1. Ms. Geiss’ AP English III Class
Agenda
BELLWORK:
Vocabulary sentences and turn them into the bottom bin.
Review Vocabulary
Grammar Pre-Test (30 mins)
Discuss Discussion Circle Questions (10 mins)
Complete a Tag-Team Socratic Circle (40 mins)
Homework: Study for vocabulary quiz.
Ms. Geiss’ AP English III Class

2. Ms. Geiss’ AP English III Class
Grammar Pre-test
Do your best!
Fill in the LAST 6 digits of your student ID in the provided boxes
Write your first and last name on the back of the sheet.
Answer 25 questions
When you are done, raise your hand and I will collect your work.
Once your work is collected, please study for your vocabulary quiz.
Ms. Geiss’ AP English III Class

3. Ms. Geiss’ AP English III Class
Animosity –
active enmity (hate)
The peas and carrots on Gina’s plate attacked each other with intense animosity.
Ms. Geiss’ AP English III Class

4. Ms. Geiss’ AP English III Class
Affirmation –
positive assertion; confirmation
The cat affirmed that he would eat ALL of the hotdogs.
Ms. Geiss’ AP English III Class

5. Ms. Geiss’ AP English III Class
Arbitrary –
capricious; randomly chosen; tyrannical
Depending on where you live, the temperature of 50 degrees is arbitrary. It can be considered cold or warm.
Ms. Geiss’ AP English III Class

6. Ms. Geiss’ AP English III Class
Anecdote –
short account of an amusing or interesting event
Chicken Jerry was not interested in Chicken Marcus’ anecdote about his experiences in elevators.
Ms. Geiss’ AP English III Class

7. Ms. Geiss’ AP English III Class
Apprehension –
fear
The penguins felt apprehension when seeing the walrus’ devious grin and giant bowling ball.
Ms. Geiss’ AP English III Class

8. Ms. Geiss’ AP English III Class
Aesthetic –
artistic; dealing with or capable of appreciation of the beautiful
Thomas did not believe that the art had any aesthetic appeal.
Ms. Geiss’ AP English III Class

9. Ms. Geiss’ AP English III Class
Antagonism –
hostility; active resistance
The fish antagonized the cat by saying “Nanah nanah boo boo.” Then the cat ate him.
Ms. Geiss’ AP English III Class

10. Ms. Geiss’ AP English III Class
Altruistic –
unselfishly generous; concerned for others
In the future, even though George was having a bad day, he altruistically helped his friend change the spaceship’s flat tire.
Ms. Geiss’ AP English III Class

11. Ms. Geiss’ AP English III Class
Anarchist –
person who seeks to overturn the established government; advocate of abolishing authority
After the government fell to the rebels, the city fell into anarchy. There were riots, looting, and chaotic acts everywhere.
Ms. Geiss’ AP English III Class

12. Ms. Geiss’ AP English III Class
Apathy –
lack of caring; indifference
Ms. Geiss’ AP English III Class

13. Ms. Geiss’ AP English III Class
Archaic –
Antiquated (ancient)
The archaic version of the song did not make sense to the teenagers.
Ms. Geiss’ AP English III Class

14. Ms. Geiss’ AP English III Class
Alleviate –
Relieve
Ms. Geiss’ AP English III Class

15. Ms. Geiss’ AP English III Class
Ascendancy –
controlling influence; domination
Ms. Geiss’ AP English III Class

16. Ms. Geiss’ AP English III Class
Affable –
Easily approachable; warmly friendly
The Zombie’s found Janet affable, because she gave them jelly donuts.
Ms. Geiss’ AP English III Class

17. Ms. Geiss’ AP English III Class
Antidote –
medicine to counteract a poison or disease
Lisa went a little crazy when trying to find a husband. She decided to poison him and only offer an antidote if he agreed to marriage.
Ms. Geiss’ AP English III Class

18. Ms. Geiss’ AP English III Class
Antiquated –
old-fashioned; obsolete
The flip phone, the cassette tape, and the beeper have all become antiquated forms of technology.
Ms. Geiss’ AP English III Class

19. Ms. Geiss’ AP English III Class
Appease –
pacify or sooth; relieve
Ms. Geiss’ AP English III Class

20. Ms. Geiss’ AP English III Class
Arrogance –
pride; haughtiness
Ms. Geiss’ AP English III Class

21. Ms. Geiss’ AP English III Class
Articulate –
Having the ability to speak fluently and coherently
The dolphin felt silly. He knew what he wanted to say about fish, but couldn’t find the right words to articulate his opinion.
Ms. Geiss’ AP English III Class

22. Ms. Geiss’ AP English III Class
Artifact –
object made by human beings, either handmade or mass-produced
Ms. Geiss’ AP English III Class

23. Ms. Geiss’ AP English III Class
Artisan –
manually skilled worker; craftsman, as opposed to artist
The artisan group of farmers grew their own food to sell at the farmers market.
Ms. Geiss’ AP English III Class

24. Ms. Geiss’ AP English III Class
Ascetic –
practicing self-denial; austere
Samuel the Dog decided to adopt an ascetic lifestyle, where he would live off of the most basic necessities of life.
Ms. Geiss’ AP English III Class

25. Ms. Geiss’ AP English III Class
Aspire –
seek to attain; long for
Ms. Geiss’ AP English III Class

26. Ms. Geiss’ AP English III Class
Astute –
wise; shrewd; keen
The astute giraffe was able to name all of the animals of the animal kingdom.
Ms. Geiss’ AP English III Class

27. Ms. Geiss’ AP English III Class
Attribute –
ascribe; explain
Robber Squirrel explained to Fluffy Bunny that while fluffiness was attributed to innocence; it would not protect him in a court of law.
Ms. Geiss’ AP English III Class

28. Tag-Team Socratic Circle
8 Chairs will be placed in the center of the room; one for each group.
One representative will begin in the circle, conducting a circle discussion.
At anytime, an individual can “tag-team” their group member out of the circle and take their spot.
All group members must participate in the circle at least one.
While on the outside circle, group members will answer 2-3 of the questions in paragraph (SPES) format.

29. Tag-Team Socratic Circle Strategies
At the beginning of speaking you should state:
I agree with ______, because…
I disagree with ______, because…
I would like to elaborate upon _____’s ideas with…
When the discussion seems to be slowing down or becoming redundant, introduce another question by reading it out loud.
2 GRADES
Speaking and Listening Grade – based upon participation in the circle.
Literature – based upon the quality of your written answers.

30. Excerpt from Walden questions
Where does Thoreau live? Clearly be able to quote/reference the most important lines that identify where he is living. Then base your answer upon those three lines.
What does Thoreau live for? Clearly be able to quote/reference the most important lines that identify what he lives for. Then base your answer upon those three lines.
Lastly, what would Thoreau’s opinion be concerning the level of consumerism and materialism that today’s US society has reached. Again, highlight/underlines the three most important lines that address consumerism and materialism. Then base your answer upon those three lines.
“A Feeling of Power” questions
Consider the line: “It doesn't matter whether the human mind or a machine does it. They are just tools.” Are human minds and machines equal as tools? Is one more productive and/or powerful than the other?
Explain the reasoning behind Aub’s actions at the end of the story. Why does he make this decision?
Consider the final line of the story, which is the origin for the short story’s title: “And it was amazing the feeling of power that gave him.” Why does this final thought ring as disturbing rather than empowering?
Ultimately, what is “The Feeling of Power” satirizing?
Comparison questions: How does the philosophy explored in “Where I Lived and What I Lived For” warn of the possibility of “The Feeling of Power”?
What is Thoreau’s main premise in “Where I Lived and What I Lived For”?
What future problem occurs in “The Feeling of Power”?
How does “Where I Lived…” explain how humans could create the situation explored in “The Feeling of Power”?

31. Nature Economics Legal System Ideals: Quotes: Use in Project:
Emerson’s “Nature”
William’s “Save the Whales, Screw the Fish”
Economics
Thoreau’s Walden
Asimov’s “A Feeling of Power”
Legal System
Thoreau’s “Civil Disobedience”
Ideals:
Paraphrase the general ideas discovered in the transcendental texts.
Quotes:
Find direct quotes from the texts proving the transcendental ideals. Cite correctly!
Use in Project:
How will you use your findings to create your own Transcendental Town?