writing process. Students discussed the purpose and craft of effective topic sentences. Then, students read and discussed Act IV of The Crucible. The Students were given the rest of class to work on their rhetoric wrap-up assignment (due tomorrow), their study guide, and their feedback analysis for their synthesis papers. Students may earn up to 1/2 of their lost point on their synthesis essays, by completing this assignment.
Reminders:
Today, students began class with a warm up, dealing with the writing process and crafting an effecting introduction. Then, students viewed a PBS documentary, Secrets of the Dead: Witches Curse, and completed a viewing guide. After the documentary, the class discussed the use of forensic rhetoric in the piece and the format in which the documentary's claim and evidence was presented. Please see the video below, and see Mrs. Crandall for viewing guide questions. Reminders:
Today, students began class with an EOC/SAT/ACT warm-up, based on the process of writing an introductory paragraph. Then, students were given 60 minutes to complete a 50 question multiple choice practice AP Language exam. Next, students began reading Act IV of The Crucible and working on their study guide questions for Act IV.
Reminders:
Today, students began class with an EOC/SAT/ACT warm-up, based on essay writing structure. Then, students participated in a dramatic reading of Act III of The Crucible and worked on their study guides. Students were also given class time to work on their rhetoric wrap-up assignments, which are due at the beginning of class on Friday 8/18.
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: Friday, August 11: Presentations for Friday Forum, summer/pre-course assignment due to TurnItIn.com by 11:59 p.m. Monday, August 14: Handwritten notes for pre-course assignment due in class Learning Goals: Identify logical fallacies and rhetorical strategies in arguments. Read and analyze The Crucible. Build your reader experiences to help interpret texts. Read for pleasure, for information, and for a combination of purposes. Use the features of texts and authors to help interpret what you read. Determine how to use genre to make meaning as you read. Read nonfiction, fiction, poetry, film, drama, and visuals as genres. Determine how genre can help you read, respond, and write. 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). ELAGSE11-12RL6: 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. Monday- Handouts provided by teacher: Friday Forum assignment, “fallacy finder” viewing guide handout
Materials provided by student: EOC/SAT/ACT warm-up from yesterday, The Crucible study guide
4. Closing: How can we use the features of texts and authors to help interpret what we read, and how can studying genres help us read, respond, and write? Today, students began class with an EOC/SAT/ACT warm-up that deals with subject/verb agreement. Students were taught the test-taking tip of identifying the sentence subject and verb eliminating preposition phrases and other modifying phrases and clauses that might distract from the correct answer. Then, students engaged in a whole-group Friday Forum model, in which they analyzed a CNN article and completed the Friday Forum template. After the Friday Forum Model, the class read Act II of The Crucible and worked on their study guides. At the end of class, students were assigned their rhetoric wrap-up readings and activities (Chapters 1-2 Writing America; activities on pages 12,13,19,26,33,&47), which is due Next Monday.
Reminders:
Terms to Know:
Today, students began class with an EOC/SAT/ACT warm-up that deals with "pronoun-antecedent agreement." Then, students continued reading and discussing Act I of The Crucible and working on their Act I study guides. Students also worked on an independent analysis assignment, based on "Miller's Commentary on Reverend Hale," which they will complete, in class, tomorrow. Please see the file below.
Reminders:
Terms to Know:
Today, students began class with a warm-up exercise that deals with appropriate transitions in writing. Students were given 15 minutes to complete their "Introduction to The Crucible" assignment. Then, students began reading and discussing Act I of The Crucible. Students also worked on their Act I study guides, and they were given the remainder of class time for independent reading, in honor of Book Lover's day.
Reminders:
Terms to Know:
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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
Categories |
Advanced Placement Language
College Board approved AP Language course combined with American Literature EOC course