Language Awareness Ch. 2 Rotations Activity Seats: anyone  lots of movement today! On your desk: LA Ch. 2 annotations!! Due Monday: Malala Yousafzai “Address at the Youth Takeover of the United Nations” (LA 314-18) Summative score CCSS.ELA-LITERACY.SL.11-12.1.A (comprehension and collaboration) Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Language Awareness Ch. 2 Rotations Activity AP English Language and Composition Friday, October 7th, 2016

Preview Activity 4 stations. You’ll have time for 1-2, maybe 3. Challenge: start at the station that seems the most difficult for you, OR is from a part of the reading that you didn’t initially make a connection with for your own writing. “I can’t do that” / “how do I do that?” / “how does this apply to me?” At each station there is a sheet with directions and scoring guidelines. START by reading the directions AND the scoring guidelines. What does it look like, at that station, for you to demonstrate emerging, proficient, or exemplary? During stations, write notes on your copy of the station sheet and use the specific materials to engage in the activity. At the end of class, you’ll turn in your station sheet(s) with a self-score and a rationale to support it. This is meant as a FORMATIVE check for you!

Station #1 Flash Cards for Direction Words (Page 23) Create flash cards with the direction word on the front and the definition on the back CCSS.ELA-LITERACY.L.11-12.6 (vocabulary acquisition and use) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Exemplary – 4 Proficient – 3 Emerging – 2 Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge. Demonstrate understanding of the complex interrelationship between language, usage, and meaning. Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge. Acquire general academic and/or domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; gather vocabulary knowledge as relates to comprehension or expression.

Station #2 #hashtags for Q’s about Audience (Page 27) In-depth analysis of “audience” – turn each bullet point into a #hashtag and create a poster CCSS.ELA-LITERACY.W.11-12.4 (production and distribution of writing) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Exemplary – 4 Proficient – 3 Emerging – 2 Produce clear, coherent, and engaging writing in which the development, organization, and style are best suited to task, purpose, and audience. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce somewhat clear writing in which the development, organization, and style are somewhat appropriate to task, purpose, and audience.

Station #3 Crafting a Thesis (Page 32) Look at the sample thesis statements. Evaluate them using the questions in the box on page 32. Practice providing useful feedback by critiquing the thesis statements. CCSS.ELA-LITERACY.W.11-12.5 (production and distribution of writing) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Exemplary – 4 Proficient – 3 Emerging – 2 Develop and strengthen writing multiple times as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing purpose and audience. Develop writing by revision or planning.

Station #4 A Guide to Peer Critiquing (page 36-37) Review the guidelines for critiquing someone else’s work and for having your work critiqued. Discuss these with your small group. Include anecdotes from previous experiences, both positive and negative. Write an analytical paragraph in which you identify your own strengths and weaknesses in the realm of peer critiquing, and an actionable plan to continue to improve the quality of your peer critiquing. CCSS.ELA-LITERACY.W.11-12.2.A (text types and purposes) Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole Exemplary – 4 Proficient – 3 Emerging – 2 The text thoughtfully introduces the ideas, concepts and information creating a unified whole. The text introduces the ideas, concepts and information creating a mostly unified whole. The text adequately introduces the ideas, concepts and information creating a somewhat unified whole.

Additional Option “Developing an Effective Writing Process” Create a poster to hang in the classroom. There are 9 steps to developing an effective writing process. Identify the heading on page 21 and read the information. Then, make a poster listing the 9 steps (they progress throughout the chapter). CCSS.ELA-LITERACY.L.11-12.3 (knowledge of language) Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Exemplary – 4 Proficient – 3 Emerging – 2 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Intentionally vary syntax for effect. Apply an understanding of syntax to the study of complex texts. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Attempt to vary syntax for effect. Identify language as it functions in different contexts. Attempt to make effective choices for meaning or style, and comprehend more fully when reading or listening.