AP Language and Composition (Period 6) Assignments
- Instructor
- Mr. Mark Afram
- Term
- 2015-16 School Year
- Department
- English
- Description
-
This page posts the daily in-class agenda, homework assignments, and necessary handouts for Mr. Afram's AP Lang class.
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Class #43: Thursday, 6/2—Farewell Assembly
- Return miscellaneous papers
- 2 presentations
- String activity
- Yearbook signing, if time permits
Homework:
- Bring any/all textbooks to class for final exams
Due:
Assignment
Class #42: Tuesday, 5/31
- Collect research papers
- Return semester portfolios and journals
- 2 poetry presentations
- Read and annotate Belin’s “Night Travel”
- Start cooperative discussion (w/handout)
Homework:
- Finish work on poetry presentations, if needed
Due:
Assignment
Class #41: Thursday, 5/26
- Announcements:
- All late work is due Friday, 5/27—no exceptions
- Reminders re: poetry presentations
- Letters of rec list will be compiled on Tues., 5/31
- Collect journals and complete self-evaluation sheets
- 2 poetry presentations
- Peer edit research paper rough drafts
Homework:
- Final draft of research paper will be on Tues., 5/31
- Submit research paper to Turnitin.com
Due:
Assignment
Class #40: Tuesday, 5/24
- Weekend highlights
- Announcements:
- All late work is due Friday, 5/27—no exceptions
- Reminder re: Open House presentations
- Reminder re: Thursday poetry presentations
- Collect outlines
- Assemble portfolios
- P4 only: Finish SBAC testing
- Start poetry presentations—2
- Start typing rough draft, if time permits
Homework:
- Rough draft of research paper due Thurs., 5/26
- Final journal check on Thurs., 5/26
Due:
Assignment
Class #39: Friday, 5/20—SBAC Testing
- Collect note-taking organizers
- Distribute “How to make an outline” handout
- Also, distribute poetry presentation rubric
- Finish English portion of SBAC
- If time permits, allow students to start work on outlines or poetry presentations
Homework:
- Finish typed outline for Tues., 5/24
- Work on poetry presentations; first presentation begins Tues., 5/24
Due:
Assignment
Class #38: Wednesday, 5/18—SBAC Testing
- Continue w/SBAC testing
- Announcements:
- Due dates for essay—see below
- No late work accepted
- Don’t worry about the database requirement
- Poetry (and EC) sign-ups posted on Thursday, 5/19 @ 7:30 AM
Homework:
- Continue w/note-taking organizer; 15 note cards due Fri., 5/20
- Essay outline due Tues., 5/24
- Rough draft due Thurs., 5/26
- Final draft due Tues., 5/31
Due:
Assignment
Class #37: Monday, 5/16—SBAC Testing
- Administer SBAC test in class
Homework:
- Begin work on research project; this is your final exam
- Note-taking organizer due Fri., 5/20
Due:
Assignment
Class #36: Thursday, 5/12
- 60 seconds
- Debrief AP exam
- Continue conversation of “If I should have a daughter”
- How does she communicate her message?
- What rhetorical strategies does she employ?
- Explain HW assignment: Write your own version of “If I should have a _________”
- Message
- Imagery
- Puns/word play
- Natural, conversational language
- Introduce poetry group project; presentations begin 5/24
- Meet in groups and choose 1st and 2nd choice poems
- SBAC classroom activity (20 minutes)
Homework:
- Write your own version of “If I should have a __________” in your journal for Mon., 5/16
- First poetry presentation begins Tues., 5/24; sign-ups will be soon
- SBAC next week
Due:
Assignment
Class #35: Tuesday, 5/10
- Weekend highlights
- 60 seconds
- Return misc. argument essays
- PPT grammar warm-up: passive vs. active voice
- Sample m-c practice: Questions 1—17 (in 20 minutes)
- Review with elbow partners
- Review as a class
- AP reminders whip-around
- Start poetry unit w/”If I should have a daughter” by Sarah Kay: https://www.youtube.com/watch?v=0snNB1yS3IE
- Highlight key phrases
- Discussion:
- What’s the message?
- How does she communicate her message?
- What rhetorical strategies does she employ?
Homework:
- R & R (rest and review)
- Show up between 7—7:30 AM tomorrow (Wednesday) for breakfast and sax music!
Due:
Assignment
Class #34: Friday, 5/6
- Student of the Week
- 60 seconds
- Return argument essays
- Feedback on rhetorical analysis essay (w/clock partners)
- Thesis statement and topic sentences
- Quality of insights
- Development of analysis
- Preparation PPT (w/sample green books)
- Review documents (novels, plays, articles, and essays)
- Message?
- Useful?
- Why memorable?
Homework:
- R & R (rest and review)
- Complete practice m-c test, if desired: https://d2ct263enury6r.cloudfront.net/KWfMUPjMyyS6I4BgAn74obAnIaiixDUG6upNtplJa2ZKtOzB.pdf
Due:
Assignment
Class #33: Wednesday, 5/4
- 60 seconds
- Announcements:
- Any cancellations? See Afram ASAP
- In the midst of the stress, be patient, extend kindness, and listen
- Administer sample rhetorical analysis essay
- Reminder of 2 minute outline (1, 2, 3)
- Reminder to pace yourself
- 3 minutes to read excerpt
- 40 minutes to write
- Read 2 sample essays and then score your own
Homework:
- Type a revised, updated version of the rhetorical analysis essay that you wrote in class (400—500 words)
Due:
Assignment
Class #32: Monday, 5/2
- Weekend highlights
- 60 seconds
- Announcement: Any cancellations? See Afram ASAP
- Peer share argument essay
- Strength of the argument
- Development of examples
- Grammar
- Sample synthesis essay
- Reminder of 2 minute outline (1, 2, and 3)
- 15 minutes to read documents
- 40 minutes to write
- Read 2 sample essays, score your own, add your score to the worksheet
Homework:
- Type a revised, updated version of the synthesis essay that you wrote in class (400—500 words)
Due:
Assignment
Class #31: Thursday, 4/28
- 60 seconds
- Collect $2 and confirm AP reg on pink sheet
- Review Tuesday’s in-class argument essay (polite speech)
- Read 2 samples, with rationale
- Share essay with 2 clock partners; each clock partner writes a score on a 3 x 5 card
- Add score to test score worksheet
- Reflection
- Outlining?
- Pacing?
- Developing ideas?
- Library: work on APCD (50 minutes)
Homework:
- Review the sample essay (a 9) from Tuesday’s HW. Type a revised version of that essay, and bring the revised copy to class (400—500 words)
Due:
Assignment
Class #30: Tuesday, 4/26
- Weekend highlights
- Start $2 pass-around for AP breakfast on Wed., 5/11
- Correct “Self-Reliance” quiz
- Debrief focus questions: first in 2s, then as a class
- Go over sample AP multiple-choice test
- Give handout on reasoning of answers (See Afram for handout)
- Give test score worksheet (See Afram for handout)
- Sample argumentative essay prompt (2015 PDF)
Homework:
- Write sample argument essay in your journal (2003 PDF); due Thurs., 4/28
- Before writing essay, write 2 goals at the top of the page
Due:
Assignment
Class #29: Friday, 4/22
- Student of the Week
- Administer “Self-Reliance” quiz
- Collect synthesis essay
- PPT warm-up: “Self-Reliance” excerpt
- Practice AP test—1 hour
- Count passages and questions
- Check clock and pace yourself
Homework:
- Typed focus questions due Tues., 4/26; submit them to Turnitin.com
Due:
Assignment
Class #28: Wednesday, 4/19—Late Start
- Grammar warm-up: semicolon in “Self-Reliance”
- Peer edit rough draft of synthesis paper
- Check grammar
- Check commentary
- Check quotation integration
- Use rubric to score essay
- Start reading and annotating “Self -Reliance” (pp.4--8)
- Finish Monday’s journal entry: Write a thorough response in which you analyze the rhetorical strategies that Muse and Green Day use to reflect Transcendental values in their songs. (15 minutes)
Homework:
- Print revised copy of synthesis essay on Fri.; bring rough draft and rubric
- Upload final draft to Turnitin.com
- Finish reading “Self-Reliance” excerpt for Fri.; quiz on Fri.
Due:
Assignment
Class #27: Monday, 4/18
- Return Into the Wild m-c tests
- Finish casual Socratic Seminar (Question #2)
- P6 only: Finish Transcendentalism PPT
- Transcendentalism song activity (w/lyrics)
- Share annotations via document camera
- Start graphic organizer (w/clock partners)
- Journal entry for Wednesday: Write a thorough response in which you analyze the rhetorical strategies that Muse and Green Day use to reflect Transcendental values in their songs.
Reminder: Demonstrate knowledge of Transcendentalism, identify at least 2 strategies, and provide strong examples
Homework:
- Rough draft of synthesis paper due Wed., 4/20
- Final draft due Fri., 4/22; submit final draft to Turnitin.com
Due:
Assignment
Class #26: Thursday, 4/14
- Weldon voting on Chromebooks: https://southpasadena.voting4schools.com/
- Debrief Into the Wild mixer
- Administer Into the Wild test
- Begin casual Socratic Seminar
- Continue w/Transcendentalism PPT?
Homework:
- Rough draft of synthesis paper due Wed., 4/20
- Final draft due Fri., 4/22; submit final draft to Turnitin.com
Due:
Assignment
Class #25: Tuesday, 4/12
- Share Spring Break highlights (in 2s)
- Return “A Modest Proposal” Write-Alikes (w/samples)
- Introduce culture/ethnicity synthesis prompt: What do the materials presented in class (“The Myth of the Latin Woman,” “Mother Tongue,” “Just Walk on By,” “White Privilege,” and “Color Blind vs. Color Brave”) suggest about the role of ethnicity in modern American culture? Note: Synthesize three of the five sources in an essay of 500—750 words. (w/rubric)
- Into the Wild mixer
- Start Transcendentalism PPT
Homework:
- Rough draft of synthesis paper due Wednesday, 4/20
- Into the Wild test on Thurs., 4/14
- Casual Socratic Seminar on Thurs., 4/14
Due:
Assignment
Class #24: Friday, 4/1—SPEX Assembly
- Student of the Week
- Grammar warm-up: periodic sentence #2
- 4 mini Socratic Seminars w/quotations from “White Privilege”
- Watch “Color Blind vs. Color Brave” on YouTube: https://www.youtube.com/watch?v=oKtALHe3Y9Q
- Journal entry: “What is Hobson’s argument? What rhetorical strategies does she employ to express her position?
Homework:
- Enjoy Spring Break
- Be prepared to discuss Into the Wild upon your return
Due:
Assignment
Class #23: Wednesday, 3/29
- Announcement: Students w/IEPs or 504s who are taking the AP exam and want extended time
- Respond to Monday’s journal entry w/clock partners—2 stars & 1 wish
- PPT warm-up: Satire in “Just Walk on By”
- Chalkboard splash:
- According to Staples, how are men conditioned to behave?
- How would you characterize the tone of the essay?
- If you were Staples, how would you have responded to these incidents?
- Would Staples write in the same tone in 2016? Yes/No
- Connection with Dionne Warwick’s “Walk on By” (w/lyrics)
- How do the song and the essay relate?
- Is there a pun with the title?
- Speculate as to why Staples choose “Just Walk on By” as the title
Homework:
- Read and annotate “White Privilege” for Fri., 4/1
- Into the Wild due Fri., 4/1
Due:
Assignment
Class #22: Monday, 3/28
- Sample AP m-c questions
- Collect counseling paperwork
- Finish “The Myth of the Latin Woman” mixer
- Collaboration (w/clock partners): Identify 3—5 similarities between “Mother Tongue” and “The Myth of the Latin Woman.”
- Journal entry: “What do the two essays suggest about being an ethnic minority in the US?”
Homework:
- Finish journal entry, if needed
- Read “Just Walk on By” for Wed., 3/30; consider similarities with the other 2 essays we’ve read for this unit
- Into the Wild due Fri., 4/1
Due:
Assignment
Class #21: Thursday, 3/24
- PPT grammar warm-up: semicolon #2
- Share “Modest Proposal” essay (w/evaluation form for 2 students)
- Recap Amy Tan’s “Mother Tongue”
- What did you learn?
- What was memorable about the essay?
- How does Amy Tan’s essay apply to your life or to life in South Pas?
- Start “The Myth of the Latin Woman” essay
- "I’m Latino, but I’m Not": https://www.youtube.com/watch?v=0imzkV15500
- Start mixer (Q1 and Q2)
Homework:
- Independent reading due Fri., 4/1
- Counseling papers due Mon., 3/28
Due:
Assignment
Class #20: Tuesday, 3/22
- Weldon Award voting (online via sphsasb.org)
- Warm-up: sample AP Lang questions
- Correct “A Modest Proposal” quiz
- Asian mothers and children video clip: https://www.youtube.com/watch?v=DIPL1ZMdu0g
- Start reading and annotating “Mother Tongue” by Amy Tan
- Consider discussion questions
Homework:
- Type your own “A Modest Proposal” (300—400 words) in which you take a current social issue and propose a satiric, over-the-top solution. Due Thurs., 3/24
- Independent reading is due Fri., 4/1
Due:
Assignment
Class #19: Friday, 3/18
- 60 seconds
- Student of the Week
- Pass grade print-outs
- PPT warm-up from “A Modest Proposal”
- Administer reading quiz
- Chalkboard splash
- What are the social issues in Ireland that Swift is addressing?
- What images stood out to you?
- How does this text fit in with a unit on government and politics?
- Do you think that a modern audience would understand Swift’s purpose?
- Clip from Stephen Colbert (A Modest Porpoisal): http://www.cc.com/video-clips/nvdygh/the-colbert-report-the-word---modest-porpoisal
- Debrief (in 2s):
- What issue is being satirized?
- How is Colbert’s excerpt similar to Swift’s essay?
- How is Colbert’s excerpt different?
- Start composing write-alike on Chromebooks
Homework:
- Type your own “A Modest Proposal” (300—400 words) in which you take a current social issue and propose a satiric, over-the-top solution. Due Thurs., 3/24
- Independent reading is due Fri., 4/1
Due:
Assignment
Class #18: Wednesday, 3/16—Late Start
- PPT grammar warm-up: passive vs. active voice
- Review sample synthesis essays in groups of 4
- Individually score the essays, come to consensus, and share results
- Return essays
- Read and annotate “I am Fun” by The Onion
- Discussion:
- What’s being satirized?
- Where’s the humor? (Hint: Go paragraph by paragraph)
- What’s the structure of the article?
Homework:
- Into the Wild due Fri., 4/1
- Read and annotate “A Modest Proposal” by Fri., 3/18; quiz on Fri.
Due:
Assignment
Class #17: Monday, 3/14
- PPT warm-up: periodic sentence
- Administer LCAP survey:https://www.surveymonkey.com/r/C89XYM8
- Present Trump rebuttal speeches
- First with clock partners, and then 3 students share (w/class evaluation)
- Debrief Sanders speech w/fishbowl discussion questions
- Campaign commercials:
Homework:
- Into the Wild due Fri., 4/1
- Synthesis essays will be returned on Wed., 3/16
Due:
Assignment
Class #16: Thursday, 3/10
- 60 seconds
- Correct “Polly Baker” quiz
- Introduce the 3 minute, 3 point outline
- Oath of secrecy—no sharing of the prompt with other classes!
- Administer AP synthesis prompt
Homework:
- Be ready to discuss the Sanders speech on Mon.
- Into the Wild due Fri., 4/1
Due:
Assignment
Class #15: Tuesday, 3/8
- AP multiple-choice warm-up
- Iowa Freedom Summit Address mixer—with 4 different people
- Rebuttal to Trump
- Students work independently for 10 minutes outlining a 10 minute rebuttal to Trump. Rebuttal will be presented next time in class.
- Start reading and annotating Bernie Sanders’ speech
Homework:
- Into the Wild due Fri., 4/1
- Finish reading and annotating Sanders speech for Thurs.
- AP in-class essay on Thurs., 3/10
Due:
Assignment
Class #14: Friday, 3/4
- Student of the Week
- Schedule check-in
- Do you need AP Lit?
- Is an A in regular better than a B or C in AP?
- What is the best focus of my time? What will make a good schedule?
- Argumentative scenario PPT
- Administer “Polly Baker” quiz
- Student-led discussion (w/sticks)
- What are Polly Baker’s primary arguments?
- How does Baker address her critics? What points does she make?
- What rhetorical strategies does she use? How?
- Do you think her speech is effective? Why or why not?
- Collect annotations
- Start Trump speech
Homework:
- Annotate Donald Trump speech for Tues.
- Focus on argument, structure, use of rhetorical strategies—please don’t comment on your own political biases or beliefs
Due:
Assignment
Class #13: Wednesday, 3/2
- Grammar warm-up: passive and active voice
- Review sample synthesis essay from Monday
- Review advice:
- Make an argument
- Stronger topic sentences—don’t start with quotations
- Answer the prompt!
- Quotation marks around the titles of essays and articles
- Watch “misreading” of the articles
- Evaluate argument essay in journals
- Correct “The Yellow Wall-Paper” quiz
Homework:
- Read and annotate “The Speech of Miss Polly Baker” for Fri., 3/4; quiz on Fri.
- Finish Into the Wild by Fri., 4/1
Due:
Assignment
Class #12: Monday, 2/29
- Administer “The Yellow Wall-Paper” quiz
- Healthy Kids survey
- “Wallpaper Discussion”
- First, in small groups (assign numbers to people)
- Then, send one numbered representative to speak in the large group
- Return education synthesis papers (w/sample)
- Feedback:
- Make an argument
- Stronger topic sentences; don’t start with quotations
- Answer the prompt!
- Quotation marks around essays and articles
- Watch “misreading” of the articles
Homework:
- Argument prompt due Wed., 3/2—In your journal, respond to the following prompt:
For centuries, women have received unequal treatment from men. Develop your position on whether women will achieve equality in your lifetime. Use appropriate evidence from your reading, experience, or observation to support your argument.
Due:
Assignment
Class #11: Thursday, 2/25
- 60 seconds
- Announcements:
- Always check the website
- More late work has been coming in; be aware
- AP test registration update—70 out of 100 kids are enrolled
- PPT grammar warm-up: subordinate clause
- HW sharing—in 3s
- Favorite line
- Favorite topic/issue addressed
- Relevant?
- Finish “I Want a Wife” discussion questions (w/all class debrief)
- Start “Lost in the Kitchen” by Dave Barry (by 9s)
- Bonus points: Role play of conversation between Judy Brady and Dave Barry
- Criteria: Reference the articles and incorporate similar rhetorical strategies
Homework:
- Read and annotate “The Yellow Wallpaper” for Mon.; quiz on Monday
Due:
Assignment
Class #10: Tuesday, 2/23
- AP multiple-choice warm-up practice
- Paraphrase evaluation (w/clock partners)
- Select 3 original sentences and compare to the paraphrase
- Flow between sentences?
- True to the original message?
- Correct education quiz
- Read and annotate Judy Brady’s “I Want a Wife”
- Cooperative group discussion (w/handout)
Homework:
- Write “I Want a Husband” for Thursday, 2/25; your response should be between 250—400 words and uploaded to Turnitin.com
Due:
Assignment
Class #9: Friday, 2/19
- Student of the Week
- Administer quiz
- PPT warm-up: Excerpt from “Education”
- Collect IR forms
- Return remaining skills mastery forms
- Opening discussion: impressions, main ideas, questions
- Start paraphrase from “Education”
Homework:
- Start Into the Wild; it’s due 4/1
- Complete paraphrase for Tues.
Due:
Assignment
Class #8: Wednesday, 2/17
- PPT warm-up slide: satire (respond in 4—5 thoughtful sentences)
- Return skills mastery forms
- Distribute second semester independent reading form (due Fri., 4/1)
- Share synthesis write-ups (w/rubric evaluation)
- Audio—start at 3:08:50: https://www.youtube.com/watch?v=YdRpz9PkOhY
- Ralph Waldo Emerson’s “Education”
Homework:
- Read and annotate “Education” for Friday, 2/19; quiz on Fri., 2/19
- Return signed IR form by Fri., 2/19
Due:
Assignment
Class #7: Thursday, 2/11
- Student of the Week
- Collect skills mastery form
- Debrief focus questions (w/clock partners)
- Collaborative work: “Me Talk Pretty One Day” (in 4s)
- Debrief w/student-led stick discussion
- Start “Superman and Me”
Homework:
- Type a synthesis paper (of no more than 500 words) that answers the following prompt: “‘This is Water,’ ‘Me Talk Pretty One Day,’ and ‘Superman and Me’ all discuss different facets of education. According to these articles, what is the best approach to providing instruction?”
- Note: Upload your synthesis paper to Turnitin.com
Due:
Assignment
Class #6: Tuesday, 2/9
- AP skills mastery forms
- Correct “In the Field” quiz
- Administer SPUSD assessment
- Open research on David Foster Wallace
- Wikipedia: https://en.wikipedia.org/wiki/David_Foster_Wallace
- NY Times obituary: http://www.nytimes.com/2008/09/15/books/15wallace.html?_r=0
- Fresh Air interview (20 minutes): http://www.npr.org/2015/08/14/432161732/david-foster-wallace-the-fresh-air-interview
- Debrief research
- Correct HW prompt w/argument rubric
- Start reading and annotating “Me Talk Pretty One Day”
- Reminder: Save “This is Water” for another assignment
Homework:
- Typed focus questions due Thurs., 2/11
- Skills mastery forms due by Thurs., 2/11
Due:
Assignment
Class #5: Friday, 2/5
- Student of the Week
- AP m-c warm-up
- Class activity: T-chart (rhetorical strategies and mood)
- Evaluate “In the Field” rhetorical analysis (w/clock partner)
- Impromptu Socratic Seminar: Respond to the four selected quotations by David Foster Wallace (see handout)
Homework:
- Bring ear buds/headphones to class on Tues., 2/9
- Respond to the following prompt in your journal:
According to Wallace, it’s destructive to “operate…on the automatic, unconscious belief that [you are] the center of the world and that [your] immediate needs and feelings are what should determine the world’s priorities.”
In a well-written response, develop your position on Wallace’s statement. Use appropriate evidence from your reading, experience, or observations to support your argument.
Due:
Assignment
Class #4: Wednesday, 2/3—Late Start
- Administer “In the Field” quiz
- AP m-c warm-up (in journal)
- Share list poems (in 4s)
- Timed writing prompt: “Write a thorough response in which you analyze the rhetorical strategies O’Brien employs to characterize the mood of the chapter.” (20 minutes)
Homework:
- Read and annotate “This is Water” for Fri., 2/5
Due:
Assignment
Class #3: Monday, 2/1
- Distribute sample list poem
- Start draft of list poem
- Collect portfolios
- Collect annotations
- Peer edit rhetorical analysis assignment in journals (w/eval handout)
- Correct Ch. 1 quiz
- Start “In the Field”
Homework:
- Read and annotate “In the Field” for Wed., 2/3; quiz on Wed.
- Complete list poem for Wed.
Due:
Assignment
Class #2: Thursday, 1/28
- Administer quiz
- TTTC PPT warm-up: Ch. 1
- Assemble portfolios
- PPT: State of AP Lang Address
- Debrief Ch. 1
- Share annotations
- How do the details affect the story?
- How are the soldiers characterized?
- What rhetorical strategies does O’Brien employ?
Homework:
- Portfolio (rubric, reflection questions, and folder) due Mon., 2/1
- Respond to the following prompt in your journal: “Write two paragraphs in which you analyze the rhetorical strategies O’Brien employs to characterize the soldiers of the platoon.”
Due:
Assignment
Class #1: Tuesday, 1/26
- New seats
- Distribute grade print-outs
- Finish film (w/viewing guide)
- Finish reading and annotating “Nick Carraway is gay” article
- Discussion (w/sticks):
- What are Olear’s key examples?
- Do you agree with Olear’s key points?
- Is this a valid interpretation of the novel? Why or why not?
Homework:
- Read and annotate Ch. 1 of The Things They Carried; quiz on Thurs., 1/28
Due:
Assignment
Class #43: Thursday, 1/14
- Headspace
- Correct Ch. 8 & 9 quiz
- Administer Gatsby m-c test
- Continue w/Gatsby film (and viewing guide)
- Start reading and annotate “Nick Carraway is Gay”
Homework:
- Prepare for the final exam
Due:
Assignment
Class #42: Tuesday, 1/12
- Administer Ch. 8 & 9 quiz
- PPT warm-up: Ch. 7
- Socratic seminar—2 groups of 18
- Correct Ch. 6 & 7 quiz
Homework:
- Gatsby m-c test on Thurs., 1/14
- Start preparing for final exam
Due:
Assignment
Class #41: Friday, 1/8
- Distribute grade print-outs
- Student of the Week
- Administer quiz: Ch. 6 & 7
- Finish symbolism presentations
- Cooperative work time (20 minutes)
- Presentations (20 minutes)
- Distribute Socratic prep forms
Homework:
- Read Ch. 8 and 9 for Tues., 1/12; quiz on Tues.
- Finish Socratic prep form for Tues., 1/12
- Gatsby test on Thurs., 1/14
Due:
Assignment
Class #40: Wednesday, 1/6
- PPT Gatsby warm-up: Ch. 6
- Final exam info
- ~40 multiple-choice questions from a former AP exam (score will be curved)
- 60% right = C; 70% right = B; 80% right = A
- In-class essay: Is the American Dream worthwhile? Graphic organizer is allowed (single-sided only)
- ~40 multiple-choice questions from a former AP exam (score will be curved)
- Start symbolism presentations (see handout)
Homework:
- Read Ch. 7 for Fri., 1/7; quiz on Ch. 6 & 7 on Fri.
- Read Ch. 8 and 9 by Tues., 1/12; quiz on Tues.
- Gatsby test will be on Thurs., 1/14
Due:
Assignment
Class #39: Monday, 1/4
- Welcome back w/holiday highlights!
- Return essays (w/sample)
- Quick synthesis essay debrief PPT
- Continue w/American Dream articles (Rosenfeld and Beato)
- Stiglitz and Turak whip-around
- Develop 5 comments/insights for both essays
- Complete graphic organizers (in 4s)
- Note: page 9 is missing from some packets; the online version includes page 9
Homework:
- Read Ch. 6; quiz coming soon
- Finish graphic organizer, if needed
- Final exam info will be given on Wed.
Due:
Assignment
Class #37: Tuesday, 12/15
- Peer edit essay (w/clock partner)
- Review MLA parenthetical citation
- Q and A
- Administer Frederick Douglass test
- Start Frederick Douglass mixer
Homework:
- Final draft of essay due Thurs., 12/17; include graphic organizer, rough draft, peer edit, and a separate Works Cited page
- Submit essay to Turnitin.com
Due:
Assignment
Class #36: Friday, 12/11
- Student of the Week
- Slave codes article
- What did you learn?
- How does this connect to Frederick Douglass?
- How could you incorporate this information in your essay?
- Review prompt and rubric
- Synthesis paper whip-around
- Chromebooks—start composing essay
- Here’s how to cite The State of Human Trafficking in California:
"The State of Human Trafficking in California." (2012): 15-25. California Department of Justice, 2012. Web. 11 Dec. 2015.
Homework:
- Rough draft of slavery synthesis essay due Tues., 12/15
- Frederick Douglass multiple-choice test on Tues., 12/15
- Final draft of essay due Thurs., 12/17
Due:
Assignment
Class #35: Wednesday, 12/9 (Late Start)
- Collect journals w/rubric self-evaluation
- Correct Gatsby quizzes (Ch. 3—5)
- Start Sunitha Krishnan TED Talk: https://www.ted.com/talks/sunitha_krishnan_tedindia?language=en
- Debrief w/clock partner
- Django Unchained excerpts: :28 – :37
- Review prompt and rubric
Homework:
- Start work on rough draft; rough due Tues., 12/15
- Final draft due Thurs., 12/17
Due:
Assignment
Class #34: Monday, 12/7
- Administer The Great Gatsby quiz: Ch. 3—5 (correct on Wednesday)
- PPT warm-up: Chapter 5 in Gatsby
- Announcement and collection of comic strips
- Optional doc: slave codes article
- Start excerpt from State of Human Trafficking in California
- Annotate selection for key question: “What are the effects/outcomes of slavery?”
- Start on graphic organizer
Homework:
- Complete reading and annotation of Report
- Complete 2 sections of graphic organizer (Report and Frederick Douglass)
- Journals will be collected on Wed., 12/9
Due:
Assignment
Class #33: Thursday, 12/3
- 60 seconds activity
- Return historical context write-ups (w/sample)
- Debrief PPT
- Images of slavery
- Distribute the images, and have students create 3 questions for each image using DOK language.
- Note: One of the questions must relate to Frederick Douglass.
Homework:
- Read Ch. 5 of Great Gatsby for Mon., 12/7; quiz on Ch. 3—5 on Mon.
- Frederick Douglass comic strip due Mon., 12/7; images need to be respectful and show effort
Due:
Assignment
Class #32: Tuesday, 12/1
- Ch. 3 PPT warm-up (Gatsby’s smile)
- Distribute American Dream packets
- Annotate “The Price of Inequality”
- Identify the 3 key points.
- Identify your key annotations.
- Do you agree with Stiglitz?
- In your own words, define the American Dream.
- Annotate “Is the American Dream Dead?”
- Number into groups of four and start completing the graphic organizer for the Stiglitz and Turak articles.
Homework:
- Finish Chapter 4 for Thurs., 12/3; quiz coming soon!
- Narrative of the Life is due Thurs., 12/3; activities begin on Thurs.
Due:
Assignment
Class #31: Friday, 11/20
- Student of the Week
- DDIST warm-up (Detail 41)
- Meet with clock partners to debrief songs; review diction, imagery, mood, and Gatsby connection
- Respond to prompt—
Journal entry: “New York, New York” and “Empire State of Mind” each characterize New York City. Synthesize the information from both sources and incorporate it into two coherent, well-developed paragraphs that identify the key features of New York City.
- Evaluate writing w/rubric (see handout)
- Start Gatsby film (w/viewing guide)
Homework:
- Enjoy Thanksgiving Break!
- Remember that Narrative is due soon!
Due:
Assignment
Class #30: Wednesday, 11/18
- 60 seconds video clip: https://www.youtube.com/watch?v=z6s-UizX0QE
- 60 seconds exercise
- Administer quiz: Ch. 1 and 2 of Gatsby
- Share research with cooperative groups
- Share findings
- Make connections
- Relate to the book
- Start song comparison: “New York, New York” and “Empire State of Mind”
- Annotation tips:
- Key diction?
- Key imagery?
- Mood of the city?
- Connection to Gatsby?
- For next time—
Journal entry: “New York, New York” and “Empire State of Mind” each characterize New York City. Synthesize the information from both sources and incorporate it into two coherent, well-developed paragraphs that identify the key features of New York City.
Homework:
- Read Ch. 3 by Fri., 11/20; quiz coming soon!
- Narrative of the Life… due Thurs., 12/3
Due:
Assignment
Class #29: Friday, 11/13
- Student of the Week
- Collect historical context activity—we’ll discuss the material on Wednesday
- Review two sample 2011 AP argument essays (w/rubric and feedback sheet)—in 4s
- What score would you give them? Why?
- What could be done to improve both essays?
- What did you learn from these samples?
- Return essays
- Debrief PPT
- Continue w/Ch. 1 of Gatsby
Homework:
- Finish Chapters 1 & 2 by Wed., 11/18; quiz on Ch. 1—2 on Wed.
- Narrative of the Life… due Thurs., 12/3
Due:
Assignment
Class #28: Tuesday, 11/10
- PPT grammar warm-up: use of “you”
- Create sentence with “you” and have elbow partner edit it
- Collect portfolios (folder, reflection questions, and parent note)
- American Dream image activity w/handout
- Work in 4s
- Presenter share findings with class
- Start Chapter 1
Homework:
- Historical context assignment due Fri., 11/13; upload to Turnitin by Friday, 11/13 @ 8 AM
- Continue with Narrative of the Life…
Due:
Assignment
Class #27: Friday, 11/6
- Student of the Week
- Debrief HW assignment in journals (create grading criteria)
- Library: collect The Great Gatsby
- Assemble first quarter portfolios
- Introduce 1920s historical context assignment
- Meet in groups and determine categories
- Finish fallacy presentations
- Chromebooks—begin working on assignment
Homework:
- Portfolio (folder, parent note, and reflection questions) due Tues., 11/10
- Historical context assignment due Fri., 11/13; upload to Turnitin by Friday, 11/13 @ 8 AM
- Continue with Narrative of the Life…
Due:
Assignment
Class #26: Wednesday, 11/4 (Late Start)
- Go over Queen Liliuokalani discussion questions
- Debrief writing assignment
- What did you learn?
- What was unexpected?
- How could you do better next time?
- Present final argument prompt: Consider the final paragraph of Queen Liliuokalani’s letter, and write a two paragraph response that defends, challenges, or qualifies the assertion that Liliuokalani is too submissive in her appeal to President McKinley.
- Review sample “defend, challenge, qualify” response (2009)
- Start fallacy presentations
Homework:
- Write final argument prompt in your journal for Friday, 11/6
- Start reading Narrative of the Life…
Due:
Assignment
Class #25: Monday, 11/2
- Collect independent reading signature
- Go over essay prompt with class
- Review rubric with class
- Administer timed writing: 50 minutes
- Students finish preparing fallacy presentation handouts (10 minutes only)
- YouTube history of Queen Liliuokalani: https://www.youtube.com/watch?v=eHTOEfSyu-4
- Start debrief handout of Queen L’s letter w/elbow partner
Homework:
- Start reading Narrative of the Life of Frederick Douglass
- Complete debrief handout for Wednesday, 11/4, if needed
Due:
Assignment
Class #24: Thursday, 10/29
- Introduce Independent Reading: Narrative of the Life of Frederick Douglass (due 12/3)
- Return war argument essays (w/sample)
- Debrief PPT
- Debrief HW paragraphs in journals (w/clock partners)
- Feedback from PPT
- Strengths and weaknesses
- Start work on fallacy presentations (w/clock partner)
Homework:
- Have independent reading signature form signed by Mon.
- Read and annotate Queen Liliuokalani’s letter for Mon.
- Timed argument writing on Monday
- Start reading Narrative; finish by 12/3
Due:
Assignment
Class #23: Tuesday, 10/27
- Review cooperative group discussion handout
- Review responses
- Study announcement from clergy
- View Eyes on the Prize” clip: https://vimeo.com/43462957 (start at 27:00)
- Debrief clip (w/sticks):
- What stood out to you?
- What were the themes/main ideas in the clip?
- How does the clip relate to “Letter from a Birmingham Jail?”
- Make an observation re: justice
- Correct “Letter from Birmingham” quiz
- Go over multiple-choice section in small groups (w/answers and comments re: multiple-choice tests)
- Introduce HW prompt (in journals): “In a well-written two paragraph response, develop your position on the value or function of nonviolent protests. Use appropriate evidence from your reading, experience, or observations to support your argument.”
Homework:
- Complete the prompt in your journal for Thurs., 10/29
Due:
Assignment
Class #22: Friday, 10/23 (Homecoming Assembly & Picnic)
- Student of the Week
- Administer quiz
- Birmingham image analysis in 2s: http://www.pbs.org/wgbh/amex/eyesontheprize/story/07_c.html
- What’s portrayed?
- What’s the mood? (Note: “mood” is how the audience or viewer feels)
- What details enhance the mood?
- Start cooperative group discussion handout (in 4s)
Homework:
- PDF of AP multiple-choice questions; answer 32 questions and write down five questions about the test or the questions on the paper
Due:
Assignment
Class #21: Wednesday, 10/21 (Late Start)
- Biography of Cesar Chavez: https://www.youtube.com/watch?v=Ns5NMHTk-yY
- Warm-up: Finish Monday’s journal entry—
“Identify Chavez’ primary argument. What strategies does Chavez employ in order to effectively communicate this message?”
- Audio excerpt from Commonwealth Address: https://www.youtube.com/watch?v=qB1jwR1h9qo
- Share write-alike w/2 peers (use 2 stars & 1 wish)
- Start reading and annotating “Letter from a Birmingham Jail”
- What is MLK, Jr.’s argument?
- Where does he use rebuttal or counterclaim?
- What’s the structure of his argument?
- What techniques/strategies does he employ to further his argument?
- What is justice?
Homework:
- Finish reading and annotating “Letter from a Birmingham Jail” for Fri., 10/23; quiz on Fri.
Due:
Assignment
Class #20: Monday, 10/19
- Commonwealth Club quiz
- PPT grammar warm-up: semicolons in Chavez’ speech
- Give clock partners handout
- Share annotations
- First with 3 o’clock
- Then with projection camera
- Discussion (w/popsicle sticks)
- What rhetorical strategies does Chavez use?
- Describe the format, construction, and development of the argument.
- How is Chavez effective?
- Journal entry: “Identify Chavez’ primary argument. What strategies does Chavez employ in order to effectively communicate this message?”
Homework:
- Write-alike due Wed., 10/21: Take page 2 of the speech and mimic the Chavez’ format. Use the structure, but relate the issue to something that high school students face. Type in MLA format. (See handout for information.)
Due:
Assignment
Class #19: Thursday, 10/15 (CA Shakeout @ 9 AM)
- Conduct Socratic Seminar—2 discussion circles this time
- Collect Declaration of Independence annotations
- Return Red Badge analysis papers
- Complete PPT notes on argumentation
- Introduce Chavez’ Commonwealth Club Address
Homework:
- Annotate Commonwealth Club Address
- Focus on rhetorical strategies
- Focus on format, construction, and development of the argument
- Consider this: How is Chavez effective?
- P2 only: Finish taking notes on PPT
- Reading quiz on Monday, 10/19
Due:
Assignment
Class #18: Tuesday, 10/13
- Administer Declaration of Independence quiz
- Share annotations
- First share with elbow partner
- Then, share via the doc camera
- Group discussion questions—in 4s
- Introduce Socratic prep form
- Start persuasive techniques PowerPoint
Homework:
- Annotations will be collected on Thursday, 10/15
- Complete Socratic prep form for Thurs., 10/15
Due:
Assignment
Class #17: Friday, 10/9 (Color Day)
- Return Red Badge tests
- Collect classical model argument papers
- Debates: Spirit days have negative effects on school children
- Read 4 articles
- Prep arguments—first individually, then in 4 corners
- Sample debates—3
Homework:
- Read and annotate the Declaration of Independence for Tues., 10/13; quiz on Tues.
Due:
Assignment
Class #16: Wednesday, 10/7
- Return synthesis essays (w/sample)
- Administer Red Badge test
- Review sample classical model letters (see packet)
- Identify parts of the classical model
- Effective? Why or why not?
- Distribute argument essay rubric and score packet letters
- Peer edit argument essays
Homework:
- Final draft of argument paper due Fri., 10/9; include rough draft, peer edit, rubric, and outline.
- Submit final draft to Turnitin
Due:
Assignment
Class #15: Friday, 10/2
- Student of the Week
- Collect Red Badge analysis papers
- Review and “unpack” essay topic:
Countless wars have been fought over the past 100 years. Many political scientists have suggested that wars do not solve conflict and only reinforce violent behavior.
In a well-written essay, develop your position on the value of war. Use appropriate evidence from your reading, experience, or observations to support your argument.
- Create essay outline (work in 3s)
- War topic whip-around
- Chromebook time—research/start drafting response to the prompt
Homework:
- Red Badge test on Wed., 10/7
- Rough draft of war argument paper due Wed., 10/7
Due:
Assignment
Class #14: Wednesday, 9/30 (Late Start)
- Grammar warm-up: em dash
- Present classical model PPT
- Identify classical model in “Not by Math Alone” (in 2s)
- Is the argument effective?
- Where are the category divisions?
- Where do you see use of ethos, logos, or pathos?
- Introduce topic:
Countless wars have been fought over the past 100 years. Many political scientists have suggested that wars do not solve conflict and only reinforce violent behavior.
In a well-written essay, develop your position on the value of war. Use appropriate evidence from your reading, experience, or observations to support your argument.
Homework:
- Red Badge novel analysis is due on Fri., 10/2; points will be deducted if the name and header are not submitted in MLA format
- Red Badge analysis must be submitted to Turnitin by Friday @ 8 AM
- Finally, points will be deducted if the novel analysis is not submitted when it’s collected
Due:
Assignment
Class #13: Monday, 9/28
- Warm-up: evaluate Thursday’s timed writing w/2 stars and 1 wish
- Four corners: argumentative scenarios
- Step 1: People meet in their appropriate corner and share information
- Step 2: Debate teams are formed
- Step 3: Organize 2 sets of debates
Opening statements (2 minute)
Rebuttal (1 minute)
Closing (1 minute)
- Return and review Crucible tests
- Return and debrief Crucible play analyses
- Return and discuss rhetorical terms presentation rubrics
Homework:
- Red Badge novel analysis is due on Fri., 10/2; points will be deducted if the name and header are not submitted in MLA format
- Red Badge analysis must be submitted to Turnitin by Friday @ 8 AM
- Finally, points will be deducted if the novel analysis is not submitted when it’s collected
Due:
Assignment
Class #12: Thursday, 9/24
- Mindfulness exercise (via headspace.com)
- Grammar warm-up: comma splice PPT
- Finish image analysis presentations
- Journal entry response: Synthesize information from the images and incorporate it into a coherent analysis of the key aspects of Puritan society. (Timed: 20 minutes)
- Administer Crucible test
Homework:
- Complete argumentative scenario prep sheet for Mon., 9/28
- Start revising novel analysis of Red Badge; due date coming soon!
Due:
Assignment
Class #11: Tuesday, 9/22
- P4 only: Finish rhetorical presentations
- Return and debrief SL novel analysis papers (w/PPT)
- Collect synthesis papers
- Puritan image analysis activity (in 4s)
- Present images to the class
- Introduce journal entry response: Synthesize information from the images and incorporate it into a coherent analysis of the key aspects of Puritan society.
Homework:
- Multiple-choice Crucible test will be on Thursday, 9/24
Due:
Assignment
Class #10: Friday, 9/18
- Student of the Week
- Rhetorical terms presentations (2)
- Collect Crucible papers
- Introduce Carol Jago holistic rubric
- Review sample synthesis body paragraph (9)
- Peer edit rough drafts
- DDIST exercise, if time permits
Homework:
- Revise rough draft of synthesis paper; provide rough draft, peer edit, rubric, and final draft on Tues., 9/22
- Multiple-choice Crucible test will be on Thursday, 9/24
Due:
Assignment
Class #9: Wednesday, 9/16
- Rhetorical terms presentations (2)
- “The Flesh and the Spirit” group questions (in 4s)
- Watch Act I excerpt of The Crucible (from 21:00)
- Annotate The Crucible excerpt
- Review prompt: Synthesize information from all three sources and incorporate it into a coherent, well-developed, four paragraph essay that identifies the qualities of temptation.
- Temptation tree map in notes
Homework:
- Upload Crucible play analysis to Turnitin by Fri., 9/18; hard copy also due Fri.
- Type four paragraph rough draft to the prompt; due Fri., 9/18
Due:
Assignment
Class #8: Monday, 9/14
- Counselor visits (P2: Ishimaru, P4: Cazares, & P6: Long)
- Return Scarlet Letter tests
- Continue w/rhetorical terms presentations (2)
- Go over WebQuest
- Introduce synthesis assignment
- “Take me to Church” by Hozier (Annotate w/DDIST, rhetorical terms, and/or essay prompt)
- Introduce prompt: Synthesize information from all three sources and incorporate it into a coherent, well-developed essay that identifies the qualities of temptation.
Homework:
- Annotate the “The Flesh and the Spirit” for Wed., 9/16
- Upload Crucible play analysis to Turnitin by Fri., 9/18; hard copy also due Fri.
- Continue to work on rhetorical presentations
Due:
Assignment
Class #7: Thursday, 9/10
- Rhetorical terms presentations—2 groups
- Return analysis paragraphs (w/2 samples)
- PPT: Analysis Paragraph Debrief
- Students review two HW paragraphs
- What is the strength of the draft paragraph?
- Using the PPT as a reference, how could the writer improve?
Homework:
- WebQuest due Mon., 9/14
- Work on rhetorical terms presentations
Due:
Assignment
Class #6: Friday, 9/4 (Assembly)
- Student of the Week (w/cheer)
- Presentation check-in
- Finish DDIST PPT
- Administer test
- Collect novel SL novel analysis
- Begin close reading (w/prompt)
Homework:
- Annotate the excerpt using the strategies from DDIST
- Enter paragraph response to close reading in your journal; be ready to share on Thurs., 9/10
- Work on rhetorical terms presentations
Due:
Assignment
Class #5: Wednesday, 9/2 (Late Start)
- Correct rhetorical terms quiz
- Introduce Socratic Seminar terms and format
- Conduct Socratic Seminar!
- Turnitin show-and-tell
- Period 2: 10520447 PW: tiger
- Period 4: 10520455 PW: tigers
- Period 6: 10520465 PW: orange
Homework:
- Scarlet Letter m-c test on Fri., 9/4
- Head’s up: novel analysis for Scarlet Letter will be due to Turnitin on Fri., 9/4
Due:
Assignment
- PPT Warm-up: Scarlet Letter symbolism
- Journal check (during warm-up)
- Alliteration name game
- Peer edit analysis paragraph (w/sample on reverse)
- Correct rhetorical terms quiz
- Cooperative learning work habits
- Small group check-in
Homework:
- Rhetorical terms quiz on Mon., 8/31
- Revise analysis paragraph for Mon., 8/31; attach rough draft and close reading handout (w/10 annotations) to the final draft
Due:
Assignment
- New seats and collect syllabus signatures
- Start close reading of Ch. 1
- Review sample: https://nijheer.files.wordpress.com/2011/01/diggingannotated0001.jpg
- Annotate text w/rhetorical terms
- Show samples on document camera
- Administer rhetorical terms quiz (Reminder: Don’t share questions with other classes)
- Introduce rhetorical terms cooperative project
- Show sample video: https://www.youtube.com/watch?v=biNLVYj4EaY&feature=youtu.be
- Meet in cooperative groups and select 5 terms/group
Homework:
- Provide typed paragraph for Thursday, 8/27; prompt: “In one paragraph, analyze how Hawthorne’s rhetorical strategies portray Puritan society.”
- Sign-ups for presentations will be posted at 7:30 on Wed., 8/26; first presentation will be 9/10
Due:
Assignment
- Go over class syllabus and procedures
- PowerPoint presentation: “All About Afram”
- “All About Me” Matrix
- Over my vacation I…
- My hobby is…
- I wish that people knew I…
- In AP Lang I hope to…
- Present matrix to classmates (in 2s, 4s, then the favorite w/the class)
- Begin Scarlet Letter excerpt: Ch. 1 (“The Prison Door”)
- Start annotation: identify five rhetorical strategies in the chapter
- Sample: https://nijheer.files.wordpress.com/2011/01/diggingannotated0001.jpg
Homework:
- Return syllabus signature for Tues., 8/25
- Bring single subject spiral notebook and highlighter for Tues., 8/25
- Bring rhetorical terms on Tues., 8/25; open note quiz on Tues. and project coming soon!
Due:
Assignment
Class #4: Monday, 8/31
- PPT warm-up: DDIST in Scarlet Letter (in 2s)
- Rhetorical Terms Quiz #2
- Collect Ch. 1 analysis paragraphs
- Start PPT on DDIST (w/Cornell Notes handout)
- Introduce Socratic Seminar handout—10 minutes
Homework:
- Finish Socratic Seminar prep sheet for Wed., 9/2; seminar on Wed.
- Scarlet Letter m-c test on Fri., 9/4
- Head’s up: novel analysis for Scarlet Letter will be due to Turnitin on Fri., 9/4 or Th., 9/10