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Ap lang bellringers Ap lang bellringers Presentation Transcript

  • Daily Bellringers AP Language and Composition
  • Week 1 Education
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Monday, January 13, 2014  EQ: How do I write a well-formulated essay?  Standard: W10: Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.  Homework: In Cold Blood Prework  Analogy  Tired: exhausted:: ____furious  A. calm, b. unhappy, c. angry, d. amused  Work Session: Should students be grouped into classes based on ability?
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Tuesday, January 14, 2014  EQ: How do I convey a clear and distinct perspective?  Standard: SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective  Homework: Read Huck Finn ch. 4-6  Analogy  Brake: _________:: motor : run  A. stop, b. increase, c. roll, d. ride  Work Session: Block vs. Period - Make a comparison chart – pros and cons of each  Block Scheduling Defined – students attend 4 classes daily. Usually, the classes last for 1 ½ hrs. Similar to scheduling in college, as the classes are longer. Since the classes meet for twice as long as usual, each class may only last a single semester. A student may take biology one semester, then algebra the second, for example. In some cases, a student may take courses for the entire year but will only attend each class every other day. For example, she may have biology on Monday and algebra on Tuesday.  Period Scheduling Explained – (traditional schedule) a student takes up to 7 classes a day. Each class usually lasts about 45 minutes and the student takes the same class for the entire year. For example, a student will take the same biology course from September until June. She'll take algebra at the same time every day and throughout the entire year as well.
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Wednesday, January 15, 2014  EQ: What is the AP Exam like?  StandardL4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases  Homework: HW: Argument vs. Persuasion 7-15 EAA Sentence per section to summarize  Analogy  Mallard: duck :: ______ : tree  Work Session: How will the Bring Your Own Technology policy affect MHS? Predict what technology in our school will look like in 10 years.
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Thursday, January 16, 2014  EQ: What is Rhetoric?  Standard SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.  Homework: Read Huck Finn  Analogy  Summon : dismiss :: _________ : __________  A. call : reply, b. intend : try, c. intervene : meddle, d. gather: disperse  Work Session: Some people are visual learners, others need to hear a lesson, and still others learn better by writing. What is your style? How does this affect your education? Have you been able to adapt your style to fit your needs?
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Friday, January 17, 2014  EQ: How can I rhetorically analyze Malcolm X’s work?  Standard: RI9: Analyze 17th, 18th, and 19th century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.  Homework: Read Huck Finn  Analogy  Chide : scold :: __________ : _____________  Work Session: Answer 1 EQ from the week in a paragraph
  • Week 2 Education
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Tuesday, January 21, 2014  EQ: What is the difference between primary and secondary sources?  Standard: W7: Conduct short as well as more sustained research projects to answer a question  Homework: Read Huck Finn, prepare for field trip  Analogy  Pacify : calm :: __________ : ________  A. identify: mysterious, b. fortify: strong, c. testify: suspicious, d. mortify: happy  Work Session: Misleading data in Savannah Chatham County Schools. Jot down thoughts for discussion
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Wednesday, January 22, 2014  EQ  Standard  Homework  Analogy  Concur: disagree :: comprehend: __________  A. forget, b. learn, c. misunderstand, d. envision  Work Session:
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Thursday, January 23, 2014  EQ: What is the difference in Malcolm X and Douglass’s view on education?  Standard: RI9: Analyze seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary significance  Homework: Read Huck Finn  Analogy  Chef: food :: ________: clay Sculptor painter athlete dancer  Work Session: How to get parents involved in education? Name 3 events/contacts that you feel would improve parental participation in education.
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Friday, January 24, 2014  EQ: How do filmmakers use visuals to express their ideas?  Standard: SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric  Homework: Happy Weekend!  Analogy  Liar: untruthful :: ____________ : _____________  Work Session: Answer 1 EQ from the week in a paragraph
  • Week 3 Education
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Monday, January 27, 2014  EQ: How do I write a well-formulated AP essay?  Standard: W1: Write arguments to support claims  Homework: Finish Criterion (due Friday); Read Huck Finn  Analogy  Skater: rink :: _________ : ____________  A. climber : gear, b. explorer : adventure, c. runner : track, d. walker : shoe  Work Session: Literal or Figurative? 1. The years of silence allowed resentment to silently creep into their relationship. 2. The ivy vines crept over the trestle. 3. “It was easy as cake,” she said of the math exam.
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Tuesday, January 28, 2014  EQ: How do I plan for writing?  Standard: W5: Develop and strengthen writing as needed by planning, revising, editing, and rewriting  Homework: Read Huck Finn; study vocab  Analogy  Nudge: shove :: glance : _____________  Work Session: Connotation – label these words “F” favorable, “U” unfavorable, “N” neutral in terms of connotation. 1. Perverse 2. Liability 3. Lucrative 1. Adieu 2. Savory 3. Magnanimous
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Wednesday, January 29, 2014  EQ: How do I retain and use tone words?  Standard:L6: Acquire and use accurately general academic and domain-specific words and phrases  Homework: Read Huck Finn; Ethos EAA 60 Notes for discussion (sentence per section)  Analogy  Guardian : watch :: _________ : _________  A. firefighter : ignite, b. scribe : write, c. scout : follow, d. actor: imply  Work Session: Screen Time Vocab pg. 27
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Thursday, January 30, 2014  EQ: How do I support my analysis with facts?  Standard: W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.  Homework: Read Huck Finn  Analogy  Hungry : __________ :: annoyed: outraged  A. satiated, b. prepared, c. uncomfortable, d. ravenous  Work Session: Speaking Up Vocab pg. 34
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Friday, January 31, 2014  EQ: How do I critically look at a documentary?  Standard: SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric  Homework: Happy Weekend!  Analogy  Carelessness: mistakes :: _________ : __________  Work Session: Answer 1 EQ from the week in a paragraph
  • Week 4 Education
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Monday, February 3, 2014  EQ: How do I support my thesis with well-developed body paragraphs?  Standard: W1: Write arguments to support claims  Homework: Finish Criterion (due Friday); Read Huck Finn  Analogy  Sentences: paragraph :: __________:___________  A. notes:melody B. books:scholar C. questions:inquiry D. flowers:menagerie  Work Session: Speaking Up Vocabulary pg. 34
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Tuesday, February 4, 2014  EQ: How is Conroy’s argument clear, convincing and engaging?  Standard: RI5: Analyze and evaluate the effectiveness of the structure an author uses in his/her argument  Homework: Read Huck Finn; study vocab; read pg. 107-115 (EAA) and take notes  Analogy  ________: vision :: sage : wisdom  A. chief, B. oracle, C. Rogue, D. Vagrant  Work Session: Connotation –  Mark “p” for positive and “n” for negative   Are they strong or weak connotations? 1. Austere 2. Bitter 3. Belligerent 4. Blissful 5. Callous 6. Choleric
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Wednesday, February 5, 2014  EQ: How do I retain and use tone words?  Standard:L6: Acquire and use accurately general academic and domain-specific words and phrases  Homework: Read Huck Finn; 101 EAA Question #2 on MBC  Analogy  Awl : tool :: _________: ___________  A. garden: plant B. tributary : desert C. mast : warning D. automobile : vehicle  Work Session: Quiet Study
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Thursday, February 6, 2014  EQ: How can an argument be manipulated to appeal to any side?  Standard: W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.  Homework: Read Huck Finn  Analogy  Doctrine : credo :: _________ : glee  Work Session: Building in Place Vocab pg. 41
  • Bellringer: Unit 1 Education Unit EQ: What is the Ideal Education System?  Friday, February 7, 2014  EQ: How do I visually represent an argument?  Standard: SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric  Homework: Happy Weekend!  Analogy  Pig : sty :: ____________ : ___________  Work Session: Answer 1 EQ from the week in a paragraph
  • Week 5 Food and Nature
  • Bellringer: Unit 2 You Are What you Eat Unit EQ: How does our environment affect us?  Monday, February 10, 2014  EQ: How do context clues give a hint as to word meaning?  Standard: L4: Use context as a clue to the meaning of a word or phrase.  Homework: Study for Summative  Analogy  Architect : blueprint :: ___________:_________  A. gardener : fertilizer, B. watchdog : leash C. Navigator : map, D. detective : culprit  Work Session: Vocab pg. 57 Fast Talk
  • Bellringer: Unit 2 You Are What you Eat Unit EQ: How does our environment affect us?  Tuesday, February 11, 2014  EQ: How do I cite evidence in an in-class essay?  Standard: RI1: Cite strong and thorough textual evidence to support analysis  Homework: EAA pg. 140-147 Layers of argument  Analogy  Trickle: gush :: _________ ; ____________  Work Session: Quiet Study
  • Week 6 Food and Nature
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Tuesday, February 18, 2014  EQ: How does Maathai structure her argument to convince her audience of her points?  Standard: RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument  Analogy  Desert : arid :: rainforest : ____________  Work Session: Vocab pg. 71: Kudzu
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Wednesday, February 19, 2014  EQ: What is Carson’s central theme and purpose?  Standard: RI2: Determine two or more central ideas of a text and analyze their development  HW: EAA pg. 147-171  Analogy  Surplus: dearth :: ____________ : ____________ A. Transaction : coin B. reunion : family C. Confusion : clarity D. quantity : quality  Work Session: Quiet Study (Vocab)
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Thursday, February 20, 2014  EQ: Is Carson’s theme the same as Williams’?  Standard: RI2: Determine two or more central ideas of a text and analyze their development  Homework: Study The Jungle; Research Paper Topic; “The Tables Turned” Poetry Wordsworth (856 LOC) TPCASTT  Analogy  Cease : __________ :: chase : pursue Halt impair converge claim  Work Session: Vocab pg. 64 Heavy Hitter
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Friday, February 21, 2014  EQ: What are Oates’ main points?  Standard: RI2: provide an objective summary of the text.  Homework: Happy Weekend!  Analogy  Complainer : __________ :: climber : ascend  A. gripe B. solve C. annoy D. assert  Work Session: Answer 1 EQ from the week in a paragraph
  • Week 7 Food and Nature
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Monday, February 24, 2014  EQ: How does Louv structure his argument about man and nature?  Standard: RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument  Analogy  _________: Rain :: drifts : snow  A. sun, B. puddles, C. plows, D. umbrellas  Work Session: Vocab pg. 83 Living Latin
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Tuesday, February 25, 2014  EQ: What is Finley’s point of view?  Standard: SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,  Homework: Read The Jungle; Study Vocab  Analogy  Actor : cast :: singer : ____________  Work Session: Vocab pg. 71: Kudzu
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Wednesday, February 26, 2014  EQ: How have Americans’ eating habits changed in the past 100 years?  Standard: L6: Acquire and use accurately general academic and domain-specific words and phrases,  HW: EAA pg. 217-233 Question #2 pg. 200 EAA (5 per) answer 2 peers (Fri)  Analogy  Surprise : shock :: ________: _________  A. stone : brick, B. miser : spendthrift C. Fear : terror, D. Happiness : sadness  Work Session: Quiet Study (Vocab)
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Thursday, February 27, 2014  EQ: How do I argue all sides of an issue with my classmates?  Standard: SL1: Initiate and participate effectively in a range of collaborative discussions with diverse partners  Homework: Study The Jungle; Thesis Research Paper Due; Food Project Due  Analogy  Embellish: decorate :: ___________ : ____________  Work Session: Vocab pg. 90: Walker Evans
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Friday, February 28, 2014  EQ: How are we connected to the land?  Standard: RI1: Cite strong and thorough textual evidence to support analysis  Homework: Happy Weekend!  Analogy  Sharpener: ____:: megaphone : amplify  A. glean, B. emphasize, C. point, D. hone  Work Session: Answer 1 EQ from the week in a paragraph
  • Week 8 Food and Nature
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Monday, March 3, 2014  EQ: How is tone conveyed with the subtlety of language?  Standard: W1: Write arguments to support claims  Homework: EAA pg. 251-267 Question #2 pg. 274  Analogy  Biologist : laboratory :: __________ : ___________  A. painter : studio, B. baker : oven  C. engraver : metal, D. forecaster : weather  Work Session: List Tone words out into pos/neg/neutral
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Tuesday, March 4, 2014  EQ: What can I say that conveys a clear and distinct perspective about the availability of food in Metter?  Standard: SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective  Homework: EAA pg. 251-267 Question#2 pg. 274; Study Vocab  Analogy  Trumpet : brass :: clarinet : _________  A. violin, B. orchestra  C. woodwind, D. music  Work Session: Warrant – Valid or no?
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Thursday, March 6, 2014  EQ: How does Barry use humor effectively?  Standard: W1: Write arguments to support claims  Homework: Study The Jungle; Rough Draft Research Paper Due;  Analogy  Supervisor : ________ :: interpreter : translate  A. Oversee, B. Impair,  C. Participate, D. Unite  Work Session: Vocab pg. 97: Monster
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Friday, March 7, 2014  EQ: What are the connotations of Stein’s title and overall work?  Standard: RI1: Cite strong and thorough textual evidence to support analysis  Homework: Happy Weekend!  Analogy  Enigma : mysterious :: comedy : _________  Work Session: Answer 1 EQ from the week in a paragraph
  • Week 9 Food and Nature
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Monday, March 10, 2014  EQ: Why is it a valuable skill to synthesize information?  Standard: RI7: Integrate and evaluate multiple sources of information presented indifferent media  Homework: Ready The Jungle; Study for Summative  Analogy  Grain : silo :: ________ : ____________  A. glass : jar, B. tire: automobile  C. gasoline : tank, D. air : atmosphere  Work Session: Read LOC pg. 61-62
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Tuesday, March 11, 2014  EQ: How does our environment affect us?  Standard: RI1: Cite strong and thorough textual evidence to support analysis  Homework: RD Food Synthesis Paper; Study Vocab  Analogy  Botanist : plants :: ______ : rocks  A. meteorologist, B. geologist  C. astronomer, D. anthropologist  Work Session: Quiet Study
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Wednesday, March 12, 2014  EQ: How is Jiro’s philosophy on work and food relevant to us?  Standard: L6: Acquire and use accurately general academic and domain-specific words and phrases,  HW: “Us and Them” Sedaris (Handout) w/ introduction  Analogy  ________ : congress :: player : team  Work Session: Quiet Study (Vocab)
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Thursday, March 13, 2014  EQ: What is the difference between quantitative and qualitative data?  Standard: RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument  Homework: Study The Jungle  Analogy  Exploration : discovery :: inquiry : ________  A. understanding, B. frustration  C. implication, D. perfection  Work Session: Vocab pg.
  • Bellringer: Unit 2 You Are What You Eat Unit EQ: How does our environment affect us?  Friday, March 14, 2014  EQ: What is Walker’s tone and purpose?  Standard: RI1: Cite strong and thorough textual evidence to support analysis  Homework: Happy Weekend!  Analogy  Movie : cinema :: __________ : _________  A. match : arena, B. concert : orchestra  C. rally : cause, D. course : obstacle  Work Session: Answer 1 EQ from the week in a paragraph
  • Week 10 Food and Nature
  • Bellringer: Unit 3 Work and Economy Unit EQ: Have We Become a Throwaway Society?  Monday, March 17, 2014  EQ: How do I maintain my own argument while supporting it with outside evidence?  Standard: RI7: Integrate and evaluate multiple sources of information presented indifferent media  Homework: Ready 1984; EAA pg. 491-512 Question #1 (on paper)  Analogy  _________ : FLBA President::Obama : President  Work Session: Read LOC pg. 61-62
  • Bellringer: Unit 3 Work and Economy Unit EQ: Have We Become a Throwaway Society?  Tuesday, March 18, 2014  EQ: What are logical fallacies?  Standard: RI1: Cite strong and thorough textual evidence to support analysis  Homework: Read 1984; Study Vocab  Analogy  Water: soak :: ______ : _______  A. air : inflate B. Soil: grow  C. concrete : dwell D. sun : bathe  Work Session: Vocab pg. 116 ANIMAL WORDS
  • Bellringer: Unit 3 Work and Economy Unit EQ: Have We Become a Throwaway Society?  Wednesday, March 19, 2014  EQ: What are the strengths and weaknesses of Price’s argument?  Standard: L6: Acquire and use accurately general academic and domain-specific words and phrases,  HW: Read 1984  Analogy  Dollar : currency :: ______ : flower  Work Session: Quiet Study (Vocab)
  • Bellringer: Unit 3 Work and Economy Unit EQ: Have We Become a Throwaway Society?  Thursday, March 20, 2014  EQ: What evidence do I need to support my side in a debate?  Standard: RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument  Homework: Study 1984  Analogy  Soothe : pacify :: _______ : annoy  A. Endanger B. assail  C. irk D. calm  Work Session:
  • Bellringer: Unit 3 Work and Economy Unit EQ: Have We Become a Throwaway Society?  Friday, March 21, 2014  EQ: How does O’Keefe use language effectively?  Standard: RI1: Cite strong and thorough textual evidence to support analysis  Homework: Happy Weekend!  Analogy  Orator : __________ :: builder : construct  Work Session: Answer 1 EQ from the week in a paragraph