Brewer's AP Language/American Lit

Warm Up: Voice Lessons: Diction Lesson #6 Learning Intentions: We are learning that... Effective rhetorical analysis works to explain how a text works to convey its meaning. Authors use rhetorical strategies to add power, nuance, and depth to their arguments. Success Criteria We will know we have been successful when we can... Name the elements that are essential to every effective argument. Identify, name, and explain a selection of rhetorical devices and strategies. Agenda Activity: Meme the Rhetorical Device Intro to The Things They Carried Upcoming: For Tuesday (I will not be here): Finish  and submit Focus Project Product #1 Planning Guide. Be sure to include: Complete and specific description of Exigence, Audience, Purpose and Form Some idea of a plan for completion 4 standards that your product will demonstrate mastery of A bibliography with at least 6 sources in MLA format Continue reading The Things They Carried . (Ch. 1-4 Quiz and Discussion Thursday) Finish Vocabulary Meme A

Warm Up: SSR Learning Intentions: Effective Rhetorical Analysis Essays identify strong purposes in the text and trace these purposes through the author's developmental choices. Success Criteria Develop a paragraph that effectively analyzes author's choices Differentiate between stronger and weaker AP Rhetorical Analysis essays Agenda: Finish Focus Project Pitches Share JFK Body Paragraphs Review JFK Exemplar (Strong, Middle, Weak) Homework: Tomorrow: Midterm By Friday: The Things They Carried

Warm Up: SSR Standards: 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. ELAGSE11-12RI2  Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the 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. ELAGSE11-12SL4  Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate

  Warm Up: SSR 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). ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fres

Warm Up: Diction Warm Up #3 Standards: 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. ELAGSE11-12RI2  Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the 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. ELAGSE11-12SL4  Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style a

Warm Up: Literacy Narrative: Goals & Feedback Questions Learning Intentions: Writing improves through reflection, setting goals, and eliciting feedback. Effective narratives show important details in order to invite readers into the story. Success Criteria Peer Review: Goal Setting, Feedback Agenda: Literacy Narrative Peer Review Turntable Tuesday - Last center Workshop: Into the Wild Literacy Narrative Focus Friday Pitch Homework: Into the Wild, Ch. 6-10 Literacy Circles (Tomorrow) Focus Friday Pitch Pre-write & Draft (Friday) They Say/I Say Ch. 3, Q1 (Due Sunday) Blog #3 (Due Sunday)

Warm Up: TSIS, Ch. 3 Big Ideas and Takeaways Learning Intentions: Growth in reading and writing comes both from considered reflection on strengths and weaknesses and from a willingness to play with language. Success Criteria Benchmark MCQ reflection and corrections Benchmark Argument Growth reflection Magnet Poetry Story Cubes Collaborative Story Agenda: Turntable Tuesday #2 Homework: Literacy Narrative Draft (MUST have by tomorrow in class) Into the Wild, Ch. 6-10 (Literacy Circles Thursday) Focus Project Pitch Pre-write and Draft (By Friday)

Warm Up: Voice Lessons: Diction Lesson 1 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). ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language

Warm Up: Clear your desk except for your copy of "November" and "I Heard the Learn'd Astronomer" 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. ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Essential Questions: What makes poetry beautiful? How can Nature teach us to live? Agenda: Multiple Choice Quiz: "Learn'd Astronomer" & "November" Discussion :  "The Chambered Nautilus" Intro to Thoreau's Transcendental retreat As you watch the videos below,

Warm Up: Simple Sentences: Object Compliments Learning Intentions: Romantic poets explored the tensions between human knowledge and experience Romantic poets looked to nature for deep truths about life Poets build arguments through tension and imagery. Success Criteria Read and discuss Romantic Poetry Develop Language Field Guide Agenda: Read "Learn'd Astronomer" Read "November" Discuss Poems Begin Romanticism Language Field Guide Homework: Read "The Chambered Nautilus" & Add to your Romanticism Language Field Guide They Say/I Say, Ch. 2 - Qs (by Thursday)

Warm Up: Simple Sentence Patterns: Sentences with Object Compliments Learning Intentions: And ecocritical lens can open up new meaning in a text about human relationships with nature. Interviews require professionalism, authenticity, and confidence. Success Criteria Offer ideas and raise questions during text discussion Participation in Interview Day Agenda: Discuss "Applying Ecocritical Lens" activity Junior Interview Day They Say/I Say, Ch. 2 - Takeaways Homework: Read "Astronomer" & "November" poems - begin "Romanticism Language Field Guide (by Wednesday) TS/IS, Ch. 2 Qs (by Thursday) 3 Good Texts for Focus Project (by Friday) Read 5 blogs and pick of the week (By Friday)

Warm Up: SSR Learning Intentions: Critical Lenses can offer an interpretive frame for understanding literature. Ecocriticism is concerned with the ways that humans interact with and conceptualize nature. Success Criteria Students make claims about textual meaning based on the theories of Ecocriticism. Students ground these claims in interpretation of specific textual evidence. Students share their ideas & findings both within a small group and with the class. Agenda: Intro to Ecocriticism Applying Ecocriticism activity Homework: Read TS/IS, Ch. 2 - 3 takeaways Finish Resume and Submit Come dressed nice for Interview Day!

Warm Up: SSR Learning Intentions: Deep learning requires ongoing engagement with the ideas under study. New ideas grow out of the ideas of others. Success Criteria We will know we are successful when we have Selected a topic, idea, or issue to pursue for our focus project Developed a method for curating materials related to our focus project Agenda: Types of Texts Tools for Curation Focus Project: Next Steps Develop your curation--be ready to speak to it/explain your methods Locate 3 good texts that speak to your topic from a number of directions Literacy Narrative: 3 Vignettes 1-on-1 conferences Interview Day Prep: Resume & Application Homework:  Continue to work on Focus Project Texts.

Warm Up: Review Argument Notes: Thesis statements, Reasoning, Structures, Developing Evidence Learning Intentions: We are learning that... Assessments are opportunities to check our learning progress against external and shared measures. Success Criteria Benchmark Assessment Agenda: Benchmark 21 MCQ 1 Argument Essay Homework:  Complete Focus Project Brainstorming Workshop!

Warm Up: Revised Thesis Share-out Learning Intentions: Strong thesis statements act as nuanced guides to the argument you are making. Using evidence effectively means examining it in depth and considering how it out to shape your argument. Success Criteria Develop a revised thesis statement based on a prompt Perform a "1 on 10" and a "10 on 1" with argumentative evidence based on a prompt. Agenda: Mini-Lesson: Developing Evidence Activity: 10-on-1 and 1-on-10 Argumentative Structures Toulmin Argument: Identifying Warrants Homework:

Warm Up: POP Quiz: Induction & Deduction Learning Intentions: Successful arguments are nuanced, complex, and carefully reasoned. Argumentative Structures exist that can aid in organizing a meaningful argument. Success Criteria Identify instances of inductive and deductive reasoning, and consider their strengths and weaknesses as techniques for authentic arguments. Explain organizational structures for developing arguments. Develop a nuanced thesis based on a topic that matters. Agenda: Intro To Argumentation Inductive & Deductive Reasoning Logical Fallacies Mini-lesson: Finessing a Thesis Statement Practice: Thesis Statement Homework: Read Everything's An Argument, Ch. 7 Draft Review: Unfounded Claims, Faulty Reasoning Reread your "Unknown" Argument. Look for (and highlight) any sentences that seem to make assumptions that are either unfounded, or might require further justification. In the margins, explain the faulty reasoning.

Warm Up: Simple Sentence Patterns:  Learning Intentions: We are learning that... Authentic learning occurs when students have autonomy in choosing their focus and can work toward a bigger purpose. Traditional modes of schooling often diminish intrinsic motivation. Success Criteria We will know we have been successful when we... Develop a set of claims and evidence related to issues of intrinsic and extrinsic motivation. Reflect on our learning and come to a well-founded conclusion about our progress so far in this course. Agenda: AP Multiple Choice Finish Group comparison Discuss answers Purpose in education Small Group Discussion Whole Group Discussion "What's your Sentence?" Homework: Complete "What's your Sentence?" by tomorrow evening! They Say/I Say,  Ch. 1 Practice Questions (by Thursday) Continue Reading Blogs Read 5 this week Pick of the Week for Friday

Warm Up: Argument #1 Reflection SSR Learning Intentions: We are learning that... AP Multiple Choice questions focus on particular aspects of the author's rhetorical choices. Improved writing comes from focused practice and intentional reflection. Success Criteria We will know we have been successful when we can... Discuss AP Multiple Choice answers, including reflection on what we understand and where we went wrong. Reflect purposefully on our own writing, and plan for improvement Agenda: Discussion: TS/IS, Ch. 1 Structure of the AP Exam Fun with AP Multiple Choice Homework: By Wednesday: Read Kohn, "The Case Against Grades" and respond to discussion questions (GClassroom)   They Say/I Say,  Ch. 1 Practice Questions (by Thursday) Begin Reading Blogs Read 5 this week Pick of the Week for Friday

Warm Up: Word of the Week Learning Intentions: We are learning that... The willingness to fail is an essential part of any worthwhile learning experience. Deep learning occurs when we have autonomy over our learning journey, when we are motivated to aim toward mastery, and when our learning has purpose. Success Criteria We will know we are successful when we can Enunciate a position on the role of failure in meaningful learning. Develop a purpose statement for our personal learning journey. Agenda: Literacy Narrative Share Time Freewrite: "Fail better." Sir Ken Robinson, "Changing Education Paradigms" Dan Pink, "The Puzzle of Motivation" "The One Sentence Project" Homework: Write your Sentence. Submit to GClassroom by Thursday. By Wednesday: Read Kohn, "The Case Against Grades" and respond to discussion questions (GClassroom)   Read They Say/I Say, Ch. 1 Three Takeaways (by Tuesday) Practice Questions (by Thursday) Begin Readi

" Exam ," by Alberto G. ( CC BY 2.0 ) Warm Up: Simple Sentences: intransitive verb Learning Intentions: Strong arguments situate themselves carefully within a particular rhetorical situation, developing the persona of the speaker and anticipating the needs of a particular audience. Success Criteria Identify the qualities of strong and weak Multiple Choice Questions Agenda: Freewrite: "Shifting Perspectives" SSR AP Multiple Choice Discussion: "Shifting Perspectives" They Say/I Say , Preface & Intro Homework: Finish They Say/I Say, Preface & Intro Qs (on Google Classroom) Find and read one thoughtful article related to your chosen "focus" for your "Shifting Perspectives" writing (Have it read by Friday!)

Warm Up: Finish Freewrite "Summing Up" Overview of Turntable Process Learning Intentions: We are learning that... Arguments center on strong claims supported by concrete evidence. Language use is at the center of meaning making Success Criteria We will know we have been successful when we can... Assess our own writing against a standard, identifying areas of strength and directions for growth. Identify patterns of language use as they relate to tone, meaning, and rhetorical purpose. Agenda: Station 1: Teacher Tutorial Location: Back Room Couches Supplies: Your Writer’s Notebook, pen/pencil  This station will meet with me.  We will review the information from your reading diagnostic, chat a bit about vocabulary, and set goals for the next few weeks. Station 2: Word Collectors Location: Hallway Supplies: Writer's Notebook, “This is Water,” “Pale Blue Dot” At this station, you will work as a group to examine word choice in our two text from this week. After collecti

Warm Up: Word of the Week: obstinate Book Check: Into the Wild Learning Intentions: We are learning... Effective argumentative texts position themselves within specific rhetorical contexts. Success Criteria We will know we have been successful when we Share knowledgeably from your group analysis. Agenda: Discussion: They Say/I Say , Preface & Intro Shifting Perspectives Share-out The Dictionary of Obscure Sorrows Freewrite: Shifting Perspectives Homework: TS/IS, Preface & Intro Qs (By Wednesday)