AP Language & Composition:
This week we will make the transition from rhetorical analysis to our unit on Argument.
On Tuesday, each writing group will bring a final draft of their paragraph, then we will rotate around the room and score each group’s paragraph on the 9 point rubric. Please bring your own rubric handout on blue paper so you can continually refer to it as you read your classmates’ responses. This activity will give every student a chance to see how different groups approached the same prompt. By the end of the period, every group should have between 25-30 pieces of feedback on post-it notes. If time allows, we will have a brief follow-up conversation about what you learned from reading other groups’ papers.
Wednesday you will have a quiz based on the What is Argument? packet I gave you last Thursday. We will open class with your questions and any clarifications and then you will be given the rest of the period to take the quiz. It is 16 questions and 27 points. Thursday I will begin class with some additional argument notes. I will need to add the 2 to 3 pieces of information that are vital to your understanding of argument, but which were not directly covered in the packet. If time allows, we will informally respond to a quote that mimics the kind of argument task you will be required to complete on Friday. Please bring your reading packet to class on Thursday as well. I would like to discuss the two photographs that are used in the opening pages of the reading.
All of the above will be preparation for your first in-class write on Friday. The prompt will provide you with a central quote; you will then be asked to repond to the assertion in the quote with a well-developed argument of your own. Reviewing arrangement and the key parts of argument will be imperative before writing on Friday. Also, I will remind you several times, but in class writes must be written in blue or black pen–this is required on the test; so, you might as well start practicing now.
This week we are going to continue working on the pattern of a hero’s journey. We will also continue our activities in in the language! books.
I won’t be seeing too many second period students tomorrow because of a field trip; so, during period 6, we will read a short article by Oliver Stone about heroes, and students will be asked to respond in writing and then discuss the ideas in the essay. This short reading/writing exercise should help us build up to the activities we will complete on Thursday and Friday (details below.)
On Wednesday both classes will be taking the Benchmark 1 test for the Language! program. The purpose of this test is to get information about where each student’s reading ability is currently; the information will give us a way to track the reading growth each student experiences throughout the year. You will take a similar test in both November and May to measure progress. We will meet in the Arctic Lab on Wednesday to complete the testing. Please remember to bring your username and password, which I handed out to everyone last week.
On Thursday and Friday we will complete a short lesson from the Language! books at the very beginning of class, and then start to review the hero’s journey by watching videos that outline the steps of the journey, and then reading a short story which uses the hero’s journey as a plot device. Students will be asked to fill out a hero’s journey graphic organizer while we are reading in order track the main character’s choices and how they fit a typical hero’s path through a challenging experience. Once we are done with the activities mentioned above, we will be ready to begin Gilgamesh, the longer epic poem that presents a full exploration of a hero departing his home, facing many challenges, and returning home a stronger version of himself.
Here are the links to potential videos we will watch–feel free to preview any of them here:
The Hero’s Journey Animated from TED
The Hero’s Journey in 5 Steps w/ examples