Homework, Monday, Oct. 30

- Juniors - 

Watch the second section of Obama's speech, "A More Perfect Union" answering the questions as you view it on EdPuzzle. If you had trouble joining last time because you didn't know the code, it is ocnijov. You can also join by going to this link: https://edpuzzle.com/join/ocnijov. You will be able to access the video once you join or can link to it directly here: Video and Questions: "A More Perfect Union"Video and Questions: "A More Perfect Union," section 2. This assignment will take you about 45 -60 minutes. We will finish the speech together in class tomorrow. If you guys do a good job, I will give you a night off of homework for Halloween.

You can find a copy of the speech here: "A More Perfect Union"

-Seniors- 

1.) Many of you still need to complete the analytical paragraph that was due today. I have included that assignment below. Please note that it is 5% off for each day that it is late. This is a writing grade, so you do not want a zero.

2.) Complete the assignment you started in class today, finding 2-3 passages that support one of the theories we developed that explains Zits' time travel and analyzing them. Or, if you chose to complete the graphic organizer, complete that. Please note that you read up to p. 97 by the end of class tomorrow. If you are caught up with your reading by then, you will not have any homework on Halloween.

_________________________________________________________________________________

PARAGRAPH ASSIGNMENT

Intro: For the last three weeks, we’ve been discussing how and why people act morally or immorally in difficult situations. Is it because of a person’s disposition? Their situation? The system? This week, we’ve zoomed in on indirect characterization: the speech, thoughts, actions, effects on others, and appearance of characters in fictional works.

Task: Write an analytical paragraph or two that explores one of the points you brought up in discussion OR portrays a central character in the novel Flight. Make sure to consult the Samples of Leveled Analytical Paragraphs to make sure you are meeting the standards. 

Tip!

Remember to make sure that you have a strong topic sentence before you start writing. Here are some examples of weak, medium, and strong topic sentences.

Basic	Proficient	Mastery...
Starting to make an interpretation but simple or imprecise language...	Makes a clear and valid, yet somewhat obvious interpretation...	Makes a clear, valid, and more nuanced interpretation using college-level language (may use content area language).
At first Lucifer is a good apple but then he is a bad apple.	In the bible, Lucifer is portrayed as a power-hungry, yet sensitive  character. Throughout the opening chapters of the bible, Lucifer clearly has a negative effect on Ms. Candlin.	Throughout the story, Lucifer justifies his evil by blaming others and de-individuating himself. Although Lucifer is portrayed as undeniably evil, Milton also portrays him sympathetically in the scenes in which he is rejected by his father. Milton implies that Lucifer is influenced by those who challenge his morals.

Before you start writing....

• Spend some time looking for the best evidence. You can work with a partner if you would like to and should draw on materials from the week.

• Check for counterclaims: is there other evidence that challenges your interpretation? If so, modify and revise or acknowledge the counter-evidence by starting your topic sentence with “Although....____”
• Read over the checklist
• Review marker verbs on the chart
• Use the leveled paragraphs provided at the beginning of class to help yourself

Weekend Homework, October 27

-Juniors-

1. If you received less than an 85% for today's discussion, you may write a 250-350 word blog post continuing the discussion online. Go to aplanguagepower.blogspot.com to post.

2. Research the context of Barack Obama's speech "A More Perfect Union." What was it a response to? When was it given? How is the context similar to the John Kelly speech we read this week? How is it different? You may have a quick quiz on its rhetorical situation on Monday, so make sure to have your research completed.


-Seniors - 

1. Read up to p. 78 in Flight. You have probably noticed that Zits is time traveling and inhabiting different bodies. As you read, note: Whose body is he in? Where is he? What does he learn through the experience of this person's life?

2. Complete an analytical paragraph on Flight using the following prompt:

Intro: For the last three weeks, we’ve been discussing how and why people act morally or immorally in difficult situations. Is it because of a person’s disposition? Their situation? The system? This week, we’ve zoomed in on indirect characterization: the speech, thoughts, actions, effects on others, and appearance of characters in fictional works.

Task: Write an analytical paragraph or two that explores one of the points you brought up in discussion OR portrays a central character in the novel Flight.

Tip!

Remember to make sure that you have a strong topic sentence before you start writing. Here are some examples of weak, medium, and strong topic sentences.

Basic	Proficient	Mastery...
Starting to make an interpretation but simple or imprecise language...	Makes a clear and valid, yet somewhat obvious interpretation...	Makes a clear, valid, and more nuanced interpretation using college-level language (may use content area language).
At first Lucifer is a good apple but then he is a bad apple.	In the bible, Lucifer is portrayed as a power-hungry, yet sensitive  character. Throughout the opening chapters of the bible, Lucifer clearly has a negative effect on Ms. Candlin.	Throughout the story, Lucifer justifies his evil by blaming others and de-individuating himself. Although Lucifer is portrayed as undeniably evil, Milton also portrays him sympathetically in the scenes in which he is rejected by his father. Milton implies that Lucifer is influenced by those who challenge his morals.

Before you start writing....

• Spend some time looking for the best evidence. You can work with a partner if you would like to and should draw on materials from the week.

• Check for counterclaims: is there other evidence that challenges your interpretation? If so, modify and revise or acknowledge the counter-evidence by starting your topic sentence with “Although....____”
• Read over the checklist
• Review marker verbs on the chart
• Use the leveled paragraphs provided at the beginning of class to help yourself

Samples of Leveled Analytical Paragraphs

Homework, Thursday, October 26

- Seniors - 

Read Ch. 7 of Flight. By tomorrow, be able to discuss the new body Zits inhabits and the situation that he finds himself in. How does this chapter support or challenge some of the points brought up in discussion today?

-Juniors -

Intro: Were John Kelly's remarks an appropriate response to the controversy surrounding Trump's condolence call? Tonight, you will read a variety of viewpoints in preparation for tomorrow's discussion.

Task: 

1. Read the following editorials on the John Kelly speech.  For each article: 

1.) What is the argument? 
2.) According to the author, what is the significance of the speech? 
3.) Do you agree or disagree with their interpretation? 

Gold Star Mom on John Kelly's Emotional Speech 
This country has no use for John Kelly's nostalgia
John Kelly Showed Us What what incredible dignity, honor and truthfulness look like
John Kelly's disgraceful and frightening failure to apologize

2. Discussion prep: Come to class tomorrow ready to discuss the speech and the reactions to it. You can find the discussion rubric here: Discussion Rubric and photos of the charts you made in class today here: Visible Practice. You can look at your own or other people's to get a better sense of the speech. 

Again, we will be thinking about...
Who were the various audiences for the speech?
What parts of the speech were effective or ineffective for each audience?
What is the most effective parts or the speech overall?
Why is this speech and its context significant?

If you are interested in this topic, you may also want to consul read various authors responses to the controversy in general: Right and Left React to Trump’s Condolence Call Controversy 

Homework, Wednesday, Oct. 25

-Juniors - 
Tonight, join Edpuzzle by going to this link: https://edpuzzle.com/join/ocnijov. Once you have joined, watch John Kelly's remarks to the press about Donald Trump's recent call to a widow of a soldier slain in Niger. As you watch, you will answer the questions as prompted. It is due by tomorrow morning and is only twelve minutes long. If you would like to read the speech as well, you can access it here: John Kelly's Remarks in the Briefing Room

Tip! Make sure you complete last night's homework researching the rhetorical situation of the speech first. Otherwise, you may be confused.

-Seniors- 
Tomorrow you will have a comprehension quiz on p. 1-58 of Flight. You will get two passages and will need to describe what happens before and after that moment in the book. Use the following questions for each chapter to make sure you understand it. You do not need to answer all of the questions. Instead, use them to check your understanding and make sure you don't miss anything important.

FLIGHT Chapter 1

Describe Zits (what he looks like, nationality, personality, etc).

What happened to Zits’ parents?

How does Zits describe the two different types of foster parents?

What is his outlook on life?  How does he feel about his future?

How many foster homes has Zits lived in and how many schools has he attended?

FLIGHT Chapter 2

What does Zits think of cops?

How does Officer Dave describe that he and Zits are alike?

What happens after Zits gets picked up by the police?  Explain

How does Zits describe “people who go to jail”—what kind of people end up there?

Who does Zits meet while he is locked up and what is Zits’ first impression of this person? Describe the person….

FLIGHT Chapter 3

What does the “pretty boy” promise Zits that he will do?

Why does Zits hate his country?

Describe how Zits gets angry and how he feels.

Do you think Zits is a racist?  Explain

Where does Zits get sent to after leaving jail and what happens while he is there?

When Justice lets Zits play with the guns, how does it make Zits feel?

What ends up happening at the end of chapter 3?

FLIGHT Chapters 4 & 5

When Zits wakes up, where is he and who is he?

Describe what his partner is like (personality, looks, attitude)

At the beginning of chapter 5, where are the two FBI agents? (where is Red River, what reservation, what state)

Describe Horse and Elk—who are they?

Who is Junior and what happens to him?

What does Art want Zits to do to Junior—what choice does Zits have to make and how does he feel about this?

Flight Chapter 6

Why are Art and Hank in the hospital?

How does Art justify his evil actions?

What does Zits say he would “kill for” at the end of the chapter?

Homework, October 24

-Juniors-

Do some research into the context of John Kelley’s recent remarks regarding a condolence call Donald Trump made to a widow of a soldier killed in Niger.

Answer the following questions and any others that will help you understand the context of the speech:

1.) Who is the speaker? This should go beyond the obvious and include info about his background, credentials etc.
2.) What is the context and occasion?
3.) Who are the other people involved in the situation?
4.) Who are the audiences?

*Announcement - If you did not turn in an essay today, you will need to complete a different prompt for credit. See me for details.


- Seniors - 
1. Complete ch. 1-3 of Flight. As you read, find two paired passages from the first 50 pages that you think best illustrate Zits’ complexity.  

2. After you read, write a reading response in your notebook, using the following sentence starter to begin.

The differences in Zits’ actions/thoughts/words suggest that in some ways he is __________, while in other ways he is ______________________...

Homework, Monday,

Juniors - Essay on Florence Kelley's speech is due tomorrow. You must have all pages ready to turn in. It's fine if you have one page typed and the other hand-written. Remember that you should have at least two pieces of evidence in each paragraph.

Use the following resources to help you: 
How to organize your essay: Transitions and Topic Sentences
How to write a strong paragraph: Model paragraphs
Command and Conquer (scroll all the way down for Kelley example): Command and Conquer
Parallelism and Anaphora Examples 

Rhetorical Strategies and Techniques

Other strategies include: Comparisons and contrasts, descriptions...

Other techniques include: quantitative data, parallelism, anaphora, rhetorical questions etc..















Seniors - Full bingo board due in class tomorrow. 

Weekend Homework

Seniors 
1. Complete the third station from class today: Flight Stations
2. If you were on the college trip, complete all of the stations at the link above. When you come in on Monday, set up a time to make up the writing you missed on Thursday.

Juniors 
1. Make sure you have six pieces of evidence from Florence Kelley's speech that support your thesis statement. 
2. Write an introduction to your essay (no more than three sentences, including thesis statement) 
3. Write one body paragraph. If needs to include a clear topic sentence, properly embedded evidence, 2-3 sentences of analysis for each quote and a concluding sentence. 

If you were on the college trip, complete the following tasks by Monday. 
1. Review the powerpoint about the AP exam at this link: AP Exam Overview
2. Next, read through the packet on rhetorical analysis here: Rhetorical Analysis Packet. Complete the page that says "Rhetorical Analysis Prompts and Student Averages by Year" by making four observations about the prompt (directions are on the top of the page.)
3. Complete p. 55, including all of the questions about the prompt.
4. Read the Florence Kelley speech. Afterward, answer: What is her purpose? Make sure you discuss both what she INFORMS her audience about and what she PERSUADES them to think or do.
5. After you come up with a thesis statement that includes the purpose, find SIX PIECES OF EVIDENCE to support it. Two from the beginning of the speech, two from the middle, and two from the end. 
6. Write an introduction and a body paragraph to the essay. 

Homework, Thursday, Oct. 19

Juniors
If you were in class today, Thursday, Oct. 19: 
-Complete p. 55 of the packet distributed in class. 


If you were on the college trip, complete the following tasks by Monday. 
1. Review the powerpoint about the AP exam at this link: AP Exam Overview
2. Next, read through the packet on rhetorical analysis here: Rhetorical Analysis Packet. Complete the page that says "Rhetorical Analysis Prompts and Student Averages by Year" by making four observations about the prompt (directions are on the top of the page.)
3. Complete p. 55, including all of the questions about the prompt.
4. Read the Florence Kelley speech. Afterward, answer: What is her purpose? Make sure you discuss both what she INFORMS her audience about and what she PERSUADES them to think or do.

Seniors 

If you did not finish your paragraph today, do so for homework. If you were on the college trip, please check the blog tomorrow for the work you need to complete by Monday.

Homework, Wednesday, October 18

Juniors 

Discussion continued...

Head on over to our AP blog at aplanguagepower.blogspot.com to complete your contribution to today's discussion of Mitch Landrieu's speech. Please post by 11:00 pm. and make sure to follow the instructions. Happy blogging! 

Seniors 

Tomorrow will be a writing day. Come in ready to write about what interested you most about the story you read this week. 

Tuesday, October 17, 2017

AP Language 

1.) Please complete the bingo board distributed in class today AND the back of the sheet. You can find it here: Bingo Board and Prompts

2.) We will also have a brief graded discussion on the Landrieu speech. I will use the following questions as a guide and choose excerpts that we will discuss in class. Feel free to choose some that you would like to discuss. Discussion grading rubric can be accessed here: Rubric. Make sure to have the speech in class. You can find it online if you lost your copy.

• What is the speaker's purpose for giving the speech? 
• Who are the various audiences? 
• What parts of the speech are effective for each audience? 
• What are the most effective parts of the speech overall? 
• What are the least effective parts of the speech overall? 
• Is there anything that the speaker doesn't say? 
• How does this speech help you understand the debate over the confederate monuments and the events in Charlottesville this summer? 

Seniors 

Graded discussion of your story in class tomorrow. Prep by: 

-Choosing multiple examples that support a precise interpretation

-Composing questions/theories

-Responding: How does this story connect to our world today and your life?
-Bringing your materials to class 

Discussion Rubric 

Lesson Instructions, Monday Oct. 16

Juniors - Prep and Questions on Mitch Landrieu's Speech
Seniors - Prep and Questions for Read-Aloud

Weekend Homework, October 13

Juniors 

Head on over the the AP Blog: aplanguagepower.blogspot.com for your blog post prompt of the week. Due Sunday by 9:00.

Seniors  

If you have headphones, please bring them to class on Monday. No official homework. Please take the time to work on your college applications.

Homework, Thursday, October 12

Juniors

Before you read the article, "The Michelle Obama Technique You Can't Afford to Ignore", review the following questions. Then, answer the following questions as you read the article.

1.) According to the article, what is Michelle Obama's approach? 
2.) What does the author mean when he says, "mission accomplished, and no mud stains on the hands."
3.) Some say that logic and ethics are the driving force behind people's decisions, yet the article claims otherwise. What does it claim about the role of emotions in decision making?
4.) Reread Michelle Obama's speech. Find three places where she appeals to logos and three places where she appeals to pathos. Ideally, these examples will be connected, like the article discusses. Be ready to discuss them in class tomorrow. Consult the chart at this link to assist you: E/P/L Chart

Seniors 

Prepare for tomorrow's in-class writing assignment in which you will write a paragraph or two about "Escape from Spiderhead." You can choose your focus, but all of the writing will include multiple pieces of evidence, clear analysis and academic language. The following checklist will be used to evaluate writing:

Analytic Paragraph Checklist, Grade 12

• I begin the paragraph with a topic sentence that expresses a clear argument.

• Before I give my evidence (quote), I provide context and explain what’s happening in this part of the text. (Who’s speaking? To whom? About what? What is the narrator describing here? What topic is being discussed here?)
• I embed my quote smoothly into my own writing by using a signal word or phrase to introduce the evidence (narrates, explains, responds) and uses appropriate punctuation.
• I use marker verbs (e.g., demonstrates, illustrates, conveys, implies, suggests, reveals, indicates) to clarify the analysis that follows my quote.
• I comment on the significance of my evidence to my argument, rather than just paraphrasing the text and discuss the implicit, as well as the explicit meaning of the evidence.
• I use college-level vocabulary, including the content vocabulary of the unit
• I conclude with a sentence that ties my ideas back to my argument (topic sentence) and synthesizes
• I use transitional language to connect my ideas throughout the paragraph

Wednesday, October 11

Juniors 

Consult the mini-posters at these links to complete your assignment: Logos and Pathos.

1. Then, watch the following campaign advertisement: "Wolves" . What specific techniques does the ad use to to appeal to pathos? Come up with at least three examples AND explain what emotional response the ad is likely to evoke in a specific audience. What appeals to logic would need to be added to it in order for it to be more persuasive?

2. Read the article at the following link: Over 200 economists say Trump is wrong on immigration. What specific techniques does the ad use to to appeal to logos? Come up with at least three examples AND explain how those techniques work to persuade you of the author's purpose.

Seniors 

Prepare for discussion tomorrow. If you can answer the following questions with evidence from the text, you will be in good shape. Students who prepare by writing down their thoughts and having evidence prepared are much more likely to succeed in discussion by offering rich, evidence based interpretations. You can find the discussion rubric at this link: Discussion

Consider: 

1. Ultimately, what does George Saunders want you to know and understand after reading "Escape from Spiderhead?"

2. How can Zimbardo's theories be applied to develop a richer interpretation of the story? 

3. How does this story connect to you or the real world? 

Homework, Monday, October 10

Juniors 

Consult the mini-posters at these links to complete your assignment: Logos and Pathos.

1. Then, watch the following campaign advertisement: "Wolves" . What specific techniques does the ad use to to appeal to pathos? Come up with at least three examples AND explain what emotional response the ad is likely to evoke in a specific audience. What appeals to logic would need to be added to it in order for it to be more persuasive?

2. Read the article at the following link: Over 200 economists say Trump is wrong on immigration. What specific techniques does the ad use to to appeal to logos? Come up with at least three examples AND explain how those techniques work to persuade you of the author's purpose.

Seniors 

Expect a reading quiz tomorrow :)

1. Read the rest of "Escape from Spiderhead."*
If you do not have the final page of the story, you can access it at the link above. 

2. As you read, answer the following questions:  

                      a. What crime did Jeff commit to to end up in the Spiderhead? What explanation does he provide for why he did what he did?  

                      b. Would your impression of Jeff been different if you had the information about his crime at the beginning of the story? How? 

                      c. Track the events of the ending: What happens? Make sure to pay attention to the details in preparation for a reading quiz tomorrow. 

                      d. How has Jeff changed by the end of the story? Look at the opening and closing scenes to answer the question. 

Homework, Friday, Oct. 6

Seniors 

In his lecture, Zimbardo explains that we can understand situations better by examining the disposition of a person, the situation, and the system. This weekend, put this thinking to work by:

1.) Rereading the first two sections of "Escape from Spiderhead." One thing to note about the situation (the setting) is that the "drip" is like an IV drip in the hospital which is delivered through the "Mobipak," a drug filled backpack that is surgically attached to Jeff and remotely controlled by Abnesti.

2.) As you read, answer this question and find evidence to support your answer:

Are Jeff and Abnesti good apples or bad apples? In other words, what kind of people are they? Find two pieces of evidence to support your interpretation for EACH character.

Juniors 

Write a 200-300 word response to our unit EQ:

• What do the three speeches we read in class last week reveal about our national identity in the 21st century? (Remember 21st century = 2000 and forward). Please post by 9:00 on Monday, Oct. 9. 

Please post this response on our AP blog: http://aplanguagepower.blogspot.com/ where you can also find the assignment requirements. I have transferred existing posts over there. 

Homework, Thursday Oct. 5

Juniors 
Congrats to table #2 in 11AB and table #6 in 11CD for winning the thesis battle! There were lots of great purposes stated, and truthfully, the strongest and most precise was a combination of many of them.

Homework: Write a paragraph on how Bush establishes and develops ethos in his remarks after 9/11. Keep his purpose in mind. Strong paragraphs will discuss how this appeal to ethos helps him achieve his purpose. 

Tip! Remember that ethos is achieved when speakers gives the audience the sense that they are authoritative, ethical, relatable, credible, honest, sincere, competent, and similar to their audiences. Keep in mind that different qualities will be emphasized based on the context and purpose of the speech.

Here are the winning purposes (with slight revisions by Ms. Candlin) 

• In his remarks to Americans on the night of Sept. 11, 2001, 43rd President George W. Bush acknowledges the "evil, despicable" attacks on the country and reassures the world about the strength and resilience of America and its institutions. 
• In his speech, GWB informs Americans that actions is being taken to recover from the tragedy of the terrorist attacks and to persuade both Americans and the rest of the world that we are too strong to be broken by acts of terrorism. 

Seniors 

1. Read the handout on Zimbardo's definition of heroism distributed in class today. 

2. In your notebook, write about an example of heroism that you have demonstrated, witnessed, or heard about. You can use examples from current events, history, literature, or your life. 

Homework, Oct. 4

Seniors 

Finish the Zimbardo lecture we started in class today. Both classes need to view and take notes on the last seven minutes of the lecture. Make sure you answer the following questions as you view:

1.) How does changing their appearance affect the way that perpetrators treat their victims?
2.) What are the seven steps that grease the slippery slope of evil?
3.) When does evil usually happen?
4.) According to Zimbardo, what are diseases in our society and how should we treat them?
5.) What are the two keys to heroism?

Here is a link to the video: Zimbardo: The Psychology of Evil

AP Language 

Tonight, write a paragraph that analyzes how either Trump or Obama (whichever you DID NOT do in class today) appeals to ethos in his remarks to Americans. Be sure that your paragraph:

• Includes vocabulary from the handouts distributed in class today - both techniques and effects 
• Uses college-level marker verbs, such as illustrates, conveys, demonstrates, suggests 
• Includes at least three of the BEST bite-sized quotes you can find of the speaker establishing and developing his ethos 

Tip! Refer to the sample paragraph provided in the handout about John McCain if you need a model. 

Homework, Tuesday, October 3

Seniors - No homework, but if you missed class today or want a higher grade for the classwork, please do the following:
1.) Read the Cherokee parable at this link: Click Here
2.) Paraphrase it precisely. What point is it making about how someone develops morality?
3.) Write about a page in which you 1.) Agree, disagree, or a little bit of both with the idea conveyed by the parable. 2.) Provide an example from current events, your life, popular culture, history or literature to support your thinking.

11th Grade Assignment

Intro: Both Obama and Trump gave speeches in the wake of a tragedy in order to unite and comfort our nation. However, their messages and strategies differed. Based on your exit tickets and our interpretations, their purposes include the following.

Task:

1. Read the purposes of each speech listed below. Read them more than once.
2. Choose one of the listed purposes to support with evidence from a speech.
3. Rewatch or read the speech again. Find six pieces of evidence from the speech that best supports the purpose you chose below.
4. Make sure to choose two quotes from the beginning, two quotes from the middle and two quotes from the end of the speech to support your chosen purpose.
5. When you come into class tomorrow, expect to do some writing explaining how this evidence supports the stated purpose.
   
   
   ***Speeches can be accessed at this link: Presidential Remarks After National Tragedy

Barack Obama Addresses the Nation After Sandy Hook 2012 →

Obama’s purpose is ....

1. To inform audiences of his personal grief over the events at Sandy Hook and persuade them that it is an example of a tragic pattern in our American culture.

2. To extend his condolences and express his grief by highlighting his ability to empathize as a father.

3. To inform his audience about the tragic consequences of the Sandy Hook shooting and call Americans to action.

Donald Trump Addresses the Nation After Las Vegas Massacre 2017→

Trump’s purpose is ...

1. To persuade Americans that religion and unity can heal the wounds of the tragic shooting in Las Vegas.

2. To glorify the responders and provide religious comfort to a shocked nation.

3. To inform them that the event was a singular act of evil and persuade them that it pales in comparison to the professionalism and faith of the American people.
   
   

Homework, Monday, October 2

Seniors 

Final draft of college essay due tomorrow. One copy printed before class for full credit. Find the Common App Prompts and make sure to include one on your draft and refer to the Essay Checklist one more times. You can also consult the mentor texts at these links: College Essays Published in the NYTimes, SOF College Essays

11 CD: Compare and contrast Woda and Franco’s arguments about selfies. How do they use different rhetorical strategies to make their point? Which is more convincing and why? (Use at least three rhetorical terms in your explanation. These may include any element of SOAPS or, the methods of development or TYPES of evidence, such as anecdotal, statistical, examples from popular culture etc.)

11AB: No homework.