Q3 (pre spring break 2021) Text/Reading Options
pick one of the numbered texts below; book checkout on Feb 17. Reading Day Feb 17.
Reading deadline by March 10; prep day March 10
YOUR JOB ROLE WITH THE BOOK (sign up through Rohol)
5 people per text; 4 minute max performance in your job role per person in the 5 person groups (Panel-style presentations start March 11)
When reading: do your job & somewhere in the text select a 40-75 line passage you think is best or richest with technique
Job Roles for each text (max 5 person groups; see Rohol for signup sheet and book checkout)
1) What the book is about (Book Factual Overview)
2) Why we should read the book (the argumentative reasons it is the greatest) or Who should read the book (audience)
3) What we need to know about the author (life, social context/historical period, friends/enemies/critical reception of the text) AKA THE CONTEXTUAL BACKGROUND THAT IS RELEVANT
4) How/where the book is useful for AP Lang Q2 prompts = Lead a lecture on which 4+ rhetorical choices/strategies by your author were most vital OR Lead a technical analysis of a passage/page
5) Lead a chat/discussion about a quotation from the book or an ethical/literary/social/economic/etc question (Q3 exam prompt) that emerged from your reading of the text
Frederick Douglass
1) Narrative of the Life of Frederick Douglass (& What to the Slave is the 4th of July)
Extra Credit task = Intro to Douglass via Learning to Read and Write (see Google Drive HERE for assignment)
do (submit to Mr Rohol your answers) the multiple choice questions (1pt per correct answer after subtracting score correction for guessing (-2)
FEB 16 2021
Read/scan pg1 (2015 Q2 Chavez about MLK). Read the opening of Why We Can't Wait (MLK, 1989 Q2). Scan pg2 prompts for Strength to Love.
Note that AP has done Frederick Douglass for a Q2 prompts twice - scan over 1988 AND
Read closely PAGE 2 of 1997 Q2 Douglass passage (10 minutes) AND submit your answers on the top 3 strategies/tactics/rhetorical choices Douglass made in 97 Q2 passage AND what thesis statement you would make for this 40 minute essay in the Google Form
NOTE the sample essay V and AAA on 97 Q2 might be somewhat helpful to consider
We'll intro WEB Du Bois + Richard Wright on Wednesday.
W.E.B. Du Bois (& The Talented Tenth essay)
2) The Souls of Black Folks (a quote by Malcolm X about this book: "Souls of Black Folk by W.E.B. Du Bois gave me a glimpse into the black people’s history before they came to this country.")
Booker T Washington (& Atlanta address 1895)
Marcus Garvey
Harlem Renaissance
Malcolm X (& A Homemade Education / Learning to Read)
Martin Luther King Jr.
3) Why We Can't Wait
4) Strength to Love
Letter from a Birmingham Jail (& AP Lang activities for it)
I Have a Dream Speech (& the rhetorical tools used in it)
Richard Wright (best novel = Native Son; main character = Bigger Thomas; can read pg 12-38 "How Bigger Was Born")
5) Black Boy (reads quickest of the options; only have to read Part 1 (to pg 257))
pick one of the numbered texts below; book checkout on Feb 17. Reading Day Feb 17.
Reading deadline by March 10; prep day March 10
YOUR JOB ROLE WITH THE BOOK (sign up through Rohol)
5 people per text; 4 minute max performance in your job role per person in the 5 person groups (Panel-style presentations start March 11)
When reading: do your job & somewhere in the text select a 40-75 line passage you think is best or richest with technique
Job Roles for each text (max 5 person groups; see Rohol for signup sheet and book checkout)
1) What the book is about (Book Factual Overview)
2) Why we should read the book (the argumentative reasons it is the greatest) or Who should read the book (audience)
3) What we need to know about the author (life, social context/historical period, friends/enemies/critical reception of the text) AKA THE CONTEXTUAL BACKGROUND THAT IS RELEVANT
4) How/where the book is useful for AP Lang Q2 prompts = Lead a lecture on which 4+ rhetorical choices/strategies by your author were most vital OR Lead a technical analysis of a passage/page
5) Lead a chat/discussion about a quotation from the book or an ethical/literary/social/economic/etc question (Q3 exam prompt) that emerged from your reading of the text
Frederick Douglass
1) Narrative of the Life of Frederick Douglass (& What to the Slave is the 4th of July)
Extra Credit task = Intro to Douglass via Learning to Read and Write (see Google Drive HERE for assignment)
do (submit to Mr Rohol your answers) the multiple choice questions (1pt per correct answer after subtracting score correction for guessing (-2)
FEB 16 2021
Read/scan pg1 (2015 Q2 Chavez about MLK). Read the opening of Why We Can't Wait (MLK, 1989 Q2). Scan pg2 prompts for Strength to Love.
Note that AP has done Frederick Douglass for a Q2 prompts twice - scan over 1988 AND
Read closely PAGE 2 of 1997 Q2 Douglass passage (10 minutes) AND submit your answers on the top 3 strategies/tactics/rhetorical choices Douglass made in 97 Q2 passage AND what thesis statement you would make for this 40 minute essay in the Google Form
NOTE the sample essay V and AAA on 97 Q2 might be somewhat helpful to consider
We'll intro WEB Du Bois + Richard Wright on Wednesday.
W.E.B. Du Bois (& The Talented Tenth essay)
2) The Souls of Black Folks (a quote by Malcolm X about this book: "Souls of Black Folk by W.E.B. Du Bois gave me a glimpse into the black people’s history before they came to this country.")
Booker T Washington (& Atlanta address 1895)
Marcus Garvey
Harlem Renaissance
Malcolm X (& A Homemade Education / Learning to Read)
Martin Luther King Jr.
3) Why We Can't Wait
4) Strength to Love
Letter from a Birmingham Jail (& AP Lang activities for it)
I Have a Dream Speech (& the rhetorical tools used in it)
Richard Wright (best novel = Native Son; main character = Bigger Thomas; can read pg 12-38 "How Bigger Was Born")
5) Black Boy (reads quickest of the options; only have to read Part 1 (to pg 257))
Can pull from the Into the Wild/Glass Castle possibilities for your job/role:
GROUP 1 - STORYTELLERS:
Plot Overview (Content Features); Subtext or Subplots of Note in the text; The Exigence of the text; The rhetorical situation; the narrative approach/reliability (how the storyteller functions)
GROUP 2 – CHARACTER/RELATIONSHIP/TEXT DETAILS:
Explain a Vital Text quote or scene/incident – PERSON 1
Explain a Vital Text quote or scene/incident – PERSON 2
Explore the value of ONE specific minor character OR explore the methods of characterization involved in the building of a central figure in the text
Explore a specific relationship in the text (man vs man but also man vs idea/setting/etc)
Decide on your favorite page & do an analysis of that key page (its significance; the skill of the author; how it functions as a turning point, etc)
GROUP 3 – CONTEXTUAL FEATURES:
Historical/Social Context worth knowing OR Sociological or Cultural Factors in the text (what do we need to know or what do we learn about culture/traditions in/from this text)
Biographical Context (Ethos issues or Information about the Author) worth knowing
Literary Context worth knowing (what genre this operates in; authors/texts who influenced this writer/book or how this book has influenced books after it)
Critical Reception or Published Reviews/Criticisms worth knowing
Religious Context or how is Religion/spirituality a feature in the text
Group 4 - Reading the Text through Critical Lenses:
New Criticism approach
Marxist approach
Feminist approach or LGBTQ/Queer theory approach
Formalist approach
Structuralist approach
Deconstructionist approach
Psychoanalytic approach
New Historicism approach
Post-Colonial Theory approach
(teach the class different ways by which to perceive or critically analyze the text)
Group 5 – RHETORICAL METHODS:
Explore which rhetorical mode this text was written in OR what is its social purpose: informative/persuasive/expressive/etc
Gender Issues in the text
Bias issues in the narrator/speaker
Issues of Narrative Sequence and Narrative Pace (or the impact of how the text was structured) OR Explain to the class what you most appreciate about the craftsmanship of this text?
LOGOS – issues of logic in text or examples of inductive vs deductive reasoning
PATHOs or the handling/usage of emotional manipulation in the text
Humor in the text
Ironies or Paradoxes in the text
Recurring Motifs in the text (an image, an idea, a literary strategy, a recurring setting, a symbol, the role of interior dialogue or any movements into narrative omniscience) OR Explore the significance found in one of the binary oppositions present in the text (ex: X vs Y)
Figurative Language in the text(similes/metaphors/synecdoche/hyperbole/symbols or Colloquial Language or Puns too) – PERSON 1
Figurative Language in the text(similes/metaphors/synecdoche/hyperbole/symbols or Colloquial Language or Puns too) – PERSON 2
Archetypes and/or Allusions (religious/cultural/literary/etc) present in the text
Maxims/Axioms/Proverbs OR Wisdom or Quotable Life Advice present in the text
An assessment of the style or tone of the text (can consider DIDLS with this)
The blending of fictional techniques in a memoir / non-fiction text
GROUP 6 – Literature/Prose & Performance
comparison of this text with another text (by another author)
GROUP 7 – Creative Interpretations & Discussion:
Pose a question for debate (lead a discussion)
Make a Q1, Q2, or Q3 prompt from this text
Create a game or interactive task for the class
Create a skit (or a creative script that you’ll perform) that shows your interpretation of the text to the class
GROUP 1 - STORYTELLERS:
Plot Overview (Content Features); Subtext or Subplots of Note in the text; The Exigence of the text; The rhetorical situation; the narrative approach/reliability (how the storyteller functions)
GROUP 2 – CHARACTER/RELATIONSHIP/TEXT DETAILS:
Explain a Vital Text quote or scene/incident – PERSON 1
Explain a Vital Text quote or scene/incident – PERSON 2
Explore the value of ONE specific minor character OR explore the methods of characterization involved in the building of a central figure in the text
Explore a specific relationship in the text (man vs man but also man vs idea/setting/etc)
Decide on your favorite page & do an analysis of that key page (its significance; the skill of the author; how it functions as a turning point, etc)
GROUP 3 – CONTEXTUAL FEATURES:
Historical/Social Context worth knowing OR Sociological or Cultural Factors in the text (what do we need to know or what do we learn about culture/traditions in/from this text)
Biographical Context (Ethos issues or Information about the Author) worth knowing
Literary Context worth knowing (what genre this operates in; authors/texts who influenced this writer/book or how this book has influenced books after it)
Critical Reception or Published Reviews/Criticisms worth knowing
Religious Context or how is Religion/spirituality a feature in the text
Group 4 - Reading the Text through Critical Lenses:
New Criticism approach
Marxist approach
Feminist approach or LGBTQ/Queer theory approach
Formalist approach
Structuralist approach
Deconstructionist approach
Psychoanalytic approach
New Historicism approach
Post-Colonial Theory approach
(teach the class different ways by which to perceive or critically analyze the text)
Group 5 – RHETORICAL METHODS:
Explore which rhetorical mode this text was written in OR what is its social purpose: informative/persuasive/expressive/etc
Gender Issues in the text
Bias issues in the narrator/speaker
Issues of Narrative Sequence and Narrative Pace (or the impact of how the text was structured) OR Explain to the class what you most appreciate about the craftsmanship of this text?
LOGOS – issues of logic in text or examples of inductive vs deductive reasoning
PATHOs or the handling/usage of emotional manipulation in the text
Humor in the text
Ironies or Paradoxes in the text
Recurring Motifs in the text (an image, an idea, a literary strategy, a recurring setting, a symbol, the role of interior dialogue or any movements into narrative omniscience) OR Explore the significance found in one of the binary oppositions present in the text (ex: X vs Y)
Figurative Language in the text(similes/metaphors/synecdoche/hyperbole/symbols or Colloquial Language or Puns too) – PERSON 1
Figurative Language in the text(similes/metaphors/synecdoche/hyperbole/symbols or Colloquial Language or Puns too) – PERSON 2
Archetypes and/or Allusions (religious/cultural/literary/etc) present in the text
Maxims/Axioms/Proverbs OR Wisdom or Quotable Life Advice present in the text
An assessment of the style or tone of the text (can consider DIDLS with this)
The blending of fictional techniques in a memoir / non-fiction text
GROUP 6 – Literature/Prose & Performance
comparison of this text with another text (by another author)
GROUP 7 – Creative Interpretations & Discussion:
Pose a question for debate (lead a discussion)
Make a Q1, Q2, or Q3 prompt from this text
Create a game or interactive task for the class
Create a skit (or a creative script that you’ll perform) that shows your interpretation of the text to the class
Other Readings:
James BaldwinNotes of a Native SonKnowing & Writing 80https://www.whatsoproudlywehail.org/wp-content/uploads/2013/08/Baldwin_Notes-of-a-Native-Son.pdf
James BaldwinStranger in the VillageSeagull Reader 19http://swc2.hccs.edu/kindle/baldwin.pdfNOTE: can watch documentary "I Am Not Your Negro" on Baldwin
James BaldwinA Talk to TeachersLanguage of Composition 197https://serendipstudio.org/oneworld/system/files/Baldwin%2C%20J.%2C%20A%20Talk%20to%20Teachers%2C%20pp.%20678-686.pdf
Alice WalkerIn Search of Our Mothers' Gardens50 essays pg425http://l-adam-mekler.com/walker_in_search.pdf
Maya AngelouGraduationSeagull Reader 3https://eng101wlac.files.wordpress.com/2013/02/graduation.pdf
Nikki GiovanniCampus Racism 101river reader 127http://spa.walsingham.org/ClassDocuments/25885/Campus%20Racism%20101.pdf
Zora Neale HurstonHow It Feels to Be Colored Me50 essays pg 158http://www.casa-arts.org/cms/lib/PA01925203/Centricity/Domain/50/Hurston%20How%20it%20Feels%20to%20Be%20Colored%20Me.pdf
Coretta Scott KingThe Death Penalty is a Step Backmcgraw hill reader 88https://mrjanota.weebly.com/uploads/4/6/7/4/46743291/coretta_scott_king_speech.pdf
Alex HaleyMy Furthest Back Person - The Africannorton sampler pg 42https://4.files.edl.io/50d1/10/15/18/124929-d070de90-1481-4ae7-8df3-6f79cfc07f09.pdf
Brent StaplesJust Walk on By (a black man's power to alter public space)dolphin reader 323 & prentice hall 536https://www.cabrillo.edu/academics/english/100resources/'Just%20Walk%20On%20By'.pdf
Shelby SteeleOn Being Black and Middle Class50 essay pg366https://browne150.files.wordpress.com/2010/07/on-being-black-and-middle-class.pdf
Ta Nehisi Coates(pick one)https://medium.com/s/best-of-ta-nehisi-coatesor the one on Kanye perhaps:https://www.theatlantic.com/author/ta-nehisi-coates/
James BaldwinNotes of a Native SonKnowing & Writing 80https://www.whatsoproudlywehail.org/wp-content/uploads/2013/08/Baldwin_Notes-of-a-Native-Son.pdf
James BaldwinStranger in the VillageSeagull Reader 19http://swc2.hccs.edu/kindle/baldwin.pdfNOTE: can watch documentary "I Am Not Your Negro" on Baldwin
James BaldwinA Talk to TeachersLanguage of Composition 197https://serendipstudio.org/oneworld/system/files/Baldwin%2C%20J.%2C%20A%20Talk%20to%20Teachers%2C%20pp.%20678-686.pdf
Alice WalkerIn Search of Our Mothers' Gardens50 essays pg425http://l-adam-mekler.com/walker_in_search.pdf
Maya AngelouGraduationSeagull Reader 3https://eng101wlac.files.wordpress.com/2013/02/graduation.pdf
Nikki GiovanniCampus Racism 101river reader 127http://spa.walsingham.org/ClassDocuments/25885/Campus%20Racism%20101.pdf
Zora Neale HurstonHow It Feels to Be Colored Me50 essays pg 158http://www.casa-arts.org/cms/lib/PA01925203/Centricity/Domain/50/Hurston%20How%20it%20Feels%20to%20Be%20Colored%20Me.pdf
Coretta Scott KingThe Death Penalty is a Step Backmcgraw hill reader 88https://mrjanota.weebly.com/uploads/4/6/7/4/46743291/coretta_scott_king_speech.pdf
Alex HaleyMy Furthest Back Person - The Africannorton sampler pg 42https://4.files.edl.io/50d1/10/15/18/124929-d070de90-1481-4ae7-8df3-6f79cfc07f09.pdf
Brent StaplesJust Walk on By (a black man's power to alter public space)dolphin reader 323 & prentice hall 536https://www.cabrillo.edu/academics/english/100resources/'Just%20Walk%20On%20By'.pdf
Shelby SteeleOn Being Black and Middle Class50 essay pg366https://browne150.files.wordpress.com/2010/07/on-being-black-and-middle-class.pdf
Ta Nehisi Coates(pick one)https://medium.com/s/best-of-ta-nehisi-coatesor the one on Kanye perhaps:https://www.theatlantic.com/author/ta-nehisi-coates/