AP Language and Composition (Period 3) Assignments

 SUMMER READING: AP LIT LINK

Read Huck Finn ch. 37-end.

Read Huck Finn ch. 34-36.

Read Huck Finn ch. 26-33. Periods 5 and 7, prepare for Socratic Seminar:

Send Huck to College by Lorrie Moore (author):

http://www.nytimes.com/2011/01/16/opinion/16moore.html

Discuss author’s purpose, claim, evidence.

1. What is your viewpoint on the controversy? 

2. Should this novel be taught only in college? 

3. Explain your viewpoint using information from the video, article, and your personal life. ​

Excerpt from The Liberal Imagination by Lionel Trilling (literary critic): (hard copy handed out in class)

Discuss author’s purpose, claim, evidence.

Part 1: full-length multiple choice AP exam.

Part 2: choose one timed write, either argument or rhetorical analysis.

1. Briefly summarize how Huck escapes Pap.

2. How does the mood/setting change in chapter 8?

 

1. Read Huck Finn, ch. 1-4. 

2. Read articles from original protest of the novel and from recent protest. Make a chart listing what each articles states is offensive about Huck Finn. Answer: How has controversy over Huck Finn changed over the years? 

3. Read "Masterpiece or Racist Trash?"

4. Watch video below:

Acquire copy of The Adventures of Huckleberry Finn and bring to class. 

Read A Modest Proposal:

 

and be prepared to answer the questions below in class:

 

 

 

The link to the "College Board" video! Slightly edited.

 

 

Bring $2 for the AP Lang breakfast on Wednesday morning!

https://www.youtube.com/watch?v=4Uhx0034S4c  "A Look Into Transcendentalism"

https://www.youtube.com/watch?v=6TfhwmU6sFo "Why Every Student in America Should Read Henry David Thoreau's Walden."

 

Read the following chapters from Walden: Life in the Woods and ONE of the essays (either A or B) listed below the Walden chapters.

 

Economy

Where I Lived, and What I Lived For

Conclusion

 

 

A. Walden by E.B. White

 

B. Living Like Weasels by Annie Dillard

 

1. Being extremely economical even for his own time, Thoreau denotes what he calls "necessary of life" and what he considers near necessities. He writes, "Most of the luxuries, and many of the so called comforts of life, are not only indispensable, but positive hinderances to the elevation of mankind." Do you agree with this statement? What would we add to list list today? What do we consider necessities that Thoreau might consider luxuries?

 

2. Thoreau calls student life at "Cambridge College" (Harvard University, from which Thoreau graduated) as "this expensive game." Do you agree with Thoreau's ideas about education? Make specific references to the text in your answer.

 

3. What is Thoreau calling for when he writes, "Simplicity, simplicity, simplicity!" and enjoins his readers to "simplify, simplify." Explain.

 

4. Thoreau writes, "We do not ride on the railroad; it rides upon us." Consider an electric device or social networks. What would Thoreau say about it? Has this device helped simplify our lives or has it had a more negative impact? Explain.

 

5. Thoreau is known for his epigrammatic statements, some of which have become so popular and familiar that they adorn posters, bumper stickers, and coffee mugs. Select your favorite one from the reading and explain why you find it so compelling.  

 

 

1/2 Work Day for IRP. Come prepared.

Syntax and Style Assignment #1 due: paragraph about yourself. Hard copy to read in front of the class.

See page 88 of your green packet for specific instructions. All the information you need to know is in the same packet (the content we went over in class).

1. Final draft DOS synthesis essay due to turnitin.com by 10:00 a.m.

2. Bring IRB to class.

Relax and enjoy the Shakespeare performance in the Little Theater today!

First draft DOS synthesis essay due. Hard copy, please.

Outline for DOS synthesis essay due. Use the following links for sources, as well as the handout from class. You must cite least 3 sources, either directly or indirectly. See handout for details.

 

Synthesis Essay: Death of a Salesman

Read, or reread, the sources below and write an essay in which you develop a position on social class and mobility in America. Your argument should be central; the sources should support this argument. Use at least 3 of the sources for support. Remember to attribute both direct and indirect citations.

 

Freakonomics by Levitt and Dubner

The American Dream: Dead, Alive, or on Hold? by Brandon King

What’s Killing Poor White Women? by Monica Potts

The Upside of Income Inequality by Gary S. Becker and Kevin M. Murphy

http://www.aei.org/publication/the-upside-of-income-inequality/

RIP, the Middle Class by Edward McClelland

Inequality Has Been Going on Forever by David Leonhardt

How Black Middle Class Kids Become Poor Adults by Gillian B. White

https://www.theatlantic.com/business/archive/2015/01/how-black-middle-class-kids-become-black-lower-class-adults/384613/

The Great Gatsby by F. Scott Fitzgerald

Death of a Salesman by Arthur Miller

interview: http://www.cnn.com/2016/10/12/opinions/costello-three-rich-guys-talk-american-dream/

visual: http://billmoyers.com/2015/01/26/middle-class/

visual: http://www.pewresearch.org/fact-tank/2014/12/12/racial-wealth-gaps-great-recession/

podcast: http://www.npr.org/2016/07/28/487815046/what-does-middle-class-mean-in-america-we-asked-you-answered

book review of White Trash: http://www.npr.org/2016/07/07/485138723/dispelling-the-myth-of-a-classless-society-in-white-trash

 

book review/commentary of Hillbilly Elegy (liberal) http://www.newyorker.com/culture/cultural-comment/the-lives-of-poor-white-people

 

book review/commentary of Hillbilly Elegy (conservative) http://www.theamericanconservative.com/dreher/in-hillbilly-america-white-lives-matter/

 

Interview with author of Hillbilly Elegy: http://www.theamericanconservative.com/dreher/trump-us-politics-poor-whites/

Common Place Book due. No hard copy needed! Submit to turnitincom by Thursday night, 11:59 p.m. Table of contents (dates of articles and number)  and your heading go on the cover page. 

1. Quote #1 (hard copy)

2. Quote #2 (hard copy)

3. Quote #3 (hard copy) http://nymag.com/daily/intelligencer/2016/10/study-finds-the-american-dream-is-more-dead-than-you-thought.html

4.Quote #4 (hard copy) http://billmoyers.com/story/class-america-donald-trump/

5. https://www.theatlantic.com/business/archive/2016/07/social-mobility-america/491240/

6. https://www.brookings.edu/blog/social-mobility-memos/2013/08/28/the-other-american-dream-social-mobility-race-and-opportunity/

 

1. Death of a Salesman reading check quiz (format: "short" answer) and discussion. Prepare for discussion by taking notes on the following questions:

• What hints about theme can we find in these NYT pieces?
• What is Mamet’s purpose and how does he achieve it? Consider structure and the quotation.
• What is Siegel’s purpose and how does he achieve it? Consider his claim.
• Copy 2 sentences that you found startling, important, questionable, or otherwise compelling.

1. Procure a copy of Arthur Miller's Death of a Salesman and bring it to class.

2. Read the two Op-Ed pieces below and be prepared to discuss them in class. Know the author's purpose and identify rhetorical strategies used to achieve the purpose.

 

Banneker models to score:

Green sheet #4 due: Banneker's letter to Jefferson. Submit to turnitin.com by Thursday, 3/2 at 11:59 p.m.

Read the following articles and consider including them in your synthesis essay:

 

First draft due: synthesis essay. 4 or 5 paragraphs, typed, hard copy.

1. Read Jonathan Swift's essay "Political Lying" for Fishbowl discussion.

Prepare for scapegoating/synthesis Socratic Seminar. See handout and the links below, as well as the attached PowerPoint and poem by Margaret Atwood, "Half-Hanged Mary."

 

https://www.youtube.com/watch?v=SkYl_AH-qyk: How to Spot a Communist

 

http://www.plosin.com/beatbegins/archive/millercrucible.htm : Why I Wrote The Crucible by Arthur Miller

 

http://billmoyers.com/content/margaret-atwood-martin-amis-on-faith-reason/ : Margaret Atwood interview

 

http://www.bths.edu/ourpages/auto/2009/5/17/51745321/The%20Ways%20We%20Lie%20Ericsson%20.pdf : The Ways We Lie

 

http://alphahistory.com/coldwar/joseph-mccarthy-letter-truman-1950/ : Letter from McCarthy to Truman

 

3 minute Salem Witch Trial overview:

 

 

 

 

1. Start reading/viewing sources and taking notes in preparation for synthesis essay and Socratic Seminar. Seminar will be held on Monday. 

"Mathematics" Green Sheet assignment due.

This link is NOT homework. It will be for class work.

The Crucible reading check quiz: character identification, multiple choice, and true/false.

1. Listen to the following interview (make sure you know clearly who Mike Johnson is) and take notes on claims, support, evidence, and any strategies/fallacies  Johnson employs in his defense of Trump's travel ban. You will use these notes in a discussion.

 

1. Work on your Commonplace Book. 5 entries due March 16. 

2. Reread The Crucible by Tuesday, Feb. 21.

1. Finish rhetorical precis for your columnist check-in assignment and submit to turnitin.com by 8 a.m on Tuesday. Powerpoint below.

1. Green sheet "China" due.

2. MC test-"China"

 

1. Main ideas/vocabulary list for China green sheet. 

Vocab:

1. kowtow

2. predated

3. reciprocal

4. genuflections

5. prostrations

6. importunate

Read the following article and be prepared for a Socratic Seminar to discuss the implications of Roosevelt's quote, as well as the public reaction and the written response from the editor of The Kansas City Star. 

Gatsby soiree! Dress up and speak according to your role card and bring props, etc. to the classroom during period 1.

Before the final, browse and read articles by James Parker and Ta Nehisi-Coates.

1. Gatsby soiree assignment due: 5-minute group presentations, Works Cited page in MLA format, and 2-sided handout.

1.  AP Terms Quiz #1-50.

2. Draft of 2-sided Gatsby soiree research handout.

1. Library research and work day: Gatsby soiree.

This is a planning day for the Gatsby soiree. 

 

Gatsby test, ch. 7-9. Multiple choice and close read. Please reread pp. 7-8 to prepare for the close read analysis section.

 

1. Finish Gatsby (Ch. 9) and answer study questions.

 

1. Read Gatsby Ch. 8 and answer study questions.

2. Presentations: Group 7 and 8.

1. Read Gatsby Ch. 7 and answer study questions.

2. Presentation: Group 6.

3. Gatsby test, Ch. 4-6.

1. Read Gatsby Ch. 6 and answer study questions.

2. Presentation: Group 5. 

3. AP Terms Quiz, #1-40.

 

1. Read Gatsby Ch. 5 and answer the study questions.

2. Presentations: Groups 3 and 4.

 

1. Presentations: Groups 1 and 2.

2.  AP Terms Quiz, #1-30.

3. Read Gatsby Ch. 4 and complete study questions. **Period 7, Ch. 4 is due MONDAY for you.**

1. Gatsby test, Ch. 1-3. This will be multiple choice, designed like AP test questions. Reviewing both your study questions and your close reading analysis will help you prepare. 

2. Gatsby study questions, Ch. 3.

3. Come prepared to work with your group for AP terms co-teaching project. (1/2 period).

1. Read Gatsby Ch. 3. No study questions due but you will have a reading check quiz on Ch. 1-3.

2. Review terms #1-20. 

LlNK:

 

1. Read Gatsby, ch. 2 and type study questions; submit to turnitin.com by 10 a.m. on 11/17.

 

 2. Terms quiz #1-20. 

1. Gatsby, Close Reading Analysis #2 (from Ch. 1, started in class). No hard copy needed; can show me on googledocs.

2. Terms quiz #1-20 (matching)

1. Read Gatsby, ch. 1 and type answers to study questions; submit to turnitin.com by 10:00 a.m on 11/15.

Terms Quiz #1-10.

 

1. Acquire and bring copy of The Great Gatsby.

2. Seminar Preparation: Type answers to the following questions on the readings from last week. Also, write 3 questions that you will bring to our discussion. Your questions must do at least one of the following:

1. How does Brandon King redefine the Aerican Dream? How does the redefinition affect his argument?

2. Summarize King's argument in this essay. What reasons and evidence does he use to support his views? How persuasive do you find his argument?

3.  How does King connect the various parts of his essay? Look in particular at the beginnings and endings of paragraphs. What sorts of transitions and other connecting devices does King use?

1. The first two paragraphs of this essay offer a "they say" on the subject of inequality. What is the argument that David Leonhardt wants to discuss, and what is his "I say" in the reminder of the essay?

2. Leonhardt published this piece in the New York Times and thus could assume that many of his readers were generally informed about his topic. How might he have written it different for an audience of first-year college students (or AP juniors?)

3. Monica Potts' essay (pp. 591-609) examines the effects of poverty, lack of education and scarce job opportunities on rural Americans. How might some of the material discussed in her essay be incorporated in Leonhardt's essay to help him support his argument about inequality?

 

 

If you weren't in class on Friday, here is the 13 minute video we watched for background on the 1920's.

1. Read the following academic paper and write Big 5 paragraph:

1. 

• . Final draft argument essay due: 1 hard copy and submit to turnitin before 10:00 a.m. on Friday.
•  

2. Acquire copy of Gatsby by next week. 

Typed draft of argument essay. Bring 2 hard copies.

Typed outline for argument essay (classical organization).

Finish Timed Write Reflection: see below.

1. Precis #5 and personal response paragraph due to turnitin.com by midnight.

2. Columnist Project due: All 5 entries (precis, personal response, and article) due in hard copy format. Cover page: your name, date, Ms. Jaroch, class period,an original title, and your columnist's name and date range of columns.

 

1. Precis #4 and personal response paragraph due to turnitin.com by midnight. 

2. They Say, I Say template list (at least 8), typed and printed. 

1. Type out your chosen topic for your argument essay AND a well-constructed position statement that clearly outlines your stance.

1. Precis #3 and response paragraph due to turnitin.com by midnight.

1. Precis #2 and response paragraph due to turnitin.com by midnight tonight.

VOCABULARY NOTEBOOK DUE. Self-test in class. Bring a typed list of all 3 words for your personalized test. You will define each word and write a sentence using each word.

1. Study for quiz: argument schemas (Rogerian, classical, and Toulmin).

1. They Say, I Say: read ch. 11 and 12, pp. 141-155

2. Be prepared for work day.

3. Return your IRP book to the library.

4. Watch debate and take notes as indicated on the board today: assertions, rebuttals, appeals, effectiveness, audience/commonplaces.

5. 4 sentence precis and 1 paragraph subjective response to columnist article #1 due on turnitin.com by 11:59 p.m. on Wednesday. Include link to article.

 

1. They Say, I Say: Read ch. 9 and 10, pp. 121-138.

2. Choose your columnist for Columnist/Precis Project. See links below. 

 

 

 

 

 

 

1. Independent Reading Project due, including cover page and works cited page (for entry #4) in MLA format. 

2. Return your book to the library and obtain a copy of The Great Gatsby, by F. Scott Fitzgerald.

3. They Say, I Say: Read ch. 7-8, pp. 92-120.

1. 9/20 is a Work Day: Bring all materials to work on Entry #4 (synthesis essay) of your INDEPENDENT READING PROJECT  Add cover page and Works Cited page. Correction: MLA does not require a cover page (I was thinking of APA). So your cover page just needs to include your name, date, title of assignment, centered on the page. Use the link below as a reference for your Works Cited page.

 

2. They Say, I Say:

Read Ch. 5 and 6, pp. 68-91. 

Read and type Big 5 paragraph for Hidden Intellectualism, by Gerald Graff, pp. 198-205. You will turn this in to the substitute at the beginning of class.

 

 

1. They Say, I Say: Read Ch. 3 and 4 (pp. 41-67, As He Himself Puts It and Yes/No/Okay/But) and read What You Eat is Your Business (attached below).

2. Write Big 5 paragraph on What You Eat is Your Business.

3. Prepare for Socratic seminar on Friday by answering the questions attached below.

 

1. Study Toulmin and classical argument notes:  Quiz next week. 3 PowerPoints from class attached below.

2. Read pp. 30-41 in They Say, I Say. (Chapter 2: Her Point Is)

3. Read Don't Blame the Eater in They Say, I Say (pp. 195-197) and complete the Big 5 Questions in paragraph form.

1. They Say, I Say: Download and read Introduction and Part 1 (pp. 1-29). Do NOT do the suggested exercises.(see link #2 below.)

Note: We will be reading multiple sections of this book. If you would like to purchase it (not required), there are used versions on Amazon starting at $8.24. If you use another used book site, make sure you get the 2nd edition.

 

 

2. Finish your APCD reflection and print a hard copy. Staple to your score report and bring it to class Monday. Do not follow the turnitin instructions on the handout. See file below.

 

3. Study argument terms.

Final draft of argument essay due.

1. Go to Ms. Shires' page on sphstigers.org and click on HW for September 1-2. Read through the APCD directions and print, if possible. This will prepare you for our session with APCD on Thursday.

2. Work on IRP and Vocab. Notebook.

3. Please print and keep a copy of the APCD instructions. See file below.

1. Read and print hard copy of "Not By Math Alone" and label the arrangement of text (see handout for explanation.) http://www.krucli.com/The_Classical_Model_%20Arrangement.pdf. This is also attached (see below).

2. Type answers to Big 5 for "Not By Math Alone." 

3. Study argument terms.

4. Work on IRP. Suggested completion date for RR1 and RR2: Monday, 9/12. Suggested completion date for RR3: Friday, 9/16. All 4 RRs will be turned in on Tuesday, 9/20.

1. Read IR book. Type Reading Response #1 for your Independent Reading Project. Remember, this is the same assignment as your Summer Reading Written Assessment (just with a different book, of course). This passage should come from the first 50 pages or so of your book.

2. Work day Thursday, 9/1. Come with your IR book (digital or print). You may bring your own laptop if you wish. Chromebooks will be available for your use.

3. Study your 9 argument terms. Quiz sometime next week.

1. Read and annotate "Letter from a Birmingham Jail" and complete Big 5 questions. You must read the top page first, the public statement, so you know the occasion of Dr. King's response. Read a brief summary of the historical context: http://www.history.com/news/kings-letter-from-birmingham-jail-50-years-later

2. Bring independent reading book (or title if you are ordering it and it is en route) to class (non-fiction).

 

1. "Joining the Conversation" question: typed and printed in landscape, 48 or 72 font. Ask a thoughtful question about what concerns/interests/disturbs/fascinates you about our world today. Consider politics, social issues, gender issues, science, technology, the arts...

2. Research your options for your nonfiction Independent Reading book (see list handed out in class for ideas. You are not confined to this list). 

 

1. Bring "pathos" passage from SR book.

2. Read over the nonfiction book list for upcoming Independent Reading Project.

1. Submit Atticus revisions to turnitin.com by 11:59 p.m.

1. Annotate Atticus' speech, noting at least 3 strategies and/or appeals (ethos, logos, pathos). Type a paragraph that explains these strategies AND how they contribute to rhetorical purpose.

2. Know the following terms: assumption, assertion, generalization, rhetorical purpose.

3. Bring summer reading book and acquire a notebook or composition book.

4. Bring back signed syllabus page.

1. By midnight, submit your 3 summer reading NYT responses to turnitin.com

username/id listed below for each period. The password is always jaroch.

period 3-13214914

period 5-13214921

period 7-13214933