4.10/4.11 Tue/Wed warm-up: Consenting to read a novel. activity 1: AP MC activity 2: Shakespearing around. Why did you read all that Shakespeare? What was it for? close: Argument or analysis. HW DUE: Shakespeare packet. Hard copy stapled together. Hang on to it for the moment. HW Tonight: Intro writing practice.  Upcoming: 4.10/4.11: Shakespeare packet due 4.16/4.17: Grammar due 4.18/4.19: vocab. 9 due 4.20/4.23: begin “drill and kill” unit / Spring Argumentation Camp / intro Slaughterhouse-Five (have ch. 1 read) 4.24 (“B”)/4.27 (“A”): argumentation FRQ (formal grade) 4.25 (“A”)/4.26 (“B”): Rhetoric unit test 5.2/5.3: Slaughterhouse-Five (SH5) ch. 2-4 read 5.16: AP Lang test 5.21 (“A”)/5.22 (“B”): SH5 finished / SH5 assessment (formal) 5.23/5.24: vocab. 10 5.30/5.31: SH5 final assessment (formal) / SH5 MWDS

4.10/4.11 housekeeping: SH5 consent form The novel contains a few examples of cuss words. It also deals with themes ranging from war to pornography to religion. In order to process a reading of the novel, we’ll have to discuss these elements of the novel. I am aware that “bad language” has its time and place, and that time and place is usually not in the classroom—I am conscious of this daily (trust me). With that said, the novel’s use of language and adult themes does not mean that it does not have a place in the classroom. Please review the consent form, have adult people sign it and bring it in. If you do not bring a consent form, then tacitly you are telling me that neither you nor your parents object to a mature reading of SH5 in this class. Also KT next week. If you want to sign up for KT, you have to email me with an idea of what you want to work on.

4.10/4.11 warm-up: AP MC This is 2014, 25-37. “Book Clubs.” 13 minutes. NOTE to SELVES: Filter 2014 out over time and, in drill and kill, pair these MCs with “Eight Types of MC Questions.” D B A E C

4.10/4.11 activity: Shakspearing around Man, that Shakespeare packet sure was fun, wasn’t it. (I like how this is not a question.) But what was it all for? Well, for the same thing as everything else we do in this class: No reason! Random squirrel thoughts that bounce around Campolmi’s brain. To practice critical thinking strategies with difficult pieces of text! Do y’all remember the three things we do in this class? We discuss We multiple choose We FRQ

4.10/4.11 activity: Analyzing Lear So let’s take a look at another example of Shakes’ rhetoric. Read this speech. As you’re reading, annotate for SOAPSTone elements that will help you analyze this speech. Then we’ll watch it! Then we’ll discuss it! https://www.youtube.com/watch?v=yLaqoQSAct8&t=7291s 2:01:30

4.10/4.11 activity: Analyzing Lear Explain (paraphrase) the question that Lear introduces his argument with. What is Lear’s attitude toward “authority” (2)? Lear includes a few more hypothetical examples of authority in lines 3-6 (“beadle,” “usurer”). What do these reveal about Lear’s attitude toward authority (and, yes, I know I just asked that question)? Why is it ironic or hypocritical for the “beadle” of line 3 to whip a prostitute? Does this explain why the beadle is a “rascal”? Why do “small vices” appear through “tattered clothes” (7)? What is Lear suggesting? Explain the juxtaposition of “tatter’d clothes” (7) with “Robes and furr’d gowns” (8). What is revealed through this juxtaposition? If I change the line “Plate sin with gold” (8) to “Plate sin with steel,” what is lost? Why is the metaphor so gosh-darn important? In in line 10, what is the antecedent for it?

4.10/4.11 activity: Analyzing Lear So we discussed it with some open-end-y questions. Could we have done some multiple choice instead? (I’m guessing you know the answer to this.)

4.10/4.11 activity: Analyzing Lear with MC The organization of the passage can best be describe as A personal anecdote that leads to a societal observation Empirical data followed by conjecture Hypothetical examples that imply a subjective claim A unbiased argument supported by expert opinion Synecdoche!

4.10/4.11 activity: Analyzing Lear with MC In context, Lear uses the term “rascal” and “bloody” to describe the beadle in line 3 in order to provide a moment of levity. suggest the importance of the beadle’s office. reveal the hypocrisy of the beadle’s authority. imply the seriousness of the crimes the beadle must weigh. Synecdoche!

4.10/4.11 activity: Analyzing Lear with MC According to lines 8-10, Lear’s primary criticism of justice is that it is Synecdoche! Why don’t you provide four answers for this question. One of the answers must be correct. The other three must be within the realm of plausibility. As you syntactically arrange your answers, look to keep things in parallel structure and repeat verbs or verb tenses.

4.10/4.11 activity: Analyzing Lear with MC 28. According to lines 8-10, Lear’s primary criticism of justice is that it is unable to end poverty. influenced unduly by wealth. not clearly explained. ultimately unenforceable. Synecdoche!

4.10/4.11 activity: So how do we use this? One, I want you (if you haven’t already figured it out) to see that there’s really not much difference between the things we do in this class. Discussion is MC, and MC asks not what it can do for the country. So here’s what I want you to do.

4.10/4.11 activity: So how do we use this? Choose one of the following. Hamlet’s speech from Hamlet Jacques’ speech from As You Like It Antony’s speech from Orange Julius Create five multiple choice questions for the speech. Your goal is to have at least three answer choices for each questions (four is better, but it is difficult to write believable answer choices). You can use the stems from today’s MC, or stems from the list of 43 common MC stems I posted online today (there are some hard copies up front, too). Make sure you have an answer key. When you are done, find a team that has chosen the same passage and swap your MCs with them. What’s the goal? To see how College Board creates MC questions, to recognize patterns in MC questions and to sharpen your analytical skills by using a new frame. If you need them, I have some previous MCs up front. You can steal some question stems from them, too.

4.10/4.11 activity: Which would you rather do? William Shakespeare develops the character of King Lear as a cautionary tell of the abuse of power and the relationship between power, wealth and justice. Read the following excerpt from the play carefully. Then, in a well-written essay, analyze the rhetorical choices Lear makes to develop his argument about the relationship between wealth and justice. In this excerpt from Shakespeare’s King Lear, Lear claims that there is an implicit relationship between wealth and justice, that justice is only meted out to the wealthy. Read the passage carefully. Then write an essay in which you develop a position on Lear’s argument. Use appropriate, specific evidence to illustrate and develop your position.

CLOSE and HW 4.10/4.11 HW: Write an intro and BP for the essay prompt you chose at the end of class. Grammar 6 due on 4.16/4.17 now. Is that ok with you, David Bowie? 4.16/4.17: Grammar due 4.18/4.19: vocab. 9 due 4.20/4.23: begin “drill and kill” unit / Spring Argumentation Camp / intro Slaughterhouse-Five (have ch. 1 read) 4.24 (“B”)/4.27 (“A”): argumentation FRQ (formal grade) 4.25 (“A”)/4.26 (“B”): Rhetoric unit test 5.2/5.3: Slaughterhouse-Five (SH5) ch. 2-4 read 5.16: AP Lang test 5.21 (“A”)/5.22 (“B”): SH5 finished / SH5 assessment (formal) 5.23/5.24: vocab. 10 5.30/5.31: SH5 final assessment (formal) / SH5 MWDS