2. 3.12/3.13 Mon/Tue warm-up: Reviewing Hal’s speech
activity 1: Reviewing Chavez FRQ and looking at some samples
activity 2: Internalized processes for close reading
close: Chavez debrief
HW DUE: Prince Hal speech. In tracker as “Hal.” Tracker is full.
HW Tonight: MLK’s “Letter from B’ham Jail.”
Upcoming:
3.16/3.19: vocab. 8 due
: Midterms
3.28: Last day of Q3
3.28/4.9: Spring Synth Camp
: 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. EFFECT or FUNCTION of RHET. STRATEGIES
PASSAGE
PARAPHRASE of PASSAGE
RHET. STRATEGIES
EFFECT or FUNCTION of RHET. STRATEGIES
I know you all, and will awhile uphold / The unyoked humour of your idleness: / Yet herein will I imitate the sun, / Who doth permit the base contagious clouds / To smother up his beauty from the world, / That, when he please again to be himself, / Being wanted, he may be more wonder'd at, / By breaking through the foul and ugly mists / Of vapours that did seem to strangle him.
Metaphor
Personification 
Colon 

4. EFFECT or FUNCTION of RHET. STRATEGIES
PASSAGE
PARAPHRASE of PASSAGE
RHET. STRATEGIES
EFFECT or FUNCTION of RHET. STRATEGIES
So, when this loose behavior I throw off / And pay the debt I never promised, / By how much better than my word I am, / By so much shall I falsify men's hopes; / And like bright metal on a sullen ground, / My reformation, glittering o'er my fault, / Shall show more goodly and attract more eyes / Than that which hath no foil to set it off. / I'll so offend, to make offence a skill; / Redeeming time when men think least I will.
Eventually I’ll stop acting the fool, and I’ll impress everyone cuz they never expected me to do it. It’ll be rad. I’ll be twice as presidential kingly as I would’ve been had I never acted the fool. But, for now, I’m going to be the dirtiest dirtbag I can be, and I’m going to get real good at that, and then I’ll make it all up later even though no one thinks I will.

5. 3.12/3.13 notes: Shakespeared
And with that the Shakespeare packet is officially assigned.
Hard copy and electronic copy are due on 4.10/4.11.

6. 3.12/3.13 notes: reviewing the Chavez FRQ
First of all, there are many things that everyone, across the board, is doing well.
Good topic sentences!
Good organization!
Relevant grounds! (You talked about Chavez’s essay and not something else.)
Accurate grounds! (You correctly identified the rhetorical strategies Chavez uses.)

7. 3.12/3.13 notes: reviewing the Chavez FRQ
But sufficient grounds (not having enough evidence) or insufficient conclusions drawn from those grounds (sufficient or not) is a problem.
Part of the problem—most of the problem—was not understanding the context.
Broadly, I can ask two questions that should force you to think about the context:
Who was the speaker?
Who was his audience?

8. 3.12/3.13 notes: Who was the speaker?
Chavez ends his 36-day fast by breaking bread with Ethel Kennedy, the widow of Bobby Kennedy with whom Chavez was friends.

9. 3.12/3.13 notes: Who was the speaker?
Now of course you didn’t have a Google machine to use. But there was enough in the text to figure it out, right?
“Recall the principles with which our struggle has grown and matured.”
Who is the our here?
By associating himself with King, what is he implying?
SPEECHIFYING!

11. 3.12/3.13 notes: Who was the audience?
Again, you didn’t have all that background.
Does he ever directly address the audience?
Maybe?
He clearly believes they’re religious people (“life is a very special possession given by God”).
He believes they’re logical (cause and effect in paragraphs 4-5).
He believes they sympathize with the poor (“misery, poverty and exploitation exist”).
But does he ever directly address them?
Line 78 is imperative. “Examine history.” Who is he telling to examine history?
Student examples.

12. 3.12/3.13 notes: Insufficiency looks like . . .
“Chavez uses words like ‘life’ and ‘violence’ to appeal to his readers’ emotions. This use of pathos is effective because his audience will be emotionally attracted to protecting life.”
What’s wrong here?
Do words like life and violence necessarily have emotionally connotations?
Using pathos creates an emotional appeal?
Why would this audience be swayed by an emotionally charged argument for the preservation of human life?

13. 3.12/3.13 notes: Insufficiency looks like . . .
“Chavez inclusively appeals to his audience. He uses words like ‘we’ and ‘us’ to appeal to his audience’s sense of inclusion. The effect is subliminal. His audience will want to follow him because he makes them seem like he’s one of them.”
What’s wrong here?
Why does Chavez believe he and his audience are united in his struggle?
Who is his audience?
Is Chavez trying to trick his audience? Is he a con man? Have you accurately read who the speaker is?

14. 3.12/3.13 activity: reviewing the Chavez FRQ
Well, you’ve seen some essays; let’s look at the passage itself.
Do you know how many different tools you have for taking this passage apart? (This is not a rhetorical question.)
Abstraction ladder.
Rhetorical triangle.
Graphic organizer.
SOAPSTone.
All of these, of course, work in conjunction.
And you don’t really need to draw out a triangle or a ladder, but you should’ve internalized some of the processes.
So what will it be? Choose one that you would like to create. Then you’ll be put in groups based on your choice.
Each group will be responsible for putting together the organizer of their choice and answering the debriefing questions for the passage.

15. 3.12/3.13 activity: reviewing the Chavez FRQ
GROUP 1: Abstraction ladder
Jonathan, Dylan
GROUP 2: Rhet. triangle (including context; minimum two quotes per triangle element)
Muskaan, Saloni, Kendall
GROUP 3: Graphic organizer (minimum three passages)
Grant, Jad, Adarsh
GROUP 4: SOAPSTone
Ellie, Melica, Sky Olivia, Jordan, Clara Jacob, Rose, Nicole Emily, Asia, Ethan

16. 3.12/3.13 activity: reviewing the Chavez FRQ
What is the “power” of nonviolence (1)?
Why is the anniversary of King’s death “the best possible opportunity” Chavez has to highlight his movement’s goals (5-6)?
Explain the purpose of paragraph 2 (7-11).
I don’t think I’d make the claim that paragraph 3 (12-16) uses personification. But those loose sentences (subject in front) and the parallel structure are both important strategies.
What modes are predominantly used in paragraphs 4 and 5 (16-32)? Explain the effect, too.
In paragraph 6 (33-44) Chavez defines violence as a last resort. What grounds has he provided to support, then, non-violence as the preferred first action of all people?
Abstract terms are used throughout this essay including “justice” (46), “frustration” (47; 51), “freedom” (54), “democratic change” (57) and “victory” (90). Why does Chavez repeatedly include these abstract terms? How does he make them concrete for his audience?
Why is Chavez so concerned with preventing his struggle from becoming a “mechanical thing” (71)?
The second to last paragraph (78-86) begins with a short imperative sentence. Explain how this creates both ethos and logos.
How are the poor more powerful than the rich?

17. 3.12/3.13 activity: reviewing the Chavez FRQ
WRITER: Chavez, passionate and forceful optimist; unites people through allusions to powerful non- violent leaders. Use of first person plural pronouns shows connections to people.
AUDIENCE: religious leaders who can potentially be swayed to support Chavez’ cause. Appeal to faith (7-11). Diction that shows dehumanizing effects of violence (“mechanical”). Appeals to uniquely American ideas of freedom and democratic change.
AUDIENCE (2): Farm workers themselves. Appeal to their religious identity will, ideally, prevent violence.
SUBJECT: power of non-violence can change history. Shows results of violence through C&E (12- 21); compares with results of non-violence (22-32; allusions to King and Gandhi). Logically proves frustration/anger leads to violence—must be curtailed before that happens.
CONTEXT: anniversary of MLK’s death; seemingly insurmountable odds farm workers are facing; Mexican-American in the ‘70s.

18. Non-violence has the power to change history
JUSTICE and FREEDOM
TONE: Optimistic; passionate; hopeful
SYNTAX: repetition (12-16); parallelism (22- 32); metaphorical language (71); allusions
DICTION: Abstract terms (justice, freedom, democratic change, victory); first person plural
MODES: C&E (12-21); C&C (22-32)
CONCRETE: MLK’s assassination anniversary; article published during labor issues

19. 3.12/3.13 activity: reviewing the Chavez FRQ
SPEAKER: Mexican-American labor activist. Man of faith and reason. Eloquent and optimistic but also realistic. Uses allusions to justify his authority.
OCCASION: 10th year anniversary of King’s assassination. Growing resentment among farm workers toward injustice (“frustration, impatience and anger”). Threat of violence.
AUDIENCE: Religious leaders willing to support causes that advocate Christian solutions. Audience may be concerned over threat of violence. Audience may not understand plight of farm workers.
AUDIENCE (2): Farm workers who might be tempted into violence. Appealing to religious leaders to unite them will force them to think about their actions.
PURPOSE: Unite the audience behind ideals of freedom and democratic change. Suggest to audience their faith compels them to support non-violence.
SUBJECT: Non-violence has the power to reshape society.
TONE: optimistic; forceful; logical; compassionate

20. EFFECT or FUNCTION of RHET. STRATEGIES
PASSAGE
PARAPHRASE of PASSAGE
RHET. STRATEGIES
EFFECT or FUNCTION of RHET. STRATEGIES
We advocate militant nonviolence as our means of achieving justice for our people, but we are not blind to the feelings of frustration, impatience and anger which seethe insider every farm worker. The burdens of generations of poverty and powerlessness lie heavy in the fields of America. If we fail, there are those who will see violence as the shortcut to change.
The generational and systemic abuses faced by the farm workers might result in violence, but they must see the power non-violence has to create
First person plural
Abstract diction (justice, burdens) 
metonymy (“fields of America”)
Specific diction (seethe)
C&E (“if we fail”)
Unites in common cause; empathy
American ideals; injustice caused by betraying those ideals
Suggests the large numbers of workers; not isolated
Understands anger of workers
Logic—violence will erupt

21. 3.12/3.13 activity: reviewing the Chavez FRQ
What is the “power” of nonviolence (1)?
Why is the anniversary of King’s death “the best possible opportunity” Chavez has to highlight his movement’s goals (5-6)?
Explain the purpose of paragraph 2 (7-11).
I don’t think I’d make the claim that paragraph 3 (12-16) uses personification. But those loose sentences (subject in front) and the parallel structure are both important strategies.
What modes are predominantly used in paragraphs 4 and 5 (16-32)? Explain the effect, too.
In paragraph 6 (33-44) Chavez defines violence as a last resort. What grounds has he provided to support, then, non-violence as the preferred first action of all people?
Abstract terms are used throughout this essay including “justice” (46), “frustration” (47; 51), “freedom” (54), “democratic change” (57) and “victory” (90). Why does Chavez repeatedly include these abstract terms? How does he make them concrete for his audience?
Why is Chavez so concerned with preventing his struggle from becoming a “mechanical thing” (71)?
The second to last paragraph (78-86) begins with a short imperative sentence. Explain how this creates both ethos and logos.
How are the poor more powerful than the rich?

22. CLOSE and HW /3.13
3.16/3.19: vocab. 8 due
: Midterms
3.28: Last day of Q3
3.28/4.9: Spring Synth Camp
: 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
HW:
For 3.14/3.15, have MLK’s “Letter from B’Ham Jail” read and graphically organized with a minimum of ten passages cited. It’s in both versions of Shea’s.