AP Eng Lang-EEN43X_1 (Period 4) 2021 1 Assignments

2022 Reactions to the 2021 AP Language and Composition College Board Exam

So, how did it go? To prepare you all for this College Board exam, we spent a month going through test prep material. Yesterday was a big day and I will like to read your feedback about your experience taking this exam. Complete the following questions with extensive detail and complete honesty.

HW: STUDY!


Bring in complete AP Argumentative essay on "suffering".

HW: Final draft of AP Rhetorical Analysis Essay. 

Note: moving onto argumentative essay tomorrow.

HW: Submit your multiple-choice answers for the third passage in the packet. Google Form attached.

What you missed

Directions: Create a Google Slide presentation with your group members to show your analysis of the excerpt assigned to you. The following parts must be shown and taught to the class:                       Ms. Santana’s Email: [email protected]
Role #1: Group’s Annotator. Use S.O.A.P.S.Tone to analyze your excerpt. Your task is to construct the rhetorical analysis introductory paragraph/slide for this sermon using the S.O.A.P.S.Tone acronym. Take a screenshot of the group’s annotations and insert picture into your presentation. (Thorough annotations and a refined introductory paragraph earns you a maximum of +25 points)
Role #2: Central Idea Developer: Using your analysis of your excerpt, develop a central idea for the text. Answer the following questions: What is Jonathan Edwards’ conveyed message? According to Jonathan Edwards’ presentation of Puritan ideology, why must a person like John Proctor face God’s wrath? Would Puritans have been moved the same way about his demise as we were? Cite evidence to support your argument. (Thoroughly appropriate and developed central idea and connection to John Proctor’s demise earns you a maximum of +25 points)
Role #3: Rhetorical Analysis Examiner: Re-read the excerpt and identify the rhetorical devices Edwards uses to convey the text’s central idea. For each rhetorical device identified, cite evidence, explain your identification and Edward’s purpose for implementing this rhetorical device.  (Thoroughly  and correctly discussing the rhetoric present in this excerpt earns you a maximum of +25 points, at least 3 must be discussed) 
Role #4: Effectiveness Rater: Place your group in Edwards’ audience and answer:  Is Edwards effective in his deliverance? Explain. Create a full paragraph arguing your group’s stance.  [Well- reasoned and defended claim earns you a maximum of +25 points] Pose a H.O.T question at the end of your presentation to spark a class discussion.

HW: Complete the reading of Arthur Miller's play, The Crucible. 
Answer the final questions on page 679 on a Google Doc.

HW: Finish reading Act Three of The Crucible.

HW: Finish reading the scene and answer ALL the Stop and Jot questions posed in the lesson.

HW: Continue the reading of Act three and answer the Stop and Jot questions that were skipped.

HW: Complete the scene and answer the Stop and Jot questions

HW: Complete the reading on PearDeck. Be sure to answer the guided reading questions using textual evidence and complete sentences.

HW: Finish reading this scene and answer the reading questions skipped in class.

HW: Complete graphic organizer and read next section of the text.

HW: Complete graphic organizer on final slide of Pear Deck presentation.

HW: Read and annotate the overture of the play.

HW: Complete the slides from today's lesson.

HW: Complete the Google Slides presentation. Be sure to check out the Pear Deck slide with instruction on what to include at the end of your project!


Exam tomorrow!

HW: Construct the final body paragraph for your synthesis essay.

HW: Completed five paragraph AP Synthesis essay due this Monday, February 7th

Directions: This one does not count. Practice. Read the feedback: "Strategic Advice" and "Getting to the Answer" for each question after you submit your answers. 

Directions: I will not be at work today. Read and annotate the following articles about modern day slavery for tomorrow's class.

HW: Complete the analysis of Chapter 10 of the narrative. 


Exam to follow.

Directions: Depending on where you are -->


Step #1: Finish Map Growth Reading assessment --> Step #2: Complete the body biography project [all parts] --> Step #3: Read/annotate Chapter Eight of the narrative. 
Everyone is annotating on the same document. I must see at least five annotations per student. Use the table to guide your annotation remarks. [20 points each thoughtful comment made in the margin]

HW: Finish reading this section of the reading and answer the questions on Pear Deck.

HW: Complete the reading/annotating of Chapter Seven.

DIRECTIONS: Be sure to answer each question using complete sentences and evidence from the text.

HW: Read the chiasmus and the juxtaposition quotes from Chapter 2. On Pear Deck, discuss the significance of this rhetoric and what it reveals about music for Frederick Douglass.

HW: Complete the persuasion tasks on Pear Deck Slides.

HW: Take a stance on each of the following statement. Defend your stance with examples and elaborate by typing at least 4 sentences.

Directions: Revise your first AP Rhetorical Analysis Essay using the feedback given to you. 


Place your new and improved essay on the document attached below.

Directions: Annotate Mohandas "Mahatma" Gandhi's Letter to Viceroy Lord Irwin by using the 8 steps of AP Lang annotation handout. Then, answer the six guided reading questions.

Homework Directions: Create a study guide. Describe each of the new rhetorical devices, find two examples that best captures the technique, then explain the purpose for using each of these rhetorical devices. 

Directions: Read and annotate each excerpt provided on this document. By the time you thoroughly analyze these excerpts, you will be able to answer the following:
According to George Orwell, what are bad writing habits?
How does one strengthen their writing skills?

Directions: You will be split up into two different groups. 

The “A” team will defend the use of euphemisms [even #s] ; while the “B” team will argue against the use of euphemisms [odd #s]. 
During the debate, teams must use evidence from the TedTalk speech, the Do Now excerpt and personal examples to support their assigned claim.

Your Task:  You and a partner will pretend to be a commentator. The task is to create a three to four paragraph commenting on the events that unfolded during Frances Haugen’s testimony against Facebook and Instagram. You may not use the adjective given to you in your description. Be thorough and creative!

Here’s the challenge: your commentary MUST reflect the assigned tone given to you. 

Guidelines:
Establish your assigned tone 
Use specific, relevant, and sufficient evidence from the debate to support the reason for this attitude
Identify each source that you reference 
Organize your ideas in a cohesive and coherent manner 
Maintain a formal style of writing, unless it is not fitting for your assigned tone 
Follow the conventions of standard written English 

Practice. Answer the following Khan Academy questions.

Practice. Answer the following Khan Academy questions

Practice. Answer the following Khan Academy questions.