Planning Your Week: April 25-29
Monday: Full Length AP MC test and 3-prompt work: where do you need to focus for test prep? The data from today will answer that question.
Tuesday: Gallery read of modest proposals in class.
Wednesday & Thursday: AP test prep stations
Friday: Timed write plus MC
Monday, April 25
AP full-length mc test and three prompts to "work" (we won't be writing full essays, but the 90 minute time limit will be perfect for the MC and the outlines.
After you find out your results, you will determine where you want to focus your station AP test prep for the next week. .
Tuesday, April 26
Wednesday, April 27
Thursday, April 28
Stations: Day 2
Ticket out the Door: What did you learn today and what do you need to focus on tomorrow? Made a "to-do" list and be ready to come back tomorrow to Station AP Training. What do I need to change about the stations tomorrow to give you a more individualized AP training experience?
Friday, April 29
Planning Your Week
T 4/19: Your Modest Proposal pitch session
Th 4/21: YMP peer edit
F 4/22: Timed write (Open Argument)
M: 4/25 YMP final draft due
Monday, April 18
1.Consider satirical process essays. Revisit A Modest Proposal p. 745, How to Escape from a Bad Date p. 291, Get it Right: Privatize Executions p. 299, The Embalming of Mr. Jones p. 304, Rules by which a Great Empire may be Reduced to a Small One by Franklin.
a.Delineate the steps of the process in each essay.
b.What else do these texts have in common?
c.How does the author make a process essay work as a satire?
2.Your Modest Proposal Assignment--write your pitch/outline
Tuesday, April 19
Wednesday, April 20
Thursday, April 21
1.Your Modest Proposal peer edit.
2.Review Satire MC
4.Intro college essay assignment
Friday, April 22
1. Timed write
2. Peer editing checkilist
PLANNING YOUR WEEK
M 4/11: Bring Patterns to class
T 4/12: Bring Patterns to class
Th 4/14: Bring two school appropriate articles from TheOnion.com (or another satirical source)
F 4/15 Modest Proposal Pitch session
Analyze how authors use satire to make an argument. CBAPELC--C1: The course teaches and requires students to write in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects (e.g., public policies, popular culture, personal experiences).
Analyze visual text. CBAPELC C6--The course teaches students to analyze how graphics and visual images both relate to written texts and serve as alternative forms of text themselves.
Monday, April 11
1. Introduction to Satire.
a. Read the definition of Satire Definition of Satire.doc
b. Mini-Lesson on Satire https://www.youtube.com/watch?v=eOEamZJmvgc
c. PowerPoint Introduction to the Satire.ppt
Tuesday, April 12
1. Watch/read the satirical texts today with the lens of writing a synthesis in mind: How do the artists we studied today use music and satire to make an argument about society?
2. Study of the Modern Satire:
a. Stephen Colbert http://www.washingtonpost.com/news/act-four/wp/2014/04/10/five-parts-of-stephen-colberts-fictional-persona-he-should-bring-to-the-late-show/
b. Trailer for Every Oscar Winning Movie Ever
c. Satirical Obama Cartoon Controversy
d. BP Spills Coffee
e. satire in music.docx Outside Of A Small Circle Of Friends.doc
3. Synthesis: Answer the following question: How do the artists we studied today use music and satire to make an argument about society?
a. Provide at least three quotes from the videos and songs that answer the question above.
b. Write a paragraph with a clear topic sentence that answers the question in the prompt.
c. Share with your group. Critique topic sentences (should read like a thesis).
Thursday, April 14
1. Analyze your Satirical Articles from The Onion: Determine the rhetorical triangle (speaker, subject, audience, context, intent) for each of the two Onion articles you brought to class today.
2. Next, take your articles to a group based on similar articles and do the following:
a. Read your article aloud.
b. As a group, identify the target audience (who is being made to feel ridiculous?) and the method (how does the author achieve his intended effect?)
c. Can you identify articles that are humorous, but do not fit the definition of satire?
d. Choose the best SATIRE--not necessarily the most outrageous or funny. Which article makes its point most clearly? Write a brief analysis of the strategies the author uses to create the satire.
e. Share with whole class. Explain your evaluation and analysis of the article your group chose as the best.
Friday, April 15
Mrs. Walter has been teaching AP Lang and Comp and AP Lit and Comp since 2004. She invites you to marvel at the beauty of language.