P.2 22-23 AP Lang-2 Assignments

AP Classroom: Semester 1 Exam Review. 11 questions.

Mark as "done" when you have read this!

You must submit today or it will be a zero in Aeries.

Complete but do not submit until #1-5 are due.

See video for tips and a sample outline format.

3: Skill 4.A Daily Video 1    https://apclassroom.collegeboard.org/d/mxhk9qfdtt?sui=12,3
3: Skill 4.A Daily Video 2    https://apclassroom.collegeboard.org/d/50u0vndyf0?sui=12,3
3: Skill 4.A Daily Video 3    https://apclassroom.collegeboard.org/d/t2fuh6v2mj?sui=12,3


NOTE: You will submit this ongoing doc to turnitin.com and Classroom. Each video is worth 5 points. Remember to use links in your doc.


Title: AP Daily Videos
Subtitle: Daily Video Skill ___(and add your own creative title in a different color)

Activities: as indicated in the videos. Screenshot when needed.


Take notes on what you learned. About a half-page should be sufficient!

These prompts might help:
1) What did I find helpful about this content?
2) How does this content build into what I already know?
3) Notes to self: what is my takeaway from this video?
Be prepared to discuss in class.

It's December 1! What is your favorite thing about this time of year?

Complete but do not submit until all 5 are due.

Submit here and on turnitin.

See texts and instructions for more info.

Submit here and to turnitin.com.

Bring your device and charger, and print out the texts if you prefer hard copies.

Finish for homework if needed.

Craft your thesis/opinion statement to respond to Balko and Zinczenko; bring in your own article as well as the WaPo article (if you wish) from the seminar for supportive evidence.
A power paragraph is a TSIS thesis statement, about 12-14 sentences in support/elaboration, and a concluding sentence. For a 10/10, you need to at least attempt a brief counterargument/rebuttal. 
Set your timer for 20 minutes and try to stick to it; this will be graded like a first draft/timed write. Do spellcheck and proofread after the 20 minutes are up, however!

Make sure you Google "Cato Institute."
On the BALKO AND ZINCZENKO ARTICLES ONLY (the hard copies I passed out in class), I will check for: 
A quick SOAPStone 
Claim, reasons, evidence (highlighting the latter 2; rephrasing the claim in your own words)
Notes/highlighting  where each addresses the 'they say' of the issue.

Your stance: where do you stand on this issue?


ALSO: 
1. BRING ONE additional opinion or objective article (printed and annotated) that relates to this issue.
2. Access website below (healthcare): read and note any information that may be helpful
3. Read Op-ed linked below (calorie counts on menus): read and note anything that may be helpful (consider Zinczenko's argument)

Make sure your selected columnist is currently publishing regularly. Tell me your 1st and second choice in class.

Fishbowl and Hot Seat: Honor Codes
1. In your home groups, read the Op-Ed piece and write the main claim in your own words. 
2. Read the brief article from “Learnspace.” Note the speaker and the corporation: might there be an agenda or a bias here?
3. Read through the SPHS plagiarism and academic integrity policy in the Tiger Guide starting on p. 29. PDF is on sphstigers.org.
4. Read the sample honor codes for secondary schools (high schools). Do you think one of these would work well at SPHS? Why or why not?

For exercise 1, consider using the NYU professor op-eds we read last week. For exercise 2, consider using Bourdain or Coates Big 5. You can copy-paste. 

I will hand out the hard copy on class on Wednesday and you will have class time to start it. Submit here and on turnitin.com.

Bring IRB and IRP packet.

Take notes as needed but they will not be checked. You will have a reading check quiz.

You can read TSIS in class on Thursday. It is also posted under Class Resources as a PDF. Take notes so you can use them on the quiz on Monday (MC and short answer).

View video: from NBC news.
Read 2 attached op-eds (published opinion pieces; one from the NYT and one from the LA Times.
Take a personal position, and bring these 2 sources into your argument. Practice TSIS language and prepare remarks for our seminar.

Finish for hw.

Check your email (and parents' email) for more info.

Title: LOC #4 plus a creative subtitle of your choice.
Read pp. 87-97 and take notes. Please note the different types of thesis statements. 
Complete the activity on p. 97: #1-5.
Add this to LOC #1,2, and 3.

"Happiness is like a butterfly which, when pursued, is always beyond our grasp, but, if you will sit down quietly, may alight upon you."

--Nathaniel Hawthorne
American author (1804-1864)

Bring school-assigned Chromebook.

You'll have allocated silent reading time after the Unit 1 Progress Check Test.

1. Read the article from Purdue OWL that introduces the parts of the classical argument (some information will be familiar).
2. Read Appendix A: Classical Argument and highlight/note the parts of a classical argument. THESE ARE THE TERMS ON THE QUIZ.
3. View the PPT.

Matching terms to definitions.

Read pp. 111-119 and complete activity on p. 119. Add to your notes as needed, and format your notes as usual. Remember your subtitle!

NOTE: You will submit this ongoing doc to turnitin.com and Classroom. Each video is worth 5 points.


Title: AP Daily Videos
Subtitle: Daily Video Skill ___(and add your own creative title in a different color)

Activity: Pause video at timestamp 2:30 and complete the activity.

Notes: optional

I'll hand this out in class; you can also find the digital text under "Big 5" topic on GC.

Please type your response on the attached doc. 12 point font/double spaced.

See below. Kurt Vonnegut was an American author (1922-2007). Remember, I will collect your journals after #1-5 (likely date: mid-October). These are excellent practice opportunities for building your argument skills and for timed writes.

We will work on this throughout the next 2 weeks as a warmup activity.

I have emailed this to your parents/families, but please alert them so they can watch it!

1. Watch the 2 videos below to enhance your understanding of ethos, logos, and pathos. (For video #1, the meat of what you'll need to understand starts at :50, starting with demonstrative rhetoric).
2. Next, submit a doc that demonstrates your understanding of ethos, logos, and pathos by
a) providing the definition of each one in your own words (cite the video if you use a direct quote).
b) summarizing the examples of each appeal in video #2 in which you correctly identify the appeal and explain why it is effective.
c) providing your own example of a print or video ad (embed link) with one or more of the appeals. Identify the appeal, intended audience, AND INTENDED EFFECT of the ad. Just 1-2 sentences each, but be specific about the audience and effect!

For Back to School Night, I like to include a slide about your perspectives.
What do you want your parents/guardians to know about this class? Answer in 1-2 sentences.

NOTE: You will submit this ongoing doc to turnitin.com and Classroom. Each video is worth 5 points.

Title: AP Daily Videos
Subtitle: Daily Video Skill ___(and add your own creative title in a different color)

ACTIVITY: N/A
Take notes on what you learned. About a half-page should be sufficient!


These prompts might help:
1) What did I find helpful about this content?
2) How does this content build into what I already know?
3) Notes to self: what is my takeaway from this video?
Be prepared to discuss in class.

NOTE: You will submit this ongoing doc to turnitin.com and Classroom. Each video is worth 5 points.


Title: AP Daily Videos
Subtitle: Daily Video Skill ___(and add your own creative title in a different color)

Activity: N/A


Take notes on what you learned. About a half-page should be sufficient!

These prompts might help:
1) What did I find helpful about this content?
2) How does this content build into what I already know?
3) Notes to self: what is my takeaway from this video?
Be prepared to discuss in class.

Tape the Arthur Miller quotation into your journal and follow the directions on the pink handout.

Identify and list 3-5 elements of an effective speech in Adichie's "We Should All Be Feminists." What is the purpose and effect of each one? How is a speech (meant to be heard) different than a text that is meant to be read?



Then, choose an issue about which you are passionate (or passionate in a facetious way). Using the same 3 elements you see in Adichie's speech, craft a short (1-minute max) speech where you incorporate those same rhetorical elements in order to persuade your audience (our class) to feel, think, or do something related to your argument. Your call to action should be clear, and your rhetorical elements should be highlighted or bolded in your written text. We will present these in class over the next week. Remember to consider the relationship between speaker and audience!

Open this with Kami to see my instructions. I will hand out copies of the template in class.

You will start a cumulative doc for all of our AP Classroom/AP Daily videos. Plan on about a half page of notes/activity answers per video. You may also screenshot graphics if that is helpful. These videos are designed to reinforce content and provide practice opportunities for analysis.
This is one of the few assignments that is graded on completion only (within reason; you will not earn full credit if you have 2 lines of notes, for example).

Read pp. 11-17 and complete the activities on p. 12 and p. 17, and add terms/definitions to your notes as needed. Remember to use the same format as LOC #1 (title, subtitle, terms, and notes) and add it to the same doc. Keep your format consistent!

Title your doc "The Language of Composition Activities." You will add to this doc all semester.
Subtitle: "LOC Assignment #1."
Sub-sub title: Your own funny or otherwise memorable original title or graphic to help you remember the content. 
Instructions:
Read pp. 1-10 and complete the activities on p. 6 and p. 10. Clearly indicate the title of each activity.
Take notes on the terms and definitions (we will preview this in class).
LOC assignments will be submitted on Classroom and turnitin.com.

See examples below and create your own identity web. These will be shared in class.