September 10-14

We're off to a roaring start this year! We've learned a number of important rhetorical analysis concepts and have already read through much of the first part of The Grapes of Wrath already. This week, we'll add a few more concepts, review and begin looking at rhetorical analysis essay prompts and sample responses.    

MONDAY: Journal warm-up. Finish logos, ethos, pathos skits. Go over homework and add connotation and denotation to notes. Talk about AP Setting the Stage assignment. Read Toni Morrison's letter from the Rhetorical Analysis packet. Imagery notes and exercise.  If time, read and discuss Chapter 7. 

Due: 

1. Write down at least two examples of figurative language from Chapter 5, identify the examples and how they advance Steinbeck's overall argument (how do they affect the audience)?

2. Identify at least two examples of logos, ethos, and/or pathos from Chapter 5 as well, and be ready to explain what they do for Steinbeck's argument.

3. While you're reading Chapter 6, imagine known actors that could play the parts of Tom Joad, Casy, and Muley.  Be ready to share your choices and using logos, ethos, and/or pathos, persuade others that you have the best casting suggestions.

Homework: Please read Grapes, Chapter 7 and 8 for Friday.

WEDNESDAY: Journal warm-up. Current event day - read and annotate two opposing viewpoints. Perform a mini-rhetorical analysis on them.  Hold a stakeholder-style discussion/debate, then vote. 

Due: n/a

Homework: same as Monday

FRIDAY: Journal warm-up. Quiz covering Vocabulary List #2, grammar, Grapes reading. Diction, syntax notes. Read Chapter 9 in class, group exercise with rhetorical terms practice. 

Due: Please read Chapters 7 and 8 of Grapes.

Homework: Please finish the AP Setting the Stage assignment for Tuesday, September 18.  

September 4 - 7

I hope everyone enjoyed the three-day weekend! We'll use this short week back to delve further into the rhetorical analysis unit and learn how figurative language is used for persuasion, as well as logos, ethos, and pathos with in-class activities. 

TUESDAY: Journal warm-up. Go over SOAPS homework. Discuss overall argument in Grapes of Wrath, as well as the controversy it generated, view Googlemap of the novel, talk about the structure and dialect. Notes: logos, ethos, pathos. Identify examples in video clips as a whole class. 

Due: Read The Grapes of Wrath, Chapters 1-3.

On a separate piece of paper, please perform a SOAPS analysis on the following two communications:

1.  Beto O'Rourke, a candidate running for a Senate seat in Texas, at a speech at a town hall, answers a question about anthem protests.

2. President Trump, in a speech at a rally in Huntsville, Alabama in support of Senator Luther Strange in his primary election race, talks about anthem protests. 

Please write out each letter (S-O-A-P-S) and then some notes beside each one. Think about how the rhetorical situation affects the message and its reception, and whether or not it was effective.

Homework: Please read Grapes, Chapter 4, noting the new character and dialect.

THURSDAY: Journal warm-up. Current events quiz covering "The 10 Things You Need to Know Today" e-mails from Sunday, September 2 through Wednesday, September 5 and the Grapes reading. Dialect exercise as a whole class. Notes: figurative language. Logos, ethos, pathos skits at end of class.

Due: Please read The Grapes of Wrath, Chapter 4, noting the new character and dialect.

Homework: Please read Grapes Chapter 5 and 6, and:

1. Write down at least two examples of figurative language from Chapter 5, identify the examples and how they advance Steinbeck's overall argument (how do they affect the audience)?

2. Identify at least two examples of logos, ethos, and/or pathos from Chapter 5 as well, and be ready to explain what they do for Steinbeck's argument.

3. While you're reading Chapter 6, imagine known actors that could play the parts of Tom Joad, Casy, and Muley.  Be ready to share your choices and using logos, ethos, and/or pathos, persuade others that you have the best casting suggestions.

August 27 - August 31

It's the second week of school and the last week of August. It's been a pleasure to meet everyone, and I look forward to starting our first novel as a class, The Grapes of Wrath, as well as diving into the basics of rhetorical analysis.  This is the first style of essay that we'll master (one of the three styles on the AP Lang exam, and the same style required for the SAT).

 
TUESDAY: Journal warm-up. Collect Letter to Freshman Self. Receive "Rhetorical Analysis Packet". Notes: Aristotle's Rhetorical Triangle. SOAPS analysis. A Step Toward Falling (summer reading) discussions and activities. 

Due: Letter to Freshman Self.

Signed syllabus and Turnitin.com form.

Sign up for TheWeek.com current events daily e-mails (see sidebar on the right-hand side of this website for step-by-step instructions).

Homework:  Summer reading written homework, (if you haven't already turned it in).

Please read "How to read like a writer" by Mike Bunn and be ready to discuss on Thursday. 

THURSDAY: Journal warm-up. Quiz: Vocab/grammar list #1 and summer reading questions.  Gallery Walk: The Grapes of Wrath.  Intro to Grapes of Wrath. Read Chapter 1 together, act out Chapter 2. Review SOAPS and introduce homework.

Due: Summer reading written homework.

Homework:  Read The Grapes of Wrath, Chapters 1-3.

On a separate piece of paper, please perform a SOAPS analysis on the following two communications:

1.  Beto O'Rourke, a candidate running for a Senate seat in Texas, at a speech at a town hall, answers a question about anthem protests.

2. President Trump, in a speech at a rally in Huntsville, Alabama in support of Senator Luther Strange in his primary election race, talks about anthem protests. 

Please write out each letter (S-O-A-P-S) and then some notes beside each one. Think about how the rhetorical situation affects the message and its reception, and whether or not it was effective.

Enjoy the three-day weekend!

First Week!

Welcome to the first week of school! I'm looking forward to meeting everyone, and kicking off the new year.

WEDNESDAY: (minimum day) Journal warm-up. Welcome and introduction. Share journal answers using the bucket. Receive syllabus, turnitin.com forms. Summer reading reminder. Begin work on interest inventory sheet.

Due: first journal entry, completed in class.

Homework: (for next class)  Completed Interest Inventory Sheet

(for next week) signed syllabus, Turnitin.com forms, review summer reading.

FRIDAY: Journal warm-up. Interest Inventory Worksheet activity. Structure of AP Language and Composition exam in May.  Discuss syllabus, including upcoming units, procedures and routines. Eleventh Grade: The Dark Side PowerPoint. Lockdown instructions. Introduce TheWeek.com and current events.  Receive first Vocabulary sheet. Summer reading small group/whole group discussion questions. Introduce and explain "Letter to Freshman Self".

Due: Completed Interest Inventory Sheet

Homework: For Tuesday:

Review summer reading books, especially A Step Toward Falling.

Letter to Freshman Self.

Please sign up for TheWeek.com free e-mail newsletter using the instructions on the right-hand sidebar of this website. 

Signed syllabus and Turnitin.com permission form.

For Thursday:
Please have the summer reading homework printed and ready to turn in. 

Welcome to 11 AP: English Language and Composition!

I'm Ms. Mogilefsky (also known as Ms. M).  I'm excited to work with you this year as we prepare as a team for the AP Language and Composition exam and explore a variety of well-known books, short stories, nonfiction articles and essays that are an important part of the conversation about the nature of American life, past and present. 

In this highly interactive class, we will read American literature, as well as a wide range of nonfiction pieces – essays, memoirs, letters, speeches, articles about current events, literary criticism, and even scientific passages and Supreme Court cases.  You'll also read books and articles of your choice as you work on research-based pieces, independent reading, current events assignments, debates, and other activities.  Themes from classic texts will be read and discussed alongside related current events, and you'll have a lot of opportunities to express yourselves verbally and in writing.  You'll practice each of the three styles of essays on the AP exam and will be confident and prepared by May.

I know junior year can be stressful: SATs, ACTs, extracurriculars, CAASP testing, and of course the AP exam on Wednesday, May 15, 2019.  We'll take on the challenges one step at a time, and all of the activities we'll work on will help you succeed.  I look forward to a productive and enjoyable year with you and your classmates!

May 31 - the end of school!

I can't believe I'm typing up the last few agendas for the class this year.  It was truly and honor and a privilege to facilitate such an exceptional and interesting group of students.  I often joked about "the four-hour version of the class" and my (optimistic?  quixotic? bloated?) lesson plans are a reflection of how much I enjoyed reading, writing, and being involved in discussions with you. 

Okay, on with the agenda:

TUESDAY, MAY 31: Journal warm-up.  Read sample college essays that have worked and discuss each sample.  Go through Common App and UC prompts and match them with your completed brainstorm sheet.  Which questions allow you to present anecdotes that are highly personal and reflect your best attributes?  More brainstorming/narrowing down.  Last half of class: type up very rough draft in the computer lab.

For this assignment, the minimum requirement is one of the following:

1.  One of the Common App prompts (650 words max.)
2.  Two of the four required UC prompts (350 words max. for each)
3. A community college, art school, or vocational tech school prompt (please include the link and prompt at the top of your essay).

Due: Completed brainstorming sheet from last week.  Think about which prompt(s) you may want to answer before class.

Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library. 

Homework: Complete a very rough draft of your essay for the Common App or 2 short answers from the UC prompts.  Don't worry about word count at this point.  Make sure you can access your drafts electronically so you can work on them in class on Thursday/Friday.

Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library. 

THURSDAY, JUNE 2: Journal warm-up.  Read more sample essays and discuss.  Go through the final checklist for drafts: push for details, remove cliches, fix any diction/syntax issues.  Work time on laptops.

Due: Full rough draft typed out and accessible online (Googledocs, latest version in e-mail, etc.)

Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library. 

Journals will also be collected at the end of class.

Homework: Polish up your draft with the Final Checklist and make sure it is within the word count parameters.  Have others read it, set it aside, them come back and read and revise it again.

Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library. 

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

MONDAY, JUNE 6: (shorter class) Volunteers will share their essays and the class will give helpful feedback.   Debate and discuss the college application process, reading several short opinions on the topic.  More work time on laptops for drafts.

Due: Be able to access your essay drafts electronically, and have them nearly completed.

Homework:  Be prepared to upload your final draft of the last assignment by Wednesday, June 8 at 12:00.  You will have at least one full hour of work time in class with laptops.

Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library. 

WEDNESDAY, JUNE 8:  Short, anonymous class evaluation so I can keep what you liked and also improve the section next time.  Discuss summer plans and share leads/ideas and contact information, if desired.  Work time on laptops and direct, one-on-one feedback for final drafts during the class period.

Your final version is due to Turnitin.com on Wednesday, June 8 at 12:00 p.m.

Please note, due to how far along we are in the semester and the fact that this is your final for the class, NO LATE WORK WILL BE ACCEPTED. Thanks for understanding.

May 23-27

Welcome!  This is an extremely short week for our class (see below).

TUESDAY: CAASPP testing, final day.

UPDATE!!! THURSDAY: Journal warm-up.  College essay brainstorming exercise: speed-dating style interviews in class to fill out questionnaire.  Choosing a topic: things to consider.

Due: n/a

Homework: Finish the brainstorming questionnaire you began in class.

Read the UC prompts and the Common Application prompts.  Begin to narrow down your topic for the college essay/narrative we'll write next week. 

Bring any English textbooks to the classroom or back to the library asap!

Have a wonderful three-day Memorial Day weekend!