1. Please put your phones in the pouches in the front of the room when you come in.
Critical Thinking
You will have three minutes to write down your answer and turn it in. No talking.

2. You've been sentenced to death in an obscure foreign country which has a strange law. Before the sentence is carried out, two papers -- one with "LIFE" written on it and one with "DEATH" written on it -- are folded up and placed in a hat. You are permitted to pick out one of the papers (without looking), and if you choose the one with "LIFE" written on it, you are set free. Otherwise, the death sentence is carried out. On this occasion, a mean-spirited acquaintance of yours, bent on your demise, has substituted the paper with "LIFE" written on it with another one with "DEATH" written on it. This person gleefully informs you of what he has done and that you are doomed to die. You are not permitted to speak to anyone about this misdeed, nor will you have a chance to switch the papers or the hat yourself in time. How will you avoid certain death?

3. After you draw one of the papers, immediately put it in your mouth and swallow it. The jailer will be forced to check the remaining paper to determine what the one you drew said. The jailer will of course see a paper with "DEATH" written on it, assume you drew the one with "LIFE" written on it, and set you free.
Answer

4. I can identify and the key features of an effective summary
I can identify and the key features of an effective summary. I can begin to recognize how diction can significantly impact the meaning of a sentence.

5. Resource #1: AP Language and Composition Website
Password: Bauer

6. https://classroom.google.com Resource #2: Google Classroom
Click on the + symbol, click on “join class,” and insert class code:
4th period: rbw25y
6th period: 3kut6t

7. Rhetorical Device Books
Take out Rhetorical Devices: A Handbook and Activities for Student Writers
Write your name on the outside of the book with a permanent marker.
Put the books over on the bottom bookshelf to keep in the room.
Rhetorical Device Books

8. Summarizing
Meet with your 3 o’clock appointment – discuss how They Say/I Say defined a summary, and discuss in what ways this differs from how you’ve thought about summaries in the past.
Now discuss what They Say/I Say noted as good and bad qualities in a summary.

9. "Summarizing condenses in your own words the main points in a passage. . .
Reread the passage, jotting down a few keywords.
State the main point in your own words Be objective: Don't mix your reactions with the summary.
Check your summary against the original, making sure that you use quotation marks around any exact phrases that you borrow."
Good Summaries

10. Characteristics of a Good Summary
"The purpose of a summary is to give a reader a condensed and objective account of the main ideas and features of a text. Usually, a summary has between one and three paragraphs or one hundred to three hundred words, depending on the length and complexity of the original essay and the intended audience and purpose. Typically, a summary will do the following: Cite the author and title of the text. In some cases, the place of publication or the context for the essay may also be included.”
Indicate the main ideas of the text.  Accurately representing the main ideas (while omitting the less important details) is the major goal of the summary.
Use direct quotations of key words, phrases, or sentences. Quote the text directly for a few key ideas; paraphrase the other important ideas (that is, express the ideas in your own words.)
Include author tags. ("According to Ehrenreich" or "as Ehrenreich explains") to remind the reader that you are summarizing the author and the text, not giving your own ideas.
Avoid summarizing specific examples or data unless they help illustrate the thesis or main idea of the text.
Report the main ideas as objectively as possible. . . . Do not include your reactions; save them for your response.

11. A Checklist for Evaluating Summaries
"Good summaries must be fair, balanced, accurate, and complete. This checklist of questions will help you evaluate drafts of a summary.- Is the summary economical and precise?
Is the summary neutral in its representation of the original author's ideas, omitting the writer's own opinions?
Does the summary reflect the proportionate coverage given various points in the original text?
Are the original author's ideas expressed in the summary writer's own words?
Does the summary use attributive tags (such as 'Weston argues') to remind readers whose ideas are being presented?
Does the summary quote sparingly (usually only key ideas or phrases that cannot be said precisely except in the original author's own words)?
Will the summary stand alone as a unified and coherent piece of writing?
Is the original source cited so that readers can locate it?"
A Checklist for Evaluating Summaries

12. Or 8 minute summaries What won’t we do?
Team up with the partners sitting closest to you to form a group of four. Take out your summaries of Chapter 1 and Chapter 2 of the Shallows. We will be examining two member’s chapter 1 summary and two member’s chapter 2 summary. Identify the positive features of each group member’s summary, but really focus on areas that need some improvement – always in a constructive way!
Your group will spend 8 minutes working to improve each group member’s summary – be sure you’re working. Don’t cheat your peers.
I will be grading each of your NEW chapter 1 or 2 summaries as a homework grade.
What won’t we do?
Or 8 minute summaries

13. A Checklist for Evaluating Summaries
"Good summaries must be fair, balanced, accurate, and complete. This checklist of questions will help you evaluate drafts of a summary.- Is the summary economical and precise?
Is the summary neutral in its representation of the original author's ideas, omitting the writer's own opinions?
Does the summary reflect the proportionate coverage given various points in the original text?
Are the original author's ideas expressed in the summary writer's own words?
Does the summary use attributive tags (such as 'Weston argues') to remind readers whose ideas are being presented?
Does the summary quote sparingly (usually only key ideas or phrases that cannot be said precisely except in the original author's own words)?
Will the summary stand alone as a unified and coherent piece of writing?
Is the original source cited so that readers can locate it?“
Do you:
Indicate the main ideas of the text. 
Use direct quotations of key words, phrases, or sentences.
Include author tags. 
Avoid summarizing specific examples or data unless they help illustrate the thesis or main idea of the text.
Report the main ideas as objectively as possible. . . Do not include your reactions; save them for your response.
A Checklist for Evaluating Summaries

14. Diction
Words matter – good writers choose their words very carefully and purposely.

15. Adele – Someone Like You
301 Total Award Nomination
143 Awards Won - including 15 Grammy Awards and 18 Billboard Music Awards
Song of the Year
Record of the Year and Album of the Year for 21 and 25
Best Original Song
Her album 21 spent 24 straight weeks at #1 on Billboard’s Hot 100
She had three songs off her 21 album reach #1 including Someone Like You

16. Someone Like You lyrics
Never mind, I'll find someone like you I wish nothing but the best for you too Don't forget me, I beg I'll remember you said, "Sometimes it lasts in love but sometimes it hurts instead, Sometimes it lasts in love but sometimes it hurts instead"
I heard that you're settled down That you found a girl and you're married now. I heard that your dreams came true. Guess she gave you things I didn't give to you.
Nothing compares No worries or cares Regrets and mistakes They are memories made. Who would have known how bittersweet this would taste?
You know how the time flies Only yesterday was the time of our lives We were born and raised In a summer haze Bound by the surprise of our glory days
Old friend, why are you so shy? Ain't like you to hold back or hide from the light.
Never mind, I'll find someone like you I wish nothing but the best for you Don't forget me, I beg I'll remember you said, "Sometimes it lasts in love but sometimes it hurts instead".
I hate to turn up out of the blue uninvited But I couldn't stay away, I couldn't fight it. I'd hoped you'd see my face and that you'd be reminded That for me it isn't over.
I hate to turn up out of the blue uninvited But I couldn't stay away, I couldn't fight it. I had hoped you'd see my face and that you'd be reminded That for me it isn't over.
Never mind, I'll find someone like you I wish nothing but the best for you too Don't forget me, I beg I'll remember you said, "Sometimes it lasts in love but sometimes it hurts instead, Sometimes it lasts in love but sometimes it hurts instead."
Never mind, I'll find someone like you I wish nothing but the best for you two  Don't forget me, I beg, I remember you said Sometimes it lasts in love, but sometimes it hurts instead, yeah
Someone Like You lyrics

17. What emotions does she feel?

18. Voice Lessons - Diction
Consider:
Art is the antidote that can call us back from the edge of numbness, restoring the ability to feel for another.
- Barbara Kingsolver High Tide in Tucson
Discuss:
By using the word antidote, what does the author imply about the inability to feel for another?
If we changed the word antidote to gift, what effect would it have on the meaning of the sentence?
Apply:
Brainstorm with the class and develop a list of medical terms; then write a sentence using a medical term to characterize art. Then explain the effect this term has on the meaning of the sentence.
Voice Lessons - Diction

19. Finish revising either your chapter 1 or chapter 2 summary – Due Friday.
Read Chapter 3 and 4 of The Shallows. Using what you learned about summaries today, write a brief (1-2 paragraph) summary for each of the chapters.
Prepare for vocabulary quiz on Friday. You might want to begin making flash cards or a quizlet each week as you receive new words.
Complete the Voice Exercise if you did not already finish.
DUE TUESDAY - Write a one page journal (about words) as if you were having a discussion with Malcolm Gladwell about the main argument of his book. Explain to him why you agree or disagree with him. One catch – you must use at least five of this week’s vocabulary words and you may only use the verbs be, being, been, is, am, are, was, were, have, has, or had two times.
Homework

20. Organizing Summaries for Long or Difficult Texts Chapter 7
1-2
After digging into the science of neuroplasticity and the role it plays in molding the human mind, it’s clear the Net promotes cursory reading, distracted thinking, and superficial learning.
There do seem to be paradoxes within this thinking. We focus on the Net for hours, but while it seizes are attention, it scatters it as well. He also notes not all distractions are bad; however, constant distractedness is much different from purposeful breaks from deep thought.
9-12
Summarizes what Carr feels we should have taken away from the first 6 chapters and makes his claim that all of our time online is negatively affecting our thinking and learning.
He accounts for a counter-claim and has a clear rebuttal for it. He uses Michael Merzenich’s interview to support his counter.
It’s clear that the Net is a powerful mind-altering technology because it delivers precisely the kind of sensory and cognitive stimuli necessary for rewiring our brains. It is repetitive, intensive, interactive and addictive.
Notes that when we are on the Net, we are NOT involved in deep reading and we further reinforce the negative consequences that Net is having on our brain.
3-8 13
Ties up much of what he’s said in the past 12 paragraphs and transitions into his next thought or claim.
It reinforces what he’s already explained about how the brain can be rewired. Ensuring that the reader “buys” how altering the Net can be is essential to building his argument that it has negative effects.