1. 4.10/4.11 Tue/Wed Objectives: Analyze texts rhetorically.
Create AP-style multiple choice questions.
warm-up: AP MC practice
activity 1: Analyzing Lear
activity 2: Lear and MC
activity 3: Making multiple choicery
close: Composition choice
HW DUE: Shakespeare packet
HW Tonight: Lear composition 
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

2. 4.10/4.11 housekeeping: SH5 consent form
I am not ignorant of the language contained in the book.
And I am not oblivious enough to understand that “bad language” is hardly a concern for most folk.
That doesn’t mean that I will treat the language casually or haphazardly.
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 mom and dad 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.

3. 3.28/4.9 close: Peer swap!
6/6 = A! You are AP Lang! 5/6 = B! You aren’t “A”! 4/6 = C  3/6 = A? Sure, why not? 2/6 = ¿Cómo estás? 1/6 = Happy Birthday! You’re getting a pony!
Peers should identify:
At least four SOAPSTone elements evident in intro
Thesis directly answers the prompt
# of sources used (minimum three)
Correct form of citations (all info should be cited)
Topic sentences that are claims
Synthesized together grounds in individual BPs from multiple sources

4. Literally no one thinks it’s funny, Jessica.
4.10/4.11 warm-up: AP MC
This is 2014, “Book Clubs.”
13 minutes.
Literally no one thinks it’s funny, Jessica.

5. Literally no one thinks it’s funny, Jessica.
4.10/4.11 warm-up: AP MC D B A E C
This is 2014, “Book Clubs.”
13 minutes.
Literally no one thinks it’s funny, Jessica.

6. 4.10/4.11 activity: Shakespearing 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! 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

7. 4.10/4.11 activity: Analyzing Lear
Explain (paraphrase) the question with which Lear introduces his argument.
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 line 10, what is the antecedent for it?

8. 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.)

9. 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!

10. 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!

11. 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.

12. 4.10/4.11 activity: Analyzing Lear with MC
27. 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.
Synechdoche!

13. 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.

14. 4.10/4.11 activity: So how do we use this?
With a partner, 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, or question stems from previous MCs.
Make sure you have an answer key on a separate sheet or on a post-it note.
When you are done, find a pair that has chosen the same passage and swap your MCs with them. Try to answer them without the key (clearly).
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.

15. 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.

16. CLOSE and HW /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