AP Language & Composition:
Note: You need to read Alice Walker’s In Search of Our Mother’s Gardens by Thursday, 11.13 & Maxine Hong Kingston’s No Name Woman by Friday, 11.14. These will be the final two model essays in our narrative unit. Get started early since you will not have homework this week otherwise.
Also, you will be required to have a rough draft of your own narrative & descriptive essay by Monday, 11.17, when we will peer edit. Get started writing this week while the ideas from the model essays are fresh; consider how you’ll use the style and techniques you have noticed from reading 5 excellent sample essays.
11.10: Bring 3 printed copies of your Orwell analysis paragraph to class on Monday. We will rotate through the paragraphs, read each, and take brief notes on the strengths of each. After the rotation, each student will compile a strategy list for writing a full rhetorical analysis essay on Tuesday.
11.11: Rhetorical Analysis in class write. You must write in blue or black pen and will have approximately 45 minutes to write your response.
11.12: We will look at two sample responses to the analysis question from Tuesday, label and analyze each of them and then go through the same process with your own responses before giving them a score on the 9 point scale. I will not be providing commentary on your essays this time; so, it will be all the more important to analyze your own writing closely.
11.13: Discussion of Alice Walker’s In Search of our Mother’s Gardens. You will have Monday through Thursday to prepare the notes. More details in class on Monday.
11.14: Discussion of Maxine Hong Kingston’s No Name Woman. We will follow the same note taking process we uses for Walker.
11.10-11: Monday and Tuesday will be workdays for your Macbeth infographics. Bring your prewriting sketch to class for points on Monday.
11.12: Peer editing infographics. We will use the class period to read, view and suggest revisions to the infographics by using the rubric I provided. The key will be looking at the alignment of the visual and text elements and making sure the analysis is well developed.
11.13: We will rotate through each student’s infographic, taking note of how each uses visual elements along with text to analyze the lessons Shakespeare teaches. As a result, each student will write a brief reflection on how Shakespeare teaches his audience lessons through his plays. This writing will be attached to your own infographic and be turned in for the 100 point grade.
11.14: We will begin the dystopia unit by conducting a brief background research assignment to familiarize everyone with the genre, and to allow each student to research a book they would like to read for the unit. We won’t all be reading the same book; so, it will be vital to choose a book of interest and then work through it independently. More details during class on Friday.