1. Critical Thinking
You will have 3 minutes to complete today’s critical thinking activity. Please write down and turn in your answer. Your answer must be written in such as way that I can clearly understand your directions. No talking!!!

2. The Problem
You are mixing cement and the recipe calls for five gallons of water. You have a garden hose giving you all the water you need. The problem is that you only have a four-gallon bucket and a seven- gallon bucket and neither has graduation marks. Find a method to measure exactly five gallons using only the tools mentioned above.

3. The Answer
Pour the four gallon bucket filled with water into the empty seven-gallon bucket. Fill the four-gallon bucket up again and pour as much as you can into the seven- gallon bucket until the seven-gallon bucket is full. Now there is one gallon left in the four-gallon bucket. Empty the seven-gallon bucket and transfer the one-gallon of water into the seven gallon bucket. Fill the four gallon bucket one more time, then pour the four gallons into the seven gallon bucket, which already has one gallon in it, making a total of five gallons.

4. Today’s Goals
I can analyze the effect details have on a sentence and Begin to use details to create my own descriptions.
I can analyze how an author Structures his/her argument.
I can begin to develop clear claims.

5. Week 4 – Vocabulary
Remember, you’re responsible for studying vocabulary each week. You might want to make flashcards to help you study.
Last week’s most commonly missed words were:
Chiasmus
Objectivity
Impartial
Vocabulary Quiz #4 on Thursday – all words from week 1-4 are fair game.

6. Voice Lessons - Detail Consider:
CHARLEY (to Willy): Why must everybody like you? Who liked J.P. Morgan? Was he impressive? In a Turkish bath he’d look like a butcher. But with his pockets on he was very well liked. Now listen, willy, I know you don’t like me, and nobody can say I’m in love with you, but I’ll give you a job because – just for the hell of it, put it that way. Now what do you say?
- Arthur Miller, Death of a Salesman
Discuss:
Who was J.P. Morgan? What is a Turkish bath? What picture comes to mind when someone is said to look like a butcher? How do these details contribute to the point Charlie is trying to make?
How would the passage be different if Charley said J.P. Morgan would look like a baker in a Turkish bath?
Apply:
Think of someone famous and powerful. Use detail to create an unflattering but accurate description of the physical appearance of this famous person. Model your description on Miller’s description of J.P. Morgan. Share your description with a partner

7. Albert – Your New Online Buddy!
Go to:
Hit “sign up” and create an account using your computer login info
Join a class using: 4th period: SAW5G0TY7F4Z
6th Period: KWQFDX1HNLMU

8. Next Step: AP Multiple Choice
There are eight different types of questions that can be found on the AP Language multiple choice test. These are:
Reading comprehension
Implication
Overall passage and author questions
Relationship between parts of the text
Interpretation of Imagery/Figurative Language
Purpose of part of the text
Rhetorical Strategy
Style and Effect
Familiarize Yourself with each of these by reading about each of them at

9. Organizing Long or Difficult Texts
1-2
thought.
9-12
counter.
and addictive.
3-8 13
effects.

10. Determining Rhetorical Situation
Turn to your group of four again. Although we can’t always know with complete certainty, we can begin making logical guesses about the rhetorical situation based on clues the author gives us. Have a brief discussion with your partner and try to determine a few things about the rhetorical situation.
Who was Brook’s intended audience?
What might be the occasion for this essay?
What was his purpose for writing this?
What clues are in the text to help you answer each of these questions?

11. Believing, Doubting, and Transforming
We’ve used the idea of questioning and annotation to help us understand the text.
Now we’ll use a graphic organizer to help us organize our thoughts so we can enter the conversation in a thoughtful way.

12. “The Believing Game”
Learning to be patient with a text begins with learning to listen to written texts.
In fiction, we call this “willingly suspending our disbelief.” For example when we go to watch the play Macbeth, we “suspend our disbelief” for the enjoyment of the play and agree to believe that Banquo actually sees Macbeth’s ghost sitting at the table.
In nonfiction, we often read a text, hear the beginning of an argument, and immediately want to challenge or refute the argument. NOT US! We’re going to play The Believing Game and intentionally believe what the author is saying.
This is hard! Seriously – some of you will have a hard time setting emotion aside. It takes brain muscle (and good manners). We will aim to comprehend before we critique.
Our goal is to read the text as an exercise in discovery. What questions are other writers asking and how are they responding to them. We will listen to their conversation.

13. NOW – it’s time to play the doubting game.
We’ve played the believing game. We’ve tried to understand what the author has said and we’ve given Brooks the benefit of the doubt that what he has said is true and believable.
NOW – it’s time to play the doubting game.
I will show you how you can and will use all three of the strategies in the text to help you play the doubting game. Whereas before we trusted what Brooks said, now we’re going to play the skeptic. We want to read with a critical eye to challenge and/or question what we’re hearing.

14. It’s important to listen closely…
Doubting game: we must challenge what is being said so we don’t enter the conversation too soon. Here is a list of the types of questions we want to think about as we read.
Does the writer say anything that bothers me?
Are any of the writer’s claims unsupported?
Does the writer draw any dubious conclusions?
Does the writer contradict himself or herself?
Are there any reasons not to trust this writer?
Does the writer leave anything out?

15. Two Conversations – Ready to Enter
Entering the conversation – argument (think of argument as a conversation where you are trying to make your point as clearly and effectively as possible. The tools you use and choices you make are all part of rhetoric – the best possible means of persuasion)
Analysis and Critique – a different type of conversation. Rhetorical analysis is about critiquing the rhetoric the author used – how effective was it? We discuss How an author developed their argument. Was it effective? How effective?

16. Quick Review of What You Read
What are the three strategies the book suggested to help with close reading?
Asking Questions – especially about style
Annotating the Text
Using Graphic Organizers

17. 1. Read pages 7-20 in Textbook – Begin recording All additional Academic Vocabulary from this Section and Start Studying By Next Class Read about 8 question types at: Complete Voice Lessons if needed Vocabulary Quiz #4 on Thursday.