3.16/3.19 Fri/Mon warm-up: AP-styled MC for “B’ham Jail.” activity 1: What’s your plan? Do you have one? activity 2: There’s only three things we do in this class, and you’ve done two of them for this text . . . close: Review MLK HW DUE: vocab. 8. Staple to vocabs. 6 & 7 and folderize HW Tonight: JFK speech analysis Upcoming: 3.16/3.19: vocab. 8 due 3.26-3.27: Midterms 3.28: Last day of Q3 3.28/4.9: Spring Synth Camp 4.2-4.6: Spring break 4.10/4.11: Shakespeare packet due 4.12/4.13: 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

3.16/3.19 warm-up: MLK MC 9 minutes. Come to a consensus on your answers. Find evidence in the text to support you consensused answers.

3.16/3.19 notes: MLK MC 12. No metaphor Antithesis: “This is a difference made legal [ . . . ] This is a sameness made legal” Rhet. question: “Who can say . . . democratically elected?” Imperative sentence: “Let us . . . ” “Let me . . . ” Compound-complex: “Throughout Alabama all sorts of devious methods are used to prevent Negroes from becoming registered voters, and there are some counties in which, even though Negroes constitute a majority of the population, not a single Negro is registered.” Independent clause #1 Independent clause #2 Dependent clause

3.16/3.19 notes: MLK MC B: To give an example of a difference between theory and practice. The theory is that there is “nothing wrong in having an ordinance.” But that theory, when put into practice in this instance, denied “First Amendment” rights. We can all agree with the theory (having an ordinance, obeying the law, is hella cool), but we’d be daft to ignore how that theory failed in this instance. Finish the rest of the questions. Submit your justifications when you are done.

3.16/3.19 notes: MLK MC 12. D 13. B 14. D 15. C 16. D 17. A 18. B 19. E 20. B

3.16/3.19 close: You must’ve seen this coming . . . We’ve discussed the text with some analytical frames. We’ve taken a multiple choice quiz over the text. There’s only three things we do in this class. We discuss. We choose multiply (we multiply choose?) And we . . . FRQ! Hooray! Here’s what I want us practicing with today.

3.16/3.19 activity: FRQ! Every time someone comes to see me about FRQ-ing, I ask a real simple question: Describe your planning process to me (that’s not a question). Before I give you the prompt and the passage, that’s quite literally what I want you to do. Write down, in your own words, what you: Annotate for How those annotations help you How you plan the essay before you write it And if you don’t annotate, how do you know what you’re looking for?

3.16/3.19 activity: FRQ! You’ll have ten minutes to read the passage (you’ve already read it) and put into deliberate action the strategies you think will help you. Here’s the prompt. PROMPT: In 1963, civil rights activist Martin Luther King Jr was jailed for demonstrating. From his jail cell, he wrote a letter in response to eight Alabama clergymen who condemned the actions that led to his arrest. The letter has come to be known as the “Letter from Birmingham Jail.” Read the following excerpt (paragraphs 27-31) carefully. Then, in a well-written essay, analyze the rhetorical choices King makes to develop his argument about extremism.

3.16/3.19 activity: Annotating reflection Why did you do what you did? How is it going to help you? Five minutes to reflect in writing.

3.16/3.19 activity: Planning What does your planning look like? Describe your planning strategies to a neighbor. Then five minutes to plan your essay.

3.16/3.19 activity: Writing In real time, you’ve spent 15 minutes with this FRQ (10 minutes reading/annotating, 5 minutes planning). You have 25 minutes to write whatever you can. Ideally, this should be a complete essay.

CLOSE and HW 3.16/3.19 HW: Read and annotate JFK’s inaugural address. Answer the questions posted online. 3.26-3.27: Midterms 3.28: Last day of Q3 3.28/4.9: Spring Synth Camp 4.2-4.6: Spring break 4.10/4.11: Shakespeare packet due 4.12/4.13: 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