AP Language (Period 5) Assignments

Passages for the final are attached. Data Sheets due on Monday!! We will discuss color symbolism in class on Monday.

Complete the Data Sheets (attached) about The Great Gatsby

Find the Success Group Project Assignment attached.

Answer the Outliers focus questions, completely, clearly, and thoughtfully.

Synthesis essay on violent and nonviolent protest in class on Monday. The sample response to the essay on nonviolent resistance is attached.

Read the attached information about the synthesis essay, explore the 2013 synthesis prompt and sample responses, then answer the attached synthesis prompt on separate sheets of paper. Follow all directions on the attached prompt.

Print, read, and annotate the excerpt from Gandhi's "On Nonviolent Resistance" and then answer the discussion question and reply to two other students' posts on www.schoology.com. The title of this discussion is "Nonviolent Protest." All posts need to be completed by 11:59pm on Thursday 4/10.

Frederick Douglass "You become the Teacher" group projects due April 9th. Lessons will start on this day. Lessons should be no longer than 20 minutes per lesson. Find the directions and rubric attached.

Print, read and annotate the excerpt from "Letter from Birmingham Jail" and answer the following questions. Answers should be in complete and detailed sentences.

 

Number the paragraphs and answer the following questions:

1. How does King defend his presence in Birmingham?
2. What are the four basic steps of a nonviolent campaign? Why does King explain these steps to his audience?
3. According to King, what is the purpose of nonviolent direct action?
4. Do you agree that “freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed”? How is this same idea expressed in other sources we have read for this unit?
5. How does King utilize emotional appeals in paragraph 8? Give specific examples to support your answer.
6. How does King distinguish between just laws and unjust laws? How are these ideas similar to Thoreau’s ideas in “Civil Disobedience”?
7. Explain why King believes people have the responsibility to break unjust laws.
8. What examples does he use to support his use of nonviolent direct action and to support his views about just and unjust laws? Why does he use these examples?
9. How does King use logical appeal to argue against the clergymen’s assertion that the nonviolent protesters’ actions should be condemned because they precipitated violence?
10. What two forces does King “stand between”? In paragraph 17, how does he use an appeal to fear to justify his group’s use of nonviolent protest and to urge the white clergymen to support it?
11. Why does King embrace the label of extremist in paragraph 18? What examples does he use to illustrate his interpretation of what an extremist is? Why are these examples significant and convincing?

Remember to reply to my prompt on www.schoology.com and then reply to two student posts (one to a students reply to my prompt and one of your choice).

Print, read, and annotate "Civil Disobedience."

Read the biography on Robespierre and the reread and further annotate the excerpt from his speech justifying the use of terror (attached again below for your convenience).

 

Biography:

Go to the student website for DCRS and do chapter 8 exercises 1 & 2 and chapter 9 exercise 1, 2, & 3. This will be great review for the test. Test Tuesday.

 

 

Also, find the answer key for chapters 8, 9, 10 exercises.

Read and annotate The Narrative of the Life of Frederick Douglass by March 24th. Use the Focus Questions attached to guide your annotations.

Read and annotate The Narrative of the Life of Frederick Douglass by Monday. Focus questions attached.

Print, read and annotate excerpts from Robespierre's Justification of the Use of Terror.

 

Answer at the bottom of your printed copy:

 

How does Robespierre justify the use of terror when combatting oppression/tyranny?

 

Bring DCRS tomorrow.

Reading Response #13:

Read the speech carefully. Then, write an reading response in which you analyze how Patrick Henry utilizes rhetorical strategies to convince his audience to support the war effort against Great Britain.

Reading Response #12:

What is Patrick Henry's argument in his "Speech to the Virginia Convention"? Which evidence is most convincing? Which evidence is least convincing? Make sure you provide specific examples to support your ideas. Ultimately, why do you think the Virginia Convention accepted and acted on his argument?

Click on the link below. Print, Read, and annotate Patrick Henry's "Speech to the Virginia Convention." Then, on a separate piece of paper answer the questions on page 344 in DCRS about the speech. Make sure you read the background information before the speech on the website. I have also provided a link to a biography of Patrick Henry. Bring both the printed copy of the speech and your answers to the questions to class tomorrow.

Find your own example of satire. It could be an article, a poem, a cartoon, a song, a piece of artwork, a video clip, etc. Please make sure the video clip can be played by VLC. Please provide a MLA citation of the source. Then answer the following questions:

1. What is this piece satirizing?

2. What is the tone of the piece? (Besides satirical, i.e. bitter, light-hearted, etc.)

3. What strategies does the source utilize in order to establish the satire? Give specific examples from the source.

4. What elements of your satirical piece are humorous? How does this add to its satirical quality?

5. What is the ultimate message of this piece? What does the writer/artist/producer want us to think about or do as a result of our exposure to this text or visual?

Read and answer the questions for chapter 9 selection 1 (396-98) and selection 4 (403-6).

Reading Response 11: Click on the link below and write at least a one page response to Question # 2 (the rhetorical analysis prompt on the satirical passage from The Onion).

DCRS Final Wednesday and Thursday

 

Answers to chapter exercises and practice essay:

CHAPTER EXERCISES Chapter 7

Selection 2

A.     Vocabulary

 

1.      a                                              2.   c               3.      c               4.        b         

B.     Content, Structure, and Tone

1.      d

2.      Sentence 2: “with all the ease and self-confidence of a film star”

        

         Sentence 9: “with exactly that bored expression that one sees on the faces of professional handshakers”

        

         Sentence 12: “Chumley wore the chain with the superb air of a Lord Mayor”

 

3.      being the center of attention, being treated like a celebrity

4.      d                                              5.   a              

Selection 3

A.     Content and Structure

1.      d                                              2.   c and f    

3.      The Cherokees’ mistreatment and suffering at the hands of the U.S. government

4.      a and d       

B.     Language and Tone Analysis

1.      c

2. connotative

3.      c                                              4.   b               5.      b              

C.     Paraphrase and Summary—Suggested Answers

1.      Though the Cherokee’s had adopted white customs of building houses and establishing farms, this proved no help, and because of these practices, they lost even more when the government refused to safeguard them.

 

2.      The Trail of Tears refers to the forced removal of Cherokee Indians from Georgia to Indian Territory, resulting in loss of life and suffering. Though the Cherokee had an alphabet and had established houses and farms they couldn’t defend themselves against the Georgia settlers, who hated them and coveted their property. (51 words)

 

Practice Essay:  Kurt Wiesenfeld, “Making the Grade”

 

A.     Comprehension

1.      b                                              2.   c               3.      d               4.        b          5.     b             

B.     Vocabulary

1.      attack, offensive                     2.  discontented                 3.  excessive 

4.     using flattery or cajolery       5.   highly agitated             6.   essentially           

7.   incompetent                              8.  offensively conspicuous

9.      deteriorating, wearing down         10.   state of being complete and sound 

C.     Inference

1.      PA                                           2.   NP           3.      PI             4.        NP      5.     PI            6.   PI             

D.     Structure and Meaning

1.      persuasion

2.      The “rookie error” was returning to his office after he posted final grades.

3.      Because they don’t equate grades with personal effort and performance, many students want good grades whether or not they deserve them or have done the work.

 

4.      Tone: sarcastic; tone in the entire article: critical, fault-finding

 

Final will be in two parts:

1. Rhetorical Analysis Essay

2. DCRS Test 3, chapters 6 & 7

 

Bring your DCRS books to class Monday and Tuesday. Study the attached passages for the rhetorical analysis essay.

Go to my links and click on the Developing Critical Reading Skills website. Do the online Practice Test chapters 6 & 7. Email the results to [email protected].

 

Rough draft of shell description due Monday. See attached materials.

 

Reading Response #10:

Reread the second paragraph of Chapter 1 "Nature" ("The stars awaken a certain reverence...man beholds somewhat as beautiful as his own nature."). Then, in
a well-developed reading response, analyze the rhetorical strategies Emerson uses to develop his argument about the role of nature in his life. Support your analysis with specific references to the text.

Reread part 1 of the essay "Nature" entitled "Nature" and write the main idea(s) for each paragraph in the margins. Also, highlight examples of figurative language and identify the type of figure of speech, the two items being compared, and the meaning.

Reread  Emerson's Introduction to "Nature" and write the main idea(s) for each paragraph next to the paragraph. Also, highlight  figures of speech (figurative language) and explain what two things are being compared and the meaning.

 

Text of "Nature": http://www.emersoncentral.com/nature.htm

Winter Break Assignments:

 

1. Complete chapter 6 in DCRS: practice exercises 1-9, Chapter exercises selections 1, 2, 3 and Practice Essay: "Joyas Voladoras."

2. Read the biography of Ralph Waldo Emerson: http://transcendentalism-legacy.tamu.edu/authors/emerson/

3. Print, Read and annotate "Self-Reliance" by Emerson (attached below).

4. Print Read and annotate "Nature" (only the Introduction and Part I entitled "Nature") by Emerson: http://www.emersoncentral.com/nature.htm

 

Focus Questions for both readings:

5. Complete Reading Response #9: What common philosophies do Gift from the Sea, "Where I Lived and What I Lived For," "Self-Reliance," and "Nature" all share? What lessons can we take away from these texts?

 

Note: If you want to read texts in the Big Book, they are on the following pages:

Biography/"Nature":

6th edition: 548-552

5th edition: 612-617

 

Self-Reliance

6th edition: 592-609

5th edition: 655-672

***Please note: the attached online version IS NOT the full text of Self-Reliance whereas the book version is. Therefore, you may want to print the attached version.

 

 

DCRS test tomorrow chapters 1-5. See answers to exercises in chapters 4 & 5 attached. You can do extra practice on the DCRS website: http://www.mhhe.com/socscience/english/spears/bridge/

Go to the Developing Critical Reading Skills website and take the Practice test chapters 1-5. Email your results to : [email protected] by 7:30am on 12/17.

Website:

Read the biography of Henry David Thoreau: http://transcendentalism-legacy.tamu.edu/authors/thoreau/

Read Nathaniel Hawthorne's impressions of Henry David Thoreau: http://transcendentalism-legacy.tamu.edu/authors/thoreau/hawthorneonhdt.html

 

Print, Read, and annotate "Where I Lived and What I Lived For" for the following focus questions:

1. What are Thoreau's main messages? How does he think people should live? Cite specific textual evidence to support your answer.

2. How does Thoreau use rhetorical strategies to convey his ideas about life? Cite specific textual evidence to support your answer.

3. What connections can you make between "Where I Lived and What I Lived For" and Gift From the Sea? What common philosophical viewpoints do the two writers share? Cite specific textual evidence to support your answer.

 

Text:http://thoreau.eserver.org/walden02.html#0

Alternate site: http://xroads.virginia.edu/~hyper/walden/hdt02.html

Note: You can click on the numbers within the text to access notes about the reading.

 

You can also read and annotate the text in your big book using post-it notes on pages:

871-881 (fifth edition)

826-837 (sixth edition)

 

Rhetorical Analysis essay on a passage from GFTS tomorrow. See the sample essay attached.

Homework for Thanksgiving Break:

1. Finish reading and annotating GFTS through chapter 8.

2. Take a Day of Solitude and write a reflection in your one-subject notebook.

3. Complete DCRS chapter 4 practice exercises 1, 2, 3, chapter exercises selections 1, 2, 3, and practice essay: "The Pen and the Scalpel." Also complete chapter 5 practice exercises 1 & 2, chapter exercises selections 1, 2, 3, and practice essay: "Design Rising."

 

ALL DUE TUESDAY 12/3!!!

Reading Response #6:

Read the passage from "Moon Shell" on pages 34-36(pages may vary), starting with "How wonderful are islands!..." and ending with "And then, like the starfish, one grows it anew; one is whole again, complete and round-more whole, even, than before, when the other people had pieces of one." Then, in a well-developed reading response, analyze the rhetorical strategies Lindbergh uses to develop his argument about the importance of solitude. Support your analysis with specific references to the text. (time yourself: 40 minutes)

Please find materials for the Choral Reading Performance attached.

Read and annotate chapters 1 & 2 of GFTS, using the attached focus questions and annotating marks. I suggest reading through the chapters without annotating first, and then annotating on your second read of the text. Remember, these annotations will be very useful on upcoming essays.

Print, read, and annotate the passage from "The Virginian."

 

Focus questions:

 

1. What point is the author making about good and evil, right and wrong?

2. Do you agree or disagree with his argument? Explain.

Complete the Rhetorical Square for "Sinners in the Hands of an Angry God" and then write a 1 page response to the Reading Response 5 question. This can all be completed in your one-subject notebook.

 

You will be reading a brief biography of Jonathan Edwards as well as reading and annotating an excerpt from Sinners in the Hands of an Angry God. You can either print the biography and excerpt which are attached below or read the biography and excerpt in The Concise Anthology of American Literature (Big Book). If you choose to use the Big Book, you must annotate using post-it notes and bring the Big Book with you on Monday. If you choose to print the readings, you can annotate directly on the printed copies and bring them with you on Monday. Use your annotation guidelines (the ones you used for Free Will and attached below) and the focus questions when you annotate.

 

The pages in the different editions of the Anthology are:

 

Biography: pages 159-161

Excerpt: page 177 "Application"- the bottom of page 179 "nothing you can do to induce God to spare you one moment" (before the 1.)

 

Biography: pages 171-173

Excerpt: page 179 "Application"-the top of page 181 "nothing you can do to induce God to spare you one moment" (before the 1.)

 

Monday: periodic sentence/cumulative sentence & polysyndeton/asyndeton

Tuesday: parody & personification

Wednesday: satire & syllogism/enthymeme

Thursday: no presentations!! Happy Halloween - substitute

Friday: symbol/symbolism &synesthesia

 

Go to AP Central (link below) and go to "Course information" under courses and exams on the left hand side of the page. Click on AP Language and Composition and then look at the third question for past AP exams. These are all argumentative questions. They also have samples, scoring guides, and scoring explanations for each exam question.

Tips for your Free Will argumentative essay are attached below. Please bring the answers to the Essential Questions that you completed for the World Café with you tomorrow. You can use the book and your answers to the essential questions to complete your essay.

 

You may want to check out the article I attached to last night's homework if you haven't already!

Reading Response 4:

Review your annotations in Free Will. Then answer each of the essential questions in detail. Make sure you include textual evidence to support your answers. Write your answers on a separate piece of paper and be ready to use this paper as a reference for a World Café on Monday. Also answer the following two questions:

1. What is missing from Sam Harris's argument? What evidence should he have included to make his argument stronger?

 

2. Has this book changed your views on criminal justice, success, and responsibility? If so, how? If not, why has your opinion remained unchanged?

 

 

Rhetorical Device Presentations this week:

 

Monday: metonymy/synecdoche & malapropism

Tuesday: onomatopoeia & oxymoron

Wednesday: parable & paradox

Thursday: parallel structure & paralipsis

Finish reading and annotating Free Will.

 

 

Read and annotate pages 31-47 in Free Will.

 

Complete the practice essay for DCRS chapter 3 on pages 113-118.

Argumentative Essay in class tomorrow. See the attached handout for tips and a sample essay.

1. Read and annotate pages 15-30 in Free Will.

 

2. Complete Chapter 3 chapter exersises selections 1, 2, 3 in DCRS.

 

3. anaphora/anecdote presentations on Tuesday 10/1.

Rhetorical Device presentations start Monday 9/30. There will be two a day except on Fridays. requirements, rubric, and note-taking sheet are attached. MAKE SURE YOU PRINT A COPY OF THE RUBRIC AND ATTACH IT TO YOUR PRINT OUT!!!

 

 

 

 

 

Read and annotate pages 1-14 of Free Will. (Find the annotation guide and Essential questions attached)

 

Read pages 100-106 in DCRS and complete practice exercises 7 & 8.

Read pages 81-91 in DCRS and do Practice exercises 1 & 3.

1. Complete the Practice Essay for Chapter 2: "Among the Thugs".

2. Reading Response # 2: Answer one of the following questions in a minimum one-page response in your notebook:

             1. Define "integrity." Use the sources on Honesty, Integrity and the Prevalence of Lies to support your ideas. (Sources are attached below)

             2. Is lying ever acceptable? Explain. Use the sources on Honesty, Integrity and the Prevalence of Lies to support your ideas. (Sources are attached below)

 

Be ready for a fishbowl discussion on Monday.

 

GET BOOKS FROM THE BELLA TERRA BARNES AND NOBLE!!! You need to have Free Will by Friday 9/27!!!

I apologize for not posting the homework the last two days. I got busy and forgot!!

 

Tomorrow, you must have DCRS chapter 2 practice exercises 1, 2, 3, & 4 completed as well as chapter 2 chapter exercises selections 1, 2, 3 pages 68-73. I WILL BE STAMPING THIS HW TOMORROW!!

 

In DCRS, read pages45-47 and complete practice exercise 1 on page 47.

 

Please bring "The Ways We Lie" and "The Insufficiency of Honesty" to class tomorrow.

Read and annotate "The Insufficiency of Honesty". Then answer the questions that follow on a separate piece of paper. (Article is attached below)

 

Essay Monday!!! Bring East of Eden, summer reading articles, and Dialectical Journal to use during the essay. THESE ARE THE ONLY MATERIALS THAT CAN BE USED!!!

Choose one of the questions from today's world café and write a one-page Reading Response in your one-subject notebook answering the question insightfully and completely. Make sure you use evidence from East of Eden and the summer reading articles to support your ideas.

 

World Café Questions:

 

Do chapter exercises pages 31-37. Read all three selections and do ALL exercises/questions that follow. The only part you do not need to complete is "Part B: Annotating" for selection 3.

 

Bring E of E and summer reading articles tomorrow.

In DCRS, read pages 25-31 and do practice exercise 5 on pages 30-31. You can complete it on the same paper as the previous homework if you have room.

Read pages 10-25 in Developing Critical Reading Skills and complete Practice Exercise 1 (Etymology) on page 14, Practice exercise 2 on page 22-23 (write the question and answer for the multiple choice questions), Practice exercise 3on page 24 and practice exercise 4 on page 25. DUE MONDAY 9/9.

Read pages 1-6 in DCRS and answer questions 1-7 on page 6 on a separate piece of paper.

Read "To the Student" on page xvii of Developing Critical Reading Skills and answer the following question: What skills does a student need in order to be a "critical reader"?