CP
learning targets
homework
None
what we're doing today
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Benchmark Day 1: Reading
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Read prompt
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Read & annotate sources
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Discuss
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| Block 1 | 7:20 - 8:47 |
| Block 2 | 8:53 - 10:18 |
| Block 3 | 10:24 - 12:29 (Lunch @ 11:26-11:58) |
| Block 4 | 12:35-2:00 |
Benchmark: Day 1 (Reading)
- You have 25 minutes to read through all the sources.
- As you read, annotate for anything that might help you answer the prompt.
- You will have a chance to discuss your findings with your peers after our 25-minute reading period.
*Note: Unlike a history DBQ, you are not required to use all of the sources. If some seem more useful than others, spend more time digging into those.
| Block 1 | 7:20 - 8:47 |
| Block 2 | 8:53 - 10:18 |
| Block 3 | 10:24 - 12:29 (Lunch @ 11:26-11:58) |
| Block 4 | 12:35-2:00 |
What is characterization?
| Block 1 | 7:20 - 8:47 |
| Block 2 | 8:53 - 10:18 |
| Block 3 | 10:24 - 12:29 (Lunch @ 11:26-11:58) |
| Block 4 | 12:35-2:00 |
| Block 1 | 7:20 - 8:47 |
| Block 2 | 8:53 - 10:18 |
| Block 3 | 10:24 - 12:29 (Lunch @ 11:26-11:58) |
| Block 4 | 12:35-2:00 |
Analyzing Characterization
- How are they characterized?
- (i.e. What type of person do they seem to be?)
- What are you basing this on?
- How does that lead you to the conclusion you drew?
| Block 1 | 7:20 - 8:47 |
| Block 2 | 8:53 - 10:18 |
| Block 3 | 10:24 - 12:29 (Lunch @ 11:26-11:58) |
| Block 4 | 12:35-2:00 |
| Block 1 | 7:20 - 8:47 |
| Block 2 | 8:53 - 10:18 |
| Block 3 | 10:24 - 12:29 (Lunch @ 11:26-11:58) |
| Block 4 | 12:35-2:00 |
| Block 1 | 7:20 - 8:47 |
| Block 2 | 8:53 - 10:18 |
| Block 3 | 10:24 - 12:29 (Lunch @ 11:26-11:58) |
| Block 4 | 12:35-2:00 |
Characterization (Independent)
- Choose a character from a movie, TV show, book, etc. You are also allowed to choose a real person (be respectful if you go this route; otherwise, it gets weird).
- On notebook paper, complete four characterization analyses.
- How are they characterized? (What type of person do they seem to be?)
- What are you basing this on?
- How does that lead you to the conclusion you drew?
Finish before the start of our next class.
| Block 1 | 7:20 - 8:47 |
| Block 2 | 8:53 - 10:18 |
| Block 3 | 10:24 - 12:29 (Lunch @ 11:26-11:58) |
| Block 4 | 12:35-2:00 |
AP
learning targets
homework
Memorize 7 rhetorically precise verbs. Cover a wide array of functions!
Prepare to write our first FRQ2 next class.
what we're doing today
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Rhetorical Analysis
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Overview
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Verb precision
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Notes: Rhetorical Purpose Statements
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Practice: Rhetorical Purpose Statements
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Harris
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Biden
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| Block 1 | 7:20 - 8:47 |
| Block 2 | 8:53 - 10:18 |
| Block 3 | 10:24 - 12:29 (Lunch @ 11:26-11:58) |
| Block 4 | 12:35-2:00 |
What is rhetorical analysis?
How is it different than types of writing we’ve done in the past?
What is a rhetorically precise verb?
Why does it matter whether or not our verbs are precise?
Rhetorical Purpose Statement
Sentence 1: Rhetorical Situation
- Who / What / Where (Speaker / Title or Mode / Occasion or Event)
- Rhetorically Precise Verb + Rhetorical Choices (2-3)
- [”in order to”] + Ultimate Purpose
Sentence 2: Balanced Thesis
- Tensioner (Obstacle or Challenge Posted By the Rhetorical Situation)
- Despite
- Although
- Though
- “, ”
- How the Speaker Navigates That Obstacle
- Speaker’s Message
Example Rhetorical Purpose Statement
In her response to the nightmare parent email, Ms. Hessler reassures the parent with her warm tone and vaguely positive diction in order to secure her freedom to continue functioning semi-autonomously in the classroom. Despite the parent’s insistence on the injustice of the grade given, Ms. Hessler maintains objectivity in her reply, emphasizing that fairness is the backbone of all her teaching practices.
How does this correspond with the framework for rhetorical purpose statements? Label it.
Example Rhetorical Purpose Statement
Sentence 1:
- In her response to the nightmare parent email, Ms. Hessler
- reassures the parent with her warm tone and vaguely positive diction
- in order to secure her freedom to continue functioning semi-autonomously in the classroom.
Sentence 2:
- Despite the parent’s insistence on the injustice of the grade given
- ,
- Ms. Hessler maintains objectivity in her reply, emphasizing that
- fairness is the backbone of all her teaching practices.
Practice:
Rhetorical Purpose Statements
- Pull up your homework (Biden/Harris SPACECAT)
- You are going to have 10 minutes to write a rhetorical purpose statement for Kamala Harris.
- You are allowed to use any notes we’ve taken/resources I’ve posted.
- When our time is up, we’ll post all of the purpose statements on this Padlet.
- Then we’ll discuss strengths and weaknesses we see amongst the spread.
Then, depending on time, we’ll do the same for Biden.