English 2 AP Language and Composition Weekly Archives

 

Week 1: September 4-5, 2014

September 4: Orientation: Introduction to the class, class expectations, book distribution, etc.

September 5: Introduction to multiple perspectives

Week 2:  September 8-12, 2014

September 8:  multiple perspectives

Group discussion on "The Thin Envelope"

September 9: Vocabulary Test

Vocab Notecards Due

AP  Rubrics

September 10: Summer Reading Essay

Septmeber 11: Introduction to Rhetoric

Rhetoric Handout

Obama Acceptance of the Nobel Prize

President Kennedy's Commencement Address at American University

http://youtu.be/AG2PwhT0TDc?t=2m20s (Part 1)

http://youtu.be/oY3rktMNHTs (Part 2)

Burger King mini burgers commercial:

Wall-E, trailer for the children’s movie

 September 12: Introduction to Rhetoric, Continued

What is Rhetoric?

Week 3:  September 15-19, 2014

September 15:  Rhetoric Handout

Obama Acceptance of the Nobel Prize

President Kennedy's Commencement Address at American University

13 minute mark

Wall-E, trailer for the children’s movie

 September 16:  Rhetorical Analysis

Patrick Henry's Speech to the Virginia Convention

September 17: Patrick Henry's Speech to the Virginia Convention

September 18: Power Googling

Read MLK: Letter From Birmingham Jail

Find a hard copy of an article no older than two weeks. It cannot be a straight news story. It must be a current event with opposing viewpoints that are being discussed or argued.--due Friday

September 19: Common Place Assignment

Common Place Example

Week 4:  September 22-26, 2014

September 22:   Power Googling

Read MLK: Letter From Birmingham Jail

September 23: MLK: Letter From Birmingham Jail

Group rhetorical analysis

September 24: Complete MLK Rhetorical Analysis

September 25: Fall recess

Homework: Find a hard copy of an article no older than two weeks. It cannot be a straight news story. It must be a current event with opposing viewpoints that are being discussed or argued.

September 26: Common Place Assignment

Week 5:  September 29-October 3, 2014

September 29:   Letter From Birmingham Jail

Complete Reading Questions Questions

September 30: MLK: Letter From Birmingham Jail

Group rhetorical analysis

October 1: Complete MLK Rhetorical Analysis

October 2: AP Rhetorical Analysis Essay Samples

October 3: MLK Essay

Week 6:  October 6 - 10, 2014

 October 6: MLK Essay

October 7: Read about Classical Arrangment and Annotate O'Connor's  Argument

 October 8: Minimum Day

 Complete Annotation

October 9: Late Start Day

In Class Practice AP Test

Homework: Prepare common place article

October 10: Common Place Analysis

Week 6:  October 13 - 17, 2014

 October 13: Complete Classical Arrangment of O'Connor's  Argument

 Complete Annotation

October 14: Read and annotate "Fracking" articles

Combine in Groups of 4 to develop a commercial using the Classic Arrangement of Argument model from an assigned perspective

October 15: Create storyboards for comercials

October 16: Film Commercials

October 17: Complete filming and editing of commercials

Week 8:  October 20 - 24, 2014

 October 20:  AP Multiple Choice Test

October 21: Complete Fracking Commercials

October 22: Group Response/Fracking Commercials

October 23: Adding Voice to argument:

Flow and pause

Homework: Read and annotate High School Sports Arguments

October 24: Complete Introduction to Style

Week 9:  October 27-31, 2014

 October 27:  AP Multiple Choice Test

October 28: MLK Paragraph Revision and Style Review

Homework: Read and annotate The Case Against High School Sports

October 29: High School Sports Discussion

Homework: Read and annotate High School Sports Are Not Killing Academics

October 30: High School Sports Discussion

Homework: MLK paragraph rewrite due next Monday

October 31: Faculty Inservice Day

Week 10:  November 3-7, 2014

 November 3: High School Sports Socratic Seminar

MLK paragraph rewrite due

November 4: High School Sports Argument Essay (Google Doc)

November 5: Annotate Ascher's "The Box Man"

 November 6: Peer review and rubric grading of High School Sports Argument

Homework: Complete annotation of "The Box Man"

November 7: Introduction to SOAPSTone

"The Box Man" Discussion

Week 11:  November 10-14, 2014

 November 10: School Holiday

November 11: School Holiday

November 12: Discuss  Ascher's "The Box Man"

 November 13: Final rewrite and group evaluation of High School Sports Essay

November 14: SOAPSTone on Didion's "Santa Ana"

Week 12:  November 17-21, 2014

November 17: Complete Analysis of Didion

November 18: Style Analysis Essay

November 19: AP RA Essay Analysis

November 20: Begin Dillard and Wolf Analysis

November 20: Common Place Article and Analysis

Week 13:  December 1-5, 2014

 December 1: Death of a Moth Review

Begin Analysis of Dillard's "Weasels"

December 2: Complete "Weasels"

Essay Prep

December 3: In Class Essay

December 4: Essay Analysis: Selecting the Best of All Possible Essays.

Reread the prompts and essays you wrote on "Box Man"/"Santa Anas" and "Weasel"/"Moth"

Grade each essay on the AP Language/Comp Rubric

Write at least a 1/2 page justification for the grade you assigned each paper (that means two paragraphs total)

Staple the rubric to the paper you wish to be graded.

December 5: Introduction to Synthesis Essays

Group Work: Analysis of Synthesis packet

Week 14:  December 8-12, 2014

 December 8: Group Work: Analysis of Synthesis packet

Read and Analyze Synthesis Essays

December 9: Complete  Synthesis Analysis

Blending Quotations and Contrast Crunching

Introduction to Performance Task

December 10: Performance Task Prep

December 11: Performance Task (Essay)

December 12: Performace Task: Revision

Practice AP test

Week 15:  December 15-19, 2014

 December 15: The Synthesis Peer Review

December 16: Analyzing Visual Text

December 17: Argument and Documentary

December 18: Argument and Documentary

December 19: Bizarro Write

Week 16:  January 5-9, 2015

 Janaury 5: The Effects of Pathos--Complete The Internet's Own Boy and analyze the effects of pathos on argument

January 6: Essay Return

Writing better chunks

Flow and Compound/Complex Sentences

January 7: Rodriguez Rhetorical Analysis

Janaury 8: Welty Rhetorical Analysis

Janaury 9: Practice AP Multiple Choice Exams

Week 17:  January 12-16, 2015

 Janaury 12: Flow and Compound/Complex Sentences

January 13:  Rhetorical Analysis Essay Analysis

Read and assess Welty and Rodriguez Models

Self-Grade Essays

January 14: Allusions

Synthesis: Space Exploration

January 15: Synthesis Models and Analysis

Janaury 16: "Where Have you Gone?" Analysis

Week 18:  January 19-23, 2015

 Janaury 19: MLK Holiday

January 20: AP Multiple Choice Practice Test

Janaury 21: Complete Welty Essay Analysis

January 22: Space Synthesis

Janaury 23: Complete Analysis of Space Synthesis

Week 19:  January 26-30, 2015

 Janaury 26:  Synthesis Review

Complete Tone exercises

January 27: Review Old Essays and models

January 28: Period 2 Final

January 29: Period 3 Final

Final Exam: You will write two essays: Rhetorical Argument and Rhetorical Analysis. Review notes on Rhetoric, Rhetorical devices, old essays, Flow, pause, and metaphorical techniques.

Week 1:  February 2-6, 2015

 February 2: Faculty In-Service

Febraury 3: Final Exam Review

Blending CD/Com, Topic Sentences, Thesis statements

+1 Commentary

Reading Skills

Febraury 4: Introduction to Propaganda and Fallacy

Complete "Your Turn" Handout

Febraury 5: Introducton to Reason: Deduction/Induction

Skit: Develop your own 30 second add using 1 primary propoganda technique and 5 fallacies

February 6: Film/Record Skit

Week 2:  February 9-13, 2015

 February 9: Skit: Develop your own 30 second add using 1 primary propoganda technique and 5 fallacies

  Film/Record Skit

Febraury 10: Close Reading and Analysis

Febraury 11: Complete Reading analysis

February 12: Identifying Fallacy

Review skits--identify propaganda and fallacy techniques

Febraury 13: President's Day Holiday

Week 3:  February 16-20, 2015

 February 16: School Holiday

February 17: Complete Skit Review: Review skits--identify propaganda and fallacy techniques

Analyzing Visual Propaganda

Google

 February 18: Group Analysis of Propaganda (bring chromebooks)

Groups of 3 will identify one commercial/poster, etc. and analyze for prpoganda technique and fallacy

Groups will pair up and teach findings to another group

February 19: Logic, Propaganda, and Fallacy Test

February 20: Bring chromebooks

commonplace assignment

commonplace example

February 23: Entering the Conversation

Review of Argument

February 24: Shaping Arguments

February 25: In-Class Argument Essay

Febraury 26: Essay Models

Febraury 27: Complete common place write on chromebooks

Week 5: March 2-6, 2015

March 2: Dillard AP Multiple Choice

Read and annotate Johnson's Letter to Student's Mother

March 3: Logic Test Review

Complete Aanlysis of Entertainment Exemplars

Forced ranking of Class Models

March 4: Discuss Johhnson's Letter

Rhetorical Analysis: In groups of 4, analyze Johnson's use of rhetorical devices, organization, tone, argument. Each group will present findings to class.

March 5: Argument Essay

March 6: Common Place Assignment

Week 6: March 9-13, 2015

March 9: Twain on Women's Rights/Annotation

Practice AP MC

Period 2: College Counseling

Practice AP MC

March 10: Twain on Women's Rights/Annotation

College Counseling

March 11: Discuss Twain's Letter

Rhetorical Analysis: In groups of 4, analyze Twain's use of rhetorical devices, organization, tone, argument. Each group will present findings to class.

March 12: Metaphor Mixers

March 13: Argument Essay

Week 7: March 16-20, 2015

March 16: Career Counseling in Library

March 17: CAHSEE English:

Complete Twain Analysis

Common Place Assignment (Bring Chromebooks)

March 18: CAHSEE Math

Complete Twain Analysis

Common Place Assignment (Bring Chromebooks)

March 19: Essay Analysis

March 20: Argument Essay

Week 8: March 23-27, 2015

March 23: Argument Essay Review and self-grading

Turn in essay at the end of the period

March 24: From Summary to Precis

Homework: Read and Annotate Brady

March 25: Brady: "I Want a Wife" Rhetorical Analysis

March 26:  AP Passage analysis

March 27: Practice AP MC.

Week 9: March 30-April 3, 2015

March 30: Peer Audit #3

Homework: Read Twain's "Advice to Youth"

March 31: Introduction to Satire

 Analyze Satire

April 1: Satire analysis

Homework: Read and Annotate "War Prayer"

April 2: Minimum Day

 "War Prayer" group analysis

April 3: Minimum Day

Dystopian Satire

Week 10: April 13-17, 2015

April 13: Satire or Trolling?

Analyze annotated Satire from The Onion

April 14: RA of Satire

April 15: RA Review--Forced Ranking of peer essays

April 16: Sythnesis Review

April 17: Practice AP Exam

Week 12: April 20-24, 2015

April 20: Complete Forced Ranking and Review

April 21: Synthesis Essay Review

April 22: Synthesis Essay

April 23: Essay Self Grading

April 24: Practice AP MC Test

Week 12: April 20-24, 2015

April 27: Review AP Multiple Choice exams and Identify strengths and weaknesses

Essay Return

April 28: AP Multiple Choice practice test

April 29: Synthesis Essay

April 30: Synthesis Review/Forced Rankings

May 1: Argument Review and brainstorm

Week 13: May 4 - May 8, 2015

 May 4: AP Essay Review Handout

Read and outline Argument Prompt

Pair/Share

May 5: Argument Review

May 6: Argument Essay

May 7: AP Practice MC Essay

May 8: AP Practice Test Review

Week 15: May 18 - May 22, 2015

 May 18: The Caine Mutiny

May 19: The Caine Mutiny

May 20: Read  Scenes 1-2 from Act 1 of Caesar

May 21:  Complete Reading Act 1 from Caesar

Group work: 

1. Find 2 puns, 2 metaphors, 2 similes, 3 images, and complete 2 scansions of sentences to check for iambic pentameter in Act 1 scenes 1-2 of Caesar

2. Who speaks in poetry? Who speaks in prose? Who speaks in blank verse? why?

3. Identify at least 5 characteristics found in the characters of Caesar, Brutus, and Cassius.

May 22: Watch Caesar video and write down 15 facts on the real Caesar

Week 16: May 25 - May 29, 2015

 May 25: Memorial Day

May 26: Watch the Caesar Biography. Identify 15 facts about Caesar from his early life, rise to power, and time in power.

May 27: Watch the Caesar Biography. Identify 15 facts about Caesar from his early life, rise to power, and time in power.

May 28: Complete discussion of Caesar Act 1.

Complete character analysis on Brutus, Caesar, Antony, Casca, and Cassius:

1. Create a list of adjectives that describes the character traits of each character listed above.

Homework: Study for Act 1 quiz. 

Read the easy version of Julius Caesar Act 2

May 29:  Caesar Quiz Act 1 (Grade in class) 

Read Julius Caesar Act 2: Discuss images, the tripartite man, and conflicts  

Week 17: June 1-5, 2015

June 1: Read Julius Caesar Act 2: Discuss images, the tripartite man, and conflicts  

 June 2/3:  Read JULIUS CAESAR Act III

June 4: Close Reading Questions (pg 242, #6 a-d 6.)

"Our Course will seem to bloody , Caius Cassius" (Act II Scene 1, Line 162)

a. Brutus says, "Let's be sacrifices, but nor butchers, Caius." Collect together the expressions used by Brutus which are appropriate to butchery.

b. Brutus says that ideally they should be killing Caesar's spirit, not his body. Look up the words of Caesar's ghost in Act IV Scene 3, lines 281, 282, and 284, and comment on the irony.

c. Brutus turns harsh words and phrases into softer ones, to make a savage act seem like a civilized one. How does he choose his words to achieve this?

d. How is Brutus's dismissal of Antony consistent in expression with his earlier imagery?

In pairs of two, complete a Venn Diagram that compares and contrasts Brutus and Caesar, Portia and Calpurnia.

Underneath each comparison, write at least 4 sentences explaining the differences between the characters and speculate as to why Shakespeare portrays them in this manner.

June 5: Read JULIUS CAESAR Act III, scenes 2

 

Week 17: June 8-12, 2015

June 8:  Caesar Acts 2-3 Quiz

June 9: Watch video of Brutus and Antony’s speeches.

Group work: Identify at least 5 rhetorical devices in the speeches of Brutus and Antony.  Explain how the lines of the speech you choose qualify as models for the rhetorical devices.

Close Reading Questions
8. “Romans, countrymen and lovers” (Act III Scene2, line13)

a. This is a speech based on reason (unlike Antony’s later, which is based on passion). Why does Brutus say the crowd should believe him?

b. How many words can you find that are antithetical (that is, in strong contrast), such as “less”/ “more”, “living”/ “dead”? What is the cumulative effect?

c. Many words and phrases are balanced: for example, “As Caesar loved me, I weep for him ; as he was fortunate, I rejoice at it; as he was valiant, I honour him”. Find more, and say why they are calculated to win over the crowd.

9. “Friends, Romans, Countrymen, lend me your ears” (Act III Scene 2, line 71)

a. Antony uses the word “honourable” to describe Brutus and Cassius eight times. Each time the way in which it is spoken is different, and with a different purpose. Carefully trace the transition from the first “For Brutus was an honourable man” to “They that have done this deed are honourable”, explaining how Antony’s oratory has led the crowd from one point of view to another.

b. In his second sentence, Antony says he is content to let Caesar’s good points be buried with his bones. How many good points does he in fact make before this 35-line speech is ended?

c. How does Antony deploy the words “ambition” and “ambitious” to win over the commoners to hid point of view?

 

 June 10: Begin Reading Act 4 of JULIUS CAESAR
Homework: Read modern language version of Julius Caesar, Act IV  

June 11: Complete Act IV of Julius Caesar

Focus on character and images of court world/green world.
 Discuss Act 4


June 12: Read Act 5 in class. 
During the readings, take notes on tragic elements in the play: hubris, anagnorisis, perepetia, hamartia, and catharsis.

If time permits: begin the following in groups of 4:
17. In his argument with Cassius in Act IV scene 3, Brutus refers to Caesar in terms of both praise and criticism. Find the speech and decide whether

a. the praise is consistent with earlier references to Caesar’s qualities and

b. whether the criticism is so major that Brutus should have mentioned it earlier.

10. The quarrel scene (Act IV Scene 2) has been belittled by the critic Thomas Rymer in the seventeenth century; praised by John Dryden, his contemporary, for its “masculinity” in the eighteenth century; admired as an example of dramatic genius in the nineteenth century (by Samuel Taylor Coleridge); and dismissed as irrelevant by twentieth century critic Henry Bradley. Read it carefully and decide for yourself

a. Whether Brutus is (i) unrealistic in expecting his allies always to act honorably or (ii) admirable in his inflexible attitude toward corruption.

b. Whether Brutus is (i) arrogant and insensitive towards Cassius at the beginning of the quarrel or (ii) properly firm and uncompromising.

c. Whether Brutus is (i) taunts Cassius or (ii) refuses to be browbeaten by him (Explain your answer)

d. Whether Brutus is (i) insultingly cold or (ii) admirable forthright

e. Whether Brutus is (i) sober form …”hides wrongs” or (ii) whether he is “armed so strong in honesty” that he cannot compromise.

Form an opinion of your own about the character of Brutus as it is revealed in the quarrel with Cassius from its beginning to its height.

10. The quarrel scene (Act IV Scene 3) shows Cassius in many moods.

a. choleric: what are the reasons for his anger, and are they justified?

b. tormented: how does Brutus provoke him , and what does Cassius’s restraint reveal about his personality?

c. passionate: does the passion throw a new light on his character?

d. affectionate: how does this show and is it surprising?

e. jocular: which episode brings out a flash of humor, and what is its purpose?

f. sympathetically emotional: would you have expected him to react to Portia’s death in the way he does? How does it compare with Brutus’s own response?

g. dependent: what evidence is there to show that in his relationship with Brutus, there is another side to Cassius than the one presented before the assassination?

After finishing the questions, identify the following parts of Julius Caesar. (Provide an explanation of each stage and where it occurs in the play. If you have problems remembering the terms, go to the top of the page and follow the Greek Tragedy link for definitions.)

Hamartia

Periptiea

Anagnorisis

Catharsis 

Week 19: June 15-19, 2015

June 15: If time permits: begin the following in groups of 4:


17. In his argument with Cassius in Act IV scene 3, Brutus refers to Caesar in terms of both praise and criticism. Find the speech and decide whether

a. the praise is consistent with earlier references to Caesar’s qualities and

b. whether the criticism is so major that Brutus should have mentioned it earlier.

10. The quarrel scene (Act IV Scene 2) has been belittled by the critic Thomas Rymer in the seventeenth century; praised by John Dryden, his contemporary, for its “masculinity” in the eighteenth century; admired as an example of dramatic genius in the nineteenth century (by Samuel Taylor Coleridge); and dismissed as irrelevant by twentieth century critic Henry Bradley. Read it carefully and decide for yourself

a. Whether Brutus is (i) unrealistic in expecting his allies always to act honorably or (ii) admirable in his inflexible attitude toward corruption.

b. Whether Brutus is (i) arrogant and insensitive towards Cassius at the beginning of the quarrel or (ii) properly firm and uncompromising.

c. Whether Brutus is (i) taunts Cassius or (ii) refuses to be browbeaten by him (Explain your answer)

d. Whether Brutus is (i) insultingly cold or (ii) admirable forthright

e. Whether Brutus is (i) sober form …”hides wrongs” or (ii) whether he is “armed so strong in honesty” that he cannot compromise.

Form an opinion of your own about the character of Brutus as it is revealed in the quarrel with Cassius from its beginning to its height.

10. The quarrel scene (Act IV Scene 3) shows Cassius in many moods.

a. choleric: what are the reasons for his anger, and are they justified?

b. tormented: how does Brutus provoke him , and what does Cassius’s restraint reveal about his personality?

c. passionate: does the passion throw a new light on his character?

d. affectionate: how does this show and is it surprising?

e. jocular: which episode brings out a flash of humor, and what is its purpose?

f. sympathetically emotional: would you have expected him to react to Portia’s death in the way he does? How does it compare with Brutus’s own response?

g. dependent: what evidence is there to show that in his relationship with Brutus, there is another side to Cassius than the one presented before the assassination?

After finishing the questions, identify the following parts of Julius Caesar. (Provide an explanation of each stage and where it occurs in the play. If you have problems remembering the terms, go to the top of the page and follow the Greek Tragedy link for definitions.)

Hamartia

Periptiea

Anagnorisis

Catharsis 

Caesar Acts 4/5 Quiz

June 16: Caesar Review and Character Analysis


                      Julius Caesar Project
In groups of 3-4, select an important scene from Julius Caesar. Rewrite the scene into contemporary language. The scene should reveal specific characteristics of the play's characters. As you read and rewrite the scene into modern language, you should use your dialogue and voice to emphasize those characteristics (i.e. Brutus should be noble, Cassius should be duplicitous, etc.) You may turn the scene into a Western, a soap opera, a Dr. Seuss rhyme, an episode from your favorite TV show, etc.
Divide key roles and  create a dramatic reading of the scene. Search the web for sound fx, and include appropriate sound fx within your presentation.
After you complete the reading and recording, we will post the audio to a shared site.  You will write your own, one page analysis of why your group chose to reenact this scene and explain what Shakespeare reveals about the character you played in your presentation. In the commentary, you must move beyond the obvious plot situation, and analyze the key character's spiritual, psychological, social, etc. motivation. Discuss what new insights you have about the character's qualities after portraying him or her.
40 points

June 17: Caesar Project

Jun 18: Complete Caesar Project/Final Review

Caesar Review: Identify All major and minor characters:

(including) Brutus, Antony, Cassius, Octavius

Decius Brutus, Casca, Metellus Cimber, Portia, Calpurnia, Artemidorous, Soothesayer, Caesar, Messala, Titinius, Pindarus

Identify moments of: catharsis, hamartia, peripeteia,  anagnorisis, puns, stoicism, epicureanism

 June 19/22: Final Exam