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Saved by Karen Davis
on September 23, 2014 at 12:40:06 pm
 

      

Welcome to AP English, Seniors!

 

 

 

Introduction & DICTION Analysis Paragraph Example

(2 Chunks! Henry James passage)

 


Contacting Ms. Davis:    kdavis@fortsmithschools.org  
                              OR         shsdavisapes@gmail.com
 
Link to College/University AP Score Requirements:

 

 

Class Activities and Assignments for AP English Lit. & Comp. (all periods):

 

Monday, September 15, 2014:  Students took some bell work time to register online for the college fair.  Students then completed a bell work "voice lesson" over diction.  Students took a few notes over diction.

 

Tuesday, September 16, 2014:  Students completed a diction "voice lesson" as bell work.  Students then received a tone words list and an introduction to tone analysis sheet.  Students are to define all tone words on the provided list and complete all tasks on the tone analysis sheet as homework.

 

Wednesday, September 17, 2014:  Students completed a third diction "voice lesson" as bell work.  Students received a DIDLS notes sheet, as well as a DICTION packet.  Students began working through the packet with the teacher's guidance.  As homework, students are to finish all work and reading in the packet.

 

Thursday, September 18, 2014:  Students entered class and completed their first graded round of multiple-choice practice as bell work.  Students who had them turned in parent-signed mid-quarter grade reports.  Students then discussed their findings and progress in the DICTION packet with the teacher.  As homework, students are to read and annotate an excerpt written by Frederick Douglass, then write an introductory ("major thesis paragraph") paragraph and DICTION analysis paragraph, according to the style and structure described in the DICTION packet.  That work will be due tomorrow.

 

Friday, September 19, 2014:  Students entered class and showed the teacher their homework from yesterday.  A class discussion followed about student performance on constructing the two paragraphs in response to the Douglass excerpt.  First period worked in small groups to review student responses, and the other classes looked at a student sample.  In all classes, the teacher repeated and emphasized specific expectations for completion of introduction and body paragraphs.  As homework, students are to read and annotate the Henry James excerpt and write an introductory paragraph and DICTION analysis paragraph, according the the style and structure described in the DICTION packet.  The DICTION packet is to serve as a resource of both instructions and examples for students as they complete this task.  The work will be due Monday and will be taken up for a grade.

 

Monday, September 22, 2014:  Students turned in their two paragraphs that were due and completed an IMAGERY voice lesson as bell work.  Students received the IMAGERY packet and began working on it.  Students are to complete both sides of the first page of the packet, using "The Rattler" as the source text for IMAGERY analysis.  Students will continue working on the rest of the packet in class tomorrow.

 

Tuesday, September 23, 2014:  Students entered class and took short notes to help improve their attempts at commentary.  Students then worked in pairs, sharing their IMAGERY chunks and discussing ways to improve their composition, while also working together to compose the final opinion statement.  Students received short topics to research briefly as homework.  They are to come back to class with approximately one half a page of notes on their assigned topics.  They will share their information with classmates tomorrow.

 

 

Archived Class Activities & Assignments for APE Lit. & Comp. (all periods):

 

Weeks 3 & 4 (September 2-12, 2014)

 

Weeks 1 & 2 (August 18-29, 2014)

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