Feb. 12-16

This A-week in Room 2808…

CLASS NOTES: 

  • The AP Exam Registration site is now active. You can start registering for your AP courses NOW. The deadline is February 28, 2018. If you are not enrolled in an AP course (e.g., enrolled in an Honors section) but intend to take an AP test, you will have to pay the $94 AP exam fee. Also, any student who signs up to take an exam and doesn’t show up will be charged a $15 fee.  See Mr. Brown (AP in the East) or Mrs. Miller (Dean of Student Services) with any questions.
  • Enloe Student Council will be holding school-wide elections for the 2018-2019 school year. Interest meetings will take place in the Media Center from about 2:30-3:00 p.m. on Feb. 20th and Feb. 22nd, and students must be attended in order to run. New this year, StuCo has added 5 extra positions to Executive Council, along with 2 more Senior Class advisors, and want as many people involved as possible. If you feel have leadership potential or could benefit from working on projects like Charity Ball, Homecoming, or Coming Home, please plan to attend an interest meeting and learn more.

 

ENGLISH 3/AMERICAN LITERATURE

  • We will view an episode of the PBS series “Finding Your Roots” with Congressman John Lewis and (current U.S. Senator – NJ) Cory Booker
  • Finish the work from last week (listed below, if you haven’t)…
    • Frederick Douglass, “My Bondage & My Freedom” excerpt from his autobiography, “Narrative of the Life of Frederick Douglass” (1845). This selection is  in the textbook, p. 329-334. After we read and discuss this excerpt, complete #1-8 on p. 335 — including #6 (which asks you to consider how you would answer the Focus Activity on p. 329).
    • Connecting a Civil War-era text (Douglass) with something more contemporary, we will read “Learning to Read,” an excerpt from Malcolm X’s autobiography. This excerpt is in the 50 Essays book in class, but can also be found online.  Then answer the accompanying questions that ask you to compare Douglass and Malcolm X.
    • African/African-American Spirituals — read p. 336-339 then complete p. 340 #1-12, ALL parts.
    • Complete the Focus Activity, p. 344 about a time when you were treated unfairly, what happened, and how you reacted. Then read p. 344-346, Soujourner Truth’s speech “And Ain’t I A Woman?” delivered at the Akron, OH Women’s Rights Convention (listen to a reading of the speech: https://goo.gl/iA4aMF) — then complete p. 347 #1-8, ALL PARTS.
  • NF excerpt from John P. Parker’s “His Promised Land” — read the author biography and background information on p. 349. Then read the excerpt on p. 350-352, and complete ALL PARTS of #1-8 and Literary Elements #1-2 on p. 353.
  • 1962 French short film “An Occurrence at Owl Creek Bridge” based on the 1891 short story by Ambrose Bierce (we will also read the story).
  • 2018-2019 Registration video from Student Services

 

AP ENGLISH LANGUAGE & COMPOSITION

  • Finish “Of Mice & Men” film
  • Rhetorical Analysis unit, continued
    • View the image from Misereor-Iraq and read over Some Ways That Visual Rhetoric Works as you consider how to analyze visual rhetoric:
      • When you are analyzing the visual rhetoric of an image or advertisement, use the following steps:
        1. Detail dump. Write down everything you notice in the ad. Take note of every color, every object, and every detail. Don’t worry about what things mean yet; just notice what’s there. Remember—advertisers put all of these things in on purpose.
        2. Figure out the importance. Now ask yourself, “Why did the advertisers choose to include these things in the ad?” Write down what you think, and go with your gut instincts.
        3. Consider the motive or message. Why did the advertiser make this ad? (Is it to sell something? To inspire people to action? To stop people from doing something? etc.) Just like every good essay has a central message or argument, every good ad also has a central message. Think about this message, and consider how all of the details in the ad help to support and reinforce that central message or idea.
        4. Consider the audience. Think about the advertisers’ intentions. What kind of people did they make this ad for? (Men, women, kids, dog-owners, etc.). The “rules” of visual rhetoric change a bit depending on who the audience is (think ads targeted at little kids vs. parents vs. middle-aged adults). Does this audience respond the same way as you to the details in the ad, or would it be different? How does knowing the audience affect what the advertiser puts in the ad?
    • 50 Things the People Who Score APLC Exams Want You to Know (in-class handout) — READ THIS CAREFULLY!!
    • Deconstructing Beyonce’s “Lemonade” Album (p. 1& 2 ONLY of this handout) — read the directions carefully, then look at the word choice and synthesis of the selected verses from the album, support your assertions with textual evidence, and explore speaker’s purpose (we will assume the speaker is Beyonce).