AP Language and Composition (Period 6) Assignments
- Instructor
- Mr. Mark Afram
- Term
- 2016-17 School Year
- Department
- English
- Description
-
Here you will find the daily classroom agenda, homework, and any handouts.
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Class #87: Monday, 6/5
- Return journals and miscellaneous papers
- Reminder: AP Lit summer reading
- Debrief Belin poem and discussion handout
- String activity
- Continue w/documentary and viewing guide: https://www.youtube.com/watch?v=Cc0nfTYpu20
Homework:
- Check SPHS website for
- Bring any/all textbooks to class for final exams
- P2 and P4: Wed., 6/7
- P6: Thurs., 6/8
Due:
Assignment
Class #86: Thursday, 6/1—Afram absent
- Collect remaining research papers
- Read and annotate Belin’s “Night Travel”
- Start cooperative discussion (w/handout)
- Start “Louder Than a Bomb” (w/handout): https://www.youtube.com/watch?v=Cc0nfTYpu20
Homework:
- Relax from the research!
Due:
Assignment
Class #85: Tuesday, 5/30—Late Start
- 60 seconds
- Return semester portfolios
- Peer edit essay (w/handout)
- Reminder:
- Include Works Cited entry 5 entries
- Submit by 2:30 on 5/31 for bonus points
- Afram’s college Q and A corner (w/acceptance letters and graduation picture)
Homework:
- Finish argumentative research paper for Wed. or Thurs.; include outline, rough draft, final draft, and Works Cited page
- Submit final draft of essay to Turnitin.com
Due:
Assignment
Class #84: Thursday, 5/25
- Discussion: Identify the rhetorical strategies O’Hara uses to communicate the message of “Meditations in an Emergency.” (20 minutes)
- Start “A love poem for lonely prime numbers” by Harry Baker
- YouTube: https://www.youtube.com/watch?v=O6jrLgvCUNs
- Questions:
- Rhetorical strategies?
- Message?
- Effective? Why or why not?
- Collect journals and complete self-evaluation sheets
- P6 only: Go over sample Transcendentalism essay
- Research paper reminders:
- Your thesis should be clearly labeled in the Introduction
- Your Narration should provide context and background on the issue
- The Confirmation should provide reasons why readers should listen/follow your thesis
- In other words, make the argument central
- Chromebooks—work on rough draft of research paper
Homework:
- Rough draft of research paper due Tues., 5/30
- Final draft must be submitted to Turnitin.com
Due:
Assignment
Class #82: Tuesday, 5/23
- 60 seconds
- Reminder: Open House Socratic Seminar is tonight
- Finish SBAC test (30 minutes)
- Students evaluate outlines w/rubric; provide 1 bullet of feedback for each category
- Return Transcendentalism rubrics (w/sample essay)
- Assemble portfolios
Homework:
- Rough draft of research paper due Tues., 5/30
- Turn in journals on Thurs., 5/25
Due:
Assignment
Class #81: Friday, 5/19—SBAC Testing & Hartsough Assembly
- Announcement:
- Last chance to make-up Transcendental essay is on Monday, 5/22
- A few EC slots remain for Open House
- Collect note-taking organizers
- Distribute and review “How to make an outline” handout w/rubric on back
- Finish both sections of SBAC test
Homework:
- Finish typed outline for Tues., 5/23
Due:
Assignment
Class #81: Wednesday, 5/17—SBAC Testing
- Announcements:
- Change in note card requirement; now it’s 15! (20 for EC)
- Finish Transcendental in-class essays on Thursday, 2/18 or Monday, 5/22;
- Don’t worry about the database requirement on the essay
- Continue w/SBAC test
Homework:
- Continue w/note-taking organizer; 15 note cards due Fri., 5/19
Due:
Assignment
Class #80: Monday, 5/15—SBAC Testing
- Distribute EC handout for Open House (Tues., 5/23); sign-ups posted on Wed., 5/17 @ 7:30 AM
- Reminder re: SBAC:
- Be proud of your work and what you know
- Practice for standardized tests
- Provide feedback for teachers
- Represent SP well
- Administer SBAC test in class—CAT #1
Homework:
- Begin work on research project; this is your final exam
- Note-taking organizer due Fri., 5/19
- Open House sign-ups on Wed., 5/17 @7:30 AM
Due:
Assignment
Class #79: Thursday, 5/11
- 60 seconds
- Debrief AP exam—a general discussion w/o spoilers
- What helped?
- What didn’t?
- A word re: respect and proctors
- Continue “Meditations in an Emergency”
- Questions (w/sticks):
- Key annotations, especially definitions?
- Who’s the speaker addressing?
- What’s the emergency?
- What do you know about the speaker?
- Journal entry (for next time): In two paragraphs, identify the rhetorical strategies O’Hara uses to communicate the message of “Meditations in an Emergency.” (20 minutes)
- Introduce argumentative research paper (prompt, rubric, and note-taking organizer)
- Start w/Chromebooks
Homework:
- Note-taking organizer due Fri., 5/19
- SBAC testing on Monday
- Next week: poetry presentations introduced
Due:
Assignment
Class #78: Tuesday, 5/9
- 60 seconds
- Collect $2 and confirm breakfast numbers
- PPT grammar warm-up: passive vs. active voice
- M-C practice (from 2015 exam)
- Preparation whip-around
- Start reading and annotating “Meditations in an Emergency”
- Questions:
- Key annotations, especially definitions?
- What’s the emergency?
- What do you know about the speaker?
- What makes the speaker anxious?
Homework:
- R & R for tomorrow; get a good night’s sleep and come to the breakfast (7:00—7:30 AM) in the cafeteria!
Due:
Assignment
Class #77: Friday, 5/5
- Student of the Week
- Start $2 pass-around for AP breakfast on Wed., 5/10
- Evaluate Transcendentalism journal entry (w/clock partners):
- Strong topic sentences?
- Two clear examples from each source?
- Developed, insightful explanation?
- PPT: Final prep for AP exam
- Review reading list doc in 3s
- What’s the message of this passage?
- How could this be used in an essay?
Homework:
- Review notes, essays (w/comments and rubric score), and rhetorical terms
- If desired, work the 2014 AP exam—start on page 48: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-english-language-and-composition-course-description.pdf
Due:
Assignment
Class #76: Wednesday, 5/3—Late Start
- Practice AP m-c test—1 hour
- Count passages and questions
- Check clock and pace yourself
- Calculate AP score (w/decimal handout)
- AP breakfast? ($2/person)
Homework:
- Bring $2 on Friday, if desired
- Finish Monday’s journal entry, if needed
- Start reviewing notes, previous essays, and rhetorical terms for Wednesday’s exam
- Consider argumentative research paper topics (for Wed.)
Due:
Assignment
Class #75: Monday, 5/1
- Into the Wild timed write on Chromebooks (w/prompt)
- Collect Socratic prep forms
- Finish Transcendentalism through song activity
Homework:
- Journal entry: Write a thorough three paragraph response in which you analyze the rhetorical devices that reflect Transcendental values in the music of Muse and Green Day. (30 minutes)
- Reminder: Demonstrate knowledge of Transcendentalism, identify at least three strategies, and provide strong examples.
Due:
Assignment
Class #74: Thursday, 4/27
- Correct “Self-Reliance” quiz
- Into the Wild Socratic seminar
- Practice AP multiple-choice questions
- Start Transcendentalism in song activity (w/lyrics and graphic organizer)
Homework:
- Consider how Transcendentalism, “Self-Reliance” and Into the Wild connect; typed in-class essay on Mon., 5/1
Due:
Assignment
Class #73: Tuesday, 4/25
- 60 seconds
- Administer “Self-Reliance” quiz
- Debrief “Self-Reliance” and share annotations, first in 2s, then w/doc camera
- Discussion:
- What’s the message?
- Connection with Transcendentalism?
- Rhetorical strategies?
- AP m-c practice questions
- Return AP timed write (polite speech) w/sample
Homework:
- Complete Into the Wild Socratic prep form Thurs., 4/27
- Consider how Transcendentalism, “Self-Reliance” and Into the Wild connect; typed in-class essay on Mon., 5/1
Due:
Assignment
Class #72: Friday, 4/21
- Student of the Week
- Go over Into the Wild test scores (w/4 frequently missed questions)
- Administer timed writing (2015 argument essay: polite speech)
- Finish Transcendentalism PPT
- Start discussing “Self-Reliance” in 2s
- Message?
Homework:
- Quiz on “Self-Reliance” on Tues.
- Consider how Transcendentalism, “Self-Reliance” and Into the Wild connect; typed in-class essay coming soon!
Due:
Assignment
Class #71: Wednesday, 4/19—Late Start
- Evaluate journal entry w/clock partner:
- What rhetorical strategies were used?
- Did the writer name Hobson’s position/argument early in the response?
- What examples from the TED Talk were referenced?
- Read and annotate La Cañada High School article
- How do you see white privilege in the article?
- Could an incident like this happen at South Pas?
- What can be done to prevent incidents like this from happening?
- Start Transcendentalism PPT (to Principle #2)
Homework:
- Read and annotate Emerson’s “Self-Reliance” essay (pp. 5--8) for Fri., 4/21; quiz coming soon
- Consider how Transcendentalism, “Self-Reliance” and Into the Wild connect
- AP timed write in class on Friday
Due:
Assignment
Class #70: Monday, 4/17
- 60 seconds
- Administer Into the Wild m-c test
- Return graded timed write essay (Banneker) w/sample and AP feedback
- Present feedback PPT
- “White Privilege” Socratic Seminar (w/handout)—in 3 small groups
- Closing discussion questions:
- Your thoughts/reactions?
- How does this appear in SPHS?
- What does it mean for whites to “give up power”?
- What solution does McIntosh present?
Homework:
- 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? (2 paragraphs in 20 minutes)
Due:
Assignment
Class #69: Thursday, 4/13
- Administer rhetorical analysis timed write in 45 min.
- Complete (and debrief) Into the Wild mixer
Homework:
- Finish “White Privilege” for Mon., 4/17; Socratic Seminar on Mon.
- Into the Wild m-c test (42 questions) on Mon.
Due:
Assignment
Class #68: Tuesday, 4/11
- Spring Break highlights—first in 2s, then as a class
- Announcements:
- Return Gatsby symbolism presentations
- An additional bonus point for “Polly Baker” quiz
- Make-up SPUSD benchmark and timed write, if needed
- Return AP timed write (w/sample)
- Administer sleep survey & Weldon voting; visit: http://www.sphsasb.org/student-voting
- Wrap-up “Just Walk on By” chalkboard splash activity (debrief questions and posted comments)
- Journal entry: What do “Just Walk on By” and “The Myth of the Latin Woman” suggest about being an ethnic minority in the US? Write 2 paragraphs within 15 minutes.
- Start reading and annotating Peggy McIntosh’s “White Privilege”
Homework:
- Into the Wild due Thurs., 4/13; test coming soon
- AP timed write (rhetorical analysis) on Thurs., 4/13
Due:
Assignment
Class #67: Friday, 3/31—SPEX Assembly
- Student of the Week
- Administer SPUSD benchmark
- Start McIntosh’s “White Privilege” if students finish benchmark early
- Chalkboard splash w/”Just Walk on By”:
- 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 2017? Yes/No
- What’s meant by “Just Walk on By”?
Homework:
- No HW over Spring Break!
- Finish Into the Wild by Thurs., 4/13
Due:
Assignment
Class #66: Wednesday, 3/29—Late Start
- Watch “I’m Latino, but I’m Not”: https://www.youtube.com/watch?v=0imzkV15500
- Debrief video
- Start “The Myth of the Latin Woman” mixer
- Show clip from West Side Story: https://www.youtube.com/watch?v=YhSKk-cvblc
- T-chart collaboration (w/clock partners): Identify 5—7 similarities between “Mother Tongue” and “The Myth of the Latin Woman"; consider what the essays suggest about being an ethnic minority in the US
Homework:
- Finish reading and annotating “Just Walk on By” for Fri.; consider similarities with the other 2 essays we’ve read for this unit
- Into the Wild due Thurs., 4/16
Due:
Assignment
Class #65: Monday, 3/27—Afram at a conference
- Administer AP timed writing practice (college honor code prompt)
- 15 minutes to read, annotate, and outline
- 40 minutes to write
- Finish debrief of “Mother Tongue” w/questions on essay
- Wrap-up of 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 reading and annotating “The Myth of the Latin Woman” essay
Homework:
- Finish “The Myth of the Latin Woman,” if needed, for Wed., 3/29
- Independent reading due Thurs., 4/13
Due:
Assignment
Class #64: Thursday, 3/23
- 60 seconds
- Announcements:
- AP reg check
- We will do 1 AP timed write every week until the exam
- PPT grammar warm-up: periodic sentence
- Correct “Polly Baker” quiz
- Evaluate HW timed write:
- Do the topic sentences answer the prompt?
- Are outside examples used?
- Are the examples thoroughly explained?
- How’s the language usage?
- Share 1 body paragraph via the document camera
- Asian parents video clip: https://www.youtube.com/watch?v=DIPL1ZMdu0g
- Start reading and annotating “Mother Tongue” by Amy Tan
- Consider discussion questions
Homework:
- Finish “Mother Tongue,” if needed
- AP timed write on Mon., 3/27
- Independent reading is due Thurs., 4/13
Due:
Assignment
Class #63: Tuesday, 3/21
- Correct “Yellow Wall-Paper” quiz
- Finish “Yellow Wall-Paper” discussion questions
- A quick word re: “I Want a Husband” responses: Divide content into paragraphs
- Warm-up: 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 "Polly Baker" annotations
- Introduce HW prompt and brainstorm ways to approach the prompt
Homework:
- IR book due Thurs., 4/13
- Timed writing in journal—40 minutes
Prompt: “I Want a Wife,” “Lost in the Kitchen,” “The Yellow Wall-Paper,” and “The Speech of Miss Polly Baker” all identify the gross inequalities that women face.
In a well-written essay, examine the extent to which the United States is making progress in achieving equality between the sexes.
Due:
Assignment
Class #62: Friday, 3/17
- Student of the Week
- AP m-c questions warm-up (15 minutes only)
- Administer “The Yellow Wall-Paper” quiz
- Start “Wall-Paper" Discussion:
- First, in small groups (assign numbers to people)
- Then, send one numbered representative to speak in the fishbowl
- YouTube: "Yellow Wall-Paper" lecture: https://www.youtube.com/watch?v=HgqWKUa_c7Y
- Start reading and annotating “The Speech of Miss Polly Baker”
Homework:
- Annotate “The Speech of Miss Polly Baker” for Mon., 3/20; quiz on Mon.
- Finish Into the Wild by Thurs., 4/13; try 10 pages/night
Due:
Assignment
Class #61: Wednesday, 3/15
- 60 seconds
- PPT grammar warm-up: subordinate clause
- Finish “I Want a Wife” discussion questions (w/all class debrief)
- HW sharing of “I Want a Husband” (in 3s)
- Favorite line
- Favorite topic/issue addressed
- Relevant?
- Start “Lost in the Kitchen” by Dave Barry (in cooperative groups)
- 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 Wall-Paper” for Fri..; quiz on Fri., 3/17
- IR due Thurs., 4/13
Due:
Assignment
Class #60: Monday, 3/13—WASC Visit
- 60 seconds
- Correct “Education” quizzes
- Paraphrase evaluation (w/clock partners)
- Show sample copy
- Compare “want of those tastes” (2nd sentence)
- Compare “cripple Practice and bird Theory” (5th sentence)
- Flow between sentences?
- True to the original message?
- Return education timed write (w/sample essay and rubric)
- What did the writer do well?
- How could the writer improve?
- Lessons learned?
- Start “I Want a Wife” discussion questions in cooperative groups
Homework:
- Write “I Want a Husband” for Wednesday, 3/15; your response should be between 250—400 words and uploaded to Turnitin.com
- IR due 4/13
Due:
Assignment
Class #59: Thursday, 3/9
- Administer “Education” quiz
- PPT warm-up: Excerpt from “Education”
- PPT slide: “Education” discussion questions—first in 4s, then as a fishbowl
- Start paraphrase from “Education” (in clock partners)
Homework:
- Complete paraphrase for Mon., 3/13
- Read and annotate Judy Brady’s “I Want a Wife” for Mon.
- Continue w/Into the Wild; it’s due 4/13
Due:
Assignment
Class #58: Tuesday, 3/7—Late Start
- Collect IR form
- Distribute sample essay for review
- Review 3-point outline for timed writing assignments
- Timed write (45 minutes)
Homework:
- “Education” quiz on Thurs., 3/9
- Start Independent Reading text
Due:
Assignment
Class #57: Thursday, 3/2
- 60 seconds
- Distribute second semester independent reading form (due Thurs., 4/13)
- Debrief focus questions
- Debrief “Me Talk Pretty One Day” discussion questions (w/sticks)
- Spontaneous Socratic w/“Superman and Me”
- Number off by 8s and meet in random groups
- Discuss the following:
- What rhetorical devices are used? What’s the effect?
- What’s the message of the essay?
- What does Alexie say about education?
- One representative is sent to the class fishbowl!
Homework:
- Parent signature for independent reading due Tues., 3/7
- Timed, in-class synthesis writing will be on Tues.
- Read and annotate “Education” for Tues.; quiz on Thurs., 3/9
Due:
Assignment
Class #56: Tuesday, 2/28
- PPT warm-up on satire
- Evaluate Wallace journal entry w/clock partners:
- Does each topic sentence answer the prompt?
- Does the writer provide outside examples?
- Are the outside examples developed/explained?
- Overall impressions?
- 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 (in 4s)
- Start Sedaris group discussion questions (in 4s)
Homework:
- Typed focus questions due Thurs., 3/2
- Read and annotate “Superman and Me” for Thurs.
Due:
Assignment
Class #55: Friday, 2/24—Assembly Schedule
- Student of the Week
- 60 seconds
- Correct “In the Field” quiz
- David Foster Wallace Socratic Seminar—4 separate circles
- Evaluate the all the students who aren’t in your circle
- Each seminar will be 10 minutes long
- Encourage questions and people to enter the hot seat (after 3 minutes)
Homework:
- Read and annotate “Me Talk Pretty One Day” for Tues.
- Save all the texts (and annotations) for this unit; a synthesis paper is coming!
Due:
Assignment
Class #54: Wednesday, 2/22—Late Start
- 60 seconds
- Student of the Week: P4 & P6
- Return American Dream essay (w/sample)
- Present feedback PPT
- Journal warm-up: “Write a thorough, two paragraph response in which you analyze the rhetorical strategies O’Brien employs to characterize the mood of the ‘In the Field.’” (20 minutes)
- Evaluate journal entry:
- Is the mood named?
- Are rhetorical strategies named?
- Are strategies supported with examples from the text?
- Provide your overall impression.
- Prepare for “This is Water” Socratic Seminar w/clock partner
- HW: Review and discuss quotations
- HW: Jot down open-ended questions
- Reminder: Be proficient with every quotation—you will be randomly assigned one quotation
Homework:
- Prepare for the Socratic Seminar on Friday!
- 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, 2 paragraph response, develop your position on Wallace’s statement. Use appropriate evidence from your reading, experience, or observations to support your argument. (20 minutes)
Due:
Assignment
Class #53: Thursday, 2/16
- Student of the Week
- Collect AP Lit forms
- Collect portfolios
- Administer “In the Field” quiz
- AP m-c warm-up (in journal)
- Share list poems—in 2s, then as a class
- Start “This is Water”
Homework:
- Finish reading and annotating “This is Water” for Wed. 2/22
Due:
Assignment
Class #52: Tuesday, 2/14
- Distribute sample list poem
- Start draft of list poem
- Peer edit rhetorical analysis assignment in journals
- Strategies are named?
- Answers how the soldiers are characterized?
- Sophistication of ideas, diction, and syntax?
- Correct Ch. 1 quiz
- Start reading and annotating “In the Field”
- Share annotations w/document camera
- Create student-generated tone and mood T-chart
Homework:
- Portfolio (rubric, reflection questions, and folder) due Thurs., 2/16
- Read and annotate “In the Field” Thurs., 2/16; quiz on Thurs.
- Complete list poem for Thurs.
Due:
Assignment
Class #51: Friday, 2/10
- Student of the Week
- Administer Ch. 1 quiz
- TTTC PPT warm-up: Ch. 1
- Assemble portfolios
- Debrief Ch. 1 (w/clock partners, and then with sticks)
- Share annotations
- How do the details affect the story?
- How are the soldiers characterized?
- Jimmy Cross—creepy or not creepy?
- What rhetorical strategies does O’Brien employ? (List on the board)
Homework:
- Portfolio (rubric, reflection questions, and folder) due Thurs., 2/16
- Respond to the following prompt in your journal for Tuesday: “Write two paragraphs in which you analyze the rhetorical strategies O’Brien employs to characterize the soldiers of the platoon.” (Recommended time: 25 minutes)
Due:
Assignment
Class #50: Wednesday, 2/8—Late Start
- Collect American Dream synthesis essays
- Finish film (w/viewing guide)
- Discuss viewing guide
- Start reading and annotating Ch. 1 of TTTC
Homework:
- Return Gatsby to SPHS library
- Finish reading and annotating Ch. 1 of TTTC for Fri., 2/9; quiz on Fri.
Due:
Assignment
Class #49: Monday, 2/6
- Correct Ch. 8 and 9 quiz
- Finish symbolism presentations (Periods 2 and 6)
- Finish “Nick is Gay” discussion (esp. Periods 4 and 6)
- Do you agree with Olear’s key points?
- What are Olear’s key examples?
- Is this a valid interpretation of the novel? Why or why not?
- Peer edit American Dream synthesis essay (w/handout and clock partner)
- Continue w/film (and w/viewing guide)
Homework:
- Final draft of American Dream essay due Wed., 2/8; include Works Cited page, rough draft, peer edit sheet, outline, and graphic organizer
- Upload essay to Turnitin.com
Due:
Assignment
Class #48: Thursday, 2/2
- New seats!
- Reminder: AP Lit lunch meeting on Monday, 2/6 outside the auditorium
- Trump and Frederick Douglass (2 minutes): http://www.newsweek.com/does-president-donald-trump-know-black-activist-frederick-douglass-dead-551584
- Administer quiz: Ch. 8 & 9
- Warm-up: final exam questions (#8, #26, #44, and #45)
- Finish symbolism presentations
- Read and annotate “Nick Carraway is gay” article
- Start discussion (w/sticks):
- Do you agree with Olear’s key points?
- What are Olear’s key examples?
- Is this a valid interpretation of the novel? Why or why not?
Homework:
- Rough draft of American Dream essay due Mon., 2/6; final draft (w/graphic organizer) due Wed., 2/8
Due:
Assignment
Class #47: Tuesday, 1/31
- Distribute grade print-outs
- Go over American Dream essay
- Whip-around: Define the American Dream
- Whip-around: Synthesis essay reminders
- Work on outline handout (w/elbow partners)
- Start work on symbolism presentations—30 minutes to work in 4s
Homework:
- Read Ch. 8 and 9 for Thursday, 11/2; quiz on Thurs.
- Rough draft (3—4 pages) of American Dream essay due Mon., 2/6; final draft due Wed., 2/8
Due:
Assignment
Class #46: Monday, 1/23
- Weekend highlights and 60 seconds
- Return journals (but save half sheets for Aeries!)
- PPT warm-up: Ch. 6 in Gatsby
- Correct quiz: Ch. 6 & 7
- Continue w/film and viewing guide
Homework:
- Practice 2014 m-c questions for the final exam
- Review journal entries and notes for the final exam
Due:
Assignment
Class #45: Thursday, 1/19
- Administer quiz on Ch. 6 & 7
- Collect journals (w/self-evaluation form)
- Administer Chavez timed writing (rhetorical analysis 2015): https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_english_language.pdf
- 50 minute format: 10 minutes to read and 40 minutes to write
- After, peer score w/rubric and read sample essay: https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap15_eng_lang_q2.pdf
- All-class reflection:
- What was easy?
- What was hard?
- What did you learn?
Homework:
- 2014 AP m-c practice questions; start on p. 47: http://media.collegeboard.com/digitalServices/pdf/ap/ap-english-language-and-composition-course-description.pdf
- Note: AP m-c questions are not for a grade and will not be collected
Due:
Assignment
Class #44: Tuesday, 1/17
- AP question practice
- Correct Gatsby quiz: Ch. 4 & 5
- Read and annotate Rosenfeld and Beato articles
- Discussion (w/clock partners and w/sticks):
- Reaction?
- Thesis statement?
- Supporting examples?
- Finish graphic organizer
Homework:
- Read Ch. 7 for Thurs., 1/19; quiz on Ch. 6 & 7 on Thurs.
- Practice AP essay in class on Thurs.
- Bring journal to class on Thurs.
Due:
Assignment
Class #43: Thursday, 1/12
- Internship announcement: Ms. Fox
- Administer The Great Gatsby quiz: Ch. 4 & 5
- PPT warm-up: Chapter 5 in Gatsby
- Final exam info:
- P2: Wed., 1/25; P4: Wed., 1/25; P6: Thurs., 1/26
- Format: ~50 multiple-choice questions from a former AP exam & 1 in-class essay
- Curved score: ~60% right = C; ~70% right = B; ~80% right = A
- Review “The Price of Inequality”
- Complete American Dream Graphic Organizer for “The Price of Inequality”
- Read and annotate “Is the American Dream Dead?”
- Discussion:
- Reaction?
- Thesis statement?
- Supporting examples?
Homework:
- Read Ch. 6 for Tues., 1/17; quiz on Thurs., 1/19
Due:
Assignment
Class #42: Tuesday, 1/10
- Holiday highlights—first in 2s, then all-class
- PPT warm-up: Ch. 3 (Gatsby’s smile)
- Return slavery synthesis essays (w/sample)
- Debrief PPT
- Grade Gatsby vocab test
- Start Ch. 5
Homework:
- Read Ch. 5 of Great Gatsby for Thurs., 1/12; quiz on Ch. 4—5 on Thurs.
Due:
Assignment
Class #41: Wednesday, 12/21—Winter Assembly Schedule
- Correct Gatsby quiz (Ch. 1—3)
- Administer Gatsby vocab test
- Ch. 4 whip-around
- Distribute American Dream packets
- Annotate “The Price of Inequality”
- Meet with clock partners
- What’s the argument?
- What are the supporting points?
- Define the American Dream.
- Meet with clock partners
Homework:
- Enjoy the break!
- We’ll start reading Ch. 5 when you return
Due:
Assignment
Class #40: Monday, 12/19
- 60 seconds
- P6 only: Preparation for surprise (Jacob)
- Administer Gatsby quiz: Ch. 1—3
- Vocabulary warm-up
- Former AP multiple-choice questions
- Continue watching Gatsby film w/viewing guide (to :35)
- Discussion:
- Opinions of the film?
- Connection with the novel?
- Portrayal of the American Dream?
- Definition of the American Dream?
Homework:
- Read Ch. 4 for Wed., 12/21; quiz coming soon
- Vocab test on Wed., 12/21 (spelling, vocab, and sentence completion)
Due:
Assignment
Class #39: Thursday, 12/15
- Warm-up: Former AP multiple-choice questions
- Evaluate synthesis paragraphs on New York City (w/half sheets)
- Complete Ch. 1 character analysis table
- Start Gatsby film w/viewing guide (first 15 minutes)
Homework:
- Define vocab terms for Mon., 12/19; test on Wed., 12/21
- Read Ch. 3 for Mon., 12/19; quiz on Ch. 1—3 on Mon., 12/19
Due:
Assignment
Class #38: Tuesday, 12/13
- 60 seconds
- Collect essays
- PPT: Argumentative scenario on the American Dream
- Focus on organization
- Focus on time limit (7 minutes to talk and prepare)
- Have 1 pair debate
- Continue w/Chapter 1
- Discussion: Impression of 4 characters (Tom, Daisy, Nick, and Jordan)
- Start writing journal entry prompt: “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 well-developed paragraphs that identify the key qualities of New York City.
Homework:
- Read Ch. 1 and 2 for Thurs., 12/15; quiz next week
- Finish prompt, if needed
Due:
Assignment
Class #37: Friday, 12/9
- Student of the Week
- Return historical context write-ups
- PPT: Historical context feedback
- Read and evaluate sample essay (Class of 2016)
- Peer edit rough draft (w/clock partners)
- P6 only: Brownies and ice cream
- Start reading Ch. 1, if time permits
Homework:
- Final draft (w/Works Cited page, rough draft, graphic organizer, and peer edit) due Tues., 12/13
- Submit final draft (w/o Works Cited page) to com
Due:
Assignment
Class #36: Wednesday, 12/7—Late Start
- 60 seconds exercise
- PPT grammar warm-up: appositives
- Start song comparison: “New York, New York” and “Empire State of Mind”
- Discussion (w/clock partners):
- Key diction? Effects on the song and its message?
- Key imagery? Effects on the song and its message?
- Tone of song? Mood? How is NYC portrayed?
- How is NYC characterized?
- 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 well-developed paragraphs that identify the key qualities of New York City.
Homework:
- Typed rough draft of slavery essay due Fri., 12/9; final draft due Tues., 12/13
Due:
Assignment
Class #35: Monday, 12/5
- Warm-up: Read slave codes article
- Discussion (w/elbow partner and w/sticks)
- What did you learn?
- How does this connect to Frederick Douglass?
- How could you incorporate this information in your essay?
- Images of slavery activity (in 4s)
- Return Frederick Douglass test
- Library: Check-out The Great Gatsby
- Start Ch. 1, if time permits
Homework:
- Rough draft of slavery essay due Fri., 12/9; final draft due Tues., 12/13
Due:
Assignment
Class #34: Thursday, 12/1
- Distribute Aeries print-outs (w/Lapham essay score)
- Go over sample essay w/Shires’ rubric
- Debrief w/elbow partner
- Administer Frederick Douglass multiple-choice test
- Distribute synthesis essay prompt
- Begin working on essay in Chromebook
- Consider: What lessons have you learned from the three most recent essays (Classical Model research paper, Ferguson, and Lapham)?
Homework:
- Rough draft of slavery essay due Fri., 12/9; final draft due Tues., 12/13
Due:
Assignment
Class #33: Tuesday, 11/29
- 60 seconds
- Collect Project Walking Shield items
- Return Ferguson argument essays (w/sample)
- PPT: Debrief Ferguson write-up
- Start reading and annotating The State of Human Trafficking excerpt (pp. 15—25)
- Read and annotate the first 3 pages then share with clock partner; then repeat this cycle
- TV clip: http://abc7.com/news/5-arrested-in-san-gabriel-based-human-trafficking-ring/1481561/
- Discussion (w/sticks):
- Compare/Contrast Human Trafficking with Narrative?
- What motivates the trafficker?
- What compels the slave/victim to remain?
- Connections with other texts?
Homework:
- Narrative of the Life of Frederick Douglass test on Thursday, 12/1
- Finish graphic organizer by Thursday, 12/1
Due:
Assignment
Class 32: Friday, 11/18
- Announcements:
- Safety pin meeting at lunch
- Walking Shield giving reminder
- Sock drive reminder
- Student of the Week
- Finish American Dream image analysis
- Distribute graphic organizer
- Watch Sunitha Krishnan's TED Talk: https://www.ted.com/talks/sunitha_krishnan_tedindia
- Debrief (and complete graphic organizer) with clock partner
- Watch Django Unchained excerpt (:27 to :36)
- Debrief (and complete graphic organizer) with clock partner
Homework:
- Have a great break!
- Narrative of the Life of Frederick Douglass test on Th., 12/1
Due:
Assignment
Class #31: Wednesday, 11/16—Late Start
- Announcements:
- Safety pin lunch meeting on Friday, 11/18
- Project Walking Shield
- Due to neck injury, I’m behind in grading
- PPT warm-up: DDIST in The Great Gatsby
- Share historical context research in 4s
- Report findings to group members
- Make connections between one another’s topics
- Make predictions re: The Great Gatsby
- Start American Dream image activity w/handout (in 4s)
Homework:
- Narrative of the Life of Frederick Douglass due Fri., 11/18
Due:
Assignment
Class #30: Thursday, 11/10
- Collect portfolios (folder, parent note, and reflection questions)
- Read and annotate Lapham passage
- Share with elbow partner
- What’s Lapham’s point?
- What is the prompt asking?
- “Unpack” the prompt
- Review timed writing strategies
- Share with elbow partner
- Library: Type essay and view APCD
Homework:
- Historical context assignment due Wed., 11/16; upload to Turnitin by Wed., 11/16 @ 8 AM
- Narrative due Fri., 11/18
Due:
Assignment
Class #29: Tuesday, 11/8
- Muscle compression exercise (fists, shoulders, hug)
- Debrief Michael Brown write-up (in 4s)
- What did you write about?
- What stood out to you in the articles?
- What does justice mean?
- Assemble portfolios (w/ToC and parent note)
- Introduce 1920s historical context assignment
- Meet in groups and determine categories
- Chromebooks—begin working on assignment
Homework:
- Portfolio (folder, parent note, and reflection questions) due Thurs., 11/10
- Historical context assignment due Wed., 11/16; upload to Turnitin by Wed., 11/16 @ 8 AM
- Narrative due Fri., 11/18
Due:
Assignment
Class #27: Thursday, 11/3
- 60 seconds
- Administer SPUSD benchmark (Common Core Interim Assessment)
- Silent reading of Narrative of the Life of Frederick Douglass
- Correct “Birmingham Jail” quiz
Homework:
- Read and annotate Ferguson articles for Tuesday, 11/8
- Prompt: “Analyze the extent to which justice was served in the killing of Michael Brown. Your typed response (250-400 words) must reference Buchanan and Obama.”
Due:
Assignment
Class #28: Friday, 11/4—Homecoming Picnic Schedule (All)
- Student of the Week
- Watch “Missouri City Erupts After Teen’s Death:” http://www.cnn.com/2014/08/11/us/missouri-ferguson-michael-brown-what-we-know/
- Read and annotate Buchanan article
- Discussion questions:
- What’s Buchanan arguing?
- How does Buchanan prove his point?
- According to Buchanan, what’s justice?
Homework:
- Read and annotate 3 Ferguson articles for Tuesday, 11/8
- Prompt: “Analyze the extent to which justice was served in the killing of Michael Brown. Your typed response (250-400 words) must reference Buchanan and Obama.”
Due:
Assignment
Class #26: Tuesday, 11/1—Late Start
- 60 seconds
- Discuss Walking Shield drive
- Administer “Birmingham” quiz
- Evaluate “Birmingham” journal entry (w/clock partner)
- Was the argument clear?
- Effective examples?
- Developed points?
- Start “Birmingham Jail” discussion questions (w/announcement from white clergy)—in 4s
Homework:
- Narrative of the Life of Frederick Douglass time on Thursday
- Common Core benchmark in class on Thursday; bring headphones
Due:
Assignment
Class #25: Thursday, 10/27
- Warm-up: 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?
- Continue reading and annotating “Letter from a Birmingham Jail” (to p. 5—stop at “I had hoped that…”)
- Key quotation handout—in 4s
- Introduce HW prompt (in journals): “In a well-written two paragraph response, develop your position on the value of nonviolent protests. Use appropriate evidence from your reading, experience, or observations to support your argument.”
Homework:
- Finish reading and annotating “Letter from a Birmingham Jail” for Tues., 11/1; quiz on Tues.
- Finish journal entry for Tues., 11/1
- Continue reading Narrative of the Life of Frederick Douglass by Fri., 11/18
Due:
Assignment
Class #24: Tuesday, 10/245
- 60 seconds and Developmental Assets tickler
- Collect OR forms
- Evaluate Chavez journal entry:
- What does the TS say?
- What are the main points?
- Fluid diction and syntax?
- Return Classical Model argument essay (w/sample)
- PPT: Debrief argument essay
- View Eyes on the Prize clip: https://vimeo.com/43462957 (26:54--42:33)
- Debrief clip (w/sticks)
- What stood out to you?
- What do you notice about the civil rights movement?
- Make an observation re: justice
- Start reading and annotating (to p. 2) “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/rhetorical strategies does he employ?
- What is justice?
Homework:
- Start reading Narrative of the Life of Frederick Douglass (average about 25 pages/week); it’s due Fri., 11/18
Due:
Assignment
Class #23: Friday, 10/21
- 60 seconds
- Student of the Week
- Introduce OR form (book read by Fri., 11/18)
- Finish fallacy presentations
- Correct “Commonwealth Address” quiz
- Share write-alikes w/clock partner (2 stars and 1 wish), and then have 3 present to the class
- Share annotations from speech w/elbow partner
- Discussion (w/popsicle sticks):
- What is Chavez’ argument?
- What rhetorical strategies does Chavez use?
- Describe the format, construction, and development of the argument.
- How does Chavez define justice?
- Audio excerpt from Commonwealth Address: https://www.youtube.com/watch?v=qB1jwR1h9qo
Homework:
- Respond to the following prompt in your journal: “In a well-developed paragraph, state Chavez’ primary argument. What rhetorical strategies does Chavez employ in order to effectively communicate this message?”
- Have OR form signed for Tues., 10/25
Due:
Assignment
Class #22: Wednesday, 10/19—Late Start
- Correct Declaration of Independence quiz
- Give copies of fixed errors (pp. 3 & 5); review speech for 5 minutes
- Administer Commonwealth Club quiz
- PPT grammar warm-up: semicolons in Chavez’ speech
- Work on fallacy presentation (w/clock partner) for 20 minutes; start presentions
- Introduce HW (w/handout)
Homework:
- Write-alike due Fri., 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. Write in your journal. (See handout for information.)
Due:
Assignment
Class #21: Monday, 10/17
- Collect Declaration of Independence annotations
- Administer quiz on Declaration of Independence
- Conduct Socratic Seminar
- Review symbols
- Sign-ups
- 3 students must enter the hot seat!
- 4-minute video on Cesar Chavez: http://www.biography.com/people/cesar-chavez-9245781
- Distribute Chavez’ Commonwealth Club Address
Homework:
- Read and annotate Commonwealth Club Address
- Focus on rhetorical strategies
- Focus on format, construction, and development of the argument
- Consider this: How is Chavez effective?
- Reading quiz on Wednesday, 10/19
Due:
Assignment
Class #20: Thursday, 10/13
- Announcements: Restroom sign-outs need to diminish
- Collect Classical Model argument essays
- Finish annotations (5 minutes)
- Complete Declaration of Independence discussion questions (in 4s)
- Start presenting argumentation PPT
- Take notes with elbow partner and after each slide, create an example
- Introduce Declaration of Independence Socratic Seminar form
Homework:
- Declaration of Independence quiz on Mon., 10/17
- D of I annotations will be collected on Mon., 10/17
- Complete Socratic prep form for Mon., 10/17
Due:
Assignment
Class #19: Tuesday, 10/11
- Reminder: Peer mediator forms by the door
- 60 seconds
- Return rhetorical analysis essays (w/sample)
- PPT: Rhetorical analysis debrief PPT
- Peer edit Classical Model argument essay (w/handout)
- Show easybib.com
- Read and annotate Declaration of Independence
Homework:
- Final draft of Classical Model argument essay is due on Thurs., 10/13; include Works Cited, rough draft, peer edit, and rubric
- Submit essays to Turnitin.com by Thursday, 10/13 @ 8 AM.
Due:
Assignment
Class #18: Friday, 10/7—Color Day
- Student of the Week
- Debate on school spirit days; prompt: Spirit days have negative effects on school children
- Step 1: Read packet of 4 articles
- Step 2: Review debate format (& emphasize having 3 main points)
- Step 3: People meet in their appropriate corner and share information
- Step 4: Debate teams are formed
- Step 5: Organize 2 sets of debates
- Opening statements (2 minutes)
- Rebuttal (1 minute)
- Closing (1 minute)
Homework:
- Rough draft of Classical Model argument essay due Tues., 10/11
Due:
Assignment
Class #17: Wednesday, 10/5—Late Start
- Review sample Classical Model essay
- Identify parts of the classical model
- Effective? Why or why not?
- Score essay using rubric
- Peer edit essay outline
- Does the narration provide useful information?
- What are the core 2 or 3 reasons in the Confirmation?
- Strengths or weaknesses?
- Reflection whip-around
- Chromebooks: Start composing rough draft
Homework:
- Rough draft of Classical Model argument essay due Tues., 10/11
Due:
Assignment
Class #16: Monday, 10/3
- Weekend highlights
- 60 seconds
- Evaluate journal responses in 2s
- Evaluate: strong topic sentence, specific supportive reasons, clearly explained examples, and sharp rebuttal
- Have student volunteers share 2 samples; class critiques the samples shared
- Classical Model whip-around (review PPT notes first)
- Introduce Classical Model essay prompt (handout)
- Students start drafting sample outline (in 2s or 3s)
Homework:
- Finish draft of Classical Model outline in journal for Wednesday, 10/5
Due:
Assignment
Class #15: Thursday, 9/29
- 60 seconds
- Finish discussion of “Not by Math Alone”
- Is a civic education necessary?
- Review examples of ethos, logos, and pathos
- Main reasons for a civic education? Be specific.
- 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 minutes)
- Rebuttal (1 minute)
- Closing (1 minute)
- Homework prompt: People, like Colin Kaepernick, who kneel during the national anthem, are disrespectful of our nation and the sacrifices made by those in the military. (2 paragraphs: 1 with reasons and 1 with rebuttal)
Homework:
- Complete homework prompt (in journal) for Mon., 10/3
- Argument prompt coming soon re: summer reading (non-fiction text)
Due:
Assignment
Class #14: Tuesday, 9/27
- 60 seconds
- PPT grammar warm-up: em dash (“Not by Math Alone”)
- Submit rhetorical analysis paper
- Present classical model PPT
- Identify classical model in “Not by Math Alone” (in 2s)
- What is the argument
- Is the argument effective?
- Where are the category divisions?
- Where do you see use of ethos, logos, or pathos?
Homework:
- Read and annotate Colin Kaepernick article for Thurs., 9/29; argument analysis activity on Thurs., so be ready!
Due:
Assignment
Class #13: Friday, 9/23
- Student of the Week
- PPT grammar warm-up: comma splice (The Crucible)
- P6 only: Finish rhetorical terms activity
- Return rhetorical presentation rubrics
- Correct final rhetorical terms quizzes
- Peer edit rhetorical analysis paragraphs on colonial life (w/handout)
- Distribute rhetorical analysis rubric (Carol Jago)
- Review sample rhetorical analysis paragraph (from The Scarlet Letter)
Homework:
- Final draft of rhetorical analysis paragraph due Tues., 9/27; include rough draft, annotations, peer edit sheet, and rubric
- Upload final draft to com
Due:
Assignment
Class #12: Wednesday, 9/21—Late Start
- 60 seconds
- P2 only: Finish rhetorical terms presentation
- Administer final rhetorical terms quiz
- PPT grammar warm-up: semicolon #2
- Whip-around: comment on rhetorical terms and aspects of colonial life in “Before the Birth”
- Chromebooks: start composing rough draft of rhetorical analysis paragraph
Homework:
- Typed rough draft of analysis paragraph due Fri., 9/23 (include 3 quotations from the poem in your response); final draft due Tues., 9/27
Due:
Assignment
Class #11: Monday, 9/19
- PPT grammar warm-up: passive vs. active voice #1
- New lunch app: “Sit With Us”
- Rhetorical terms presentation
- Return synthesis essay (w/sample essay)
- PPT: synthesis essay debrief
- Finish discussion of “Before the Birth of One of Her Children”
- Summarize the meaning of each couplet
- Who’s speaking? Why?
- What are the qualities of colonial life?
Homework:
- Final rhetorical terms quiz on Wed., 9/21
- Typed rough draft of analysis paragraph due Fri., 9/23 (include 3 quotations from the poem in your response); final draft due Tues., 9/27
Due:
Assignment
Class #10: Thursday, 9/15
- Assign clock partners
- Share and evaluate rhetorical analysis poem (w/eval form & clock partner)
- Correct rhetorical terms quiz
- 2 rhetorical terms presentations
- Start reading and annotating “Before the Birth of One of Her Children”
Homework:
- Finish annotations, if needed
- Work on presentation, if needed
- Study for rhetorical terms quiz on Wed., 9/21
Due:
Assignment
Class #9: Tuesday, 9/13
- 60 seconds
- Administer rhetorical terms quiz (#41—#60)
- 2 rhetorical terms presentations
- Impromptu Socratic Seminar: get in 4s, share annotations, and write 3 open-ended questions, and then 1 representative is selected for fishbowl discussion
- Introduce HW prompt (see below)
- Review sample analysis paragraph (response to Macbeth); focus on quote analysis
Homework:
- Final rhetorical terms quiz on Wed., 9/21
- Write analysis paragraph in your journal for Thurs., 9/15. Here’s the prompt: Read “Sinners in the Hand of an Angry God” and analyze the rhetorical choices Edwards makes to develop his argument about salvation. (1 paragraph of 10—12 sentences)
- Work on presentations, if needed
Due:
Assignment
Class #8: Friday, 9/9
- Student of the Week (w/cheer)
- 2 rhetorical terms presentations
- Collect essays
- Correct rhetorical terms quizzes
- Return Crucible test
- Start reading and annotating “Sinners in the Hands of an Angry God” (pp. 5—9)
Homework:
- Annotate the 5 page excerpt; focus on Edwards’ message and his use of rhetorical strategies
- Work on rhetorical terms presentations
- Rhetorical terms quiz (#41—#60) on Tues., 9/13
Due:
Assignment
Class #7: Wednesday, 9/7—Late Start
- 60 seconds
- Administer rhetorical terms quiz (#21—#40)
- 1 rhetorical terms presentation
- Peer edit rough drafts and go over rubric
- Review sample synthesis paragraph
Homework:
- Work on rhetorical terms presentations
- Final draft of synthesis essay (w/rough draft, peer edit and rubric) due Fri., 9/9
- Rhetorical terms quiz (#41—#60) on Tues., 9/13
Due:
Assignment
Class #6: Friday, 9/2
- Student of the Week (w/cheer)
- Synthesis essay PPT
- Administer The Crucible test
- Return NY Times articles
- Chromebooks: start working on draft of synthesis essay
- Rhetorical group check-in
Homework:
- Work on rhetorical terms presentations; first presentation begins on Thurs., 9/7
- Rhetorical terms quiz (#21—#41) on Wed., 9/7
- Rough draft of synthesis essay (hard copy) due Wed., 9/7
Due:
Assignment
Class #5: Wednesday, 8/31
- Return letters (w/2 samples) and feedback PPT
- Alliteration name game
- Correct first rhetorical terms quiz
- Listen to, read, and annotate “Take me to Church” by Hozier
- Discussion:
- How does the song characterize temptation?
- Describe the relationship between the speaker and the woman.
- What religious terms are used? What’s the effect?
- Prompt: Synthesize information from all three sources (The Crucible, “The Flesh and the Spirit,” and “Take me to Church”) and incorporate it into a coherent, well-developed, four paragraph essay that identifies the qualities of temptation. (700—900 words)
Homework:
- The Crucible m-c test on Friday, 9/2
- Work on rhetorical terms presentations
- Rhetorical terms quiz (#21—#40) on Wed., 9/7
- Rough draft of synthesis essay on Wed., 9/7
Due:
Assignment
Class #4: Monday, 8/29
- Evaluate journal entry (w/feedback form)
- Administer rhetorical terms quiz (#1—#20)
- Finish reading and annotating “The Flesh and the Spirit”
- Annotation hints: temptation, message, and imagery
- Start group discussion handout (in 4s)
Homework:
- The Crucible m-c test on Friday, 9/2
- Work on rhetorical terms presentations
- Rhetorical terms quiz (#21—#40) on Wed., 9/7
Due:
Assignment
Class #3: Thursday, 8/25
- Annotate Act I excerpt of The Crucible (pp. 21—24)
- Focus on definitions, message, main ideas, and nature of temptation
- Share annotations with elbow partner, then on document camera
- Show excerpt of The Crucible (from 21:00)
- Debrief:
- Impressions?
- Similarities with text? Differences?
- Nature of temptation?
- 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
- Start “The Flesh and The Spirit,” if time permits
Homework:
- Journal entry: “How does the excerpt from The Crucible portray temptation? In your response provide two examples from the passage, along with sharp analysis.” Your paragraph should be well-developed and seven to ten sentences in length.
- Sign-ups for presentations will be posted at 7:30 AM on Mon., 8/29; first presentation will be Wed., 9/7
- First 20 rhetorical terms quiz will be on Mon., 8/29
- The Crucible m-c test on Friday, 9/2
Due:
Assignment
Class #2: Tuesday, 8/23
- 60 seconds exercise (w/quick video: https://www.youtube.com/watch?v=z6s-UizX0QE&list=PLTVw6uJuphrUQaMk3jDJtyZOqV6cOh6r7&index=2)
- New seats!
- Collect syllabus signatures and AP contracts
- Upload articles to Turnitin.com
- Login info:
- Period 2: 13213525; PW: tiger
- Period 4: 13213538; PW: tigers
- Period 6: 13213554; PW: orange
- Login info:
- Start 2 Melania Trump articles
- Project close reading sample: https://nijheer.files.wordpress.com/2011/01/diggingannotated0001.jpg
- Annotate the following: definitions, flow of ideas, questions, key points, personal reactions, topics related to plagiarism (10 comments total)
- Spiral notebook and highlighter check
- Start debrief of articles in 4s (w/handout); followed by all-class review
- Final thoughts on plagiarism?
- Why do people plagiarize?
- What does this mean for SPHS? For you?
Homework:
- Start reviewing rhetorical terms; focus on the first 20
- Crucible test coming soon!
Due:
Assignment
Class #1: Friday, 8/19
- 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, all-class volunteers)
- Comparison of Melania Trump and Michelle Obama: https://www.youtube.com/watch?v=o9_KGQPGNoQ
- Distribute two Melania Trump articles
- Annotate/highlight: definitions, flow of ideas, questions, key points, personal reactions, topics related to plagiarism
Homework:
- Return syllabus signature for Tues., 8/23
- Signed AP Performance Contract due Tues., 8/23
- Bring single subject spiral notebook and highlighter for Tues., 8/23
- NY Times responses due Tues., 8/23; be prepared to upload them to Turnitin IN CLASS on Tues.
- Multiple-choice test on The Crucible coming soon!