2/9

Warm-up:  •Write each word and definition

•virile (944) –  manly, vigorous, forceful

•conscientious (945) – honest, upright, scrupulous

•impetuous (947) –  impulsive, rash, violent

•wont (948) – liable, inclined, accustomed to something, tendency

•lyceum (949) – building for public events

•fatalist (953) – acceptance of all things and all events as inevitable

Classwork:  Quiz on Thoreau, complete questions 1-12 on LOC pg 956

Homework:  Finish Thoreau questions, work on SAT and AP test prep

2/8

Warm-up:  •Write each word and definition.

•expedient (940)  –  tending to promote some proposed or desired object; fit or suitable for the purpose; proper under the circumstances

•demagogue (944) – a person, especially an orator or political leader, who gains power and popularity by arousing the emotions, passions, and prejudices of the people

•gregariousness (944) – sociable, outgoing

•insurrection (945) - an act or instance of rising in revolt, rebellion, or resistance against civil authority

Classwork:  Continue reading and taking notes on "On the Duty of Civil Disobedience"

Homework:  Finish reading and taking notes on "Civil Disobedience" on LOC pg 940-956.  At the end of your reading, you should be able to answer the following questions.  You do not have to write them, but you may if it will help you.

Speaker (What more do we find out as we read?)

Occasion (Why is he writing this, what MADE him write this)

Audience (Who is he trying to reach, persuade, convince?)

Purpose (What is he trying to achieve by writing this?)

Subject (What is he writing about?  Consider specific and abstract nouns)

Tone (What is his attitude toward those subjects?)

Rhetorical Strategies used – powerful diction, parallelism, facts, logical appeals, emotional appeals, appeals to authority, patriotism, etc. etc. etc.

Also, consider: What is the main point of each paragraph? Summarize or note.

Think about how he fels about voting, slavery, obeying the laws, imprisonment, the government, etc.  

2/7

Warm-up:  •Are there any circumstances in which you believe you would practice civil disobedience even if it meant imprisonment?  Explain your answer.


Classwork:  Begin reading Thoreau's "On the Duty of Civil Disobedience" on LOC pg 939-956 - during readings students are expected to take notes on both content and style

Homework:  Use collegeboard.com and apcentral.collegeboard.com to prepare for SAT and AP tests

If you want to take the SAT in March, YOU NEED TO REGISTER by the end of the week, 2/10.

2/6

Warm-up:  •Write these definitions, and then review for your A-Z test.

•

•sardonic – mocking, cynical, sneering

•pedantic – overly concerned with minute details and formalisms, especially in teaching

•querulous -  full of complaints, peevish

•contentious – quarrelsome, argumentative

•modulated – to soften, tone down

Classwork:  A-Z test

Homework:  Bring LOC tomorrow

Use collegeboard.com and apcentral.collegeboard.com to study and prepare for SAT and AP tests.  Those of you taking the SAT in March should be spending at least a couple hours a week working on honing your skills.  Use the info from your PSAT results to guide your studies.

2/3

Warm-up:  •Choose 7 unfamiliar, challenging, SAT level words from “Letter from Birmingham Jail.”  Use context clues to write what you think the word means. 


Classwork:  Birmingham Quiz, share tone/style paragraphs, write response to #2 suggestion for writing in journals


Homework:  Study for Monday's A-Z test

 

2/2

Warm-up:  •Answer question 12 on pg 275.  Then add which part of the conclusion you like the best and why.


Classwork:  Tone and style activity on "Letter from Birmingham Jail"


Homework: Study for tomorrow's quiz on "Letter from Birmingham Jail" and Monday's test on A-Z terms

2/1

Warm-up:  •Which of the following is the best example(s) of zeugma and why?

•a) Both my pencil and my book bag were black.

•b) He had apples, bread, and cheese for lunch.

•c) “Now the trumpet summons us again – not as a call to bear arms, though arms we need – not as a call to battle, though embattled we are – but a call to bear the burden.”

•d) “He missed his wife and the train”

•

•Find 3 examples of transition in “Letter from Birmingham Jail” and explain why they are transitions.

    Classwork:  Complete Rhetoric and Style questions 1-12 on LOC 274-275

     Homework:  “Letter from Birmingham Jail” Tone/Style Activity

Directions:  The two words below describe King’s tone or style at some point in “Letter from Birmingham Jail.”  Your job is to decide which section of the text best represents each of these tone/style words.  Many sections may be appropriate, but find the BEST one.

1) For each of these tone/style words, write on your paper (you may want to do this in chart form, but it is up to you) which portion of the Birmingham text (page number, paragraph number, sentence numbers, etc.) you chose because it best exemplifies this particular tone or style.  Be specific.

2) Then, copy at least 5 words or phrases from that portion of the text that revealed that tone or style. 

3) Finally, choose EITHER of the words and write a paragraph that explains how that tone or style is created by the 5 words/phrases from the text.  Explain how EACH of those words and phrases creates that particular tone or style; that is, explain the EFFECT of each word or phrase.

diplomatic – tactful; ability to avoid offending others or hurting their feelings

critical/judgmental - inclined to find fault or to judge with severity

1/31

Warm-up:  •Consider your reading and writing about community, and write about what communities you think that Martin Luther King, Jr. belongs to or does not belong to.  What conflicts would King face as he fit into his many communities?


Classwork:  Started reading "Letter from Birmingham Jail", students were encouraged to take note of how King structures his argument and what strategies he uses

Homework:  Finish "Letter from Birmingham Jail" and answer Discussion questions 1-4 on pg 274 of LOC

1/30

Warm-up:  •True or False? PLEASE EXPLAIN YOUR ANSWER. 

•Not all authors use SYNTAX every time they write.

•An author’s style is created by the words he or she chooses, not by the way those words are arranged.

•The following is an example of slang:  “Hi, how are you doing?”

•When discussing the TONE of a written text, one must always consider the SUBJECT of that text.

•A text with a particular slant is going to include both positive and negative details, facts, assertions about a subject; however, SLANT means that either the positive or negative will be emphasized MORE than the other.

Classwork:  Vocab quiz on words from practice AP test, discussed "Fire and Ice" and "Why Don't We Complain", took notes on the Toulmin model of argument

The Toulmin model asserts that most arguments consist of the following 6 parts:

                                                             

We can also identify 3 other important parts of an argument

            Assumptions                           Counter-examples                  Implications

                                                            Counter-arguments

The Toulmin Model

1. Claim: the position or claim being argued for; the conclusion of the argument.
2. Grounds: reasons or supporting evidence that bolster the claim.
3. Warrant: the principle, provision or chain of reasoning that connects the grounds/reason to the claim. 
4. Backing: support, justification, reasons to back up the warrant.
5. Rebuttal/Reservation: exceptions to the claim; description and rebuttal of counter-examples and counter-arguments.
6. Qualification: specification of limits to claim, warrant and backing.  The degree of conditionality asserted. 

Warrants/General Strategies of Argument

Warrants are chains of reasoning that connect the claim and evidence/reason. A warrant is the principle, provision or chain of reasoning that connects the grounds/reason to the claim.  Warrants operate at a higher level of generality than a claim or reason, and they are not normally explicit.

Homework:  Carefully read LOC pg 259.  Consider all the questions on the page, and then choose 1, 2, or 3 of them to write about in an essay that is at least 1 page long.

1/27

Warm-up: •Write each word and definition. Write the sentence from the exam where it was used.

•

•jeremiad(3) - a prolonged lamentation or complaint

•ineluctable(30) - not to be avoided, changed, or resisted; inevitable

•sanguine (44)- cheerful, hopeful

•compunction(49) - anxiety arising from awareness of guilt

•homiletic(69) - pertaining to the study of the writing of sermons

Classwork: Finish and discuss "Fire and Ice" and "Why Don't We Complain" essays from Tues and Wed.

Homework: Due Monday: T-Z glossaries with examples or explanations

Due Tuesday: Read LOC pg 259, and write at least one full page where you respond with a clear stance to 1-3 of the questions posed in the introduction of the community unit.

1/24-26

Ms. Fetterolf's classes

Subwork from Tuesday - "Fire and Ice" can be found at this link http://www.nytimes.com/2011/12/11/opinion/sunday/dowd-fire-and-ice.html?_r=1

SOAPSToneR Maureen Dowd Political Column Assignment

Directions: Carefully and actively read the Maureen Dowd column “Fire and Ice”, making annotations as you read (you may write on this document!).

Then, complete a SOAPSToneR for it. Subject, Occasion, Audience, Purpose, Speaker, Tone, Rhetorical Terms

Be sure that you write at least two complete, full, complex sentence to answer/address each component of SOAPSTone.

For the R – Rhetorical Terms, try to find at least three examples of EACH of the following, and explain the effect of each example:

a) Diction (look especially for extreme, emotional, or interesting language)

b) Parallel structure

c) Sentence variety

d) Juxtaposition or contrast

e) Allusion

f) Humor

g) Figurative language

h) Facts, examples

Sub work for Tuesday: Read Buckley's essay "Why Don't We Complain" from 50 Essays (you can also access it at this link

http://www.smartercarter.com/Essays/Buckley%20-%20Why%20Dont%20We%20Complain.html)

Answer the questions in 50 essays that follow the text

Today:

Warm-up: •Write each word and its definition. Then come up with an example or sentence.

•1) ornithological (6) - of or pertaining to the scientific study of birds

•2) beatnik (28) a person who rejects the mores of an established society and indulges in exotic philosophizing, sort of like Jack Kerouac or Ken Kesey

•3) apocryphal (33) - pointlessness; lack of usefulness or effectiveness

•4) interpolation(60) - an alteration of a text by inserting foreign matter

•5) extraneous(60) - existing on or coming from the outside

6) burlesque(62) - a literary or dramatic work that mocks or ridicules another

Classwork: Bloodthirsty of final AP test passage

Homework: t-z vocab due Monday

t-z glossaries with examples

Very soon we will be assigning t-z glossaries with examples. It would be wise for you to do it over the weekend since you have 3 days. I have posted the glossaries in classroom documents. If you cannot access them, email me at jodi.fetterolf@pgcps.org and I will email them to you.

1/20

Warm-up: •Write what is below, and then for each of the words write either a sentence, an example, or some synonyms and antonyms.

•

•genial – warmly and pleasantly cheerful; cordial

•germ - a bud, offshoot, or seed; something that serves as the source of later development

•primal – chief or most important; first or original

•latent – present but not visible, apparent , or actualized; existing as potential

Classwork: Bloodthirsty passage 4, grade confrences

Homework: continue preparing for the AP test or working on vocabulary development; you may also want to start T-Z definitions from LOC as those will be assigned soon. Remember that YOU MUST become a reader to do well on the AP test, so read something for fun.

1/19

Warm-up: •Reflect on taking your midterm:

•What questions challenged or surprised you?

•What do you need to do to get better at taking the exam?

•What could we do as a class to aid you?

Classwork: Bloodthirsty the midterm

Homework: Work on vocabulary development and AP test preparation

1/18

Warm-up: Prepare for testing

Classwork: Finish AP midterm, go over A-S test and first 2 passages of midterm.

Homework: Work on SAT/AP test prep

1/17

Warm-up: 1st period - Get your notebooks ready to turn in, and then prepare for testing. 2nd & 3rd period - prepare for testing.

Classwork: AP Midterm - written and given by the county

Homework: Keep practicing vocabulary and passage based reading to prepare for the midterm and AP test - We will finish the midterm tomorrow and then begin going over it.

1/13

Warm-up: Meet with your debate team to review your ideas. Debates will begin shortly.

Classwork: Debates on education

Homework: Study to prepare for midterm - the best way is to work on passage based questions or read something from LOC and complete the questions

1/12

Warm-up: •Read pg 45-54 (orange copy) or pg 41-50 (red copy) of 5 Steps and write down at least 5 helpful tips.

Classwork: Prepare for debate - must reference two sources from LOC in your argument, start debates

Homework: Work on SAT passage based questions or complete sample AP satire passages posted in classroom documents

***Ms. Fetterolf's 3rd pd only - you must bring me evidence of a passage with at least 4 questions that you read - or you may read a new essay from LOC and answer the questions***

SAT passage based question link

http://sat.collegeboard.org/practice/sat-practice-questions-passage-based-reading?practiceTestSectionIDKey=QuestionType.PASSAGE_BASED_READING

Please use this link to continue practicing PASSAGE-BASED READING questions. These questions and passages are similar in form and difficulty to the test items on the midterm you will be taking very soon. Of course, we have been doing such work all year, but the more practice, the better, as we all want to imporve both our SAT and our AP scores!




As soon as we receive the midterm from the county, we will administer it to you. Taking your time (reading, thinking, practicing) on the link, above, is a great way to prepare!



Thank you

1/11

Warm-up: •For each of Gitlin, Broder, and Norris’s articles, write one debatable statement or issue mentioned.

Classwork: Discussion of education conversation pieces, writing in journals about -Using the sources in the Education conversation and your own insight, identify two serious problems facing education today and propose recommendations for addressing them.

Homework: work on SAT passage based questions to prepare for midterm

1/10

Warm-up: Read Onion article carefully. In journals, explain how this is an example of parody. Use at least ten examples from the text to support your answer, and consider particularly:

a) How does this parody, although a joke, cleverly imitate the language, subject, focus, and tone of a political news article? What are some of the ideas, practices, behaviors, realities that the article imitates, pokes fun at, or comments on?

b) How do we know this a joke?

Classwork: Discuss Mann and Botstien, create a list of debatable topics from the essays, keep reading the education conversation

Homework: Read LOC pg 155-163 and complete the questions for each of the 4 essays/photos - 18 questions total

1/9

Warm-up: Review for test.

Classwork: A-S test.

Homework: Read "Report of MA Board of Education" and "Let Teenagers Try Adulthood" on LOC pg 150-155. Complete questions 1-5 for each passage (pg 153 and 155).

1/6

Warm-up: •Take a style worksheet from the stool in the front. (Do NOT write on it). Read the information and answer questions 1-6 in your notebooks.

Classwork: Style discussion, jeopardy game.

Homework: Study for Monday's A-S test.

1/5

Warm-up: •Is each of the following statements UNFAVORABLY or FAVORABLY slanted?

•

•1) Although he technically lost the Iowa caucus, Rick Santorum made a very strong showing last night.

•2) Rick Santorum made a very strong showing last night, but he still lost the Iowa caucus.

•3) Although Ms. Price is a raving lunatic, she is one fabulous English instructor.

Classwork: review A-O test, read sample Onion essay, discuss PSAT/satire reflections

Homework: Study A-S terms for Monday's test

1/4

Warm-up: •Write an original example for each term.

•

•polysyndeton

•periodic sentence

•subordinate clause

•syllogism

•symbol

Classwork: Finish p-s skits, read the "Samuel Johnson on Pope" passage in 5 Steps to a 5 and complete multiple choice questions

Homework: Study A-S terms for Monday's test; bring PSAT booklet

1/3

Warm-up: Using at least one P-S term, describe what you did over break.

Classwork: Skits using P-S terms

Homework: Study P-S terms - test on A-S on Monday 1/9