Day 30 - TSL Day 4

2013-2014 Daily Learning Plan
AP English Language and Composition

Mrs. Babcock Room: P-13
Date: 11/2 !lo"#s: 2!
$opi"%s&: TSL
DE'()ED )E'*L$'
Overarching Year Goals:
Understand how authors purposefully use rhetorical devices to convey the purpose of the piece
Identify different rhetorical devices and how they are used within a piece
Identify the different rhetorical modes and what rhetorical devices are typically seen within those modes.
Analyze, in writing, how the author uses rhetorical devices to convey purpose
Analyze, in writing, how the author crafts an argument
Craft argumentative essays pulling from readings, observations, and experiences to support the central argument.
ynthesize sources and information to formulate a cohesive argument
Transfer:
Students will be able to independently use their learning to
!"espond intellectually to the written attempts of others to persuade# $%u&e University 'I(s )
rd
*d.+
"hetorical Analysis CONTINUED
"hetorical ,uestion-Argumentation $%,"+
ynthesis
Analysis:
Apply their &nowledge and understanding of persuasive techni.ues to the analysis of persuasive text and to their own writing. $/0'1*I,
%,"+
Apply their &nowledge of the time period of the piece to their analysis. $"A+
2riting:
2rite a multi3paragraph persuasive essay using a combination of any of the following: opposing views, reliable evidence, facts, sound
generalizations, trustworthy opinions, and logical arguments.
2rite a multi3paragraph essay synthesizing information together to craft a sound argumentative piece.
2rite a multi3paragraph essay synthesizing information together based upon a particular position that defends, challenges, or .ualifies the
prompt4s position.
2rite a multi3paragraph rhetorical analysis essay that analyzes the author4s use of rhetorical devices to craft their purpose.
Apply their &nowledge and understanding of rhetorical devices and techni.ues to the analysis of texts by crafting a multi3paragraph rhetorical
analysis essay.
Essential +uestion%s&:
Overarching Essential Questions:
2hat is the paradox of the American %ream5
2hat ma&es language powerful5
1ow is the writer4s time period reflected in his wor&5
1ow is the historical context represented in literature5
1ow does revision result in a clearer message5
Focalized Essential Questions pertaining to the AP Exa:
1ow has rhetoric changed the world5
1ow does an author4s use of rhetoric shape the purpose of their piece5
1ow are sound arguments created5
1ow can my argument be central to my writing and use the sources as supplements5
1ow are persuasive devices employed by an author to achieve a particular purpose amongst his readers5
1ow are the persuasive appeals used throughout literature5
1ow can one incorporate rhetorical strategies within their own pieces5
1ow can one be persuasive5
!opical Essential Questions:
'o what extent do the ideals of the individual conflict with society4s expectations5
1ow can the individual define and live a worthy life5
'o what extent is conformity beneficial to society5 'o what extent is it harmful5
1ow does both the real world and literature demonstrate the theme of individual vs. society5
2hile the American %ream rests on the need for a common set of beliefs or ideologies, its evolution sometimes means that it alienates individuals
for real crimes and-or crimes of individuality.
Alienation is lin&ed to self3discovery. 'he alienated can ma&e a choice: to endure or to protest.
Enduring *nderstandings:
ocietal change grows out of individual discontent.
1umans share their view of living a worthy life through various forms of written expression.
uccessful societies balance the tension between conformity and individuality.
A''E'',E-$ E.(DE-CE
Brief Writing HW Check !i" Test
#ra$ Re%ie& Pro'ect(R)*T Pai+eia Seminar ,raft
Co$$aborati%e Learning Peer Conferencing Pre&riting *ina$ ,raft
#ra$ Presentation C$ass &ork Ref$ection Worksheet(Packet
/(0$ED !E-C1,A)2'
tudents will recognize and empathize with perspectives of a given concept, theme, or issue that is not his or her own.
tudents will recognize, empathize, and ma&e connections between the systems of issues and problems occurring in the external world.
tudents will analyze influences that shape future trends related to &ey concepts, issues, and themes.
tudents will compare and contrast original approaches to discipline3based dilemmas with those of experts in the field
tudents will formulate essential .uestions, pose and define problems, and test and improve ideas. This will be done when working to strengthen their writing/planning
tudents will evaluate the limitations of generalizations related to ma6or themes, issues and problems.
tudents will evaluate the effectiveness of various problem solving techni.ues to a variety of problem3based situations $e.g. mathematical, scientific, literary, and technological+.
tudents will engage in problem finding and framing for personal situations, situations in the community, and global issues, in order to apply interdisciplinary principles and processes to
propose solutions to problems and complex issues
tudents will evaluate the feasibility of various solutions to problems.
tudents will identify concepts that cross disciplines as they apply the principles of presenting a defensible argument.
tudents will investigate the causes and critical issues of problems $e.g. personal, social, ethical considerations+.
tudents will compare their ideas, abilities, and goals to those of practicing professionals.
tudents will reflect on their own learning and wor& profiles over time.
tudents will extend independent scholarly s&ills and behaviors.
tudents will explore opportunities for personal involvement in global issues
'trategies
and
A"ti3ities
Learning Plan Details
Do -o4
)s st!+ents enter the room- the fo$$o&ing &i$$ be +is.$a/e+ on the Promethean Boar+:
1. Pick !. H#s
0. Co./ HW +o&n in .$anner
3. When 1 come b/- 1 am checking for2
Seminar !estions
CH 13 +ai$/ re4!irements
When /o! finish &ith this acti%it/- PLEA'E '($ +*(E$L5. 1 &i$$ gi%e /o! a$$ 15 min!tes from the time
the be$$ rings to com.$ete a$$ of the ,# 6#W re4!irements.
$'L
Paideia
'eminar
Seminar on CHs I-IX using questions from previous nights HW
Facilitators: Alyssa an !ichael
A stuent "ill #e recoring the seminar as to allo" those "ho "ere
a#sent to vie" it an complete the reflection as "ell as act as a
refresher "hen completing the seminar
1ouse#eeping Review of homework/any other announcements
LE''6- ,A$E)(AL'
Promethean
Boar+
Pen(Penci$
Pa.er(
Prom.t
Big Stick/ 7
Markers
Teacher
1P),
1P),(Ce$$
.hone(La.to.- etc..
16,E76)2 A''(/-ED
HW: rea CHs X-X$% apply these chapters to the seminar questions that havent #een iscusse yet%
nightly requirements%
o In& 'ovel ()

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2013-2014 Daily Learning Plan

AP English Language and Composition

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