I will post material off and on over the summer, but start looking for class updates in mid-late July.

Fahrenheit 451: Brandon Holtfrerich, Jeff Nasse, Bennett Vavak
Glass Castle: Brendan Murphy, Harrison Polen, David Muirhead
LOF: Jacob Obeidat
SH5: Jackson Peters, Alex Dunkin, Sydney Burns, Hunter Schneider
Textbook: Brandon Holtfrerich, Jaquon Mcabee, Kameron Ozburn, Evan Stillwell, Justice Davis, McKenna Gilhaus, Heaven Jones, Kayrizma Mure, Mattie Moore, Andrew Crawford, Gabrielle Andrew, Kayleigh Johnson, Tai Jones, Elena Kernen,  Cheyenne Wheeler, Creighton Young, Stefan Panagiev

If you are taking AP US History next year, pick up your summer reading in Rm 173 before you leave for the summer.

Blank spots in Skyward/Gradebook have been changed to 0.  FYI

English 11 AP next year?
-The Things They Carried by Tim O'Brien
-Raider Writing Center classroom/department website
-@bayonetenglish on Twitter

Makeup work is your responsibility.  You need to identify it and set up a time to make it up with me.  I will not track down every single 0 in the grade book.  Own your stuff!

Short Readings for Final Exam can all be found by clicking the link.  And the Moon Be Still as Bright can be found using the link from last week.  Readings are the same for 10 Honors and 10 Standard, but questions will differ and 10H will have Fast Food Nation questions added on.

Here is Ray Bradbury's "And the Moon Be Still as Bright" for your final exam.

10H

Rhetorical Analysis Checklist

The analysis includes a summary of the argument: “claims that … argues that … suggests that … implies that … asserts that …”

The analysis includes a discussion of how the argument is structured: data, research, narrative, comparison & contrast, a story, etc.

The analysis includes a discussion of why the argument is made, or even necessary — the exigency — why now? What’s going on in the world that this article is even necessary?

The analysis includes a discussion of the intended rhetorical effect: to persuade, to cause us to reflect, to change our minds, to be more open-hearted and generous, to take some action, to cause some extended meditation? — what does the writer want us to do?

The analysis includes a discussion of the audience, the readers, and what rhetorical gestures the writer makes to appeal to that audience — emotions? Logic? Credibility? Tone? What is the writer’s attitude toward readers?

The tone of your analysis should be explanatory: here’s what this article means, and how it means that.

10H

Due to the time crunch and need to do the SH5 test next Wed/Thurs, we will not have another vocab/essay this year.  Rather, your final writing will follow the same format as the vocab essays but will be part of the SH5 test.  The prompt will be of a similar style to what you have seen on the vocab essays.  You still have two weeks to finish FFN so make sure you stay on top of it.  Imagery from the film is fair game on the final test, but I will reference specific instances, especially the ones we stop to discuss in class. Any extra credit must be submitted by the end of the day on Monday, May 9th so that it can be displayed for the good of all.

Here's a link to an article about Celebration, FL, which is referenced at the end of FFN Ch. 2.

10H
Friday was the poetry slam. Poets rocked it.  I'll let you figure out how anything else went that day though...
Today we will talk FFN and SH5.  I'll hit some primary points and take questions, but that is about it from my end.  This is the final push

10-McNichols
Today some of you presented your projects over Holden on Social Media, If you did not present today you will be going tomorrow. This week is my last week with you, so if you have any missing assignments or tests be sure to get those to me no later than 5/4 so that I may garde them. Have chapters 23 and 24 read for tomorrow.