1. Critical Thinking
You will have 2 minutes to solve the following puzzle. Bring your answers up to show me prior to time running out. No talking, no cheating!

2. The Problem
Isaac and Albert were excitedly describing the result of the Third Annual International Science Fair Extravaganza in Sweden. There were three contestants, Louis, Rene, and Johannes. Isaac reported that Louis won the fair, while Rene came in second. Albert, on the other hand, reported that Johannes won the fair, while Louis came in second. In fact, neither Isaac nor Albert had given a correct report of the results of the science fair. Each of them had given one correct statement and one false statement. What was the actual placing of the three contestants?

3. The Answer
Johannes won; Rene came in second; Louis came in third. If Isaac had been correct about Louis winning the contest, then Albert would have been wrong with both of his statements – Johannes couldn’t have won because Louis did, and Louis couldn’t have come in second because he won. So, we know that Albert must have been correct about Johannes winning, which means Isaac had to be correct about Rene taking second, and we’re left with Louis in third.

4. Goals for the Day
I can identify diction/syntax that helps to determine a clear tone.
I analyze the rhetorical situation of a text to help me identify the most important rhetorical devices an author uses to help develop his argument.

5. Pass forward rhetorical analysis essays and the prompts – Crevecoeur.

6. Week 11 – Vocabulary
Remember, you’re responsible for studying vocabulary each week. You might want to make flashcards to help you study.
Consider making a quizlet – share it with multiple classmates if you’d like. Work together to eliminate work time. Practice a little each day.
Vocabulary Quiz #11 will be on Friday. You are still responsible for week 1-11 words.

7. Voice Lessons – Tone – Move Left One Seat
Consider:
It’s his first exposure to Third World passion. He thought only Americans had informed political opinion – other people staged coups out of spite and misery. It’s an unwelcome revelation to him that a reasonably educated and rational man like Ro would die for things that he, Brent, has never heard of and would rather laugh about. Ro was tortured in jail. Franny has taken off her earphones. Electrodes, canes, freezing tanks. He leaves nothing out. Something’s gotten into Ro. Dad looks sick. The meaning of Thanksgiving should not be so explicit.
- Bharati Mukherjee, “Orbiting”
Discuss:
What is the narrator’s attitude toward Brent (Dad)? Cite your evidence.
How does the syntax in this passage help create the tone?
Apply:
Rewrite the last five sentences in the first paragraph, making the five short sentences into two longer sentences, read your rewritten sentences to a partner and discuss how the longer sentences affect the tone of the passage.

8. 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 a correct answer, 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.
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. Use the frames for use in analytical writing to help you in your writing.

9. Parts of a Sentence Part of Sentence Verb Must Be: Look for: Ask:
Direct Object
Action
Subject, Action Verb
What? Who?
Indirect Object
Subject, Action Verb, Direct Object
To what?
For what?
To whom?
For whom?
Objective Complement
What?
Predicate Nominative
Linking
Subject, Linking Verb
Noun?
Predicate Adjective
Subject, Linking
Adjective?

12. Parts of a Sentence Review
Complete all of the review pages in the packet.
Use additional sheets as review if needed.
Come to class on Thursday with any questions you still have.
Quiz will likely be on Friday or Tuesday.

13. Rhetorical Question and Hyperbole
Briefly tell me 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 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.

14. Homework
1. Complete the tone worksheets following the directions given in class. 2. Complete the Parts of a Sentence review sheets and come with any questions you have about parts of a sentence Thursday. 3. Read about Understatement in your Rhetorical Device book. Highlight the text as needed. Add Understatement information to your rhetorical device log, and then complete the understatement exercises in the book. 4. Complete the Voice Lessons – our last Tone Voice Lesson will be on Thursday, so we will be collecting all 5 Voice Lessons on Thursday. Be sure you have them all and they are complete. IF you were absent, go back to the Weebly page and get them from the slides.

15. Let’s Try It Group 1 – Polin, Vanderveer, Brimm, Linge, Patino, Connor
Group 2 – Rankin, Berning, Wiener, Bender, Henton
Group 3 – Flamion, Cartegena, Gore, Stone, Binder
Group 4 – Whipple, Mastison, Anderson, Moore, Daniels
Group 5 – Albright, Wallace, Manning, Garrison, Guth
Group 6 – Shaw, Gerbig, Wolfe, Hunt, Jones

16. Let’s Try It Group 1 – Lisembee, Keller, Fenwick, Elkins
Group 2 – Alvarez, Marvel, Fettinger, Wilkison
Group 3 – Eubank, Wright, Logan, Bailey
Group 4 – Barrett, Crenshaw, Trinh, Hansen

17. Analyzing the Rhetorical Situation
At this point, you should have a good idea of JFK’s main argument is. Now consider the rest of the rhetorical situation.
Discuss and have your scribe write down the SOAPSTone of the text. Really focus on the purpose and tone of the text.
If you complete this, begin discussing ethos, logos, pathos, and kairos within the text. Which are most prevalent. Why do you think this is?
Finally, as a group, compile a list of all of the various rhetorical strategies you find within the text. At this point, you don’t have to explain how or why they are used, but you might want to begin thinking about it.

18. Reading the Prompt
Read the following passage from an essay by the renowned physicist Albert Einstein. After reading the text carefully, write an essay that analyzes how Einstein’s use of language and rhetoric help him to achieve his purpose.

19. “The Week” Magazine How to log on: Go to theweek.com
Click on “magazine” at the top of the page
Click on “subscriber logon” to the right of the page
Type in my address:
Click on any of the magazine covers to open view the magazine.

20. Quarter 1 – AP Exam
You will have 75 total minutes to complete this exam. I recommend splitting your time like this:
Multiple Choice Section: 30 minutes
Reading Time for Essay Prompt and Passage: 5 minutes
Rhetorical Analysis Essay: 40 minutes
5-10 minutes to plan your essay
30 minutes to write the essay

21. Open to the Culminating Assignment in Chapter 2 of your book.

22. The Task and The Expectations
Each group will have 12 minutes to present the following information and answer any questions your classmates have about the information.
Clarify what you believe to be the main argument, purpose, and tone of JFK’s speech.
Identify the first rhetorical strategy that you examined. Discuss what it is, where you can find it in the speech, and what effect it creates.
Repeat step 2 for other rhetorical strategies you examined.
Discuss how your rhetorical strategies helped JFK develop his argument, purpose, and tone. And discuss how the strategies helped create cohesion among all three.
Answer any questions your classmates have about the information presented.

23. Your Prompt
Read John F. Kennedy’s inaugural address given on January 20, In a well- organized essay, analyze how Kennedy’s use of various rhetorical strategies help him to create cohesion among his tone, purpose, and main argument.
Initially write this essay as if it were a timed 40 minute essay, but then revise and edit it in an effort to receive an AP essay score of a 9. Remember that a score of a 9 is not based on how long the essay is but rather how well you get your points across and how well you are able to control the language with your writing.

24. Small Group Debriefing
Now that you have heard each group’s assessment of tone, purpose, and main argument, take 10 minutes to discuss whether your opinions have changed, and if so, how? Then discuss how Kennedy created cohesion among the tone, purpose, and argument and how the rhetorical strategies he used helped him to develop a cohesive argument. You might consider taking notes and beginning to organize your thoughts to help you prepare for the writing of your essay.

25. Meet with your 3 o’clock Appointment
Take your book with you and netbook with you.
Briefly discuss your understanding of what makes a claim a claim.
Then discuss your understanding of the three types of claims – claims of fact, value, and policy.
How can you have a claim of fact? Explain. What is meant by a claim of value? Explain. What are some examples of claims of policy? How do you know?
Now turn to page 86 and examine your answers. Would you change any of your answers?