Welcome to
AP Language
& Composition
Mrs. Walston
Honors English III
AP Language & Composition
Clubs
2
Class Overview
Remind Codes
Block 1: k4bdfd
Block 2: a9ebe7d
Block 3: 3dkc9a3
Website: tiffanywalston.weebly.com
Email: tiffany1.bartram@cms.k12.nc.us
Tutoring: Thursday morning or by appointment
Syllabus: Click Here
Standards: Click Here
This class will give you the opportunity to explore various texts including speeches, essays, novels, art, photos, videos, online articles, podcasts, etc. A primary goal of this class to objectively analyze a text in order to understand the intended message and how it will impact the audience. Furthermore, we will learn to write about texts and create a persuasive argument with a line of reasoning. This class should make you think critically about the world around you and how everything's an argument.
3
Safety
Fire
Parking Lot
Covid
Bring Wipes
Sanitize
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Types of Essays
Rhetorical Analysis
Synthesis Essay
Argument Essay
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6
Unit 1: Rhetorical Analysis: Race and Rights
Key Concepts:
Rhetorical Situation, Claims & Evidence & Commentary, Analysis, Schemes and Tropes
Key Texts:
Essays, Speeches, Videos, Art, Photographs, Music
Goal:
Write an essay that effectively explains the analysis of a text, focusing on the rhetorical situation. Essay rubric: Click Here
Today’s Agenda 1/4/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
7
Standard: 1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
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Talk to the Text
Let’s practice! While you watch this video, write down the following:
Use SOAPSTONES to answer WHAT, WHY, HOW
-WHAT is the reporter’s purpose.
-WHY/COMMENT explaining your rationale.
-HOW does the reporter create this message?
Today’s Agenda 1/6/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
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Standard: 1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
Standard 3.A Identify and explain claims and evidence within an argument.
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
ANALYSIS Practice
-Select a superbowl ad to analyze.
-Use SOAPSTONES while you talk to the text.
-Those notes will help you create an essay “plate”. Instructions next slide.
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Thesis Statement
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Claim + Reasons
Claim=Assertion/Argument/Stance/Accusation
Reasons=Techniques (3)
Example:
The artist effectively illustrates that Americans are hard-working through the use of contrasting colors, photographed subjects, and symbolism.
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The artist effectively illustrates that Americans are hard-working through the use of contrasting colors, photographed subjects, and symbolism.
In the image, the artist uses contrasting colors in order to convey that Americans are hard-working. For example, the artist chose to use red, white, and blue in the image. These colors are symbolic of patriotism in the USA and are often used to unify people. Furthermore, the color red can be symbolic of blood, sweat, anger, tears, etc. These emotions and bodily functions often times coincide with someone who is working hard. When the audience sees this color from the street, they may feel encouraged to work hard as well, and represent their country by doing things that are difficult, but worth it.
Essay Plate
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Don’t let your paragraphs be like a crusty ham sandwich.
Trade the crust for a yummy panini sandwich with avocado and other ingredients.
Topic Sentence (restate thesis-specific reason)
Evidence (examples)
Commentary (why and how techniques are used)
Today’s Agenda 1/7/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
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Standard: 1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
Standard 3.A Identify and explain claims and evidence within an argument.
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
Today’s Agenda 1/10/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
16
Standard: 1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
3.A Identify and explain claims and evidence within an argument.
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
What are modifiers in a sentence?
Verbs and Adjectives that modify the noun/subject
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Today’s Agenda 1/11/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
AP Quiz Friday
Activities:
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Standard: 1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
3.A Identify and explain claims and evidence within an argument.
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
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plural noun: philistines
Today’s Agenda 1/12/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
AP Quiz Friday
Activities:
20
Standard: 1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
3.A Identify and explain claims and evidence within an argument.
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
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YOUR TURN!
While you read the “Cult of Ethnicity” text, do the following:
Create a 3 column chart noting the WHAT, WHY, & HOW of the text.
Quotations that demonstrate the author’s purpose. What are his claims? (What) | Your rationale for why this quotation demonstrates author’s purpose. (Why/Commentary) | A description of what is unique about his writing style. (How) |
| | |
Today’s Agenda 1/13/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
AP Quiz Friday
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Standard: 1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
1.B Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.
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Race and Rights Project: Rhetorical Analysis
Slavery & Abolitionists | |||||
Women’s Rights |
Race and Rights Project
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Today’s Agenda 1/14/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
25
Standard: 1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
1.B Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.
AP Classroom Codes
https://myap.collegeboard.org/
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Today’s Agenda 1/20/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Timed Essay Friday
Activities:
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Today’s Agenda 1/21/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
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Standards 1A, 2A, 4A, 4B, 4C, 6A, 6B, 6C, 8A, 8B, 8C (See Standards List for More Information)
Today’s Agenda 1/24/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
Text me through remind or email me. Don’t message me on Canvas, please.
Quiz Reflection=HWK
Activities:
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Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
Multiple Standards for Quiz Reflection: See AP Classroom for More Information
Today’s Agenda 1/25/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
30
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Article A Discussion:
“Yet Another Call for Assimilation in America…”
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Claim/Text Structure (3 Examples)
Claim/Diction (3 Examples)
Today’s Agenda 1/26/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
32
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Socratic Seminar Guidelines
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Socratic Seminar Response Questions
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Socratic Question Type | Example |
Clarification questions |
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Questions about an initial question or issue |
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Today’s Agenda 1/27/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
35
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
8.C Use established conventions of grammar and mechanics to communicate clearly and effectively.
Magic Carpet Essay Questions
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Today’s Agenda 1/28/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Homework
Namesake Chapter 1
Activities:
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Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Quote Explanation
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Step 1: Go to the white board and select 1 quote to analyze. Do not select your own quote.
Step 2: Explain what writing techniques the author is using and which rhetorical appeal the author intended to target.
Tone
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Why did the author shift her tone from nostalgic, to regretful, to wistful in the text? What impact was this supposed to have on the audience and why?
Today’s Agenda 1/31/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Homework
Namesake Chapter 2
Activities:
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Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/1/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
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Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/2/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
42
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
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Stamper effectively introduces readers into her book by using metaphors, strong word choice, and relatability to allow the reader to better grasp the concept of how the English language is organized and defined.
Stamper first grabs the audience's attention with a bit of relatable commentary. It reads, "Not all of us can walk; not all of us can sing; not all of us like pickles. But we all have an inborn desire to communicate why we can’t walk or sing or stomach pickles." With an introduction like this, it introduces her topic on linguistics while also making it pertinent to the audience. For something to be relatable is important because it makes the speaker sounds as if they care and are just as human as reader.The use of the word "all" makes it seem like the reader is included. Also the use of these comedic sentences creates a light mood. It takes some of the seriousness out of the topic and allows the reader to become more invested in what Stamper has to say about linguistics.
The strong word choice also used by Stamper evokes a sense of empathy. The quote "To do that, we use our language, a vast index of words and their meanings we’ve acquired, like linguistic hoarders, throughout our lives.", evokes a sense of nostalgia which is very powerful. Thus making the readers reflect on their lives to see how much language has impacted them. Words used such has "vast index" and "linguistic hoarders" present to the reader how much knowledge of the English language they have compiled. The importance of this is to further expand on Stampers purpose to introduce the reader into the book. By touching on the readers emotions so much it makes them feel more comfortable with the topic, the more comfortable it is the more easy it is to introduce.
The use of metaphors can create mental imagery in the readers mind. This allows for a better grasp the material presented in front of them. Stamper mentions that lexicographers "must ignore the puddle of useless words accumulating around their feet and seeping into their shoes." The image of a person toiling at a desk, tirelessly wracking their brain for hours, for someone to just look at the word for one second and move on.This imagery presents a message that a lot of work goes into organizing and compiling the English language into something the entire world uses, a dictionary. Stamper wants the audience to know how much mental energy is put forward to help people understand the complexity of the English language.
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Line of Reasoning Outline
Step 1: Read feedback from Mrs. Walston and write it down in your notebook.
Step 2: Identify the claim + reasons. Put them at the top of the paper.
Step 3: Outline the body paragraphs
Step 4: Once you outline your “line of reasoning/argument,” highlight 1-2 areas that need improvement. Reference the rubric and be specific.
Today’s Agenda 2/3/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
45
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
The Namesake Chapters 1-2 Tasks
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Interesting Quotes | Writing Technique | Impact on Audience | Author’s Purpose |
| | | |
Acronym? QWAP? Ideas?
Today’s Agenda 2/4/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
47
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/7/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Homework:
Read Chapter 4
Activities:
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Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Warm-Up
Why does author Lahiri include the conversation between Mrs. Lapidus, Ashoke and Gogol on pg. 61-64?How does this particular scene impact the meaning of chapter 3 as a whole?
*Show me when you’re done.
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Q4: The atmosphere conveyed by the first paragraph can best be described as:
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Childish memory recreates one of those Trinidad afternoons of burning heat, glare, heat-waves making watery mirages on the asphalt; I seem to remember how the wind stirred the wild grasses growing along the verges. An aircraft was standing on the runway. ‘Look! Look!’ Someone—presumably my brother— was waving a handkerchief at us from a port-hole. I seem to recall too the roar of the engines, the aircraft climbing into a blank, blue sky, becoming smaller as it rose higher, shrinking into an ever-diminishing point of metallic glitter . . . disappearing.
Q10: The repeated use of the term "willy-nilly" (Paragraph 2) primarily
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My brother, by reason of his academic successes, had established a pattern, a set of standards. Willy-nilly, these were transformed into a sort of Absolute—small-island, colonial style: willy-nilly, my character, my actual performance, my ‘promise’, would be judged against the expectations generated by that Absolute. He had won an ‘Exhibition’ (a type of scholarship) to a good secondary school.
Q9: In the context of the passage, Paragraph 2 ("And ... may be") serve primarily to
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And—perhaps—the child has developed into a difficult, moody and enigmatic man. He doesn’t like to think he is . . . but he recognizes, glancing into the mirrors that offer themselves, he may be.
February Choice Project
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Today’s Agenda 2/8/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Homework:
Read Chapter 4
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Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
February Choice Project Rubric
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Speeches and Essays
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Mia & Greyson Christianity Effects Pg. 523 “Sinners…” | Jordan & Ashley Economic Corruption Pg. 307 “Rich getting richer… | |||
Michel & Khushi Foster Care “Stone Soup” pg. 202 | ||||
Jesse & Abby Psychology “Escape from Wonderland…” pg. 354 | | |
Today’s Agenda 2/9/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Announcements:
Make-Up Pics Tomorrow
ACT March 1st @ 8:30 AM
Activities:
57
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/10/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Announcements:
Essay Tomorrow
ACT March 1st @ 8:30 AM
Activities:
58
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/11/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Announcements:
Essay Tomorrow
ACT March 1st @ 8:30 AM
Activities:
59
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/14/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
60
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/15/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
61
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
62
Today’s Agenda 2/16/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
63
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/17/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
64
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/18/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Hwk: Finish Ch. 6
Activities:
65
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
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Group Quiz:
Annotate the passage.
-Circle words you don’t understand
-Write notes describing what’s happening in different parts of the text. DISSECT.
-Underline the areas in the text that help you answer each question. Provide textual evidence.
After you’ve thoroughly annotated the text and answered the questions, have them checked by Mrs. Walston for accuracy.
Ch. 5-6 Visual
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Create a visual representing two quotes from chapter 5 and chapter 6.
Identify the writing technique used in the quotes.
Today’s Agenda 2/22/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
ACT 3/1
MIDTERM 3/2
FUN FRIDAY 3/4
Activities:
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Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/23/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
ACT 3/1
MIDTERM 3/2
FUN FRIDAY 3/4
Activities:
69
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/24/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
ACT 3/1
MIDTERM 3/2
FUN FRIDAY 3/4
Activities:
70
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 2/25/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
ACT 3/1
MIDTERM 3/2
FUN FRIDAY 3/4
Activities:
1st Block Ch. 8 11:45
71
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Blind Date Envelopes
72
Today’s Agenda 2/28/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
ACT 3/1
MIDTERM 3/2
FUN FRIDAY 3/4
Activities:
73
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Review Activity
74
Topic: Best Breakfast Food
Create an argument that appeals to emotion. In your argument, include the following rhetorical choices:
Today’s Agenda 3/1/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
FUN FRIDAY 3/4
Activities:
75
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
ACT
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ACT March 1st, 2022
Start Time: 11:45
End Time: 12:20
Today’s Agenda 3/2/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
77
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 3/3/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
78
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 3/4/22
Objective: Students will understand how to actively read and engage with a text using various close-reading strategies which will allow students to analyze the rhetorical situation.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
79
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 3/15/22
Objective: Students will learn how to synthesize information from sources in order to support their position stated within a thesis statement.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
*Write down 3 thesis statement templates
80
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Synthesis Essay Notes
81
Today’s Agenda 3/16/22
Objective: Students will learn how to synthesize information from sources in order to support a thesis statement and line of reasoning.
Lesson Materials:
-AP Journal
-Art of Voice Book
82
Standard 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone and style
1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
5.B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
Today’s Agenda 3/17/22
Objective: Students will learn how to synthesize information from sources in order to support a thesis statement and line of reasoning.
Lesson Materials:
-AP Journal
-Art of Voice Book
83
Today’s Agenda 3/18/22
Objective: Students will practice their persuasive writing skills by incorporating various techniques to not only persuade the audience but to also fit the purpose and tone of their individual assignments.
Lesson Materials:
-AP Journal
-Art of Voice Book
Activities:
84
Please check your Naviance account (this can be accessed via your NCEdCloud account through Clever). Ms. Durr sent out detailed directions regarding both Summer and Fall registration and needs you to sign up for an in person registration session. She will only be holding sessions March 21st-31st so sign up ASAP.
Today’s Agenda 3/21/22
Objective: Students will interpret the intended effect Capote’s descriptions of characters has on the audiences perception of each character.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
85
The 1950’s “American Dream”
86
Sketch an image that depicts the 1950’s version of the American Dream.
On the other side of the paper, sketch your own version of the American Dream.
In Cold Blood Study Booklet
Writing Style
-For every reading section, note at least 3 writing techniques that Truman Capote employs.
-Write the quote, pg number, technique. Be prepared to discuss.
Plot
-Draw 1 scene from each reading in your booklet that you feel is important.
Character Development
-As we read, note how the characters are introduced to the readers.
List traits/pg. #’s.
How does Capote want you to perceive the Clutters?
87
Today’s Agenda 3/22/22
Objective: Students will interpret the intended effect Capote’s descriptions of characters has on the audiences perception of each character.
Activities:
88
Warm-Up
89
1. Describe Holcomb. In what ways is it an ordinary town? In what ways is it different? Why does the author spend so much time describing the town?
2. Capote is known for his elaborate sentence structure and use of parallelism. What parallelisms can you find on pages 3-5?
3. How does Truman Capote want you to view the Clutter family? Explain.
Today’s Agenda 3/23/22
Objective: Students will note the writing techniques used by Capote and analyze how his style of writing impacts the story-telling of this crime.
Students will analyze the Synthesis rubric and sample essays to get a better understanding of question 1 on the exam.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
90
Today’s Agenda 3/24/22
Objective: Students will compare Capote’s account of the murder with the actual police account.
Students will note the writing techniques used by Capote and analyze how his style of writing impacts the story-telling of this crime.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
91
Today’s Agenda 3/25/22
Objective: Students will apply their knowledge of how to create an argument with a line of reasoning supported by evidence and commentary.
Students will also demonstrate their ability to synthesize information from a primary source while also practicing their vivid and persuasive writing skills.
Lesson Materials:
-AP Journal
-In Cold Blood
Homework:
Read Pages 50-74
-rest of part 1
-update booklet
(4 sections of notes-
I’ll check on Monday)
Activities:
92
Today’s Agenda 3/28/22
Objective: Students will interpret the intended effect Capote’s descriptions of characters has on the audience's perception of each character.
Students will compare Capote’s account of the murder with the actual police account.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
93
Student Survey
94
• Log in at bit.ly/CMSsurvey2021_2022
• Students need to enter their student ID to access the survey via the custom link.
• Students should click “Submit” when finished. A message will appear confirming
receipt of the survey.
In Cold Blood: Part 1 Questions
95
1. How do the narrative voice and the sentence structure of the text change when the story shifts from descriptions of the Clutter family to descriptions of Dick Hickock and Perry Smith?
2. What does Perry’s obsession with foreign countries and sunken treasures tell us about him?
3. What is the biggest challenge to the friendship between Perry Smith and Willie-Jay?
4. How does initial speculation about the murders change the atmosphere within the Holcomb community?
In Cold Blood: Part 1 Questions
96
-Provide at least five adjectives to describe Bonnie Clutter and give a specific example to support each adjective you provide.
-Contrast Bonnie Clutter to Nancy Clutter. Why do you think the mother and daughter are
so different?
- What new information do we learn about Garden City? Why is this information important?
-Why does Capote use short sections of anonymous quotations in describing the town on page 33?
- What do we learn about the preparations which Dick and Perry make for the crime?
-Describe Kenyon. In what ways is he different from his peers? 18. Why is Willie Jay so important to Perry?
Today’s Agenda 3/29/22
Objective: Students will interpret the intended effect Capote’s descriptions of characters has on the audience's perception of each character.
Students will synthesize information from various police reports to recreate the scene, imitating Truman Capote’s writing style.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
97
Police Reports:
Recreate the scene by synthesizing the information presented in the report.
98
Today’s Agenda 3/30/22
Objective: Students will interpret the intended effect Capote’s descriptions of characters has on the audience's perception of each character.
Students will also analyze and discuss Truman Capote’s writing style and author’s purpose.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
99
Today’s Agenda 3/31/22
Objective: Students will interpret the intended effect Capote’s descriptions of characters has on the audience's perception of each character.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
100
Today’s Agenda 4/1/22
Objective: Students will interpret the intended effect Capote’s descriptions of characters has on the audience's perception of each character.
Students will create narratives by using writing techniques such as point of view or precise words and phrases.
Lesson Materials:
-AP Journal
-In Cold Blood
Homework:
Read 109-124
Activities:
101
Today’s Agenda 4/4/22
Objective: Students will practice incorporating writing techniques in a narrative with an assigned purpose and tone.
Students will interpret the intended effect Capote’s descriptions of characters has on the audience's perception of each character.
Students will reflect on their synthesis essay feedback.
Lesson Materials:
-AP Journal
-In Cold Blood
In Cold Blood Booklet Check Tomorrow
-pgs 109-124
Activities:
102
Today’s Agenda 4/5/22
Objective: Students will interpret the intended effect Capote’s descriptions of characters has on the audience's perception of each character.
Students will create persuasive essays using rhetorical devices to support their positions on the nature vs. nurture argument.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
103
Today’s Agenda 4/6/22
Objective: Students will interpret the intended effect Capote’s descriptions of characters has on the audience's perception of each character.
Students will analyze the unsolved case, and synthesize the clues in order to write a persuasive argument revealing the suspect.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
104
Today’s Agenda 4/7/22
Objective: Students will interpret the intended effect Capote’s descriptions of characters has on the audience's perception of each character and the overall story.
Students will analyze the unsolved case, and synthesize the clues in order to write a persuasive argument revealing the suspect.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
105
Today’s Agenda 4/8/22
Objective:
Students will synthesize information from at least 3 sources to support their positions in an essay.
Students will create narratives by using writing techniques such as point of view or precise words and phrases.
Lesson Materials:
-AP Journal
-In Cold Blood
Homework: None
Activities:
106
Today’s Agenda 4/11/22
Objective:
Students will synthesize information from at least 3 sources to support their positions in an essay.
Students will create narratives by using writing techniques such as point of view or precise words and phrases.
Lesson Materials:
-AP Journal
-In Cold Blood
Homework:
Read ICB
Activities:
107
Writing Competition
108
Many high schools host prom and have students compete for the title of prom king and queen. Should schools continue to conduct these competitions?
Utilize real life examples, movies, pop culture, history, current events, etc.
Be persuasive--be creative!!!
Today’s Agenda 4/12/22
Objective:
Students will create narratives by using writing techniques such as point of view or precise words and phrases.
Students will synthesize evidence from various sources to support their thesis statements for each objective within the unsolved case files.
Lesson Materials:
-AP Journal
-In Cold Blood
Homework:
Read ICB
Activities:
109
Unsolved Cases
110
Today’s Agenda 4/13/22
Objective:
Students will synthesize evidence from various sources to support their thesis statements for each objective within the unsolved case files.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
111
Today’s Agenda 4/14/22
Objective:
Students will synthesize evidence from various sources to support their thesis statements for each objective within the unsolved case files.
Lesson Materials:
-AP Journal
-In Cold Blood
Homework:
Read ICB Pgs. 159-180
Activities:
112
Today’s Agenda 4/18/22
Objective:
Students will analyze the text, In Cold Blood, using close-reading strategies, which they will refer to during class discussions.
Students will assess their understanding of AP level texts by using testing strategies during their practice exam.
Lesson Materials:
-AP Journal
-In Cold Blood
Finish ICB Reading
Update Booklet
Activities:
113
Today’s Agenda 4/19/22
Objective:
Students will analyze the text, In Cold Blood, using close-reading strategies, which they will refer to during class discussions.
Students will assess their understanding of AP level texts by using testing strategies during their practice exam.
Lesson Materials:
-AP Journal
-In Cold Blood
Finish ICB Reading
Update Booklet
Activities:
114
Today’s Agenda 4/20/22
Objective:
Students will analyze the text, In Cold Blood, using close-reading strategies, which they will refer to during class discussions.
Students will assess their understanding of AP level texts by using testing strategies during their practice exam.
Lesson Materials:
-AP Journal
-In Cold Blood
Finish ICB Reading
Update Booklet
Activities:
115
“Answer” Section Questions
116
Describe Dewey’s dream.
Explain Perry’s view of the murder in Florida. Why is this ironic?
What do we learn about Dick and Perry from the incident with the young girl on the beach?
About what is Perry fascinated? Why?
Explain the incident with Dick and Perry and the hitchhikers. What do we learn about both
men through this episode?
Today’s Agenda 4/21/22
Objective:
Students will analyze the text, In Cold Blood, using close-reading strategies, which they will refer to during class discussions.
Students will assess their understanding of AP level texts by using testing strategies during their practice exam.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
117
Today’s Agenda 4/22/22
Objective:
Students will analyze the text, In Cold Blood, using close-reading strategies, which they will refer to during class discussions.
Students will assess their understanding of AP level texts by using testing strategies during their practice exam.
Lesson Materials:
-AP Journal
-In Cold Blood
Hwk Read Pgs. 251-266
Activities:
118
1st Timed Argument Essay
119
Few issues in the United States are more contentious than the use of the death penalty as a punishment for severe crimes. Capital punishment has been recorded almost since the dawn of written history, but in today’s world, many people have come to see it as unnecessary and inhumane. Although some people are opposed to taking the lives of criminals, other people argue that it’s the best way to deal with serious crimes. They feel that these people have committed such terrible atrocities that they can never realistically be rehabilitated and reintroduced into society. The debate has been ongoing for a long time, with both sides expressing strong opinions.
In your response you should do the following:
Today’s Agenda 4/25/22
Objective:
Students will analyze the text, In Cold Blood, using close-reading strategies, which they will refer to during class discussions.
Lesson Materials:
-AP Journal
-In Cold Blood
Finish Reading
Activities:
120
Today’s Agenda 4/26/22
Objective:
Students will make connections between In Cold Blood and paired texts in order to aid them in the argument about the nonfiction novel genre.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
121
Today’s Agenda 4/27/22
Objective:
Students will utilize persuasive writing techniques to enhance their essays and support their line of reasoning.
Lesson Materials:
-AP Journal
-In Cold Blood
Finish Reading
Activities:
122
Today’s Agenda 4/28/22
Objective:
Students will analyze Truman Capote’s writing style by completing close-reading annotations and writing short-response answers to discussion questions.
Lesson Materials:
-AP Journal
-In Cold Blood
Finish Reading
Activities:
123
Today’s Agenda 4/29/22
Objective:
Students will write a defensible thesis responding to a prompt, while utilizing persuasive writing techniques to enhance their arguments.
Lesson Materials:
-AP Journal
-In Cold Blood
Complete ICB Booklet
Due Monday
Activities:
124
Today’s Agenda 5/2/22
Objective:
Students will write a defensible thesis responding to a prompt, while utilizing persuasive writing techniques to enhance their arguments.
Lesson Materials:
-AP Journal
-In Cold Blood
Activities:
125
Today’s Agenda 5/3/22
Objective:
Students will write a defensible thesis responding to a prompt, while utilizing persuasive writing techniques to enhance their arguments.
Lesson Materials:
-AP Journal
-In Cold Blood
All missing work due by Friday of this week.
Activities:
126
Today’s Agenda 5/4/22
Objective:
Students will write a defensible thesis responding to a prompt, while utilizing persuasive writing techniques to enhance their arguments.
Lesson Materials:
-AP Journal
-In Cold Blood
127
Today’s Agenda 5/5/22
Objective:
Students will write a defensible thesis responding to a prompt, while utilizing persuasive writing techniques to enhance their arguments.
Lesson Materials:
-AP Journal
-In Cold Blood
AP Classroom Practice Quizzes
Activities:
128
Today’s Agenda 5/6/22
Objective:
Students will write a defensible thesis responding to a prompt, while utilizing persuasive writing techniques to enhance their arguments.
Lesson Materials:
-AP Journal
-In Cold Blood
AP Classroom Practice Quizzes
Activities:
129
End of Year Plan
130
Week of May 2nd-6th
-Stations
-Jenga
Tone activity
Week of May 10th
-Exam
-Writing Playoffs
Grades left:
Argument Essay 2 (Nonfiction)
Final Booklet Check
Book Quiz
Book Discussion Questions
Extra Credit AP Passages