Slavery and The Making of America

Learning Target:  I can identify important and intriguing passages, paraphrase them, and write meaningful discussion questions.

Activity 1 and homework: Read chapter 9 and complete Quote and Question sheet for tomorrow's discussion of chapters 8 & 9.

Beloved Quote, Paraphrase, and Questions for chptrs 8 and 9    

Name: ____________________________ Period____

Read and annotate chapter 7 during class and then using your question stems handout from last week, complete this sheet (except for the response from classmate).   We will use these in class tomorrow.

Chapter 8

Direct Quote w pg #:

Paraphrase:

Question:

Response from classmate (w/ embedded quotes):

Chapter 9 Direct Quote # 1 w pg #:

Paraphrase:

Question:

Response from classmate (w/ embedded quotes)

Chapter 9 direct quote # 2:

Paraphrase:

Question:

Response from classmate (w/ embedded quotes)

Learning Target:  I can respond in writing and through discussion to classmates' questions about Beloved. 

Why do you think Halle couldn't get out of the loft in the barn?  Why didn't he try to stop the rape of Sethe?  Why do you think Morrison included this failure of Halle to protect Sethe? What might she be trying to say through these details?

Find the person whose questions you answered and vice versa.  Exchange papers and read one another's responses.  

Then, find the other pair you will be speaking with.  Arrange your desks in a square. 

First discuss the question about Halle in the loft, then discuss other questions from chapter 7.

Homework:  Read and annotate Chapter 8 (pp 87-100)

Beloved Chptrs 6 & 7

Beloved Quote, Paraphrase, and Questions for chptrs 6 & 7      

Name: ____________________________ Period____

Read and annotate chapter 7 during class and then using your question stems handout from last week, complete this sheet (except for the response from classmate).  Place this in the cardboard box at the end of class.  No homework. We will use these in class tomorrow.

Chapter 6

Direct Quote w pg #:

Paraphrase:

Question:

(chapter 6 continued) Response from classmate (w/ embedded quotes):

Chapter 7

Direct Quote # 1 w pg #:

Paraphrase:

Question (chptre 7 quote # 1 paraphrase continued):

Response from classmate (w/ embedded quotes)

Chapter 7 Direct Quote #2 w pg #:

Paraphrase:

Question:

Response from classmate (w/ embedded quotes)

Learning Target: I can read examples of student AP exam essays and reflect on strategies for writing an AP synthesis essay.

Activity 1: Review the AP Exam scoring (5 mins)

Activity 2: 15 minutes to read student examples; on your own essay, ans write the following short reflections at the top of page 1 or at the end of your practice paper from Friday.  

1) My biggest challenge in writing the essay was...

2) A helpful new insight I gained after reading the student samples was...

3) Two strategies I might consider for reading and writing the next synthesis essay...

Activity 3 (5 mins):  Discuss your response to 1-3 with a partner

Activity 4 (20 mins): Silent reading time

HW: Catch-up day. Read and carefully annotate 68-75 in Beloved.   

Learning Target: As practice for the AP Exam, I can synthesize multiple source in order to explore an issue and create an argument. 

Activity: Write AP Lang and Comp test synthesis essay

HW: Easy-Peasy, lemon squeezy...Read the next chapter, pages 60-67, in Beloved (just enough to keep us from forgetting the plot thread and characters over the weekend)

On Monday
You will look at two student AP synthesis essays from the actual exam (as well as your own essay) and talk about the challenges of writing a synthesis essay and some strategies for doing them well in the limited time available. 

We will also talk about the last 30 or so pages of Beloved.

Learning Target: As practice for the AP Exam, I can synthesize multiple source in order to explore an issue and create an argument. 

Activity: Write AP Lang and Comp test synthesis essay

On Monday
You will look at two student AP synthesis essays from the actual exam (as well as your own essay) and talk about the challenges of writing a synthesis essay and some strategies for doing them well in the limited time available. 

We will discuss the last several chapters of Beloved.

Beloved Chapter 2

Bellringer: (write #1)  If you experienced a pattern of losing loved one's in the prime of your - like Baby Suggs, who had nearly all or her eight children sold into slavery, or Sethe, who lost a child and a husband - what psychological means or coping methods might you adopt to carry on? How might your past experiences of loss affect your ability - for better or worse - to relate to others? 

Write #2: Morrison presents trees in a variety of ways.  What are some of the different possible interpretations of the significance of the various tree references? Are they related in any way(s) or does each reference stand alone either literally or metaphorically/symbolically?

Discuss within small groups and discuss your individual questions

HW: I will be out tomorrow. You must read and annotate in class tomorrow (35 minutes); finish chapters 34-59 for Friday.  Tomorrow, you might also do an AP practice reading passage. (15 minutes)

Learning Target:  I can read carefully and maturely, considering why an author includes selects specific content/details in order to create specific effects and tell a particular story.

Quickwrite:
Imagine you get home from school today - perhaps before your parents get home from work or errands, maybe before all of your siblings get home - and you are met at the door by a person of authority (e.g., a boss, the police, etc.).  They tell you that you have been sold and you have five minutes to pack.  Your family will not be told where you are going, for fear that they will runaway and try to reunite with you and  then all of you would attempt to runaway to a place of freedom.  What goes through your mind and heart during those five minutes? What do you think, act, do?

Also, several hours after you have been taken,  your parents learn about what happened from the mouth of a sobbing sibling.  What goes through their mind, heart, soul for the days, months, and years ahead?

Reflection on last night's reading...Answer the following question in a thoughtful, legible 1-page response. Embed textual evidence into your responses:  Morrison includes some strong content concerning the sexual urges of the Sweet Home men as well as their restraint with regards to Sethe. What might Morrison be suggesting about the extremes - and extreme impacts - of slavery on a young man or woman? Also, what does the behavior of the Sweet Home men towards Sethe imply about their characters? 

Activity 1) Discuss the two writing activities above , first in pairs and then larger group 

Activity 2: Discuss your chapter 1 quotes, paraphrases and questions in your small group (four). 

HW: Finish reading chapter 2 and submit a paraphrase and discussion question (based on question stems) to turnitin.com

Answer the following question in a thoughtful, legible 1-page response. Embed textual evidence into your responses:  Morrison includes some strong content concerning the sexual urges of the Sweet Home men as well as their restraint with regards to Sethe. What might Morrison be suggesting about the extremes - and extreme impacts - of slavery on a young man or woman? Also, what does the behavior of the Sweet Home men towards Sethe imply about their characters? 

Beloved Day 1

Learning Target:  I can read carefully and maturely, considering why an author includes selects specific content/details in order to create specific effects and tell a particular story.

Activity 1: Read and annotate Chapter 1 of Beloved.

Activity 2: Paraphrasing and writing discussion questions
(see the handouts)

HW: Finish reading chapter 1 and submit a paraphrase and discussion question to turnitin.com

Tomorrow's bellringer...(you will write this at the beginning of class tomorrow)

Answer the following question in a thoughtful, legible 1-page response. Embed textual evidence into your responses:  Morrison includes some strong content concerning the sexual urges of the Sweet Home men as well as their restraint with regards to Sethe. What might Morrison be suggesting about the extremes - and extreme impacts - of slavery on a young man or woman? Also, what does the behavior of the Sweet Home men towards Sethe imply about their characters?

Letter From Birmingham Jail and AP Practice

Learning Target: I can evaluate samples of  other students' writing on the Letter From Birmingham Jail essay and use them to reflect on my own essay response to the LFBJ prompt.

Activity 1: Class overview and handouts (quizzes and essay packets and student essays)

• I have graded and entered the quizzes from yesterday, but I will not be discussing them further until all students absent yesterday (about 5 in each period) have completed the quiz. 

• While students absent yesterday pick up and begin working on their quiz, the rest of you will begin an independent AP essay reflection activity.  

• You will evaluate, score, and explain the reason for your score on three student essays in the packet provided. 

Next, you will re-read your own essay and evaluate, score, and then explain your score. 

Finally, you will reflect on what you feel are your strengths and skills you feel you need to improve on when writing timed AP rhetorical analysis essays.

Activity 2: (after 35 minutes have passed)
Quick discussion of the two student essays they evaluated

Activity 3: As you leave class, place your essay packet and your essay in the box.  

I will do a visual check for completed work, and given a satisfactory, AP-level effort, you will receive 10 points; efforts which reveal slackage will receive no more than 5 points.  I will check these tonight and get them back to you tomorrow.

Homework:

• Students who worked primarily on the quiz today, should do the essay reflection assignment for homework.

• All students should bring Beloved tomorrow. We will review annotating, types of questions for discussion, and have time in class to begin reading.

Learning Target: I can identify rhetorical elements and strategies in King's LFBJ.

Activity 1: Take quiz (class over at 2:18)
Hand in both your quiz packet and gradecam sheet. 
Please write your name on the gradecam sheet. If you mark on the packet, please write MARKED on the front so that I know not to reuse it.

Activity 2: If you finish early, please begin writing a paragraph response to the following...Prior to the AP exam, I think I need to work on/need guidance on...?

Homework: 

• Finish your paragraph response to the following...Prior to the AP exam, I think I need to work on/need guidance on...?
• Also, please bring Beloved tomorrow

Letter From Birmingham Jail

Learning Target: I can articulate King's arguments and prominent rhetorical elements and strategies he employs to make them.

Activity 1: 15 minutes to prepare presentations

6)Paragraphs 31-33; 
5) Paragraphs 34-36; 
4)Paragraphs 37-39; 
3)Paragraphs 40-41; 
2)paragraphs 42-43; 
1) Paragraphs 44-47;

Activity 2: Watch presentations and take notes

Homework: 

• Tomorrow we will have a quiz on the content and rhetoric of LFBJ.
• Also, please bring Beloved tomorrow

Letter From Birmingham Jail

Learning Target: I can articulate King's arguments and prominent rhetorical elements and strategies he employs to make them.

Reminder and note: Monday is the in-class AP rhetorical analysis essay for Letter from Birmingham Jail (you may use your annotated copy of Letter from Birmingham Jail).  We will be in DC-east.

Activity 1 (10-15 mins): Finish yesterday's presentations (approx 4 minutes per presentation)

4)Paragraphs 9-11; Period 10
5)paragraphs 12-13; Period 9 & 10
6) Paragraphs 14-15; Period 9 & 10
Period 9: last two groups still have to present
Period 10: Last three groups still have to present

Activity 2 (6 mins):
mini-lesson on syntax in par 13

Syntax in Letter From Birmingham Jail: repetition, anaphora, loose and periodic sentences

Activity 3 (15 mins): Assign paragraphs according to groupings below.  Please prepare presentations which address the following for each paragraph:

1) In this paragraph(s), which argument/objection(s) voiced in the Public Statement is King responding to?

2) In a nutshell, what is King's response/counterargument? Condense it into a sentence or two.

3) For each paragraph, which rhetorical strategies, appeals, and devices are most significant in King's argument?

1)Paragraphs 16-19; 
2) Paragraphs 20-21; 
3)Paragraphs 22-23; 
4)Paragraphs 24-25; 
5)paragraphs 26-27; 
6) Paragraphs 28-30;

Activity 4 (10 mins): Presentations (perhaps time for 2 or 3) 

Homework: Finish reading and annotating paragraphs 30-47 in MLK's Letter from Birmingham Jail. Annotate with the same focus we applied to preparing today's presentations. As you read and annotate, ask yourself the following about each paragraph:

1) In this paragraph(s), which argument/objection(s) voiced in the Public Statement is King responding to?

2) In a nutshell, what is King's response/counterargument? Condense it into a sentence or two.

3) For each paragraph, what rhetorical strategies, appeals, and devices are most significant in King's argument?

Monday: In-class rhetorical analysis essay for Letter from Birmingham Jail (you may use your annotated copy of Letter from Birmingham Jail)

Learning Target: I can identify King's arguments as well as the rhetorical elements and strategies he employs to achieve his purposes.

New Seating Arrangement and chart

Activity 1: Discuss the arguments and rhetorical elements and strategies in each paragraph.

Some things to think about...

Although you have not yet read the entire letter, what do you believe to be King's overall purpose(s)?

What part of the Public Statement is King responding to in each paragraph?


Appeals...
Ethos, Logos, Pathos and authorities
 -  Consider ethos from two perspectives... The Good Man Speaking Well (i.e., the credibility of the author) and the author's appeal to the ethics of the audience.

Authorities...Allusions to authoritative sources or persons (e.g., Bible, Constitution, Abraham Lincoln, etc.)

Which appeals are most prominent in each paragraph (ethos, logos, pathos)?

How does King's word choice reflect and further his purposes in each paragraph?

Where do you see King using figurative language? What is the purpose and the effect?

Where do you see distinctive sentence and phrasing patterns?  What are their effects? How do they help MLK achieve his purpose?

Closely related to authorities...allusions...but not all allusions are to authorities...many are to current events, public figures, etc.

For an appeal to an authority to be effective, it must work for the intended audiences. Why do his appeals work for his audience?

Explain each allusion as best as you can from prior knowledge, research (with phones), or context.

Which allusions were slightly confusing or simply foreign to you, an unintended audience?

Where do you see transitions from one section/purpose of the letter to another? 

1)Paragraphs 1-3; 
2) Paragraphs 4-6; 
3)Paragraphs 7-8; 
4)Paragraphs 9-11; 
5)paragraphs 12-13; 
6) Paragraphs 14-15

15 minutes of research and then present to the class for 4 mins each Activity 2: Begin reading and annotating paragraphs 16-30 for tomorrow.

Homework: Finish reading and annotating paragraphs 16-30 in MLK's Letter from Birmingham Jail  

Annotate for King's arguments and points as well as the rhetorical strategies and elements he employs to achieve those strategies.

Monday: In-class rhetorical analysis essay for Letter from Birmingham Jail