Week of 9/30 Overview

AP Language and Composition:

Monday you will have a final day to collaborate with your writing group to finish your Orwell analysis. All group paragraphs should be printed and ready to assess in class on Tuesday. It would be ideal for each writing group to have at least three copies of their final draft so that it is easier for multiple students to read each group’s work at one time. There was a little bit too much traffic around one copy last time.

For those of you who were absent on Friday (and there were many), here is the prompt we are writing to:

After reading paragraphs 7-12 of George Orwell’s “Shooting an Elephant” write a response which explains how Orwell uses word choice to convey his attitude toward his subject.

As a reminder, 7-10 represent his inner conflict, and 11-12 is the action of shooting the elephant. All groups should be aware of the subtle shift in his attitude between the two distinct parts of the essay’s arrangement. And also consider that ideal responses, those warranting a score of 8 or 9, must not only indicate what Orwell is doing with word choice and provide text evidence of it, but also explain HOW the word choice conveys  his attitude to the audience. So, ideal analysis moves beyond just what the speaker is doing to consider how the audience is affected. The rhetorical triangle represents this relationship well.

Once we have finished Orwell, you are going to complete an argument project in small groups which is meant to mimic the semester long final argument project. By completing this smaller project you will automatically go through the routines that will be required of each student to complete the final project well. This will involve identifying a central issue, reading the relevant source material and forming a central claim with reasons in response to the issue, which can then be presented to the class as a well structured and logic driven argument. You will receive the assignment sheet for this project on Tuesday.

If you would like to get a head start, take a look at the New York Times Room for Debate, where I will ask all groups to identify their central issue.

English 9 and 11:

On Monday we will finish Tablet 5, Ishtar, Gilgamesh and the Death of Enkidu, paying special attention to how the main character reacts to a significant setback, the death of his mentor and friend. Our essential understanding is bound up in determining how a hero learns lessons from each major experience on his journey. After finishing Tablet 5, we will read through Tablet 6, The Search for Everlasting Life, and possibly move on to Tablet 7. These tablets all form the major journey that Gilgamesh must undergo in order to return home in a better condition than when he left. 

This week we will also complete Language! Unit 32, Lesson 5, which also contains the first test of what we have been learning throughout the first 4 lessons. This quick test should determine if you have been able to master the content we have reviewed thus far. Remember, most of what we have been discussing pertains to root words, adverbs, and spelling works with the long o sound.

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