Critical Thinking You will have 3 minutes to complete the following puzzle. You may want to go ahead and draw 16 circles on your page – four across and four down. Contiguous means next to or Together in Sequence. No talking or Cheating.

Using six contiguous straight lines, connect all of the sixteen circles shown below.

The Solution

Goals for the Day If given a rhetorical choice and the author’s argument, purpose, or tone, I can explain how the rhetorical choice helps the author develop the overall argument, purpose, and/or tone.

Parts of a Sentence Quiz Complete the Parts of a Sentence quiz. Then, begin working the best that you can on the tone worksheet I’ve handed out. These are difficult, so think them through and be sure to underline the evidence you would use to support your answer. We will discuss these on Tuesday.

Tone Practice When considering AP multiple choice questions, there will almost always be 1-2 answer choices that are simply wrong, 1 that is incomplete, 1 that is very close to correct, and one that is the best correct answer. This tone assignment will challenge you to discern between the best answer and an answer that is very close to be correct. So, the assignment is…. Review the passage. Cross out answer choices that are clearly incorrect. Remember to think about the connotations of words. Look up any words you don’t know. Highlight specific diction/syntax that help you to distinguish between the correct answer and the answer that is almost correct. Write a brief explanation to explain why one answer choice is better than all others, especially the choice that is close. You will be asked to defend your answer on Tuesday

Vocab Quiz #10 Open your Chromebooks to Socrative. Use the password Bauer2016 to access the quiz. When you finish, raise your hand and I will give you the Parts of a Sentence Quiz.

AP Multiple Choice Quiz Today you will have exactly 12 minutes to read a text and then answer 10 multiple choice questions. Reminders: Consider skimming the questions quickly, so you have an idea of what you might be looking for as you read. Read the entire text to get an idea of the overall argument and rhetorical situation. Answer the questions you feel confident with first. Don’t spend too much time on any one question. If it’s difficult and you have to spend a lot of time hunting for the answer, come back and do it last. Get used to the pacing – we’ll eventually knock the time down to 10 minutes.

Take your book with you Group 1 Group 4 Group 7 Gill Mayes Linderman Elkins D. Gray Kinsey Hart Watkins Graninger Group 2 Group 5 Group 8 Curtis Ott Kellams Eberhard Huestis Medlock Huff K. Powers D. Powers Group 3 Group 6 Group 9 Simmons Johnson Eckels Rorie Steinkuhl Smith Burns P. Gray Ackerman Mason

Take your book with you Group 1 Group 2 Group 3 Group 4 Norris Rudd Bushrod Miller Abu-Taqa Herrell Lane Sigler Sutton Hubbard Hernandez Johnson Lawrence Group 5 Group 6 Guzman Pease Boyle Stinson Westerfield Bost

Begin with a Discussion of #2, #3, and #4 How does the author use each of the strategies and how does that impact his overall argument? Think deeply – write down ideas. Try to determine which ideas are BEST supported in the text. Wonder: Ask questions you don’t yet know the answer to. Try to answer them. See if they fit. Draw some conclusions about WHY and HOW the author is using the strategy. Discuss – how would you go about writing a body paragraph about each strategy if you were writing a rhetorical analysis essay?

Now write! All three of you open your computers to Google Classroom and the JFK paragraphs. As a group, you have 12 minutes to construct a well-organized body paragraph. Each of you play a role One person - actually type the essay and be the official proofreader – share with the rest of the group (group members copy/paste your final product in to your own assignment document). One person - be responsible for throwing out ideas as to HOW to write the essay. One person constantly be checking if what is being said makes sense and is sufficient – would it be adequate for an AP essay. ALL THREE OF YOU ARE RESPONSIBLE FOR THE WRITING AS A WHOLE – WRITE AS IF THE BEST PARAGRAPH IN THE CLASS WILL RECEIVE 100%, 2ND BEST WILL RECEIVE 90%, 3RD BEST WILL RECEIVE 80%, etc.

Debrief – what do you still want to know? Generate any questions you still have about the process. What did you struggle with? What do you still wonder? WRITE YOUR QUESTIONS DOWN. 2 go/1 stay: You cannot be with someone in your original group. Take your questions with you. Go around the horn. Ask your most burning question. The other two answer it the best you can. If you have a question(s) that no one in your group can answer, write it on the note card I’m giving to each group. You have 6 minutes for this – get to work and don’t waste time!

Quick Change of Groups – 11 o’clock Partner! Go, you have 60 seconds to find your new partner and sit with them.

Begin a new Discussion about either #5, #6, #7 or #10 How does the author use each of the strategies and how does that impact his overall argument? Think deeply – write down ideas. Try to determine which ideas are BEST supported in the text. Wonder: Ask questions you don’t yet know the answer to. Try to answer them. See if they fit. Draw some conclusions about WHY and HOW the author is using the strategy. Discuss – how would you go about writing a body paragraph about each strategy if you were writing a rhetorical analysis essay?

Now write! All three of you open your computers to Google Classroom and the JFK paragraphs. As a group, you have 10 minutes to construct a well-organized body paragraph. Each of you play a role One person actually type the essay One person be responsible for throwing out ideas as to HOW to write the essay Both of you work hard on ensuring that your explanation is clear and the paragraph is well-written. BOTH OF YOU ARE RESPONSIBLE FOR THE WRITING AS A WHOLE – WRITE AS IF THE BEST PARAGRAPH IN THE CLASS WILL RECEIVE 100%, 2ND BEST WILL RECEIVE 90%, 3RD BEST WILL RECEIVE 80%, etc.

Time to Try it on your own! Quickly look at questions #8, #9, and #10. Choose one of the three you would like to explore. Take a few minutes and think through how the strategy helps the author develop his argument. Organize your thoughts. Write a body paragraph of a rhetorical analysis.

Homework Choose one more rhetorical strategy you have not already written about in from JFK’s speech. Write a well-organized paragraph expressing how this strategy is used to help JFK develop his overall argument. I should see at least 3 paragraphs completed on this assignment: one done with your group, one done with your partner, and one done on your own. Complete the Tone Worksheet. Complete the next assignment on Albert – Atticus Finch’s Closing Argument (Harper Lee, 1960).

Goals for the Day I can analyze diction/syntax to help me to determine the tone of a passage.

Analyzing the Rhetorical Situation Read and annotate The Ugly Truth About Beauty. Use the See, Think, Wonder strategy to dive deep into the Rhetorical Situation and the SOAPSTone of the text. SEE: Read and annotate the text to explore what’s there. THINK: Think about the complexities – what do you understand, what don’t you understand, what is the rhetorical situation, what is the SOAPSTone, what strategies are used to help the author make his argument? WONDER: Write down at least 5 questions you have about the text or about what the author is doing to develop his argument.

Voice Lesson – Imagery Consider: The many men, so beautiful! And they all dead did lie: And a thousand thousand slimy things Lived on; and so did I. Within the shadow of the ship I watched their rich attire: Blue, glossy green, and velvet black, They coiled and swam; and every track Was a flash of golden fire. - Samuel Taylor Coleridge, “The Rime of the Ancient Mariner” Discuss: These stanzas from “The Rime of the Ancient Mariner” show the Mariner’s changing attitude toward the creatures of the sea. What is the Mariner’s attitude in the first stanza? What image reveals this attitude? What is the Mariner’s attitude in the second stanza? Analyze the imagery that reveals this change? Apply: Think of a cat or a dog you can describe easily. First, write a description which reveals a positive attitude toward the animal. Then think of the same animal and write a description which reveals a negative attitude. Remember that the animal’s looks do not change; only your attitude changes. Use imagery rather than explanation to create your descriptions.

Rhetorical Question, Hyperbole, Understatement Briefly tell discuss when we use each and what we should be careful of with each. Listen carefully to your peers as they read their example of rhetorical question, understatement, and hyperbole. Give them feedback about the effectiveness of their example. Be prepared to use the sentence stems to respond to the feedback that is given.

Goals for the Day I can analyze the rhetorical situation of a text to help me identify the most important rhetorical devices an author uses to help develop his argument.