9/28

Warm-up: Review vocabulary for quiz


Classwork: vocab quiz, photo analysis discussion/thesis writing, PSAT practice(The books are here!!!)

Homework: News photos due on Monday, work on college search/preparing for PSAT/SAT

9/27

Warm-up: Use each of the following words in an original sentence.

1. extolled
2. transitory
3. sustain
4. brevity
5. unwitting


Classwork: Finish cartoon essay, watch video about photography, analyze sample photos


Homework: study vocabulary, have 2 great news photographs by 10/3

9/26

Warm-up: Label each pair as synonym, antonym, or neither. Explain

•1. quixotic …. romantic
•2. eclectic … heterogeneous
•3. censured … disparaged
•4. allege … claim
•5. unbending … pliant


Classwork: In class essay about political cartoon

Homework: Study for vocab quiz; bring in news photographs by Monday 10/3 (bring them Wednesday if you have them to get feedback)

9/23

Warmup: Reread the 2 passages on the back of your PSAT worksheet. Then, in your journal, write a paraphrase for each.

Classwork: Create a graphic organizer that analyzes the effect/function of at least 7 elements of your cartoon. Pay particular attention to the use of strategies explained on the front side of the half sheet about cartoons.

Homework: Finish graphic organizer; study for vocab quiz on 9/28

9/22

Warm-up: Label as synonym, antonym, or neither. Explain your answer.

1. subdue … agitate
2. indigenous …. native
3. antagonistic … belligerent



Classwork: Read RFW pg 27-28, discuss political cartoons, answer the 22 questions about your cartoon (on the half sheet of paper)


Homework: Finish the 22 questions about your cartoon; study for your next vocab quiz on 9/28 (words on PSAT worksheet & warm-ups)

9/21

Warm-up: Label each pair of words as synonym, antonym, or neither. Explain your answer.

1. conspicuousness … furtiveness
2. nautical …. enigmatic
3. gleaned …. disparaged
4. demagogues … inciter/instigator
5. allege … ensure


Classwork: read the AP rubric, write a rough draft of the ad essay

Homework: Bring in at least 3 political cartoons, make sure you understand the context and joke of the cartoons that you bring

9/20

Warm-up: Label each set of words as Synonym, Antonym, or Neither? Explain your answer.

Example:
Predict -- foresee. Synonyms, because these two words essentially mean to guess or foretell what will happen in the future.

a) subdue -- unwitting
b) steadfast -- fickle
c) arboreal -- elusive
d) extol -- censure
e) condense -- truncate

Classwork: graphic organizer of advertisement - discuss the EFFECT and/or FUNCTION of every detail!


Homework: By Thursday - bring in at least 3 political cartoons (you must understand the context/joke of the cartoon). The cartoons can be current or from a time in history that you understand or enjoy. Using cartoons that you discussed in government class is fine.

Amazing Opportunity

***Please let Price, Hendricks, or Fetterolf know if you are interested. The deadline is this Friday, so we must act quickly. ***

Nominate a Student for the Newseum Student Advisory Team
The Newseum is looking for opinionated, engaging and informed middle and high school students to be part of its 2011-2012 Student Advisory Team.
Returning member Sethly Davis, a high school junior, says, “To be on the team you don’t need anything except a creative imagination and interest in the news.”
Team members serve as the Newseum’s student ambassadors and provide valuable feedback on exhibits, videos and programs in the works.
“I think the team is the rare place where student voices do actually matter. I love being able to really have an influence on the exhibits, etc. in the Newseum,” says Callie Gonyea, a college freshman.
In addition to previewing new exhibits before they open to the public, students receive free admission tickets and verification of volunteer hours. The team meets once a month at the Newseum in Washington, D.C.
For some, one of the unexpected perks is the chance to hang out with other students with similar interests.
“I like meeting all the diverse teenagers. Working with them was an invaluable experience because I gain perspective from them,” says Zoe Dobkin, a high school senior.
If you know students who fit this description, please forward this email and encourage them to apply.
More details and the application are available on our website. Address is http://www.newseum.org/education/student-resources/student-advisory-team/index.html

Applications are due Friday, September 23.

9/19

Warm-up:

Use one of your ads to answer the following questions. Write the questions.

1. What do the images of your ad say about what the viewer should be like or want to have? What do they say about what is good, desirable, normal, or acceptable?
2. Who is the ad’s targeted audience?
3. What is the intended effect on the audience?


Classwork: use the handout to answer the 14 questions about your ad in your notebook

Homework: Complete the PSAT worksheet; for 5 of the words on the sheet, write 2 of the following: synonym, antonym, example, non example, description, non description

9/16

Warm-up: Write a reflection about writing yesterday’s essay.

What did you do well?
What do you need to improve?
Was writing the essay easier or harder than you anticipated?
How did you chose the strategies you talked about?
Do you feel the purpose you selected encompasses the entire text? Why or why not?
What organizational strategy did you choose? Why?



Classwork: vocabulary quiz, PSAT prep, went over LoC quiz

Homework: Find at least 2 full page print ads

9/15

Warm-up: Write the question and the choices.
The jellyfish’s slow pulsing action propels it in a graceful, seemingly ------- drift, but its tentacles contain a poison potent enough to stun a swimming human.

A.     sinister
B.     rhythmic
C.     murky
D.     harmless
E.     patient


Classwork: Write an in class essay about Kennedy's speech, read and discuss the advertisement on LOC pg 49-51

Homework: Study for tomorrow's vocab quiz; by Monday - bring at least 2 full page print advertisements that you could write an analysis essay about

9/14

Warm-up: The fact that MTV, the cable channel devoted primarily to music, provided extensive coverage of the 1992 presidential race demonstrates how ------- politics and popular music culture have become.
A. obscured
B. contradictory
C. interrelated
D. enclosed
E. Permeated
Then for at least 2 of the answer choices, write at least 2 of the following: 1) a synonym and antonym, 2)an example, 3) a non example, 4) a description, 5) a non-description (what it is not like)


Classwork: discuss the Ascham essay about wind to determine the purpose and strategies used; read Kennedy's inaugural address and discuss the context, his message, his purpose and his style

Homework: Answer diction questions 1-4 on LOC pg 55 and syntax questions 1-9 on pg 55-56

College Tours

I posted the information for the college tours in the Classroom documents tab to the right.

9/13

Warm-up- Write the question and choices. Circle the best answer.
The dramatist was ------- over his lack of funds and his inability to sell any of his plays, and his letters to his wife reflected his unhappiness.
A.     despondent
B.     supercilious
C.     prudent
D.     encouraged
E.     fortified
Then for at least 2 of the answer choices, write at least 2 of the following: 1) a synonym and antonym, 2)an example, 3) a non example, 4) a description, 5) a non-description (what it is not like)


Classwork: annotate the Didion passage about wind; discuss the stylistic choices and their effects on Didion's meaning, go over LOC pg 35-47

Homework: Please read/review pp. 43-49 in LOC. Complete the "Assignment" on pp. 48-49 by completing a Graphic Organizer -- use the example on pp. 43-47 which interacts with the Didion text we read today.
You are not required to copy all of the text into the first columns; instead, simply note the chunk of text you are analyzing like this: "To see the wind (first phrase of the section of the passage) ... as it blew that day" (last phrase of the passage section).
Suggestion: "Chunk" the Ascham text into three parts -- the last paragraph is one part, so divide the first long paragraph into two parts.

9/12

Warm-up: Copy the sentence AND all of the answer choices.

A discerning publishing agent can ------- promising material from a mass of submissions, separating the good from the bad.
(A) supplant
(B) dramatize
(C) finagle
(D) winnow
(E) overhaul
2) After choosing the correct answer, choose at least ONE of the words in the answer choices and do at least TWO of the following for each:

a) Provide a synonym and antonym

b) OR an example

c) OR a non-example

d) OR a description (what is this term LIKE?)

e) OR a non-description (what is this term NOT like?)

Sample: supplant
A description: Supplanting is a vaguely negative term; it suggests the thing being replaced is no longer wanted or useful
A non-description: To supplant is NOT to simply replace; the act of supplanting is not welcomed by the person or thing being supplanted
An example: Your new stepdad supplants your position as chief dishwasher (a position you adore), or, VHS tapes being supplanted by DVD’s, or, CD’s being supplanted by MP-3’s.
A non-example: A new employee simply taking over a position vacated by a retiree.



Classwork: Discuss the purpose and effectiveness of the texts about Diana, write practice examples of counterarguments in journal; discuss Chapter 1

Homework: read LOC pg 35 - 38, stop at talking with the text

9/9

Warm-up:Because King Philip's desire to make Spain the dominant power in sixteenth-century Europe ran counter to Queen Elizabeth's insistence on autonomy for England, ------- was -------.
Answer Choices
(A) reconciliation . . assured
(B) warfare . . avoidable
(C) ruination . . impossible
(D) conflict . . inevitable
(E) diplomacy . . simple

Classwork: quiz on LOC pg 1-28, discussion of Chapter 1

Homework: Read LOC pg 29-34 - write about 2 sentences for each of the 4 articles about these 5 points of analysis
1. purpose
2. speaker
3. audience
4. subject
5. effectiveness of meeting the purpose

9/8

Warm-up: Choose the best word to complete the sentence.
With the 1969 film The Learning Tree, Gordon Parks proved what a truly ------- artist he was: he not only directed the film and composed its musical score, but also adapted its screenplay from his own novel.
A.     complacent
B.     protean
C.     lauded
D.     clairvoyant
E.     harried
Currently rising temperatures in the Arctic and Antarctic are ------- of a still warmer world that could result from an excess of atmospheric carbon dioxide produced by the burning of oil, gas, and coal.
A.     polarities
B.     harbingers
C.     vestiges
D.     counterexamples
E.     aftereffects


Classwork: Picture day; rhetorical analysis of TASS professional examples

Homework: Finish pg 1-28 LOC

9/7

Warm-up: Choose the word(s) that best fits the meaning of the sentence as a whole. 
Laboratories have been warned that provisions for animal protection that in the past were merely ------- will now be mandatory;------- of this policy will lose their federal research grants.
A.     comprehensive . . adversaries
B.     nominal . . advocates
C.     disregarded . . proponents
D.     recommended . . violators
E.     compulsory . . Resisters
Demographers and anthropologists have corrected the notion that European explorers in North America entered a ------- territory by showing that the land in some areas was already as densely ------- as parts of Europe.
A.     fertile . . settled
B.     colossal . . wooded
C.     desolate . . populated
D.     valuable . . exploited
E.     hostile . . concentrated


Classwork: group work to analyze the subject, audience, and occasion of Professional examples from the TASS book

Homework: Carefully read pg 1-28 in LOC by Friday

9/6

Warm-up: Write on homework not in journal. 1) Explain what you read for homework? What was it about? 2) Why did you choose to read it? 3) Was it an easy or challenging read? Why?

Classwork: Finish Practice AP test, go over TYFA quiz, go over homework, discuss ethos, logos, pathos appeals

Homework: Read pg 1-28 of Language of Composition by Friday; read carefully for full understanding; you may ask questions prior to Friday if needed

PSAT Registration

All juniors enrolled in AP Lang should take the PSAT on Oct. 12th. Registration forms have been distributed in class, and there are extras on the front table. Please complete the form and attach $15 cash or money order. Registration is due by September 16th.

9/2

Warm-up: Label a sheet of looseleaf paper 1-53 to prepare for AP practice test.

Classwork: AP practice test

Homework: Read ANY newspaper article, column, or op-ed (or it can be a book, magazine article or other source of reading material that you plan to enjoy over the holiday). In it, find
a) FIVE different types of sentence patterns and
b) at least two instances of logos, pathos, or ethos.
Please copy the actual sentences and label them with the appropriate pattern type, and copy the instances of logos, ethos, and/or pathos and label them as well.

9/1

Warm-up: Write an original pattern 12 sentence that discusses your summer or current classes.

Classwork: TASS quiz revisions, classmate treasure hunt

Homework: Reread pp. 6-21 in The Art of Styling Sentences. For sentence patterns 1, 2, 3, and 4 (not 4a), choose at least TEN of the “Professional Examples” sentences to work with.
For each “Professional Example,”
1) Briefly explain WHY the sentence is an example of the particular pattern.
2) Then, consider what Heinrichs might say about this sentence. Does it seem to use ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values, assign blame, or call for the audience to make a choice? What other rhetorical tricks or strategies seem to be present in this sentence? Is the sentence an argument or part of an argument of some kind? If so, what does the author seem to WANT from his or her audience?
Example: “It made no sense to anyone; it was just style.” SF Chronicle
1) This sentence is an example of a compound sentence without a conjunction because it consists of two complete thoughts with only a semicolon joining them. It does not use the conjunctions and, but, for, so, or, yet.
2) Heinrichs might say that the journalist who wrote this sentence was using ordinary language and clear sentence structure to establish his ethos as a direct, plain communicator who is communicating sense without unnecessary style. He is also using the word “style,” which has both negative and positive connotations, to assign blame to the speech or text he is criticizing. If something is done with style, that typically implies it was done with grace, finesse, and flair, but something done with “just” style means it lacks substance, or sense. We Americans may like style, but we also value speakers and writers who seem to communicate common, plain old sense. This writer seems to want the audience to condemn and dismiss the text or speaker he is criticizing.