AP Lang (Period 4) Assignments

Class #86: Friday, 5/25

1. Reminder: All late work due today—no exceptions
2. Library: Check-out Born a Crime
3. Watch Trevor Noah videos: https://tigerreads.weebly.com/book-resources.html
4. Collect journals (and conduct self-evaluation)
5. Start reading and annotating Belin’s “Night Travel”
6. Work on cooperative discussion questions
7. Work on poetry presentations in groups

 Homework:

• Work on poetry presentation
• Final exam schedule: Th., 5/31—Periods 1 & 3; Fri., 6/1—Periods 2 & 4; Mon., 6/4—Periods 5 & 6

Class #85: Wednesday, 5/23—Late Start

1. Announcement: All make-up work is due Friday, 5/25—no exceptions
2. Start reading and annotating “Meditations in an Emergency”
   • Define: profligate, interminable, myth of hyacinth, lotus (significance), St. Serapion (picture), inexorable
   • What do you know about the speaker?
   • What situation prompted the writing of this poem?
   • Based upon your reading of the poem, what basic information can you discern?
3. Work on poetry presentation
   • Determine poem
   • Conduct research
   • Work on presentation

Homework:

• Journals due Fri., 5/25
• Work on poetry presentation
• Final exam schedule: Th., 5/31—Periods 1 & 3; Fri., 6/1—Periods 2 & 4; Mon., 6/4—Periods 5 & 6

Class #83: Thursday, 5/17

1. Watch Louder Than a Bomb (57 minutes): https://www.youtube.com/watch?v=Cc0nfTYpu20&t=3404s
2. Introduce poetry final exam: prompt and rubric
3. Students meet in group and start researching for presentation

Homework:

• Final exam schedule: Th., 5/31—Periods 1 & 3; Fri., 6/1—Periods 2 & 4; Mon., 6/4—Periods 5 & 6

Class #82: Tuesday, 5/15

1. 60 seconds
2. Correct “Self-Reliance” quiz
3. Finish CHELPS whip-around
4. Transcendentalism PPT
5. Start Transcendentalism in song activity—first song only
6. Closing whip-around: What will you do to prepare for the AP, or What strategy will you employ on Wednesday?

 Homework:

• Get some R & R
• Don’t forget about the AP breakfast from 7 to 7:30 AM!

Class #80: Wednesday, 5/9—Late Start

1. 60 seconds
2. Return doubleheader essays (w/rhetorical analysis samples)
3. “Unpack the prompt” exercise (w/clock partner)
   • What’s the prompt asking?
   • Create a sample outline
4. Start AP m-c game
5. Collect $2, if needed

 Homework:

• “Self-Reliance” quiz on Fri., 5/11
• $2 for AP breakfast due Fri., 5/11
• Complete CHELPS handout by Thurs; random whip-arounds on Fri.
• Practice AP m-c questions, if desired: https://www.appracticeexams.com/

Class #79: Monday, 5/7

1. Correct “Education” quiz
2. Timed journal entry: Based upon your reading of “Education,” “This is Water,” and “Me Talk Pretty One Day,” what should be the goal of an education? Write 1 synthesis paragraph in 10 minutes.
3. Collect $2, if needed
4. Evaluate timed write w/clock partner: Check topic sentence, examples, and explanations
5. PPT: AP exam info
6. Start reading and annotating “Self-Reliance” (pp. 5--8)

 Homework:

• Finish “Self-Reliance” for Wed., 5/9; quiz coming soon
• $2 for AP breakfast due Fri., 5/11
• Please review the following core texts from the semester; your CHELPS essays need work
• Practice AP m-c questions, if desired: https://www.appracticeexams.com/

Class #78: Thursday, 5/3

1. Administer quiz on “Education”
2. Return research papers (w/sample)
3. Discussion (w/elbow partner):
   • What did the writer do well?
   • How could the writer improve?
   • Using the rubric, what score would you give this essay?
4. Share paraphrase w/1 other person—2 stars and 1 wish
5. Afram presents sample for debrief and discussion
6. Start debriefing course literature handout, if needed

Homework:

• $2 for AP breakfast due Fri., 5/11
• Please review the following core texts from the semester; your CHELPS essays need work
• Practice AP m-c questions, if desired: https://www.appracticeexams.com/

Class #77: Tuesday, 5/1

1. 60 seconds
2. Doubleheader timed write 
3. Work on paraphrase, if time permits

 Homework:

• “Education” quiz (timed) Th., 5/3
• Paraphrase due Th.
• Practice AP m-c questions, if desired: https://www.appracticeexams.com/

Class #76: Friday, 4/27

1. PPT warm-up: Excerpt from “Education”
2. Debrief “Me Talk Pretty” focus questions (w/popsicle sticks)
3. PPT slide: “Education” discussion questions
   • Provide textual support for your responses; and
   • Jot notes w/your elbow partners
4. Start paraphrase from “Education” (w/clock partners)

To teach a child or a young adult undoubtedly requires special patience, a patience that comes from deep within.  The teacher sees the student’s impulsiveness, the lack of insight that marks your (the teacher’s) character.  But the student also has other qualities.  If the student has a weakness, s/he also has a connecting strength.  Every student should be allowed to act, and the connecting positive quality will emerge.  In these decisions, one needs the wisdom of a famous progressive educator who could patiently wait for an aloe plant to blossom, even if it took 100 years. 

Homework:

• Doubleheader timed write on Tues.
• “Education” quiz (timed) on Th., 5/3
• Paraphrase due Th.
• Practice AP m-c questions, if desired: https://www.appracticeexams.com/

Class #75: Wednesday, 4/25—Late Start

1. AP m-c warm-up—8 minutes, working independently; later, compare answers with your clock partner
2. Finish “Me Talk Pretty” group discussion questions—send a representative to the fishbowl
3. Collect homework—debrief later
4. Start reading and annotating “Education” by Ralph Waldo Emerson

 Homework:

• Finish reading and annotating “Education” by Emerson for Fri., 4/28; quiz coming soon!
• Open House tonight
• Doubleheader timed write on Tues., 5/1; both are graded, but only 1 score is entered in Aeries

Class #73: Thursday, 4/18 

1. AP m-c warm-up—read independently and answer w/partner (15 minutes)
2. Discuss Socratic quotations with elbow partner (5 minutes)
3. Start Socratic Seminar
   • Number off by 4s and 7 minutes per seminar
4. Timed write (20 minutes):

 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. 

 Homework:

• Read and annotate “Me Talk Pretty One Day” for Fri., 4/20 and Mon., 4/23
• Practice AP m-c questions, if desired: https://www.appracticeexams.com/
• Open House is on Wed., 4/25. Want bonus points?  There will be a Socratic Seminar that night.  Sign up for a slot on Fri., 4/20 @ 7:30 AM.  There are three 20-minute slots: 6:30 to 6:50; 6:50 to 7:10; and 7:10 to 7:30.  A prep sheet will be available when you sign up on Fri.

Class #70: Wednesday, 4/11—Late Start

1. Weldon Awards—senior nominations and junior panelists: http://www.sphsasb.org/student-voting
2. Start administering CAASP test

 Homework:

• Portfolio due Fri., 4/12

Class #69: Monday, 4/9

1. Administer SPUSD benchmark
2. Assemble semester portfolio
3. Discussion:
   • How would you characterize your education in South Pasadena Unified?
   • How would you characterize your education in elementary school?
   • What about high school?
   • What is the goal of your education? Why?
4. Start reading and annotating “This is Water,” if time permits

 Homework:

• Portfolio due Fri., 4/12

Class #66: Thursday, 3/22

1. Read sample research essay
   • What did the writer do well?
   • How could the writer improve?
   • How does this compare to yours?
   • Score?
2. Peer edit (w/handout)
3. Model EasyBib.com
   • Database
   • Manual Cite
   • No NP, ND
   • Practice entry
4. Continue w/”Yellow Wallpaper,” if time permits

 Homework:

• Final draft due Mon., 3/26—Thurs., 3/29
• “Yellow Wallpaper” quiz on Wed., 3/28 

Class #65: Wednesday, 3/21—Late Start

1. Announcements:
   • Fourth quarter is starting!
   • Finalize class schedule by 6/5
   • CSF is occurring now—see Mr. Mills
2. AP m-c review game—w/popsicle sticks
3. Start “The Yellow Wallpaper” story 
4. Discussion (w/sticks):
   • Portrayal of the narrator?
   • Portrayal of the husband?
   • Role of women?
   • Open-ended DOK question?

Homework:

• Rough draft due Fri., 3/23
• Final draft due Mon., 3/26—Thurs., 3/29
• “Yellow Wallpaper” quiz on Tues., 3/27

Class #64: Monday, 3/19

1. 60 seconds
2. Return note cards
3. Share annotations—first w/elbow partner, then on doc camera
4. Continue w/”Lost in the Kitchen” discussion (w/sticks)
   • Message?
   • Rhetorical strategies? Effect? (5)
   • Connect w/”Polly Baker”? “I Want a Wife”?
5. T-chart: How do the three texts—“Lost,” “Polly Baker,” and “Wife”—define masculinity and femininity?
6. Chromebooks: Continue working on rough draft

Homework:

• Rough draft due Fri., 3/23
• Final draft due Mon., 3/26—Thurs., 3/29

Class #63: Thursday, 3/15 

1. 60 seconds
2. Collect note cards
3. Review writing:
   • Don’t forget about CHELPS!
   • Make a 1-2-3 outline
   • Focus on your argument: clear thesis, strong topic sentences, and unified commentary
4. Administer argument timed write in 42 minutes 
5. Clock partners evaluate outlines w/handout
6. Start reading and annotating “Lost in the Kitchen”

Homework:

• Revise outline, if needed
• Type 1.5 pages for Mon., 3/19
• Rough draft due Fri., 3/23
• Final draft due Mon., 3/26—Thurs., 3/29

Class #61: Thursday, 3/8

1. 60 seconds
2. PPT warm-up: satire
3. “I Want a Wife” discussion questions
4. Double Bubble Thinking Map: Portrayal of Women in “Polly Baker” and “I Want a Wife”
5. Review library databases; highlight the pro/con on SIRS
6. Chromebooks—continue w/notecards

 Homework:

• 18 notecards due Tues., 3/13
• Timed write will be returned on Tues., 3/13; next timed write will be on Thurs., 3/15

Class #60: Tuesday, 3/6

1. 60 seconds
2. Rhetorical analysis essay reminders:
   • Don’t just name the rhetorical strategy, but state its effect!
   • Answer the prompt in the topic sentence of each body paragraph
   • Create a 1-2-3 outline within 5 minutes
   • A short intro paragraph is OK
   • Finally, you are learning to manage your time and work within a time constraint—view this as a learning experience!
3. Distribute rhetorical analysis prompt 
   • Read and organize (5 minutes)
   • Write (40 minutes)
4. Distribute remaining note-taking guides
5. Work on Chromebooks
6. Collect first note-taking sheet, if needed

 Homework:

• 18 notecards due Tues., 3/13

Class #59: Friday, 3/2

1. Reminder:
   • AP registration is still occurring
   • Scheduling dates for next year: skills mastery forms by 3/9 and no class changes after 6/5
2. Return timed write (w/AP sample)
3. Discussion:
   • What did the writer do well?
   • How could the writer improve?
   • How does this compare to your essay?
   • Score?
4. Correct “Polly Baker” quiz
5. 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? What are the effects of these strategies?
   • Do you think her speech is effective? Why or why not?
6. Share annotations on doc camera
7. Introduce essay prompt (w/sample)
8. Introduce note-taking card
9. Start research!

 Homework:

• Select research paper topic and complete 3 note cards for Tues.
• Timed write on Tues., 3/6

Class #56: Thursday, 2/22

1. Finish symbolism presentations
   • Prepare for 5 minutes
   • Present!
2. Give “Nick is Gay” article quiz
3. Finish “Nick is Gay” discussion
   • What are Olear’s key points?
   • Is this a valid interpretation of the novel? Why or why not?
   • Do you agree? Why or why not?
4. Continue w/film (and w/viewing guide)

 Homework:

• Journal entry: “Do you agree with Greg Olear’s thesis? Why or why not?” Write a 2 paragraph response in which you provide two examples for each paragraph.  (20 minutes)
• AP synthesis timed write on Monday 2/26

Class #55: Tuesday, 2/20

1. Correct Ch. 8 and 9 quiz
2. Return synthesis essay (w/sample essay)
   • What did the writer do well?
   • How could the writer improve?
   • How does this compare to your essay?
3. Conduct Socratic Seminar
4. Finish poster work on symbolism presentation

 Homework:

• Finish reading and annotating “Nick is Gay” article for Th., 2/22; short reading quiz (and debate!) on Th.
• Finish poster work at home, if needed

Class #54: Wednesday, 2/14—Late Start

1. Administer quiz: Ch. 8 & 9
2. Correct Ch. 6 & 7 quiz
3. Start working on symbolism group presentations
4. Read and annotate “Nick Carraway is gay” article (to p. 2)
5. Start discussion (w/sticks):
   • What are Olear’s key points?
   • Is this a valid interpretation of the novel? Why or why not?
   • Do you agree? Why or why not?

 Homework:

• Complete Socratic seminar form for Th., 2/15 and Mon., 2/19

Class #53: Monday, 2/12

1. Share weekend highlights
2. Administer Ch. 6 & 7 quiz
3. PPT warm-up: Chapter 7
4. Continue w/film (and viewing guide)

 Homework:

• Read Ch. 8 & 9 for Wed., 2/14; quiz on Wed.

Class #52: Thursday, 2/8

1. PPT warm-up: Chapter 6 in Gatsby
2. Correct Ch. 4 & 5 quiz
3. Debrief timed write from Mon./Tues. (in clock partners w/sample)
   • Strong topic sentence?
   • 2 clear, integrated examples?
   • Strong analysis?
   • Development of ideas?
4. AP m-c game—grab the popsicle stick
5. Start Chapter 7

Homework:

• Read Ch. 7 for Mon., 2/12; quiz on Ch. 6 & 7 on Mon.

Class #51: Tuesday, 2/6

1. Administer Gatsby quiz: Ch. 4 & 5
2. PPT warm-up: Ch. 5 in Gatsby
3. Correct quiz: Ch. 1—3
4. Chapter 4 close reading
5. Share annotations on document camera
6. Introduce timed journal entry: “How does the passage portray Gatsby? Analyze the rhetorical strategies Fitzgerald uses to present this portrayal.” (1 paragraph in 10 minutes)

Homework:

• Read Chapter 6; quiz coming soon

Class #49: Wednesday, 1/31—Late Start

1. PPT grammar warm-up: appositives
2. Collect essay, if needed
3. Continue w/Chapter 2
4. Watch film (w/viewing guide)
5. Debrief viewing guide and close of Ch. 2

 Homework:

• Final draft due from 1/30 through 2/2 (rolling deadline); submit to Turnitin.com
• Read Ch. 3; quiz on Ch. 1—3 on Fri., 2/2

Class #48: Monday, 1/29

1. Correct AP m-c quiz
2. Read and debrief sample essay w/clock partner
   • What did the writer do well?
   • How could the writer improve?
   • How does this compare to your essay? What did you learn?
   • What score would you give the essay?
3. Peer edit essay
4. Start Chapter 2

 Homework:

• Final draft due from 1/30 through 2/2 (rolling deadline)
• Turnitin.com opens on 1/29 @ 8 AM and closes on 2/2 @ 12 PM

Class #47: Thursday, 1/25

1. Announcement: AP test registration—give forms, announce prices and dates
2. Collect pink sheets
3. Administer ASB survey: https://goo.gl/forms/2gHOe67iv88BY8N23
4. Give AP m-c quiz
5. Share character tables—2 stars and 1 wish
6. Finish Ch. 1 of Gatsby, if needed
7. Chromebooks—work on rough draft

 Homework:

• Rough draft due Mon., 1/29
• Final draft due from 1/30 through 2/2 (rolling deadline)

Class #46: Tuesday, 1/23

1. 60 seconds
2. Collect portfolios
3. AP m-c practice—competition in groups of 4
4. Continue w/Chapter 1 of Gatsby
5. Start character analysis table

 Homework:

• AP m-c quiz on Thurs., 1/25
• Character analysis table due Thurs., 1/25
• Pink AP sheet due Thurs., 1/25
• Rough draft due Mon., 1/29
• Final draft due from 1/30 through 2/2 (rolling deadline)

Class #43: Friday, 1/12

1. Library: Check out The Great Gatsby
2. Administer American Dream quiz
3. Introduce and explain graphic organizer for HW
4. Listen, study, and annotate songs re: New York City (“Empire State of Mind” and “Theme from New York, New York”)
   • Message?
   • Rhetorical strategies? Effect?
   • Tone?
   • Mood?
5. Journal entry: “According to the two songs, how is New York characterized? What rhetorical strategies further this portrayal?  Write 2 synthesis paragraphs in 20 minutes.”

Homework:

• Complete graphic organizer for Wed., 1/17

Class #41: Tuesday, 12/19—“All” day

1. Return journals (P5)
2. Finish Stiglitz discussion:
   • Rhetorical strategies? Affect the message?
   • Write summary: 3—5 sentences in length
3. Start Turak
   • Message?
   • Reference to Stiglitz?
   • Rhetorical strategies?
   • Effective? Why or why not?

Homework:

• Prepare for final exam

Class #39: Thursday, 12/14

1. AP m-c game—competition in in teams
2. Read and annotate “The Price of Inequality” by Stiglitz
3. Discussion (w/clock partners):
   • Argument?
   • Reasons given?
   • Rhetorical strategies?
   • Definition of the American Dream

Homework:

• Complete Ms. Jaroch’s green sheet for Monday; refer to 1st passage of AP m-c packet
• Work on AP m-c packet

Class #37: Friday, 12/8

1. Introduce final exam:
   • Exam date schedule
   • 2 parts: multiple-choice and timed write
   • Give sample 2014 m-c questions
2. Correct “Mother Tongue” quiz
3. Administer AP m-c questions—for a grade
4. Finish “Myth of the Latin Woman” mixer
5. Debrief “Mother Tongue” essay:
   • What did you learn?
   • What’s Tan’s message?
   • How does Amy Tan’s essay apply to your life or to life in South Pas?
6. Evaluate journal entry:
   • Do topic sentences answer the prompt?
   • Are examples integrated? Is context given?  Details?
   • Is there commentary w/each example?
7. Start “Just Walk on By”

 Homework:

• Finish “Just Walk on By” for Tues., 12/12
• Start working on m-c questions for practice
• Bring journals to class on Tues., 12/12

Class #36: Wednesday, 12/6—Late Start

1. 60 seconds
2. “Mother Tongue” quiz (5 questions)
3. AP m-c warm-up
4. Finish “Latin Woman” mixer—debrief on Th./Fri.
5. Asian parents segment: https://www.youtube.com/watch?v=DIPL1ZMdu0g
6. Debrief: How was the segment similar to “Mother Tongue”?
7. Double bubble map: After reading “Myth of the Latin Woman” and “Mother Tongue,” identify the effects of stereotypes.

 Homework:

• Answer the double bubble prompt in 20 minutes, and write 2 thoughtful paragraphs for Th., 12/7 and Fri., 12/8
• AP m-c will be a quiz (for points) on Th./Fri.

Class #35: Monday, 12/4

1. 60 seconds
2. Correct “White Privilege” quiz
3. AP m-c warm-up
4. Show clip from West Side Story: https://www.youtube.com/watch?v=YhSKk-cvblc
5. Discussion:
• Summary?
• Portrayal?
• Reaction?
• Connection with “Latin Woman” article?
6. Perception/Portrayal of Latinos (Latinx) in the US—circle map
7. Start “Latin Woman” mixer

 Homework:

• Read and annotate “Mother Tongue” for Wed.; quiz on Wed.

Class #34: Thursday, 11/30

1. 60 seconds
2. “Words Matter” Presentation
3. Administer “White Privilege” quiz
4. AP m-c practice
5. Diversity step-up—outdoors
6. Debrief discussion:
   • What did you notice?
   • How did you feel?
   • What did you learn?
   • Connection with “White Privilege” article?
7. Read and annotate article re: LCHS
8. Discussion:
   • Reactions?
   • Could this happen at SPHS? Why or why not?
   • Connection with “White Privilege” article?
9. Start “Myth of the Latin Woman,” if time permits

 Homework:

• Read and annotate “Myth of the Latin Woman” for Fri., 12/1 and Monday, 12/4

Class #32: Friday, 11/17

1. 60 seconds
2. Collect essay, if ready
3. Finish Frederick Douglass mixer (w/ball)
4. Start McIntosh’s “White Privilege” essay
   • Read and annotate p. 1 as a class
   • Read list (pp. 2—3) independently
5. Discussion (w/elbow partners, and then w/sticks):
   • What’s McIntosh’s message?
   • What are some of McIntosh’s main points?
   • Is her message effective? Why or why not?
   • What rhetorical strategies does McIntosh use?
6. Journal entry: “Does white privilege exist? Write a 1 paragraph response with evidence from your reading, experience, or observation.  Think CHELPS!” (10 minutes)

 Homework:

• Essay (final draft, rough draft, graphic organizer, and peer edit) due Th., 11/16 and Fri., 11/17; extension ‘til after break, if desired
• Submit final draft to Turnitin.com

Class #31: Wednesday, 11/15—Late Start

1. Weekend highlights
2. 60 seconds
3. Return Douglass test results (w/5 frequently missed questions)
4. Share (and score) sample essay
5. Peer edit essay (w/handout)
6. Chromebooks—continue editing
7. Optional: Sign essay extension sheet, if needed

 Homework:

• Essay (final draft, rough draft, graphic organizer, and peer edit) due Fri., 11/17; extension ‘til after break, if desired
• Submit final draft to Turnitin.com

Class #30: Thursday, 11/9

1. Collect slavery images handout
2. Socratic seminar!
3. Frederick Douglass mixer
4. Practice AP m-c questions
   • Work for 10 minutes
   • Compare w/elbow partner
   • Review as a class

 Homework:

• Rough draft due Wed., 11/15; extension ‘til after break, if desired

Class #29: Tuesday, 11/7

1. 60 seconds
2. Comment re: test conflict calendar
   • I didn’t move the Narrative test b/c you had an extra weekend. Plus, there are natural consequences.
   • Essay due date is flexible; submit the Monday or Tuesday after Thanksgiving Break
3. Administer Narrative test
4. Review images of slavery (in 3s)

 Homework:

• Socratic seminar form due Thurs., 11/9
• Work on essay; due Fri., 11/17

Class #28: Friday, 11/3—Homecoming Assembly

1. 60 seconds
2. Collect portfolios
3. Read and annotate “Shitty First Drafts” by Anne Lammott
4. Discussion:
   • What’s Lammott’s message?
   • Do you agree with her message? Why or why not?
   • How might this essay apply to students in South Pas?
   • What about her use of the word “shitty”? Is it appropriate?  Why or why not?
5. Complete essay graphic organizer
6. Essay work day—treat as a timed write!

 Homework:

• Work on essay; due Fri., 11/17
• Narrative m-c test on Tues., 11/7

Class #26: Monday, 10/30

1. Assemble portfolios (w/ToC and parent note)
2. Return justice timed write (w/sample essay)
3. View Sunitha Krishnan TED Talk: https://www.ted.com/talks/sunitha_krishnan_tedindia?language=en
4. Debrief (and complete organizer) w/clock partner
5. Watch Django Unchained excerpts— :28 – :37
6. Again, debrief and complete organizer w/clock partner

 Homework:

• Portfolio (folder, parent note, and reflection questions) due Fri., 11/3
• Narrative due Fri., 11/3

Class #25: Thursday, 10/26

1. Afie awards
2. Human trafficking in the news: http://abc7.com/news/5-arrested-in-san-gabriel-based-human-trafficking-ring/1481561/
3. Independently read ”Trafficking” excerpt: pp. 17—19
4. Share annotations and meet w/clock partner:
   • What stood out to you?
   • What motivates human traffickers?
   • How does trafficking happen? (Not “Why do people allow this?”)
5. Start completing Part I of essay graphic organizer (in 2s)
6. Continue w/excerpt (pp. 20—21), if time permits

 Homework:

• Continue w/Narrative of the Life of Frederick Douglass; due 11/3

Class #24: Tuesday, 10/24

1. 60 seconds
2. Administer SPUSD benchmark (Common Core Interim Assessment)
3. P4 only: Afie voting
4. Administer summer reading survey: http://www.sphstigers.org/apps/pages/index.jsp?uREC_ID=276437&type=d&pREC_ID=614874
5. Correct “Birmingham” quiz
6. Debrief “Birmingham” discussion questions
7. Start “Crime of Human Trafficking” excerpt

 Homework:

• Continue w/Narrative of the Life of Frederick Douglass; due 11/3

Class #21: Friday, 10/13

1. 60 seconds
2. Finish rhetorical terms presentations
3. Share annotations from first 5 pages (w/clock partner and then on doc camera)
4. Discussion (w/sticks):
   • 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:

• Finish reading and annotating “Letter from a Birmingham Jail” for Wed., 10/18; quiz on Wed.
• Continue reading Narrative of the Life of Frederick Douglass for Fri., 11/3

Class #19: Monday, 10/9

1. Announcement: All groups who presented during my time in jury duty must email me a copy of their film
2. Administer final quiz
3. P4 only: Review sample essay and CHELPS
4. Spirit Day debates
   • 15 minutes to read
   • 10 minutes to prepare (w/clock partners)
   • Share primary points on the white board (all class)
   • Debate?

Homework:

• OR book due Fri., 11/3
• Work on film project

Class #18: Thursday, 10/5

1. 60 seconds
2. Review rhetorical terms w/elbow partner (#61, #62, and #64)
3. Continue with rhetorical terms presentations
4. Correct Commonwealth Address quiz
5. Share write-alikes w/clock partner (2 stars and 1 wish), and then have 3 present to the class
6. Share annotations from speech w/elbow partner
7. Discussion (w/popsicle sticks):
   • Describe the format, construction, and development of the argument.
   • How does Chavez define justice?

Homework:

• OR book due Fri., 11/3
• Rhetorical terms quiz (#61--#80) on Mon., 10/9
• Work on film project

Class #16: Fri., 9/29

1. P4 only: Tiger Guide quiz
2. Administer Declaration of Independence quiz
3. PPT warm-up: semicolon in Commonwealth Address
4. Correct rhetorical terms quiz
5. Finish Declaration discussion questions
6. 4-minute video on Cesar Chavez: http://www.biography.com/people/cesar-chavez-9245781
7. Discussion (w/clock partner):
   • Opinion?
   • Identify 7 rhetorical strategies
   • Message?
   • Effective? Why or why not?
8. Timed journal entry: Analyze the effectiveness of Chavez’ speech. What’s the message, and how do the rhetorical strategies advance or detract from his message?  (10 minutes)

 Homework:

• Work on film project
• Commonwealth quiz on Tues., 10/3
• Rhetorical terms quiz (#61--#80) on Mon., 10/9

Class #15: Wednesday, 9/27 (Late Start)  

1. Administer rhetorical terms quiz (#41--#60)
2. Return summer letters (w/comments)
3. Conduct Socratic Seminar
   • Review symbols
   • Sign-ups
   • 3 students must enter the hot seat!
4. Distribute Chavez’ Commonwealth Club Address speech

 Homework:

• Work on film project
• 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?
• Quiz on Declaration of Independence on Fri., 9/29
• Rhetorical terms quiz (#61--#80) on Mon., 10/9

Class #14: Monday, 9/25

1. Review rhetorical terms
2. Go over 6 most missed Crucible test questions
3. Discussion on Declaration of Independence (w/elbow partners)
   • Based upon this text, identify core American values.
   • Underline the most critical reasons listed
   • Describe the organization of this letter
4. Start discussion questions (in 4s)
5. Introduce film project and form groups
   • Exchange phone numbers
   • Select 5 terms and back-ups

Homework:

• Complete Socratic prep form by Wed.
• Presentation sign-ups will be posted on Tues., 9/26
• Rhetorical terms quiz (#41--#60) on Wed., 9/27

Class #13: Thursday, 9/21

1. 60 seconds
2. 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
3. Course-wide AP Lang prompt
   • 10 minutes to brainstorm
   • 40 minutes to write
4. Correct rhetorical terms quiz
5. Review new rhetorical terms (#41--#60)

 Homework:

• Read and annotate Declaration of Independence for Mon., 9/25
• Rhetorical terms quiz (#41--#60) on Wed., 9/27

Class #12: Tuesday, 9/19

1. 60 seconds
2. Return timed write and receive feedback:
   • Spend time (at home) considering similarities!
   • Attention to grammar and MLA!
   • Provide context for examples
   • Provide analysis; tell the reader something about the example
3. 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.
4. Four corners: argumentative scenarios
   • 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.
   • Step 1: People meet in their appropriate corner and share information
   • Step 2: Debate pairs are formed
   • Step 3: Organize 2 sets of debates
     • Opening statements (2 minutes)
     • Rebuttal (1 minute)
     • Closing (1 minute)

Homework:

• In-class timed write (argument) on Thurs., 9/21
• Respond to debate prompt in 2 paragraphs. First paragraph provides reasons and second paragraph provides the rebuttal.  Spend 20 minutes; due Thurs., 9/21
• Rhetorical terms quiz (#41--#60) on Wed., 9/22

Class #11: Friday, 9/15

1. 60 seconds
2. Administer rhetorical terms quiz #2
3. PPT grammar warm-up: em dash (“Not by Math Alone”)
4. Present Classical Model PPT
5. Identify classical model in “Not by Math Alone” (in 2s)
   • What is the argument?
   • Is the argument effective?
   • Draw lines to separate the different categories.
   • Where do you see use of ethos, logos, or pathos?

Homework:

• Read and annotate Colin Kaepernick article for Tues., 9/19; argument analysis activity on Tues., so be ready!

Class #10: Wednesday, 9/13 (Late Start)

1. 60 seconds
2. Return (and debrief) Just Mercy essays
   • Step up diction and syntax
   • Develop commentary
3. Review sample synthesis paragraph (2015 AP exam—honor codes)
4. Go over synthesis rubric
5. Present timed write
   • 10 minutes to prepare
   • 40 minutes to write
6. Start “Not by Math Alone,” if time permits

 Homework:

• Rhetorical terms quiz (#21—#40) on Fri., 9/15
• Read and annotate “Not by Math Alone” by Fri., 9/15

Class #9: Monday, 9/11

1. Correct rhetorical terms quiz (terms #1—#20)
2. Administer The Crucible test
3. Return NY Times articles
4. PPT: synthesis essay tips
5. Go over new rhetorical terms
6. Finish persuasive speech, if time permits

 Homework:

• Temptation timed write on Wed., 9/13
• Rhetorical terms quiz (#21—#40) on Fri., 9/15

Class #8: Thursday, 9/7

1. Administer first rhetorical terms quiz
2. Clock partners sign-up sheet
3. Start “Sinners” persuasion table—with clock partner
4. Start work on persuasion paragraph w/rubric (in 2s)
   • Topic: Using at least two of Edwards’ strategies, write a short speech about why the school day should start later. (Timed: 10 minutes)
   • Present/Deliver paragraph to classmate
   • Next time: present to the class

 Homework:

• The Crucible m-c test will be on Fri., 9/8 and Mon., 9/11
• Temptation timed write on Tues., 9/12 and Wed., 9/13
• Rhetorical terms quiz (#21—#40) on Thurs., 9/14 and Fri., 9/15

Class #7: Tuesday, 9/5

1. Evaluate journal entry:
   • 2 quotes?
   • Deep commentary?
   • Smooth flow?
   • Strong TS (that answers the prompt)
   • Strengths?
   • Room for improvement
2. Finish reading and annotating “The Flesh and the Spirit”
   • Annotation hints: temptation, message, and imagery
3. Start group discussion handout (in 4s)
4. Start excerpt from “Sinners in the Hands…”

 Homework:

• First 20 rhetorical terms quiz will be on Thurs., 9/7
• Finish “Sinners” by Thurs., 9/7; be ready for discussion
• The Crucible m-c test will be on Fri., 9/8 and Mon., 9/11