August 29, 2014

Learning Target: I will consider how the occasion of a political speech - its moment in history - affects its content, and how syntax - especially sentence length and parallel structure and antithesis - affects a speech's flow and the emphasis of certain ideas.

No homework - Happy Labor Day Weekend!

Bellringer:  JFK's Inaugural Address...Historical Context.Read the paragraph in the middle of page 72.  What do you think were some of the international and domestic challenges facing the US in 1961? Even if you are not positive, think about what was going on in the world and in the US at that time.  Consider also what had happened in the world in the previous 15-20 years (since 1941). Then we will listen to the first 6 mins and 10 sec of the speech and answer the following questions on pp 72-73: 5, 6, 8, 9, 11,12.

NF reading passage and questions


Didion Student Essays

August 28, 2014

Learning Target: I will continue to build my lexicon of rhetorical terms and use them reflect both critically and sympathetically on a variety of genres.

Quiz on Unit 2 rhetorical terms



In your journals... Reading a song...Mercy Street by Peter Gabriel: Poetry and song lyrics are often not as direct or logos driven as other forms of writing. Keep that in mind as you listen to this song.

What elements of the song and performance appeal to pathos? 
What elements of the performance establish ethos of the artist(s)?  
What word(s) would you use to describe the mood of the song? On a related note, what emotions or ideas does this song evoke for you? 
What words or phrases stood out for you? Why?

http://safeshare.tv/w/DxZPAJLhmp

NF reading passage and questions

Kennedy's speech on pp 69-72  followed by qusetions on 72-73

Didion Student Essays

August 27, 2014

Learning Target: I will identify rhetorical elements such as diction, syntax and mood in a written text, and connect those to how they support the author's larger purposes in that text.

Homework: 

Finish reading Chapter 2 in LOC and review the glossary of rhetorical terms.  Likely quiz tomorrow on chapter 2 and its rhetorical terms (15 points).

Bellringer: Rhetorical strategies, effects, and purpose in the Santa Ana Winds passage. (20 minutes) 

Referring back to pages 49-56, answer the following:

1) Diction and mood: Discuss what words would best describe the mood of the first and second paragraphs (you may use your own words or those mentioned in the textbook), and how specific word choices in the first and second paragraph contribute to the mood of those paragraphs?

2)  Syntax: Briefly discuss how Didion's uses of a long, cumulative sentence in the second paragraph on 49 suggests a building threat; also, briefly discuss how she uses shorter sentences later in the paragaph.

3) In the third paragraph, what is the primary technique Didion uses to demonstrate that "science bears out folk wisdom"?  

4) What do the author's of the textbook suggest the purpose of Didion's piece may be?

Pair and share, briefly discuss your answers to the bellringer.

Leave enough time to create an exit ticket with both your names on and answers (with the page number where your found the answers - pssst...it's the same page for both) to the following: According to the textbook,

1) What effect was Didion striving for in the piece?

2) How does she create that effect? 

Likely on tap for tomorrow:

• Quiz

• Review student essay responses to Didion 

• thesis review and the following writing exercise

August 28, 2014 Journal Entry: Tortilla Curtain Close Reading/Thesis paragraphs

The Tortilla Curtain

Working Draft Thesis Statement:

The way Delaney submits to xenophobic feelings as the fire threatens his home in the Arroyo Blanco Estates emphasizes how racism and discrimination can stem from fear and anxiety. Moreover, Boyle’s description of Delaney’s mental state as he joins “a mob” and curses out “the Mexican” in the baseball cap illustrates how even a person who prides himself on being open-minded and compassionate has the capacity to feel an ugly joy when he gives in to the sinister and simplistic logic that undergirds racism.

Using this two-part working draft thesis statement above, do a close reading of pages 288 "'Officer' he boomed" to page 290 "offered the bottle again, he took it." Write two paragraphs that substantiate/support/defend/develop the thesis statement by weaving in short quotes.

August 26, 2014

Learning Target: Refresh and reinforce rhetorical awareness and the lexicon of rhetoric.

Homework: 

Read pages 52-63 in the LOC.

Bring the Tortilla Curtain tomorrow.

Bellringer:  Non-fiction Summer Reading Reflection Assignment...(10 points; 15-20 minutes) On a clean sheet of paper, copy/rewrite word-for word a paragraph from your non-fiction book  which you felt was especially interesting, significant, or which you could relate to in some way.  (Make sure to include the author's last name and the page number at the end of the quote.) Oh, at the top of the page, please write "An excerpt from title of book you read".

Reflecting on the paragraph you copied, write a well-developed (7-11 sentences) paragraph addressing the author's :

• What is one of author's major argument(s) in this book? Use the broad definition of argument embodied in the idea that everything is an argument.
• How is this passage related to, or how does it support, the author's argument(s) in this book?
• Did this passage appeal to you primarily through ethos, pathos, or logos and why?

Pair and share with a partner...

When you are finished, please give this to Mr. Wesley.

• Take rhetorical terms quiz

• Winston Churchill: The New Administration (aka.  Blood, Toil, Tears and Sweat) from the 3 minute mark on Winston Churchill's New Administration speech
• What do you notice about the following: What is the purpose of the last paragraph? How would you describe its tone?  What connections can you make between the diction and syntax of the paragraph and its purpose and tone?

 

August 25, 2014 3AP

Learning Target - I will continue to create a foundation for rhetorical awareness as a reader and writer.

Bellringer: Read the activity at the bottom of page 23 in The Language of Composition...Label the journal entry as follows August 25, 2014, Reading Images (p 22 of LOC) Then write a well developed paragraph (7-11 sentences) which answers the questions at the bottom of the page. (5 minutes)

Underneath your previous entry...On pages 36-38, we have a list of rhetorical terms from this chapter.  One term is polemic.  Review that definition and then look back to the image at the top of page 25.  Do you think that image/advertisement is a polemic?  Why or why not? (4-6 sentences)

Pair and share discussion

Please label this journal entry as follows: August 22, 2014 Tortilla Curtain Post-discussion Reflection...
Please answer each of the following, but don't use people's names unless you are describing something positive a person does. I want us to learn from this experience, not judge or call each other out. 

• How do feel your small group discussion went overall?  

• Did it seem like people were actively listening to one another? What signs - both spoken and non-verbal - did you see which suggested that people were either actively listening or perhaps not? 

• How about the speaking part of the discussion? Did participants remember to provide some plot context and direct people to where their passage was prior to reading it?  Could you hear them?

• Did listeners in the group respond with thoughtful or affirming comments and questions which conveyed that they were listening carefully to the presenter?

• Finally, what was the most interesting comment or question that you heard, who said it, and why did you find it interesting?

 1. Non-fiction Summer Reading Reflection Assignment...On a clean sheet of paper, copy/rewrite word-for word a paragraph from your book  which you felt was especially interesting, significant, or which you could relate to in some way.  (Make sure to include the author's last name and the page number at the end of the quote.) Oh, at the top of the page, please write "An excerpt from title of book you read".

Reflecting on the paragraph you wrote earlier, write a well-developed (7-11 sentences) reflection paragraph explaining what you felt was important and/or interesting about this passage. Some questions you might consider as you write that paragraph:

• What was it about the passage caught your attention?
• Did this textual quote appeal to you primarily through ethos, pathos, or logos and why?
• Could you relate to it personally at any level?   

When you are finished, please give this to Mr. Wesley.

Homework: Study the terms on pages 36-38.  We will have a 10 point (multiple choice or matching) quiz tomorrow on those terms. Also, read pp. 38-51 in the LOC.

August 22, 2014 4AP Tortilla Curtain and Tech in School

• Bellringer (5 minutes)...In your opinion, what does a good, vibrant small group (5 or less students) literature conversation look like?  In other words, what are the characteristics of a good discussion? What do the participants do as both speakers and listeners a in good discussion (about a paragraph/half a page)?

Whole class sharing of thoughts (5 mins)...

Remember, you don't have to be an extrovert to be a good participant in small group discussion. Even if you are not overly fond of talking, at least try to convey verbally or non-verbally that you are actively listening and care about what other people in the group are saying.

Oh, by the way, no homework this weekend, but please bring the following for Monday, August 25: 

• the Tortilla Curtain and your non-fiction book 
• and the handouts which comprise Chapter 1, Introduction to Rhetoric, from The Language of Composition
• Also, even though I don't want you to create an account for my blog, you can view it by simply going to my LTHS website and clicking on the link to this blog.  It's a convenient way to check in-class activities or homework assignments.

• Whole-class discussion about technology (Mr. Wesley).... What do you think about the use of smart phones and tablets in the classroom?  

 Small group Tortilla Curtain discussions and written reflection....(about 30 mins)

(5 mins for intro and review of guideline; 2 mins for numbering off students and getting into small groups; 15 mins for getting into groups and talking, 10 mins for post-discussion reflection journal entry)

• Although I have your papers from yesterday, you're smart kids and I think you can each discuss your passage and reflection without having them in hand

• Simply locate the passage again in your book and direct other students to it prior to taking your turn in sharing your insights about the passage and how it supports one or more of Boyle's arguments in the book.   

Guidelines for your discussion...

• Shake hands and introduce yourself

• Make sure that everyone in the group shares. 

• When it is your turn, first direct everyone to your chosen passage so that they are literally on the same page as you.

• Briefly provide a little context  by describing what was going on in the plot at this point, and then read your passage as your groupmates follow along in their books.

• While you are speaking, groupmates should be listening actively to you, considering their own thoughts and questions about the passage and your comments.

• Once you are done sharing your passage and your thoughts on it, ask your group if anyone has any follow-up ideas or questions about the passage or their insights. Hopefully each of them was listening actively and will share either a comment or question they have about your passage and your thoughts.

Please label this journal entry as follows: August 22, 2014 Tortilla Curtain Post-discussion Reflection...
Please answer each of the following, but don't use people's names unless you are describing something positive a person does. I want us to learn from this experience, not judge or call each other out. 

• How do feel your small group discussion went overall?  

• Did it seem like people were actively listening to one another? What signs - both spoken and non-verbal - did you see which suggested that people were either actively listening or perhaps not? 

• How about the speaking part of the discussion? Did participants remember to provide some plot context and direct people to where their passage was prior to reading it?  Could you hear them?

• Did listeners in the group respond with thoughtful or affirming comments and questions which conveyed that they were listening carefully to the presenter?

• Finally, what was the most interesting comment or question that you heard, who said it, and why did you find it interesting?

 

Yesterday's activities...

Activity 1. (15 minutes) Bellringer...(10 points) On a clean sheet of paper, copy/rewrite word-for word a paragraph from The Tortilla Curtain  which you felt was especially significant (don't forget to include the page number following the quote.) 

Reflecting on the paragraph you just copied, write a well-developed (10-15 sentences) reflection paragraph explaining why you felt it was important and how it supports - ether directly or indirectly - some argument which you believe TC Boyle is making in the book.

When you finish the above prompt, please put it aside and begin activity 2 in your notebook/journal section of your binder:

Activity 2) August 21, 2014 Technology in the Classroom Journal (about a half page. )The letter from Ruth Marcus to The House of Representatives (p. 16 of The Introduction to Rhetoric chapter) discusses the issue of technology on the floor of the House of Representatives.  She gently and humorously argues it is a distraction.

LT is currently considering allowing student to BYOD (Bring Your Own Devices) and may start issuing LT-purchases tablets to students beginning next year.  What do you think about the use of smart phones and tablets in the classroom?  Should they be allowed or not? What are the pros and cons of their use in the classroom? Should they be allowed but only under certain conditions?  If so, what conditions?  Write for approximately 5 minutes.

NY Times Conversation with TC Boyle

August 21, 2014 3 AP Tortilla Curtain

Activity 1. (15 minutes) Bellringer...(10 points) On a clean sheet of paper, copy/rewrite word-for word a paragraph from The Tortilla Curtain  which you felt was especially significant (don't forget to include the page number following the quote.) 

Reflecting on the paragraph you just copied, write a well-developed (10-15 sentences) reflection paragraph explaining why you felt it was important and how it supports - ether directly or indirectly - some argument which you believe TC Boyle is making in the book.

When you finish the above prompt, please put it aside and begin activity 2 in your notebook/journal section of your binder:

Activity 2) August 21, 2014 Technology in the Classroom Journal (about a half page. )The letter from Ruth Marcus to The House of Representatives (p. 16 of The Introduction to Rhetoric chapter) discusses the issue of technology on the floor of the House of Representatives.  She gently and humorously argues it is a distraction.

LT is currently considering allowing student to BYOD (Bring Your Own Devices) and may start issuing LT-purchases tablets to students beginning next year.  What do you think about the use of smart phones and tablets in the classroom?  Should they be allowed or not? What are the pros and cons of their use in the classroom? Should they be allowed but only under certain conditions?  If so, what conditions?  Write for approximately 5 minutes.

NY Times Conversation with TC Boyle

No homework, but please bring 

• the Tortilla Curtain 
• and the handouts which comprise Chapter 1, Introduction to Rhetoric, from The Language of Composition

August 20, 2014 4AP

August 20, 2014 3AP 

Everything is an Argument: What is the Rogerian model of argument?  For what types of situations or topics - would the Rogerian model be better than a more aggressive " one winner & one loser" type of argument?

Page 8 of Everything is an Argument: The offset bold paragraph on this page contains an excerpt from A Wall Street Journal in which the author uses statistics to support his argument.  Do the statistics improve the ethos or logos of his argument?  What questions might a critical reader have regarding his claims or the statistics used?  

Police dealings with the mentally ill
Police and the Mentally Ill in San Antonio What arguments might we discern from the NPR report concerning the treatment of the mentally ill by police departments and the legal system? What factors lend to the ethos of the reporter and the police officer?


The letter from Ruth Marcus to The House of Representatives (p. 16) discusses the issue of technology on the floor of the House of Representatives.  She gently and humorously argues it is a distraction.

LT is currently considering allowing student to BYOD (Bring Your Own Devices) and may start issuing tablets to students beginning next year.  What do you think about the use of smart phones and tablets in the classroom?  Should they be allowed or not? What are the pros and cons of their use in the classroom?
Should they be allowed but only under certain conditions?  If so, what conditions?  Write for approximately 7 minutes.

Homework: 

Read pages 22-35 (but do not do the activities) in The Language of Composition in preparation for tomorrow.

Bring your Summer Reading book and your signed syllabus for tomorrow.

August 19, 2014

Rewrite Policy for Major Papers…If you are not satisfied with your performance on a formal writing assignment (generally defined as a multi-draft paper worth 60 points or more), you will be allowed to rewrite one of these papers per semester for a new grade. Occasionally, I will require, or strongly encourage, a rewrite.  Important note: The following are not eligible for rewrite: in-class essays or any portion of the final exam.  

August 19, 2014 3AP

August 19, 2014 Intro to Argument Journal: 
Re-read the third paragraph on page 5 of last night's reading.  Given their definition of argument do you agree that "the clothes you wear, the foods you eat, and the groups you join make nuanced, sometimes unspoken arguments about who (we) are and what (we) value"? Provide some examples of your own, using yourself and classmates and teachers.  What "arguments" might certain clothes, foods, groups and activities suggest? 

Discuss

What about architecture? How can architecture be an argument? Think about LTHS north campus. What arguments about educating the teenage masses might we infer from the physical structure that is LT? 

Discuss

What is the Rogerian model of argument?  For what types of situations or topics - would the Rogerian model be better than a more aggressive " one winner & one loser" type of argument?

Page 8 - The offset bold paragraph on this page contains an excerpt from A Wall Street Journal in which the author uses statistics to support his argument.  Do the statistics improve the ethos or logos of his argument?  What questions might a critical reader have regarding his claims or the statistics used?  

Police dealings with the mentally ill
What arguments might we discern from the NPR report concerning the treatment of the mentally ill by police departments and the legal system? What factors lend to the ethos of the reporter and the police officer?


Homework for tomorrow: Read the Intro to Rhetoric handout from The Language of Composition 



Due Thursday, August 21: 

• Bring The Tortilla Curtain .
• Also bring your signed syllabus sheet on Thursday, August 21.

Google Account

Since I will frequently post assignments, blog entries, and helpful resources on my Google blogspot, it would be a good idea for you to create a Google account using your LT email address!   Due to LT technology policies, it is imperative that you use your LT email to create a Google account for this class. Also, please enter your LT email in the "Follow This Blog" box.

Having a Google account will also allow you to access files which I share with you from my Google Drive files.  I will make many of the assignments and supporting resources available through Google Drive, so this will definitely benefit you. Google Drive also allows you to collaborate with classmates on projects.

Video: How to create a Google account

Interview With TC Boyle

August 18, 2014
III AP Language and Composition
Mr. Wesley
       

  Welcome – Sit wherever you would like.

Atendance (5 mins)

A little bit about me and my background with AP Language and Comp

·         Hand out syllabus and review

Don’t create a Google account/sign up for my blog yet – I need to talk with LT tech folk first

·         A little bit about you…Please take 10 minutes to complete the getting to know you
·         Distribute reading handouts from Everything is an Argument·         Tapping into what you already know: Think back a couple of years…what do you remember learning about ethos, pathos, and logos: Individually, take 3 minutes and write down everything you can recall – simple definitions, examples, etc.
·         Homework: Read pages 3-13 in Everything is an Argument..At the beginning of tomorrow’s class, you will have a bellringer journal writing prompt related to that reading.

NY Times Conversation with TC Boyle