AP Lang April 20- April 24

A Day
Tuesday- Students took Brave New World Ch. 9-12 quiz,
Thursday- Timed mini AP quiz; discuss answers; discussed Leondar Pitts article about Satire; A Modest Proposal Worksheet

B Day
Monday- Students took Brave New World Ch. 9-12 quiz,
Wednesday- Timed mini AP quiz; discuss answers; discussed Leondard Pitts article about Satire; A Modest Proposal Worksheet
Friday- Vocab 20 Quiz; practice planning for essay; how to analyze a politcal cartoon; analysis of cartoons;

AP Lang March 16-March 20

A Day
Tuesday- Students wrote an in-class summative rhetorical analysis essay
Thursday- We finished introducing Brave New World and discussing issues discussed in the book; students began to SOAPSTone and DIDLS "Harrison Bergeron" by Kurt Vonnegut; CHAPTERS 1-5 in Brave New World ARE DUE MONDAY

B- Day
Monday-We finished the Introduction to Brand New world and discussed issues discussed in the book
Wednesday- Students wrote an in-class summative rhetorical analysis essay
Friday- Vocab 18 Quiz; Introduce propaganda; students began to SOAPSTone and DIDLS "Harrison Bergeron" by Kurt Vonnegut; CHAPTERS 1-5 in Brave New World ARE DUE TUESDAY

AP Lang March 2- March 6

A Day
Tuesday- Students presented their rhetorical analysis questions
Thursday- Students finished presenting their rhetorical analysis questions

B Day
Monday- Students did AP Practice Questions; we discussed the correct answers ans reasoning
Wednesday- Students presented their rhetorical analysis questions
Friday- Students continued presenting their rhetorical analysis questions

AP Lang February 9- February 13

A Day

Tuesday- Discuss Rhetorical Terms and fallacies; Intro Sharkwater; Summative Essay Due; Follow the Columnist #2 Due
Thursday- Watch Sharkwater and do the viewing guide

B Day
Monday- AP Practice day #3; Discuss Rhetorical Analysis #2 and Antithesis
Wednesday- Discuss Rhetorical Terms and fallacies; Intro Sharkwater; Summative Essay Due; Follow the Columnist #2 Due
Friday- Watch Sharkwater and do the viewing guide

AP Lang Follow the Columnist Directions For Rest of Semester

AP Language and Composition

Follow the Columnist 

In order to become a “global citizen,” you must actually become aware of those issues that are currently at stake within society. Your task will be to follow a columnist, chosen from the list below.  Over the course of this exercise you will become an expert on this author.  You will understand their opinions/politics; you will be able to easily identify their voice and writing style; you will be aware of their target audience and the purpose with which they feel motivated.  For each week that you follow this writer, please complete the accompanying writing activity.

• David Ignatius, The Washington Post
• Maureen Dowd, The New York Times
• George F. Will, Newsweek/The Washington Post
• Charles Krauthammer, The Washington Post
• David Brooks, The New York Times
• Paul Gigot, The Wall Street Journal
• Robert J. Samuelson, Newsweek/The Washington Post

Annotate directly on the column by taking notes on DIDLS and rhetorical strategies used as well as over the following:
Speaker-Remember it is not enough to simply name the speaker.  What can you say about the speaker based on the evidence, the writing style, the topic etc.?  What does the speaker value?
Occasion- Be certain to discuss and record both the larger occasion, that is, those issues or ideas that must have made the speaker think about this incident, as well as the immediate occasion, whatever made the author decided to focus on it in their writing.   
Audience-To whom is this writing directed? It is not enough to say: “Anyone who reads it.”  You will want to identify a certain audience by describing some of its characteristics.  Be specific.  The audience will rarely be “working adults.”  Consider party affiliation, societal values, religious beliefs, etc.
Purpose- The purpose could be purely a personal one (i.e. to assuage guilt, to boast, etc.), but it also could be direct towards the audience, in which case you will have to decide what the message is and how the author wants this audience to respond.
Subject-What is the topic of the author’s writing.  You should be able to identify this easily based on the writing’s focus.   
Tone- Try to choose a description of the tone that fits the piece as a whole.  You must also include specific words or phrases from the text and explain how they support your statement. Instead of using vague generalities like, “realistic” and “happy,” consider specific adjectives like, “pragmatic” and “complacent.”

Follow the Columnist #1:

*********** After you’ve done these annotations, construct a highly organized paragraph that discusses the author’s diction.  This should be a familiar topic of study for you.  Look at what words create the author’s emotion towards his/her topic.  Determine the level of their emotional attachment.  Discuss how the words used show the author’s tone. ***********
********** This part will change each week. See the AP page weekly plans (and below) for instructions.***********

Follow the Columnist #2:

Find a new article by your columnist. Annotate it for for SOAPSTone as above. Then, complete the following:
After you’ve done these annotations, construct a highly organized paragraph that discusses the author’s tone, his attitude toward the subject.  Look at what words/details/etc. create the author’s emotion towards his/her topic. 

Follow the Columnist #3:

Find a new article by your columnist. Annotate it for for SOAPSTone as above. Then, complete the following:
After you’ve done these annotations, construct a highly organized paragraph that ANALYZES the author’s use of rhetorical devices.  Don JUST find examples of rhetorical questions, antithesis, tricolon, metaphor, etc., but be sure you explain WHY the author is using them. What EFFECT is he going for?

Follow the Columnist #4:

Find a new article by your columnist. Annotate it for for SOAPSTone as above. Then, complete the following:
After you’ve done these annotations, construct a highly organized paragraph that discusses the author’s purpose. What portions of the writing speak directly to this and what is their impact on the reader? What is the overall goal to be achieved by writing this opinion? What can be said about such a purpose? Determine the value/worth of this position.

Follow the Columnist #5:

Find a new article by your columnist. Make sure it is an opinion piece. Annotate it for for SOAPSTone as above. Then, complete the following:

After you’ve done these annotations, construct a highly organized paragraph that discusses the author’s argument. How does the author organize his argument? (Think beginning, middle, and end.) What types of evidence does he/she use to support the argument? Is the argument solid or are there places where it is weak? ANALYZE, don’t just tell.

Follow the Columnist #6:

This time, you actually won’t be following your columnist. Find a satirical article from a legitimate source like The Onion. Read, annotate, SOAPSTone as usual and then complete the following:

After you’ve done these annotations, construct a highly organized paragraph that analyzes your author’s argument and his use of satire to get his point across. What rhetorical strategies does he use to make his point? How does he use them to achieve his desired effect? Be sure to “chunk” the text and analyze it from beginning to end.

Follow the Columnist #7:

Find a new article by your columnist. Make sure it is an opinion piece. Annotate it for SOAPSTone as above. Then, complete the following:
For your paragraph, write, analyzing your columnist’s style, particularly as it is written in this text, but also refer to past texts as evidence of author’s style. Remember (from our style unit way back when) that an author’s DIDLS tends to be consistent and helps determine style.

Follow the Columnist #8:

Find a new article by your columnist. Make sure it is an opinion piece. Annotate it for for SOAPSTone as above. Then, complete the following:
For your paragraph, instead of analyzing, write an argument. Determine the claim or claims your columnist is making, and then write a thesis in which you defend, challenge, or qualify his/her claim. Fully develop one “real world” example as evidence to supoort your claim.

Google Drive Links

Please use my drive as a resource for assignments in addition to (NOT INSTEAD OF) in-class instruction.

AP Lang

https://drive.google.com/open?id=0B-nM9raJKHZkMjFTVnMzeHprc1E&authuser=0


World Lit

https://drive.google.com/folderview?id=0B-nM9raJKHZkc3NXeVBFZ0VLWTA&usp=sharing

Semester 2, Week 2 AP Lang

AP Lang A Day
Monday-Introduce Vocab 14; Introduce Debate Unit; Analyzing Rhetoric Activity
Wednesday- Analyzing Rhetoric Activity 2;
Friday-Vocab Quiz; Preliminary Debate Work Due; Discuss with group

AP Lang B Day
Tuesday-Introduce Vocab 14; Introduce Debate Unit; Analyzing Rhetoric Activity
Thursday- Analyzing Rhetoric Activity 2;

AP Lang Nov. 17- Nov. 21

A Day
Monday- Part II of In Cold Blood Multiple Choice Quiz, discussed letter Perry's father wrote to Parole Board; students SOAPSToned and DIDLSed for next class.
Wednesday- Vocab 11 Quiz; Groups discussed correct answers to Multiple Choice Questions; Began writing Group Essay about Part II of In Cold Blood--Thesis and Body paragraph only
Friday- Groups finished analysis body paragraphs

B Day
Tuesday- Vocab 11 Quiz; Groups discussed correct answers to Multiple Choice Questions; Began writing Group Essay about Part II of In Cold Blood--Thesis and Body paragraph only
Thursday- Groups finished analysis body paragraphs

AP Lang 11/17/14

We looked at the letter from Perry's father and SOAPSTone and DIDLS it. Students are to complete the worksheet to analyze the letter and fill in the chart on my Google + for the details Capote gives about Perry and Dick in all of Part 2.

Ap Land November 3- November 7

A Day
Wednesday-Vocab Quiz; Watched Rear Window
Friday-Finished Rear Window; Introduced Synthesis; Bring article and thesis to class on Monday

B Day-
Monday-Vocab Quiz; Watched Rear Window
Thursday- Finished Rear Window; Discussed Synthesis; conference about thesis statements; Bring article and thesis to class on Monday

AP Lang- Feminist Commercial

https://www.youtube.com/watch?v=2ZfltpUhP30

AP Language Octobeer 20- October 24

A Day
Tuesday- We took Vocab 7 Quiz, discussed argument and watched a 60 Minutes piece on Redshirting.
Thursday- In class students DIDLS/Soapstoned the first two and a half pages of In Cold Blood. We discussed how Capote used language to involve the reader. Students are to review and take notes on the background material in the In Cold Blood file on my Google Drive.


B Day
Monday- We took Vocab 7 Quiz, discussed argument and watched a 60 Minutes piece on Redshirting. We also discussed synthesis
Wednesday- In class students DIDLS/Soapstoned the first two and a half pages of In Cold Blood. We discussed how Capote used language to involve the reader. Students were to review and take notes on the background material in the In Cold Blood file on my Google Drive.
Friday- Students took the Vocab 8 Quiz and the Quiz over background information from In Cold Blood. Students then got the answers to the AP Multiple Choice Practice Test that they took last week. Students then worked in groups to determine the method for finding the correct answer according to college board.

AP Lang Sept 29- Oct 3

A Day
Monday-Introduced morality in The Road and found quotes from the book about morality. We then annotated two articles by Leonard Pitts about Sept 11 for ethos pathos and logos. We introduced the writing topic for this section of The Road.
Wednesday- We started the thesis statements. I gave feedback about them and there was a junior/senior class meeting
Friday- Vocab 5 quiz. We then discussed morality in The Road. Students then finalized their thesis statements began writing their body paragraphs.

B Day
Tuesday-Introduced morality in The Road and found quotes from the book about morality. We then annotated two articles by Leonard Pitts about Sept 11 for ethos pathos and logos. We introduced the writing topic for this section of The Road.
Thursday-We then discussed morality in The Road. Students then wrote their thesis statements and I gave feedback on them. Then students began writing their body paragraphs.

Ap Lang Sept 22- Sept 26

A Day
Tuesday- Prepared for the Georgia High School Writing Test
Thursday-Looked at Ms. Dial's and Ms. Wood's arguments regarding pets in costumes and analyzed them for tone, diction, and rhetorical style. HOMEWORK- Write a persuasive response on the subject of dressing pets up in costumes from the point of view of a pet. (Must be in English. I don't speak dog.)

B DAY
Monday- Prepared for the Georgia High School Writing Test
Wednesday- Prepared for the GHSWT.
Friday-Looked at Ms. Dial's and Ms. Wood's arguments regarding pets in costumes and analyzed them for tone, diction, and rhetorical style. HOMEWORK- Write a persuasive response on the subject of dressing pets up in costumes from the point of view of a pet. (Must be in English. I don't speak dog.)

Week 4- AP Lang

A Day
Tuesday-We worked on a voice lesson and conferences/got feedback on Eat, Pray, Love essays
Thursday-We are writing the summer reading summative essays in class.

B Day
Monday- We had a vocab quiz, Annotated Pitts' "Dumbing down America" article, and SOAPSTones and DIDLSed the first two pages of The Road. Through page 60 is due next Wednesday.
Wednesday-We worked on a voice lesson and conferences/got feedback on Eat, Pray, Love essays
Friday-We are writing the summer reading summative essays in class.

Week 3- AP LANG

A Days
Monday- We read and annotated an excerpt from Eat, Pray, Love and wrote an analytical paragraph discussing style's impact on meaning.
Wednesday- Analytical paragraphs were returned with feedback and students were to expand paragraph into an analytical essay. Students were to read excerpt from The Glass Castle for homework.
Friday- Students took vocab quiz 2, annotated "Dumbing Down America" and we discussed effective annotation. Students also saw an example analysis paragraph about excerpt from The Glass Castle. Students annotation (SOAPSTone and DIDLS) the first two pages of The Road by Cormac McCarthy.

B Days
Tuesday- We read and annotated an excerpt from Eat, Pray, Love and wrote an analytical paragraph discussing style's impact on meaning.
Thursday- Analytical paragraphs were returned with feedback and students were to expand paragraph into an analytical essay. Students were to read excerpt from The Glass Castle for homework.

Week 2 AP Lang 8/11-8/15

A Days

Tuesday: We wrote group analysis paragraphs on Night. We then peer revised them and rewrote them. Students were then to read and DIDLS "Introductions" by David Sedaris
Thursday: We began class with a Vocab quiz,then we wrote group analysis paragraphs on "Introduction" by David Sedaris. We then peer revised them and rewrote them. Students were then to read and DIDLS an excerpt from Eat, Pray, Love.

B Days
Monday: We finished the song tone shift assignment and discussed the difference between changing tone and changing meaning. We then discussed tone versus style.Students finished up class by DIDLS-ing an excerpt from Night.
Wednesday: We wrote group analysis paragraphs on Night. We then peer revised them and rewrote them. Students were then to read and DIDLS "Introductions" by David Sedaris
Friday: We began class with a Vocab quiz,then we wrote group analysis paragraphs on "Introduction" by David Sedaris. We then peer revised them and rewrote them. Students were then to read and DIDLS an excerpt from Eat, Pray, Love.

Week of August 4- WEEK 1 AP LANG

AP LANG A DAY

Monday- Introduction to class, 6 word memoir
Wedsnesday- Voice lessons warm up, completed a SOAPSTone and DIDSL for two pieces telling about Stephen King's car accident and compared in terms of tone, manipulated the words from a favorite song to change the tone.
Friday- Finished the song lyric assignment, discussed difference between tone and style, and completed a DIDSL for an excerpt from Night, compared King's and Wiesel's style and tone.

AP LANG B DAY

Tuesday- Introduction to class, 6 word memoir
Thursday- Voice lessons warm up, completed a SOAPSTone and DIDSL for two pieces telling about Stephen King's car accident and compared in terms of tone, manipulated the words from a favorite song to change the tone.