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Mr. Nerf's English Classes at Paxon School for Advanced Studies |
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AP Language Assignments\
Here are the instructions for the second quarter Great Books Seminars. Dates for the seminars TBA.
The following is the topic for Great Books Seminar #1 (Due date- 11/17, 18): Read MLK, Jr’s “Nonviolent Resistance” found in your Prose Models textbook. Compare and contrast MLK’s civil rights ideas with those of Malcolm X. Note how they use the same rhetorical strategies, such as diction, tone, and appeals, but communicate such different messages. Discussion Panel members will be responsible for conducting a dialogue concerning the topic. These students are responsible for answering all questions posed to them and responding to other panel members’ comments. Panel members must provide cited support for their answers. Answers without specific support from the text being discussed will be considered unsubstantiated and, therefore, insufficient. Audience members are responsible for providing five (5) questions for discussion and for taking accurate notes of the seminar. The grades for the audience members are based on their questioning and note-taking skill. If you are absent for a seminar and you were to have been on the discussion panel, you owe me a four-page typed response to the seminar topic. If you were to have been an audience member, you owe me a two-page typed response to the topic. You must submit your typed responsed upon your return to class. You may not return to class and ask me to extend the due date for this makeup assignment. The following is the topic for Great Books Seminar #2 (Due date- 11/30; 12/1): Read Ghandi's "Quit India" speech (there is a link on my website). Compare and contrast Gandhi's approach to racial injustice with those of Malcolm X. Note how they use similar rhetorical strategies, such as diction, tone, and appeals, but communicate such different messages. Discussion Panel members will be responsible for conducting a dialogue concerning the topic. These students are responsible for answering all questions posed to them and responding to other panel members’ comments. Panel members must provide cited support for their answers. Answers without specific support from the text being discussed will be considered unsubstantiated and, therefore, insufficient. Audience members are responsible for providing five (5) questions for discussion and for taking accurate notes of the seminar. The grades for the audience members are based on their questioning and note-taking skill. If you are absent for a seminar and you were to have been on the discussion panel, you owe me a four-page typed response to the seminar topic. If you were to have been an audience member, you owe me a two-page typed response to the topic. You must submit your typed responsed upon your return to class. You may not return to class and ask me to extend the due date for this makeup assignment. http://www.wordpower.ws/speeches/gandhi-quit-india.html The following is the topic for Great Books Seminar #3 (Due date- 12/8,9): Read two of Malcolm X’s speeches: “God’s Judgment of White America” and “After the Bombing/Speech at Ford Auditorium.” Note any comparisons and contrasts in Malcolm X’s two speeches. The first was given while he was still a member of the Nation of Islam and the second was given after he had traveled to Mecca and embraced the traditional teachings of Islam. Note how he uses various rhetorical strategies, such as diction, tone, and appeals, and note whether those stylistic elements produce similar or different messages. Discussion Panel members will be responsible for conducting a dialogue concerning the topic. These students are responsible for answering all questions posed to them and responding to other panel members’ comments. Panel members must provide cited support for their answers. Answers without specific support from the text being discussed will be considered unsubstantiated and, therefore, insufficient. Audience members are responsible for providing five (5) questions for discussion and for taking accurate notes of the seminar. The grades for the audience members are based on their questioning and note-taking skill. If you are absent for a seminar and you were to have been on the discussion panel, you owe me a four-page typed response to the seminar topic. If you were to have been an audience member, you owe me a two-page typed response to the topic. You must submit your typed responsed upon your return to class. You may not return to class and ask me to extend the due date for this makeup assignment. http://www.malcolm-x.org/speeches/spc_021465.htm X after Mecca pilgrimage http://www.malcolm-x.org/speeches/spc_120463.htm X with Nation of Islam 10/22
Makeup day for students who missed the Quarter 1 exam.
Students receive their graded Synthesis essays. Students update writing log.
For future WRITING FOLDER CHECK- Your folders must be in compliance with the following requirements:
10 Common Writing Mistakes
Correction Comments
Rubric: Analytical, Persuasive, and Synthesis
Writing Log-Completed in pen
Summer Project (or note explaining its absence)
Essay #1 and Revision (or note explaining its absence)-Okefenokee (Analytical)
Essay #2 and Revision (or note explaining its absence)-Individual and Socieyt (Persuasive)
Essay #3-Invasive Species (Synthesis)
AP MC Log-Completed in pen
Practice Test
Homework: Read Malcolm X. Comprehensive X exam on 10/27,28.
10/23
Makeup day for students who missed the Quarter 1 exam.
Students receive their graded Synthesis essays. Students update writing log.
For future WRITING FOLDER CHECK- Your folders must be in compliance with the following requirements:
10 Common Writing Mistakes
Correction Comments
Rubric: Analytical, Persuasive, and Synthesis
Writing Log-Completed in pen
Summer Project (or note explaining its absence)
Essay #1 and Revision (or note explaining its absence)-Okefenokee (Analytical)
Essay #2 and Revision (or note explaining its absence)-Individual and Socieyt (Persuasive)
Essay #3-Invasive Species (Synthesis)
AP MC Log-Completed in pen
Practice Test
Homework: Read Malcolm X. Comprehensive X exam on 10/27,28.
10/27, 28 Comprehensive exam on The Autobiography of Malcolm X (as told to Alex Haley).
Review requirements for Writing Folders.
Students complete Student Quarterly Reviews of Writing Log and AP MC Log.
Homework: Find examples of effective diction in the "Nightmare" chapter. Be prepared to discuss in class. Be prepared to show evidence in your copy of the book that you have identified examples of effective diction.
10/ 29/30
I distributed writing folders. Students completed the Quarterly Review for Q 1's writing log and AP MC log. The logs were submitted as a class grade.
I distributed Writing Logs and AP MC Logs for Q 2. Students completed the top portion of each log in preparation for the Q2 entries.
In class, we reviewed the requirements for revising the synthesis essay (invasive species) written last quarter. Students will be able to revise this essay at a later should should they so choose.
In class, we discussed the nightmarish incidents of the first chapter of Malcolm X's autobiography.
Homework: Find examples of nightmarish events in the "Nightmare" chapter. Note how Malcolm X uses rhetorical strategies to emphasize how these events made lasting impressions upon him. Find examples of effective rhetorical strategies used by Malcolm X to communicate his childhood experiences in this chapter. List these examples in bullet form and identify the rhetorical strategy/strategies used in each example. Then, develop a thesis statement in which you explain how Malcolm X uses rhetorical strategies to emphasize how traumatic early childhood experiences developed his nascent attitudes and beliefs. NOTE: YOU MUST BRING YOUR COPY OF MALCOLM X TO CLASS EACH DAY. FAILURE TO DO SO WILL RESULT IN A ZERO FOR ANY CLASSWORK OR HALF CREDIT FOR ANY HOMEWORK SUBMITTED ON THAT DAY. YOU HAVE KNOWN SINCE THE FIRST WEEK OF SCHOOL THAT THIS BOOK WAS REQUIRED, SO DON'T INSULT ME WITH EXCUSES FOR YOU NOT HAVING THE TEXT.
11/2, 3
In class we did the following:
Return Quarter 1 logs and Student Quarterly Reviews
Students placed writing folders in order.
Reviewed Grade Recovery policy: Deadline to apply is 11/13; student must meet minimum req's to attempt grade recovery; student who meets the req's will have to print the Grade Recovery form from my website and submit it to me.
Review Malcolm X exam
Students worked in groups to determine which students had the best thesis from last night's homework.
I showed students 4 analytical prompts from 1984-2000, and I explained how every analytical essay requires them to do the same basic thing each time.
Homework: Bring to class a copy of the Quotations handout from my handout page.
11/4, 5
In class we did the following:
Small groups: critiqued student thesis statements
Analytical thesis statements should NOT mimic the prompt. They SHOULD be specific. The MUST make an assertion (a confident claim) concerning the purpose of the author.
Sample thesis from Malcolm X hw: Malcolm X's use of disturbing diction, pathos intended to move the reader to outrage, and hyperbole meant to indicate his frustration help the reader understand how certain traumatic childhood experiences forever shaped his suspicious and angry outlook toward white society.
Time permitting (Wednesday is an early-release day): AP MC #1. I will allow students a few minutes to use a dictionary to look up words for which they are unfamiliar.
Homework: Be prepared to write an analytical essay. Use the AP Help Site link on my Links page. Once on the AP site, look in the left column for "Courses and Exams." Use the drop menu and choose "AP Language." Once on the AP Lang page, look in the left column for "Sample Questions & Scoring." From there, you can practice developing thesis statements for previous AP analytical essay prompts.
11/6, 9 In class we did the following:
I returned AP MC #1. We reviewed the passages and any terms that students did not understand.
Students updated the MC Log.
I provided some helpful suggestions and revision for the AP Language Terms handout, including two new websites:
Students wrote an analytical essay in class.
Homework: Use the following website to understand many of the syntax examples from the AP Language Terms handout:
11/10, 12
In class we did the following:
We reviewed AP MC #1.
We reviewed analytical essay. We discussed student examples.
Homework: Use the Lincoln speech to understand the importance of syntax in developing purpose. Where possible use examples of syntax from the AP Language Terms handout. Remember, that the following website can help you understand the syntax terms on the handout:
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