AP Language & Composition
3.30: Meet in the Arctic Lab to continue work on your 3rd semester project blog post. The post is due Tuesday morning.
3.31: Self assess the Mary Oliver “Owls” in class write. I think we have plenty to discuss based on the reactions last Friday.
After scoring your essays, I am going to introduce a project-based approach to rhetorical analysis. The purpose of this project is to practice analysis and to test online tools for delivering presentations, which you will have to do with your final project.
4.1: Begin rhetorical analysis multimedia project. Get into small groups (no more than 4), choose a rhetorical analysis prompt from the College Board’s released prompts LIST.
Your group should choose a prompt which we have not responded to in class this year. Then, read, deconstruct, and explain the prompt to the class using a visual approach to your lesson.
This is what is known as a flipped classroom where your group becomes the teacher. In this case, you will be teaching other groups how to respond to your analysis prompt by breaking it down and highlighting the key rhetorical choices the author made, including discussion of how those choices allow him or her to accomplish their overall purpose. It is your responsibility to design a process that will teach the class how to respond to your prompt. You’ll do this using a Web 2.0 tool. I suggest Blendspace. But, your group may choose something different if it will work better to explain the prompt. You might also consider ThingLink or some other web tool that allows you to present the process of analysis in a visually engaging manner.
4.2: Continue group work; design a visual representation of your explanation using a web 2.0 tool. Here’s a Blendspace tutorial.
4.3: Finish collaboration on rhetorical analysis project and choose presentation slots for Monday and Tuesday. At the beginning of the week you’ll use your group’s insights into the prompt as well as your presentation tool to teach the class how to approach your prompt. We’ll use my laptop so you don’t have to worry about websites and other resources being blocked.
3.30-31: To begin the nature and environment unit, we are going to view the documentary 180 South, which recounts Yvon Chouinard’s journey to South American by retracing his steps in modern day. The film will give us a chance to discuss how writers, directors, and other creators use natural settings to deliver a larger truth. You will take notes on the film as we watch it in class, and then write an in class response addressing what greater truth is delivered in the film on Wednesday, 4.1.
4.1: In class response to 180 South.
4.2: Thursday we will begin East of the Mountains, which will be your final novel for the school year. Just as we applied the notion of using natural spaces to deliver a larger truth in the film, we will likewise use it as a focal point for the book. Throughout this novel, you will be tracking this one key idea as the setting changes and the character develops. I will provide both a reading schedule and handouts to structure your approach to the novel over the next 16 days.
4.3: Continue reading and taking notes on East of the Mountains.