LCT Lesson on The Royale

Objectives: Students will be able to make personal connections to the protagonist Jay Jackson, an outsider in American culture by “translating a line or scene” from the play into a style of their own choice, e.g. a poem, a personal essay, an editorial, a visual ,a poster or a song, etc.

Do Now: Reflect on the play and select a scene or line that resonates with you the most. Briefly explain why.


Teaching Points

  1. What is “translation”? What’s the process like?
    1. Your translation should contain the essential content element of the original source.
    2. You will want to choose a source type that your audience is relatively familiar with so that when they read your translation, they recognize and appreciate the transformation.
    3. You will also want to select a source with a fair degree of stylistic difference from the style that you want to translate into, e.g. you may not want to write a monologue or a scene in this case since The Royale is a play after all.
    4. Your understanding of style will significantly impact the quality of your translation. Style isn’t only about your vocabulary and sentence structure; it also involves ideological ( beliefs, values and assumptions) and epistemological ( source and application knowledge) elements.
  2. Your own creative work of “ translation” should demonstrate the following-
    1. Need to do more that convert words, phrases associated with one style into words and phrases associated with another
    2. Reflect the values, understanding, conventions; expectations and knowledge of the style you use reshape the content (theme) of the play.
  3. Review a couple of sample “translation” work.
  4. Write a reflection on why you decide to choose this particular style to “translate” the meaning of the play or make connection with the central character.

Student Independent Practice

Students will work in small groups of three and do the following activities-

  • Share their “highlighted moments” in the play and jot them don on a poster paper ( to be displayed in class).
  • Recollect scenes or specific lines by any of the character in the play and explain to each other the significance of the scene or the words.
  • Discuss in why ways Jay Jackson is an outsider not only in ( mainstream) American culture at the turn of the 20th century but also his own African American culture of that time. How does he cope with the alienation?
  • In what way do you feel that Jay Jackson represents you to certain extent? Why?
  • Help each other recollect the scene or lines from the play as accurately as possible and discuss in what style you will “translate” the scene to demonstrate your connection with the character.

Reflection: How do you feel the play can be timeless in a sense of personal struggle against alienation and personal identity?

Homework: and translate a scene or line from The Royale. Select an appropriate style that you believe best reflects and represents your understanding of the play of main character, Jay Johnson.


Writing Rhetorical Analysis

Objectives: Students will be able to gain clear understanding of how to write a rhetorical analysis essay by using SOAPStone.

Do now: Review SOAPStone using he handout given. What does each element stand for?

Mini Lesson: Review the lesson on how to write an AP Rhetorical Analysis Paragraphs and Essays ( see handout)

Independent Practice

Compose a rhetorical essay using year 2014’s Question 2 prompt.

Homework: Review more notes on rhetorical analysis essay elements and strategies.


Agenda for the next few news before the exam on Wednesday May 11-

5/5/2016: ( at home) Write a synthesis essay ( in ink by hand)  using 2011 prompt ( 55 minutes total). Use the rubric and sample essay to review your own essay and hand in your critiqued essay  as well as questions you still have about writing the synthesis essay.

5/6/2016 ( during periods 1 & 4):

  • Per 1: Review all handouts relating to the rhetorical analysis. ( use the lesson above).
  • Per 4:Write a rhetorical essay on demand ( 40 minutes by hand in ink) using the prompt of 2014 ( in the Question 2 packet).
  • ( At home): Review your own rhetorical essay by using the rubric and sample essay.

Over the weekend: Review

  1. Practice a new set of multiple choice questions (optional)
  2. Practice writing an essay on Question 3 based on year 2015.( required)
  3. Practice writing on an synthesis essay and rhetorical analysis by using a past prompt in the College Board website. ( optional)





The Toulmin Model

Objectives: Students will be able to apply Toulmin model in an argumentative writing.

Resource: Read more about the Toulmin method (27-33)

Do Now:  Of all the concepts or methods below, pick one to explain what it means how it is used in an argumentative writing. Share in class.

  • Arguments of facts
  • arguments of value
  • arguments of policies
  • claim
  • support
  • warrant
  • backing
  • qualifier
  • reservation
  • rebuttal

Mini Lesson and Guided Practice

  • A claim is an assertion
  • The support consists of the data used as evidence, reasons, or grounds for the claim.
  • A warrant expresses the assumption necessarily shared by the speaker and the audience.
  • Similar to the second premise of a syllogism, it serves as a guarantee, linking the claim to the support.
  • Backing consists of further assurances or data without which the warrant lacks authority
  • A qualifier, when used (e.g., “usually,” “probably,” “in most cases,” “most likely”), restricts the terms of the claim and limits its range, indicating the degree of strength delivered by the warrant.
  • A reservation explains the terms and conditions necessitated by the qualifier.
  • A rebuttal gives voice to objections, providing the conditions that might refute or rebut the warranted claim.

Toulmin states it this way: Data, so (qualifier) claim, since warrant, on account of backing, unless reservation.

A good classroom model is : Because (data as support), therefore, or so (qualifier?) (claim), since (warrant), because, or on account of (backing), unless (reservation).

Data (It is raining.) Claim (I should take my umbrella.) ↑ ↑ ↑ Warrant Qualifier Reservation (It will keep me dry.) (Probably.) (Unless it has a hole in it.) ↑ Backing (The material is impervious or waterproof.)

“Because it is raining, I should probably take my umbrella, since it will keep my head dry on account of its impervious or waterproof material, unless, of course, there is a hole in it.”

Independent Practice

Use the following sentence construction: “Because__________, therefore,______ ____, since__________, on account of__________.

Carefully read the following passage from “Against School: How Public Education Cripples Our Kids and Why,” by former New York State Teacher of the Year and author John Taylor Gatto, published in Harper’s Magazine. Then write an essay in which you support, refute, or qualify Gatto’s claim that public education trains children to be mass consumer robots and ultimately limits growth potential. Use appropriate evidence to develop your position

Because textbook authors are filling their books with charts, graphs, and pictures, therefore education is declining in this country, since less written information equals less learning.” Data Claim (Textbooks contain charts, graphs, pictures.) (Education is declining.) ↑ Warrant (Learning comes from written text.) ↑ Backing (Traditionally, students have been learning from written text.)

Rebutal: Then the student casts his own response into the model as well: “Because graphs, charts, and pictures provide information, they do not hinder the education system, since that information is a supplement to written text.” In this case, he does not include a qualifier or reservation. Data Claim (Graphs, charts, and pictures provide info.) (Visuals do not hinder education.) ↑ Warrant (Visual information supplements written text.) ↑ Backing (Students learn from a variety of media.)

As he presents his claim, he doesn’t argue with Rock’s data. He acknowledges its validity, as far as it goes (effecting a reasonable voice through its appeal to logos and pathos), and then zeros in on the warrant with a pair of rhetorical questions: “Much of Rock’s argument is indisputable; however, some of it can be interpreted in different ways. Take, for instance, his criticism of textbooks for using too many visuals, particularly of a map replacing a topographical description. Is the map really a bad thing? Are any of the charts and graphs a bad thing?” [sic] This student goes on to argue the value of visuals not as replacements for, but as supplements to, written text—developing a qualified and reasoned argumen

Another student addresses a similar issue, that of “teaching to the test” (a favorite target of students), and casts her claim into the model. She reasons that “because teachers are modifying lesson plans to teach only to a specific test, therefore students are losing the ability to think deeply about concepts, since such specialized teaching does not allow a child to learn any more about a topic on a broader or deeper scale, unless teachers are able to teach to the test while still incorporating additional enriching material.” The reservation she presents at the end is one that might well appeal to teachers; indeed it is one that can make an effective appeal in the written argument.

The Things They Carried is not an accurate depiction of the Vietnam War, but rather a portrayal of personal truth—what the war meant to the soldiers and how it changed them. O’Brien is trying to bridge the gap between the soldier and the audience. This chapter (“How to Tell a True War Story”) is important to the story as a whole because it undermines the conventions of storytelling. Data Claim (The selected chapter undermines (It is important to the conventions of storytelling.) the story as a whole.) ↑ Warrant (The novel’s unconventional narrative structure is a significant feature of its literary merit.) (The selected chapter demonstrates that significance.) ↑ Backing (Narrative method is an important feature of fiction.) (The content, style, rhetoric, and theme of the chapter) In this case, the warrants and their backing indicate what will become the substance of the body of the essay. Arguing that the story, and not the war, is O’Brien’s subject, her essay concludes, “It is in this way that true war stories are never about war. They are about love, memories, and sorrow—the heaviest things they had to carry.”

Homework: Revise your argument essay using the new Toulmin tool.