For Tuesday, December 16

Finish reading the play.  In my book, you will start reading on page 104 with Danforth's line, "Come here, woman.  Look at me only, not at your husband.  In my eyes only."  Think about:  What is in a name? and Hale's encouragement to lie in order to save a life.

Write your argument essay over the creativity question in your packet.  If you have misplaced your packet, I have copied the prompt below.

Schedule for the remainder of the semester:

TUESDAY:
Creativity Argument Essay- (Major Grade)
Reading Quiz- (Minor Grade)  (This will be one essay question in which you state your opinion regarding an element of the play.)
Finish Film and Discussion

MID-TERM, WEDNESDAY, DECEMBER 17

You will write a timed rhetorical analysis (Question 2 in your packet)- I will give you 60 minutes. You may come in with an outline and ask me questions during your writing.

You will complete two sections of multiple choice questions (about 20 questions).  You can take the time you need.  This will be graded with a sliding scale.

EXTRA CREDIT OPPORTUNITY:

Design a book cover or a poster advertising a production for The Crucible.  On the back of your book cover or poster, explain the elements you used in your design and how they connect with the play itself.  Tying your cover/poster to the rhetorical context of the play will increase points earned.  Using embedded quotes in your explanation will be helpful.

Prompt for Question 3:
Authors Po Bronson and Ashley Merryman published "The Creativity Drisis" in Newsweek.com in July 2010.  They reported that the Torrance Test, a test of creativity that has been administered to millions of people worldwide in 50 language, indicates that the public's "creativity quotient" has steadily crept downward since 1990.  In their article, Bronson and Merryman cite the claim of Professor Kyung Hee Kim at the College of William and Mary: "It's very clear, and the decrease is very significant."  Kim reports that it is the scores of younger children in America - from kindergarten through sixth grade--for whom the decline is "most serious."

Bronson and Merryman state that "the potential consequences are sweeping.  The necessity of human ingenuity is undisputed.  A recent IBM poll of 1,500 CEO's identified creativity as the No. 1 "leadership competency" of the future.  Yet it's not just about sustaining our nation's economic growth.  All around us are matters of national and international importance that are crying out for creative solutions, from saving the Gulf of Mexico to bringing peace to Afghanistan to delivering health care.  Such solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others."

One possible approach to this reputed decline in creativity is to explicitly teach creative thinking in school.  Write to your school board explaining what you mean by creativity and arguing for or against the creation of a class in creativity.  

For Friday, December 12

Finish reading ACT II. 

In my book, your reading begins on page 57 with the Elizabeth's line, "Oh, the noose, the noose is up."  Read until the end of ACT II.  For those of you not reading from my version of the play, just look for Elizabeth's line.

Read with intentionality.  Expect a quiz.  When I ask you to read, I always expect you to use your close reading strategies....annotate, define unknown words, etc.

If you are having trouble keeping the characters straight, go back and read the beginning of ACT II.  That will be helpful.

For Wednesday, December 10

Read the following from the introduction to The Crucible~xxii paragraph beginning "The Crucible is both an intense psychological drama" to the end of the introduction xxv.

The non-italic/non dialogue sections from ACT ONE~on pages 3, 4, 5, 6, 7, 13, 14, 19, 24, 25, 30, 31, 32, 33, 34, 38,

As you come across character names in the notes, you might look up their pictures on the movie website.  This way, as we watch the movie on Wednesday, you can quickly associate names and faces.

http://www.imdb.com/title/tt0115988/

REMEMBER:  YOUR ARGUMENT ESSAY WILL BE DUE NEXT TUESDAY, DECEMBER 16.

For Monday, December 15

Write the synthesis essay concerning "college educations being worth the cost."  Make sure to follow the directions of the prompt carefully.  This essay is due BOP on Monday.  Walk in and turn it in.

1. Ensure that you are making a personal argument-clearly state within your thesis.
2. You could start by jotting down a quick outline.
3. Do not type-write out as if you were taking the exam.
4. Do not spend more than an hour on this homework.

 Have A Nice Weekend!

For Thursday, December 4

Make sure you read this entire post.

Annotate Jonathan Edward's sermon "Sinners in the Hands of an Angry God."  Remember, for each highlight, you must interpret what is happening with the particular strategy.  For something like repetition or "fiery diction," you can write out your interpretation at the bottom of the sermon.  For extended metaphors, write your interp beside the paragraph.  Other figurative language etc. can be interpreted in the margins as well.

Bring in a copy of The Crucible.  I did look online, and there are free PDF files of the entire text. You may bring that to class on your phone or print out copies.  Also, you can purchase copies for your kindle or buy a soft cover book.  Any format you choose to read with is fine with me.

For Friday, November 21

Rhetorical/Literary Analysis.  The Things They Carried.

You will write a 500-650 essay in which you analyze O'Brien's use of literary device to communicate his purpose in your selected chapter.  My recommendation is that you write over "The Sweetheart of Song Tra Bong" OR "On the Rainy River" since we have gone over those stories in detail.  However, if you really enjoyed a different chapter, you may write about it.

Due Date:  11:59 p.m. on Friday, November 21, 2014.   

You can work on your essay during class on Friday, so bring your device to class.  Rather than starting your essay in class, come in with a quality outline and/or structure.  That way I can help you with details.

:)

For Wednesday, November 19

Going Barefoot

Read in The Things They Carried:

• "Style"
• "Church"
• "The Man I Killed"
• "Ambush"
• "Style"

Think:
What repeated symbols can you find?  How do they inform the text?

Schedule for the week:
Wednesday:  Team Discussion Sheet for "On the Rainy River"
Wednesday's Homework (You can get started early if you like):
        500-600 word essay over either "On the Rainy River" OR "Sweetheart of Song Tra Bong"
        Skill Focus:  Literary Device to Meaning-How does O'Brien communicate his purpose to his                                    readers?
Friday:  
Symbols in Monday Night's Reading-Discussion
Read Aloud:  "In the Field" and "Field Trip"
Discussion:
Homework:  Finish the book

Optional Read:  Turn of the Screw by Henry James
                           
If you read this short novella over Thanksgiving, you can make an appointment with me to discuss the novel for a major grade of 100.  If several of you read the novella, we can discuss as a group over pizza or burgers.  

Review:  "On the Rainy River"

Read "Sweethert of the Song Tra Bong" in The Things They Carried.

Skill Focus:

• Look for imagery and figurative language.  How do these enhance the reader's experience?  Look for the way imagery appeals to the reader's five senses.
• Annotate for:  the topography of Vietnam, the Green Berets, and Mary Anne's transformation.

For Thursday, November 13

PrepPP one quotation Animoto animation for class,
Task 1:  Read the chapters:  "Enemies," "Friends," and "Dentists"

Task 2:  Prepare a Significant Quote Animation using Animoto.

Step 1:  Find a favorite or significant quote from the novel The Things They Carried.  Your quote should be long enough to cover a minimum of 8 images.  Your quote can come from any of the chapters we have read thusfar.
Step 2:  Go to Animoto-Login
Step 3:  Login:  shannon.fox@ccsconroe.org
Step 4:  Password:  shakespeare1
Step 5:  Create Animoto-Steps Below:

• Choose a background
• Add video, images, captions (Your captions come from the significant quote.  Break up the quote in a way that shows planning and confident decision making.)
• Minimum of 8 images (you may use more)
• To change the song selection-click on the song title/music notes in the left hand corner
• To change the speed at which the images are shown click the setting button in the right hand corner
• Preview your video-When you get to preview page, title your video.
• Title your video-Use your name in the title (Fox's War Story)
• Does your video look like you want it to?
• Edit or make changes as necessary.
• Publish your animoto

For Tuesday, November 11

Read:  TTTC Chapter 1-4; “The Things They Carried,” "Love," "Spin," and "On the Rainy River."

For Chapter 1-Make a note of what we will be doing on Tuesday.  You may want to annotate your book accordingly.

Tuesdays Class Work:  Make a list of items carried.  Which items are specific to Vietnam War?  Which items are timeless? Why might Tim O’Brien choose to give each man specific items in addition to the typical soldier’s gear? What do the items tell us about each solder’s duties and personality? What do we learn about their hopes and desires?

For Chapters 2-4-Write:  Choose your favorite of the three stories:  "Love," "Spin," and "On the Rainy River."  For that one story, write a quick analysis in which you discuss O’Brien’s use of literary devices and their connection to meaning.  Think about our discussion today; authors all want to emphasize things and make us feel what is happening.  Be specific about O'Brien's goals from each literary device.  (250 words)

Finally, imagine you have been away from home for an extended period of time.  Write a letter home in which you express to your family member or friend the things you miss most about home.

For Wednesday, November 5

Reread "How to Tell a True War Story."

1)  Identify the emotions communicated in various scenarious.  You should have five (5) different emotions connected to five (5) scenarios. (List)
2)  Design a chart in which you discuss the paradoxical nature of war.  See pages 76-78  Find a couple of pictures on the internet that demonstrate these paradoxes.  Print them out.
3)  Find three (3) literary strategies that O'Brien incorporates into his writing and defend their effectiveness in telling his story.  (List)

If you are interested in perusing the rationale for our study of this novel, you can find it at the following link:

https://docs.google.com/document/d/1GHHEK4vu5NTwCOtrTyDJA0siM_I1aXsCUqSvsEbWuAc/pub

For Monday, November 3

On Monday, we will hear the verdict regarding the Huckleberry Finn trial.

We will have a snack, a video, maybe read outside.

Make sure to bring your copy of The Things They Carried to class with you.  The last time I taught this book it was a class favorite with girls and boys alike.  I am looking forward to our study!

For Wednesday, October 22

Trial Preparation.

Side Note:  Consider staying for additional trial preparation on Friday, October 24.  This is a scheduled half day; however, I cannot move your trial dates (Oct. 28 and 30), so you may want to take advantage of this opportunity.  You judge whether your team is prepared for trial or not.  We will have a scheduled (party/off) class period after our trial comes to completion.

Take your preparation seriously.  Seek out the evidence that will most help your team.  Make sure your evidence is fail proof.  Help your attorney develope questions that will most effectively guide your testimony.

Your trial grade will count twice in the major category.  This is a big deal; we spend a lot of time with this "challenge" because of the important skills developed in the process.

What are we graded on?

Airtight Evidence-Do I know and understand my character?  Is my evidence appropriate, concrete, and relevant?  How well do I think on my feet during cross examination?  In other words, I know who I am and what I intend to prove.

For Monday, October 20

Prepare the outline for a 500 word essay in which you clearly argue your case in the trial brought by the prosecution:

Because of its racially descriminatory nature, Mark Twain's novel The Adventures of Huckleberry Finn should not be required reading in public American high schools.

Your argument should be written from your unique perspective as counsel or witness.  Your introduction should clearly point out your stake in the argument (what makes you a credible witness in the trial-ethos).  Your thesis should be clearly interpretive-argues for one side or the other based on ___________________.  Your body paragraphs should use examples and explanations as with every other well-argued essay.

1. You will bring in your outline on Monday.  
2. I will set the time at 40 minutes.  
3. You will write your essay.  
4. You will turn in both your outline and your essay.  
5. The two documents will equal one major grade.

The remainder of next week's class time will be spent in trial preparation.  I will expect you to use your times wisely.  I appreciate the enthusiasm I saw today.

Trial Dates:  October 28 and 30 from 8:30 - 9:30.

Happy Trial Preparation!

For Thursday, October 16

Finish the novel Huckleberry Finn.

On Thursday, we will have a short quiz.
We will have classroom discussion
The remainder of the day will be spent in your trial teams:  assigning roles, selecting witnesses, preparing for a future essay and trial.

Come to class with your novel and any documents I have given you that might figure into this trial.

For Tuesday, October 14

Complete your rhetorical analysis of "I Rise to Protest."

After I remembered you have this extensive paper to perfect this weekend, I decided to let you off of reading the rest of Huck Finn.  We can finish the novel in class on Tuesday before we set things in motion for trial preparation.

Have a wonderful weekend.

For Friday, October 10

Read Huckleberry Finn through Chapter 36.

Norman Rockwell's Tom Sawyer and Huckleberry Finn

For Wednesday, October 8

One and the Same by Melinda Proudhomme

Read Huckleberry Finn through Chapter 32.

If I discussed your rough draft with you today, continue working on your rhetorical analysis.  It's best to get started, so you remember what we talked about.

The final draft of the "I rise to protest" rhetorical analysis is due BOP Tuesday, October 14.

For Monday, October 6

Begin drafting your rhetorical analysis of Mark Twain's speech "I rise to protest."

On Monday, October 6, 2014, I want to see a rough draft that demonstrates your thought and effort.  You do not have to have a completed draft as long as I can see your valid attempts to conquer the assignment.  (For example:  maybe you bring in two solid body paragraphs that you feel are complete.  That way, I can check them to make sure you are on the right track.)  A good rule:  spend an hour and a half (1 ½) to two (2) hours on English this weekend.

We will organize this analysis by articulating the shifts in Twain’s tone throughout the speech. 

1^st movement-mocking humor/light (1 paragraph)

2^nd movement-acerbic language and biting satire (2 to 3 paragraphs – your choice) starting at rhetorical questions that close paragraph 1.

            Indians

            Quakers

            Others

3^rd movement-starting at O my friends,…(1 paragraph)

Introduction Material~possibilities: Background audience.  Background Mark Twain.  Twain’s reputation as a speaker or authority on the subject.

Thesis Sentence template:

In Twain’s speech given at the first annual Plymouth Rock and Pilgrims’ Society dinner, he _______________ the actions of the original pilgrims and ______________________ the sons of the Puritans _____________________________.

(This sentence should speak to Twain’s purpose.  In class we used the verbs:  attacks and dissuades.  Feel free to use your own vivid verb.  Look at “Intention in Speaking” section of your handout.)

Conclusion:  Wrap up: speaker’s success in accomplishing his purpose in light of the evidence you have provided.  How 

For Tuesday, September 30

Finish annotating Mark Twain's speech "I Rise to Protest."  

If on the first two paragraphs you missed labeling the strategy...make sure you do that this time.  If you needed to explain how the strategy works within the essay, make sure to expland those explanations this time.

Consider the structure of the essay and its effectiveness.  He starts out poking fun, making his audience laugh.  He becomes increasingly caustic (vocabulary word) in paragraphs 2,3,4.  Paragraphs 5 and 5 return to a more casual and less excoriating (vocabulary word) tone.

Read Chapters 26 and 27 in Huck Finn.

As time permits, you may want to peruse this document.  I will have a handout for you on Tuesday.

Basic Questions for Rhetorical Analysis

What is the rhetorical situation?

• What occasion gives rise to the need or opportunity for persuasion?
• What is the historical occasion that would give rise to the composition of this text?

Who is the author/speaker?

• How does he or she establish ethos (personal credibility)?
• Does he/she come across as knowledgeable? fair?
• Does the speaker's reputation convey a certain authority?

What is his/her intention in speaking?

• To attack or defend?
• To exhort or dissuade from certain action?
• To praise or blame?
• To teach, to delight, or to persuade?

Who make up the audience?

• Who is the intended audience?
• What values does the audience hold that the author or speaker appeals to?
• Who have been or might be secondary audiences?
• If this is a work of fiction, what is the nature of the audience within the fiction?

What is the content of the message?

• Can you summarize the main idea?
• What are the principal lines of reasoning or kinds of arguments used?
• What topics of invention are employed?
• How does the author or speaker appeal to reason? to emotion?

What is the form in which it is conveyed?

• What is the structure of the communication; how is it arranged?
• What oral or literary genre is it following?
• What figures of speech (schemes and tropes) are used?
• What kind of style and tone is used and for what purpose?

How do form and content correspond?

• Does the form complement the content?
• What effect could the form have, and does this aid or hinder the author's intention?

Does the message/speech/text succeed in fulfilling the author's or speaker's intentions?

• For whom?
• Does the author/speaker effectively fit his/her message to the circumstances, times, and audience?
• Can you identify the responses of historical or contemporary audiences?

What does the nature of the communication reveal about the culture that produced it?

• What kinds of values or customs would the people have that would produce this?
• How do the allusions, historical references, or kinds of words used place this in a certain time and location?

This work is licensed under a Creative Commons Attribution 3.0 License.
Gideon O. Burton, Brigham Young University
Please cite "Silva Rhetoricae" (rhetoric.byu.edu) 

Make sure you have an easy to read rhetorical context chart for Mark Twain's speech "I Rise to Protest."  This will look like the one I had on the board in class on Wednesday, Sept. 24.  Next, annotate the strategies Mark Twain incorporates into his speech (Paragraphs 1 and 2).  If you highlight a metaphor...make sure to write in the margins noting the metaphor's effect on the audience....same thing for each device.

In general, Twain utlizes humor to connect with his audience; however, he also counts on humor to soften his blow.  Remember, satire and irony are considered "high comedy."  Satire could be comedy that bites/hurts/convicts.  I would say satire, irony, paradox are Twain's primary tools, and he is a master with his words.  I also notice quite a bit of repetition, analogies, hyperbole, understatement.

I will look at your annotations carefully because I want to make sure you are prepared to write this next rhetorical analysis.  This essay will be a Major Grade X 2.

Read Chapter 25.

For Wednesday, September 24

Read Chapters 21-24 in Huckleberry Finn.  Continue to look for Twain's social commentary.  Specifically, notice Jim's increasingly bad treatment.  Mob Mentality.  Huck's joy at the circus.  Comment on providence.

For Monday, September 22

1. Read Chapters 19 and 20 in The Adventures of Huckleberry Finn.
2. You might want to review the essay "Corn Pone Opinions" before class on Monday.
3. Look at the following five (5) pieces of social commentary.  For each artist, identify his/her purpose.  
4. Find a piece of social commentary to share with class:  this can be a cartoon, a painting, a billboard, an essay, a video clip, etc.

For Thursday, September 18

DO NOT FORGET THAT YOUR RECITATION IS TOMORROW, WEDNESDAY, 9-17

Read Huck Finn Chapters 16-18.

Think about or annotate:

• Look for Huck's anxiety in Chapter 16.  Think about God's law and man's law.
• Notice Twain's satirization of the feud between the Shepherdsons and the Grangerfords.
• What else does Twain mock?
• Pay particular attention to Col.Grangerford's description
• Last paragraph of 18-enjoy the freedom of the raft!  Where do you find freedom?

Bring to Class:
Literary Analysis Worksheet (for reference)
Voice Lessons-handouts detail, diction, diction
"Corn Pone Opinions" by Mark Twain

For Tuesday, September 16

Read Huckleberry Finn through Chapter 15. Pay particular attention to Huck's various attitudes toward Jim.  When do his attitudes seem to be authentically his; when do they seem to represent a social norm.  Huck and Jim's developing relationship is key to these chapters.

Also, notice Huck's ability or inability to lie and his ingenuity.  The superstitions held by various characters also indicate something about the era.  Look for things you would consider ironic or satirical.

Weekend Blessings!  I love being your teacher; it IS my life calling.

For Friday, September 12

Read Chapters 5-8 of Huckleberry Finn.  Plot development.  Huck's character development.  Jim's character development.  Pap's characterization. Imagery.  Focus your reading on these elements of the story.

Important Notice:  Sometime in the next week, you must come and read aloud (in private with me) the second to last paragraph of Chapter 4.  Practice before you come.  I will grade for fluency and vocal variation.  It is essential when you read for the AP exam to hear the language of your selection in your head in a way that makes the reading more accessible for interpretation.  This is a key skill we will work on this year.

A German experiment reveals that reciting poetry is good for your heart. It was a small test group--seven people walked around a room reciting traditional poetry and breathing in time to the poem's beat. The result: their heat rate dropped and their heart's ability to rest and recuperate from stress increased. 

The researcher, Dietrich von Bonin said, "Recitation links body and soul--mind, breath, and body--in a unique way."

The generation before mine was taught to recite poetry, mine was just asked to read it--today, is it still part of the curriculum? Maybe we can bring back the practice--we could use a poetry App on our iPhone and recite as we walk to the store or while commuting. It would be more entertaining than hearing someone braying, "I'm on the train! I'll be home in twenty minutes!" If you take a hat, you could even make some money...

http://timetowrite.blogs.com/weblog/2010/06/in-case-you-need-an-excuse-for-poetry.html

For Wednesday, September 10

Mark Twain's The Adventures of Huckleberry Finn has been the American novel most frequently banned from high school reading lists and libraries across our nation.  One synthesis activity we will tackle during this unit will require us to research the arguments made for and against this novel.  We will, then, finish our discussion of the text and begin debating the literary merits of Twain's work.

In year's past, I have held a trial wherein the prosecution accuses Mr. Twain of racism and prejudicial indoctrination of young minds.  Students adopt the roles of lawyers, witnesses, and jurors.  My intention this year will be to continue this tradition.  Therefore, equip yourself with the tools of rhetoric and argumentation as you read the novel.  You need to read in support of both sides of the issue.  Impossible?  Maybe, but I urge you to keep it in mind.

Do you realize that a version of this novel has been produced without the "N" word?  What are your thoughts on that?  Think about it.

Before starting Chapter 1 of this great/horrible novel, make sure to read the NOTICE and the EXPLANATORY notes from the author.  Both can be found on the pages before the table of contents in your hard copy or kindle edition.

SO...read Chapters 1-4 and expect a quick reading quiz on Wednesday.  Quiz will be multiple choice and one short essay response (paragraph).
 

For Monday, September 8

First, I want you to peruse the devotional at this link:  http://www.keyway.ca/htm2011/20110211.htm

Now, imagine that you are the leper or the blind person who Jesus touched.  After considering how important touch is to the human being, read and annotate the following article.  See if you agree with the assertions Kearney makes.

This link should put you on the NY Times Opinion Page.  The title of the article is "Losing Our Touch" by Richard Kearney.

http://opinionator.blogs.nytimes.com/2014/08/30/losing-our-touch/?module=Search&mabReward=relbias%3Aw%2C%7B%221%22%3A%22RI%3A6%22%7D

Print the article out and annotate.

Which rhetorical appeals does Kearney use and to what effect?  Consider:  diction, imagery, irony, allusion.  Label the rhetorical appeals-to emotion, to character, to logic.  Most importantly-As you highlight an example of a particular strategy...label the strategy and then describe the effect on the reader. 

Your annotations should lend themselves to your argument as to HOW Kearney persuades his readers to his point of view. 

For Thursday, September 4

Using your close reading strategies, annotate the excerpt from Narrative Life of Frederick Douglass which I have entitled "Slave Songs."

Mark examples of diction, irony, imagery, rhetorical appeals.  Think about the ways these Douglass utilizes these tools of the written language.  What effect do each of the strategies have within the text? 

I will make sure you have annotations for a homework grade on Thursday.  You will work for the majority of the class on a Team Discussion Page over this excerpt. 

Come prepared to be a part of your team's discussion!

For Tuesday, September 2

In the excerpt I gave you today entitled "Slave Songs," Douglass quotes William Cowper, an English poet, when he claims "there is no flesh in [man's] obdurate heart."  You and your team will peruse and perform the excerpt of Cowper's poem "The Timepiece" on Tuesday.  You need to read through the poem to get an idea of its meaning and context.

Think about this:  If someone read this poem as a passionate speech, what would it sound like?

We will apply close reading strategies and annotate the "Slave Songs" excerpt together on Tuesday.

You have worked hard and graduated with flying colors from your first two weeks of AP Language and Composition.  CONGRATULATIONS.

Have a blessed weekend.