AP Lang (Period 4) Assignments

Class #86: Wednesday, 5/29     

1. Library: Check-out The Hate U Give
2. Distribute AP Lit summer assignment (& show SPHS summer assignment main page)
3. Wrap-up discussion of “Meditations in an Emergency”
4. Start reading and annotating Belin’s “Night Travel”
5. Work on cooperative discussion questions
6. 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 #86: Friday, 5/24

1. P4 only: AP exam reflections
2. Go over song graphic organizer
3. Collect journals (& complete evaluation)
4. Collect annotations—“Education” (P3), “Polly Baker” (P4), “Me Talk Pretty” (P5)
5. Start reading and annotating O’Hara’s “Meditations in an Emergency”
   • Define: profligate, interminable, myth of hyacinth, lotus (significance), St. Serapion (picture), and inexorable
   • What do you know about the speaker?
   • What’s the emergency?
6. Work on poetry presentation

Homework:

• Work on poetry presentation

Class #85: Wednesday, 5/22—Late Start

1. Listen and annotate “Minority” by Green Day—pay attention to rhetorical strategies and Transcendental values
2. Introduce song graphic organizer—in 4s
3. Library: Counselor presentation (11 AM for P3 and 1 PM for P5/P4)

Homework:

• Finish song graphic organizer for Fri.
• Bring journals to class on Fri.
• Annotation checks coming…
• Start researching poems for poetry presentation
• Final exam schedule: Fri., 5/31—Periods 1 & 3; Mon., 6/3—Periods 2 & 4; Tues., 6/4—Periods 5 & 6

Class #83: Thursday, 5/16

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

Homework:

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

Class #82: Tuesday, 5/14

1. 60 seconds
2. Correct AP M-C quiz #4
3. Go over synthesis essay (w/packet)
   • Sample 3 essays, along w/CB’s justification
   • Self-score
   • Clock partner scores
4. Unpack the prompt: Read and outline rhetorical analysis prompt
5. Closing whip-around

Homework:

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

Class #80: Wednesday, 5/8—Late Start

1. Announcements:
   • I’ll be flexible w/make-ups during the AP exams—up to 2 weeks. JUST DON’T FORGET!
2. 60 seconds
3. Give AP m-c quiz
4. PPT warm-up: “Self-Reliance”
5. Collect $2 for AP breakfast, if desired
6. Share “Self-Reliance” annotations w/clock partners, then doc camera
   • Message?
   • Rhetorical strategy and effects? (4)
   • Based upon this essay, what’s Transcendentalism?

Homework:

• $2 for AP breakfast due Fri., 5/10
• Continue reviewing core lit handout
• Practice synthesis timed write on Fri., 5/10

Class #79: Monday, 5/6

1. Announcement:
   • AP Lang breakfast on Wednesday, 5/15—bring $2 by Fri., 5/10
2. Correct AP m-c quiz
3. Debrief synthesis paragraph (w/clock partner) and project on doc camera
   • TS that answers the prompt?
   • Three clear examples?
   • Clear, insightful analysis
4. Discussion:
   • What does self-reliance mean?
   • Do you consider yourself self-reliant?
   • Do you think youth today are more self-reliant than youth from 15 or 20 years ago?
5. Start reading and annotating “Self-Reliance” (pp. 5--8) 

Homework:

• Finish reading and annotating “Self-Reliance” for Wed., 5/8
• AP m-c quiz on Wed., 5/8
• $2 for AP breakfast due Fri., 5/10
• Continue reviewing core lit handout

Class #78: Thursday, 5/2

1. Return remaining portfolios
2. Administer AP m-c quiz
3. Go over paraphrase (w/sample)
4. Finish Emerson PPT questions (w/sticks)
5. Education tree map—goal of education (w/clock partner)
6. Timed journal entry: Based upon your reading of “Education,” “Superman and Me,” “This is Water,” and “Me Talk Pretty One Day,” what should be the goal of an education? Write 1 synthesis paragraph in 10 minutes.

Homework:

• Start reviewing course lit for argument essay—see handout

Class #75: Friday, 4/26

1. Journal entry: In “Superman and Me” Alexie shares how he learned to read. Analyze the rhetorical strategies Alexie uses to express how he gained an education.  (2 paragraphs in 20 minutes)
2. Debrief (w/clock partner—6 o’clock
   • Strong topic sentences that answer the prompt?
   • Clear examples from the passage?
   • Insightful analysis?
3. Start reading and annotating “Education” by Ralph Waldo Emerson—to the bottom of page 3
4. Start paraphrase assignment

 Homework:

• Finish reading and annotating “Education” by Emerson for Tues.
• Finish paraphrase assignment for Tues.

Class #74: Wednesday, 4/24

1. 60 seconds
2. Correct and review AP m-c quiz
3. Assemble portfolios
4. Go over “Me Talk Pretty” discussion questions
5. Share “Me Talk Pretty” annotations w/clock partner, then on doc camera

Homework:

• Open House Socratic on Wednesday
• Read and annotate “Superman and Me” for Fri.; be ready for a practice in-class timed write!

Class #72: Wednesday, 4/17—Late Start

1. Finish CAASPP testing (25 minutes)
2. Review sample research paper
3. Peer edit rough draft
4. Review easybib.com

Homework:

• Final draft (rough draft, peer edit, and Works Cited page) due Fri., 4/19
• Upload final draft to Turnitin.com
• Open House sign-ups @ 7:30 AM on Fri., 4/19

Class #70: Thursday, 4/11

1. Collect outlines
2. Continue w/CAASPP testing

Homework:

• Start typing rough drafts; rough drafts due Wed., 4/17
• Final drafts due Fri., 4/19

Class #67: Wednesday, 3/27—Late Start

1. Debrief timed write (w/clock partner)
   • Does each TS answer the prompt?
   • Are there clear examples in each body paragraph?
   • Is there clear analysis that relates to the prompt?
2. Finish “This is Water” discussion in 4s
3. Conduct “This is Water” impromptu Socratic Seminar
4. Return notecards and introduce outline handout
5. Work on outlines (limit: 2—3 pages)

Homework:

• AP m-c quiz on Fri.
• Typed outline due Th., 4/11

Class #65: Thursday, 3/21—SPEX Assembly

1. Administer (graded) AP m-c quiz in 10 minutes
2. Reminder: CSF sign-ups w/Mr. Mills in Rm. 923
3. Discussion:
   • 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” (to p. 4)
5. Continue working on note cards

Homework:

• Remaining 15 note cards due Mon.

Class #64: Tuesday, 3/19

1. Correct “Yellow Wallpaper” quiz
2. Go over timed write (w/clock partner):
   • Strong topic sentence that answers the prompt?
   • 3 clear examples in both body paragraphs?
   • Sharp analysis?
3. Debrief passage from AP m-c (#21—#33)
4. Mention Google Scholar: www.scholar.google.com
5. Collect 6 note cards
6. Work on remaining note cards

Homework:

• AP m-c quiz (10 questions in 10 minutes) on Thurs.
• Remaining 15 note cards due Mon.

Class #63: Friday, 3/15

1. Take “Yellow Wallpaper” quiz
2. Finish fishbowl activity—in 4s, then select representative
3. Introduce research paper

Homework:

• Select research topic and complete 6 cards for Tues.

Class #61: Monday, 3/11—Tiger Spirit Assembly

1. Administer doubleheader timed write (85 minutes)

Homework:

• Read and annotate “The Yellow Wallpaper” for Wed.
• Return Gatsby to the SPHS library

Class #60: Tuesday, 3/5

1. AP m-c practice
2. Correct “Polly Baker” quiz
3. Finish discussion:
   • 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?
4. Share “Polly Baker” annotations on doc camera
5. Complete (& collect) “I Want a Wife” discussion questions (in 4s)

 Homework:

• Next doubleheader will be on Monday, and BOTH essays will be graded
• Journal entry timed write: According to “Polly Baker” and “I Want a Wife,” what are the roles of women? Write 2 paragraphs and provide two examples from each paragraph.  Provide thoughtful analysis.  (20 minutes)

Class #59: Friday, 3/1

1. Correct Ch. 8 & 9 quiz
2. Finish Gatsby film and collect viewing guide
3. Give “Polly Baker” quiz
4. Share “Polly Baker” annotations w/partner
5. 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?

Homework:

• Read and annotate “I Want a Wife” and “Lost in the Kitchen” for Tues.; quiz coming soon

Class #58: Wednesday, 2/27—Late Start

1. Give ASB quiz: http://www.sphsasb.org/
2. Correct Ch. 6 & 7 quiz
3. Give Ch. 8 & 9 quiz
4. Continue with Great Gatsby film and viewing guide
5. Distribute “Nick is gay”—recommended, not required

Homework:

• Quiz on “Polly Baker” on Fri.
• Keep your annotations!

Class #56: Thursday, 2/21

1. Administer Ch. 6 & 7 quiz
2. PPT warm-up: Ch. 7
3. Return & debrief American Dream essay (w/sample)
   • What did the writer do well?
   • How can the writer improve?
   • How does this compare to yours?
   • Your goal for the double-header synthesis essay?
4. Double-header essay tips
   • Understand the prompt
   • Discard documents
   • Make a 1-2-3 outline
   • Review CHELPS, your notes, previous essays, and the documents read in this class
5. Continue w/film (and viewing guide)

Homework:

• Read Ch. 8 & 9; quiz coming soon!
• Double-header on Mon.; review CHELPS, your notes, previous essays, and the documents read in this class

Class #54: Wednesday, 2/13—Late Start

1. Correct Ch. 4 & 5 quiz
2. Play Grudgeball w/AP m-c packet
3. Start reading Ch. 6

Homework:

• Finish Ch. 6; quiz coming soon!
• Finish Socratic prep form; Socratic Seminar on Tues.

Class #53: Monday, 2/11

1. Quiz: Ch. 4 & 5
2. PPT warm-up: Chapter 5 in Gatsby
3. Debrief Ch. 4 timed write (w/typed sample to critique)
   • Strong topic sentence?
   • 2 clear, integrated examples?
   • Strong analysis?
   • Development of ideas?
4. Catch-up w/film (and viewing guide)

Homework:

• Complete AP m-c packet in 1 hour for Wed.; we’ll play Grudgeball on Wed.!

Class #52: Thursday, 2/7

1. Return Skills Mastery forms
   • A “C” means no recommendation
   • Comments re: low i-ready scores
   • This is just a recommendation, not a verdict
2. AP m-c game—in 4s, w/sticks
3. Correct quiz: Ch. 1—3
4. Debrief Ch. 3 close reading (w/clock partner) and as a class
   • TS answer the prompt
   • 2 textual examples are smoothly integrated
   • Examples are deeply analyzed
5. Start Chapter 4 close reading
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 Ch. 5 for Mon.; quiz on Ch. 4 & 5 on Mon.
• Complete Ch. 4 timed write in 10 minutes in journal

Class #51: Tuesday, 2/5

1. Announcement re: abuse of essay extension & no cell phones in class
2. Collect Skills Mastery Forms
3. Administer Gatsby quiz: Ch. 1—3
4. PPT warm-up: Chapter 3
5. Chapter 3 close reading
   • Individually annotate
   • Converse w/elbow partner
   • Timed write in journal (7 minutes)
6. Silent reading of Ch. 4/i-ready (25 minutes)

Homework:

• Character analysis table due Thurs.
• Read Ch. 4; quiz coming soon
• AP Lang test registration is from 2/1—2/8

Class #50: Friday, 2/1

1. Collect American Dream essay
2. Finish i-ready, if needed
3. Continue w/Chapter 1 of Gatsby
4. Start character analysis table
5. Start Chapter 2

 Homework:

• Quiz on Ch. 1—3 on Tues.
• Submit Skills Mastery forms on Tues.
• Character analysis table due Thurs.
• AP Lang test registration is from 2/1—2/8

Class #49: Wednesday, 1/30—Late Start

1. Collect essay, if students desire
2. Continue w/Chapter 1—aloud and then individually
3. Discussion:
   • Portrayal of Tom, Daisy, Nick, and Jordan
4. Show first 15 minutes of film, if time permits

 Homework:

• Final draft due Fri.; include rough draft, peer edit, outline, and graphic organizer
• Upload final draft to Turnitin.com
• AP Lang early bird registration is from 2/1—2/8

Class #47: Thursday, 1/24

1. Collect portfolios
2. Start iReady assessment
3. Counselor presentation

 Homework:

• Rough draft due Mon., 1/28
• Final draft due Wed., 1/30
• Continue to bring earbuds to class
• Continue to bring Gatsby text to class
• AP Lit lunch meeting on Mon., 1/28

Class #45: Thursday, 1/17

1. Distribute portfolio parent rubric 
2. Warm-up (w/elbow partners): Finish discussion of “Empire State of Mind”
   • Message?
   • Rhetorical strategies? Effect?
   • Tone?
   • Mood?
3. 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.”
4. Debrief New York songs timed write (w/handout)
5. Correct Rosenfeld and Beato quiz
6. Introduce and start on essay outline (w/handout)

Homework:

• Essay outline due Tues.; stop at 1 hour
• Portfolio due Th.

Class #44: Tuesday, 1/15

1. Assemble semester portfolios
2. New seats
3. Administer Rosenfeld and Beato articles quiz
4. Introduce graphic organizer for HW
   • Complete one section w/elbow partner in class
5. 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?

Homework:

• Complete graphic organizer for Thurs.

Class #43: Friday, 1/11

1. PPT grammar warm-up: comma splice
2. Debrief timed write (w/clock partner) & project one on the screen
   • Does TS answer the prompt?
   • Are clear, specific CHELPS examples provided?
   • Is each example thoughtfully analyzed?
3. Debrief Stiglitz article (w/elbow partner)
   • Find rhetorical strategies (7) & identify their effects
   • Evidence?
4. Read Turak article—in 4s
   • Message?
   • Rhetorical strategies?
   • Evidence?

Homework:

• Read and annotate Rosenfeld and Beato articles; quiz on Tues.

Class #42: Wednesday, 1/9—Late Start

1. Holiday highlights, 60 seconds, and intro test conflict calendar
2. Debrief first m-c passage
   • Curve: Since 60% is a 3 on the exam, I bumped everyone’s score 10%, regardless
   • If people were below 59%, I raised them to 60%
   • Note: If you received below 70%, your chances of passing the AP exam are in jeopardy
3. Return timed write (w/sample)
   • What did the writer do well?
   • How could the writer improve?
   • How does the sample compare to yours?
4. Start American Dream article—Stiglitz
   • Message?
   • Rhetorical strategies? (Find 7)

Homework:

• Timed write: Is the American Dream worth pursuing? Use evidence from your reading (esp. Stiglitz), experience, or observation.  (2 paragraphs in 20 minutes)

Class #38: Tuesday, 12/18

1. Return graded journals
2. Correct “Mother Tongue” quiz
3. Return essay w/sample
   • What did the writer do well?
   • How could the writer improve?
   • How does this compare to your essay?
4. Timed write whip-around
5. Go over 1 AP m-c passage (pp. 47—51)
6. AP m-c practice, if time permits

 Homework:

• Rest for the final exam!
• Review your essays, AP m-c questions, and notes

Class #37: Friday, 12/14--Winter Assembly

1. PPT slide warm-up: Satire in “Just Walk on By”
2. Project AP m-c answers; review one passage on Tues.
3. Chalkboard splash of ”Just Walk on By” (w/debrief):
   • 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 2018? Yes/No
   • What’s meant by “Just Walk on By”?
4. Evaluate journal entry w/clock partners and then share w/class
   • Strong topic sentences that answer the prompt?
   • Examples from three sources in every body paragraph?
   • Does every example have a lead-in?
   • Does every example have commentary?
   • Then, 2 stars and a wish

 Homework:

• Review your old essays, assignments, and AP m-c packets for Tues.

Class #35: Friday, 12/7 and Monday, 12/10

1. Administer “Mother Tongue” quiz
2. Introduce final exam:
   • Exam date schedule
   • 2 parts: multiple-choice and timed write
   • Give sample 2014 m-c questions
3. Debrief “Mother Tongue” timed write (w/clock partner):
   • Do topic sentences answer the prompt?
   • Are examples integrated? Is context given?  Details?
   • Is there commentary w/each example?
4. Share timed write with class
5. Read and annotate “Just Walk on By” and share annotations on document camera

 Homework:

• Complete AP m-c practice in 60 min. for Wed.
• Bring journals to class for Wed.

Class #33: Tuesday, 12/4

1. 60 seconds
2. Administer “White Privilege” quiz
3. Play Grudgeball w/AP m-c practice
• Count off by 9s, compare answers on the first 18 questions
• Then, play!
4. Finish “Latin Woman” mixer

 Homework:

• Read and annotate “Mother Tongue” for Thurs.; quiz coming soon

Class #32: Friday, 11/29

1. Collect synthesis essay
2. 60 seconds
3. Diversity step-up simulation—outdoors
4. Debrief discussion (w/sticks):
   • What did you notice?
   • How did you feel?
   • What did you learn?
   • Connection with “White Privilege” article?
5. Distribute LCHS article—recommended reading
6. Read and annotate “Myth of the Latin Woman”
7. Discuss w/clock partner
   • Share annotations
   • Rhetorical strategies?
   • Message?

 Homework:

• “White Privilege” quiz on Tues.
• Complete AP m-c practice in 40 minutes

Class #30: Monday, 11/26

1. Complete Frederick Douglass mixer (w/ball)
2. Start McIntosh’s “White Privilege” essay
   • Read and annotate p. 1 as a class
   • Read list (pp. 2—3) independently
3. 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?
4. 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 Fri., 11/30
• Submit final draft to Turnitin.com

Class #29: Thursday, 11/15

1. 60 seconds
2. Return Douglass test results (w/5 frequently missed questions)
3. Share (and score) sample essay
4. Peer edit essay (w/handout)
5. Chromebooks—continue editing

 Homework:

• Essay (final draft, rough draft, graphic organizer, and peer edit) due Fri., 11/30
• Submit final draft to Turnitin.com

Class #28: Tuesday, 11/13

1. Administer Frederick Douglass test (35—40 minutes)
2. Read and annotate “Shitty First Drafts” by Anne Lamott
3. Discussion:
   • What’s Lamott’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?
4. Essay work day—treat as a timed write!

 Homework:

• Work on rough draft—it’s due Thurs., 11/15

Class #27: Thursday, 11/8

1. P4 only: Tiger Guide Review
2. Collect portfolio
3. AP m-c game (in small groups, with sticks)
4. Write sample body paragraph—practice in-depth commentary and analysis
   • What rhetorical strategies does Douglass employ to characterize his conditions on the plantation? (Read and annotate pp. 41—42)
5. Present slavery synthesis prompt
6. Complete essay graphic organizer

 Homework:

• Rough draft due Thurs., 11/15
• Douglass m-c test on Tues., 11/13

Class #26: Tuesday, 11/6

1. Return timed write essays (w/samples)
   • What did the writer do well?
   • How could the writer improve?
   • How does this compare to YOUR essay?
2. Slavery images activity (w/handout)
3. Independent work time
   • Work on portfolio
   • Work on essay graphic organizer
   • Read Frederick Douglass

Homework:

• Portfolio due Thurs., 11/8
• Narrative due Thurs., 11/8; test coming soon

Class #25: Thursday, 11/1

1. Return work and assemble portfolio
2. AP multiple-choice practice questions (game w/flashcards)
3. Work time:
   • Reflection questions
   • Graphic organizer
   • Read PDF of Frederick Douglass

 Homework:

• Bring copy of Narrative to class on Tues.—silent reading time will be given
• Portfolio (folder, parent note, and reflection questions) due Thur., 11/8
• Narrative due Thurs., 11/8

Class #24: Tuesday, 10/30

1. 60 seconds
2. Give Afie awards
3. Complete graphic organizer for “The Crime of Human Trafficking”
4. View Sunitha Krishnan TED Talk: https://www.ted.com/talks/sunitha_krishnan_tedindia?language=en
5. Debrief (and complete organizer) w/clock partner
6. Watch Django Unchained excerpts— :28 – :37
7. Again, debrief and complete organizer w/clock partner
8. If time permits, human trafficking in the news: http://abc7.com/news/5-arrested-in-san-gabriel-based-human-trafficking-ring/1481561/
9. Start work on portfolio reflection questions, if time permits

 Homework:

• Continue reading Narrative of the Life of Frederick Douglass for Thurs., 11/8

Class #23: Friday, 10/26

1. 60 seconds
2. Correct “Birmingham” quiz
3. P4 only: “Birmingham” discussion questions
4. Return group project projects
5. Afie voting
6. Correct AP m-c questions (w/clock partner)
   • Correct all
   • Focus on the first 10
   • Strategies—esp. don’t fixate; pick one and move on
7. Start “The Crime of Human Trafficking” excerpt” (2013)

 Homework:

• Read pp. 20—23 of excerpt for Tues.
• Continue w/Narrative of the Life of Frederick Douglass

Class #22: Wednesday, 10/24—Late Start  

1. 60 seconds
2. P4 only: Collect Declaration of Independence (for annotation grade)
3. Debrief justice timed write (project on the screen)
4. Timed write reminders:
   • 2-sentence intro paragraph
   • Clear thesis statement
   • Topic sentences that answer the prompt
   • Specific examples
   • Strong commentary
5. Administer timed write

 Homework:

• Continue w/Narrative of the Life of Frederick Douglass

Class #19: Tuesday, 10/16

1. Finish sharing write-alikes (2 stars and 1 wish), and then have 3 present to the class
2. Start justice tree map, with three spaces: D of I, Chavez and MLK (to be read later)—with clock partners
3. P4 only: Correct Commonwealth quiz
4. Film projects
5. Start reading Letter from a Birmingham Jail
   • What is MLK, Jr.’s argument?
   • Where does he use rebuttal/counterclaim?
   • What’s the structure of his argument?
   • What rhetorical strategies does he employ?
   • What is justice?

Homework:

• OR book due Thurs., 11/8
• Work on film project
• Finish Letter for Thurs.; quiz coming soon

Class #17: Wednesday 10/10—Late Start

1. Administer Commonwealth Club quiz
2. Introduce outside reading book (Frederick Douglass)
3. Start rhetorical terms presentations (2)
4. T-chart (w/clock partner): Identify 3—5 rhetorical strategies & their effect
5. Introduce write-alike for HW

 Homework:

• Write-alike due Fri., 10/12: 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.)
• OR book due Thurs., 11/8
• Work on film project

Class #18: Monday, 10/8

1. Reminder:
   • PSAT: pencils, ID, water, and a snack
   • Save docs for annotations—I do random annotation checks!
2. Return essay (w/sample)
   • Underline books
   • Focus on argument, esp. thesis statement and TS that answer the prompt
   • Direct CDs
   • Sharp CMs that directly relate to the TS and prompt
   • Sophisticated diction—no “huge,” “thing,” “you”
   • “I” is OK, but don’t overuse
3. P4 only: SPHS safety video
4. Correct final rhetorical terms quiz AND “Sinners” quiz
5. Meet in 4s and finish Declaration of Independence questions
6. 4-minute video on Cesar Chavez: http://www.biography.com/people/cesar-chavez-9245781

 Homework:

• Work on film project
• Commonwealth quiz on Wed

Class #17: Thursday, 10/4

1. Final rhetorical terms quiz
2. Work on Declaration of Independence group questions—first independently, then in 4s
3. Finish Socratic Seminar—2nd question
4. Finish i-Ready
5. Start Commonwealth Club Address

 Homework:

• Work on film project
• Read and annotate Commonwealth Club Address for Fri., 10/5 and Mon., 10/8
  • Focus on rhetorical strategies
  • Focus on format, construction, and development of the argument
  • Consider this: How is Chavez effective?

Class #16: Tuesday, 10/2

1. Rhetorical terms review: theme (62), tone (64), and understatement (66)
2. Conduct Socratic Seminar—first question only
3. Finish i-Ready assessment

 Homework:

• Work on film project
• Last rhetorical terms quiz on Thurs., 10/4
• Finish Socratic Seminar on Th.

Class #15: Thursday, 9/27

1. Complete “I wish my teacher knew…” cards
2. Correct rhetorical terms quiz
3. Introduce film project and form groups
   • Go over handout and show clip: https://www.youtube.com/watch?v=biNLVYj4EaY&feature=youtu.be
   • Exchange phone numbers
   • Select 5 terms and back-ups
4. Start i-Ready assessment (50 minutes)

 Homework:

• Complete Socratic prep form by Tues.
• Presentation sign-ups will be posted on Fri.
• Last rhetorical terms quiz on Thurs., 10/4

Step 1: People meet in their appropriate corner and share information (reasons and rebuttal)

Step 2: Debate pairs are formed

Step 3: Organize 2 sets of debates

Opening statements (2 minutes)

Rebuttal (1 minute)

Closing (1 minute)

 

Class #12: Wednesday, 9/19—Late Start

1. Correct rhetorical terms quiz
2. Review Classical Model notes
3. Meet with clock partner and discuss Classical Model divisions (& project answers for the class)
4. Finish discussion of “Not by Math Alone”
   • Is a civic education necessary? (Start: “Yes, because…” or, “No, because…”)
   • Main reasons for a civic education? Be specific.
   • Review examples of ethnical, logical, or emotional persuasion
5. Start reading and annotating Colin Kaepernick article
   • Annotation tip: People, like Colin Kaepernick, who kneel during the national anthem, are disrespectful of our nation and the sacrifices made by those in the military.

 Homework:

• Finish reading and annotating article
• Review summer reading book; argument essay coming soon
• Rhetorical terms quiz (#41--#60) on Tues., 9/25

Class #10: Monday, 9/17

1. Administer rhetorical terms quiz (#21—#40)
2. PPT grammar warm-up: em dash (“Not by Math Alone”)
3. Share persuasive speeches w/11 o’clock appointment (and evaluate w/rubric)
4. Have some speeches present to class (and discuss rhetorical strategies)
5. Read and annotate “Not by Math Alone”
   • Focus on construction of argument and rhetorical strategies

 Homework:

• Review Classical Model PPT and identify the five parts of the Classical Model in O’Connor and Romer’s editorial for Wed.

Class #9: Tuesday, 9/11

1. Counselor visit
2. 60 seconds
3. “Sinners in the Hands…” quiz
4. Correct first rhetorical terms quiz
5. Start “Sinners” persuasion table—with clock partner
6. 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/should not start later. (Timed: 10 minutes)

 Homework:

• Temptation timed write (in journal) on Thurs., 9/13—review all 3 docs as preparation
• Second rhetorical terms quiz (#21—40) will be on Mon., 9/17

Class #7: Wednesday, 9/5—Late Start

1. Warm-up: Discuss first 20 terms w/elbow partner—and create examples
2. Collect essays
3. Assign clock partners
4. Share annotations w/clock partner
5. Show (and discuss) excerpt from The Crucible (from 21:00)

Homework:

• Rhetorical terms quiz on Friday, 9/7
• Timed journal entry: “How does the excerpt from The Crucible portray temptation? In your response provide two succinct examples from the passage, along with sharp analysis.”  Your paragraph should be well-developed and seven to ten sentences in length.  (10—15 minutes)

Class #6: Friday, 8/31

1. Enroll in Turnitin.com
2. AP m-c practice (w/elbow partner)
   • 10 minutes independently, then 7 minutes with partner
3. Annotate Act I excerpt of The Crucible (pp. 21—24)
   • Focus on rhetorical strategies, message, and nature of temptation
   • Share annotations with elbow partner, then on document camera

Homework:

• Final draft (with rough draft, outline, and peer edit) due Wed., 9/5
• Upload essay to Turnitin.com before the start of class
• Rhetorical terms quiz (#1—#20) on Fri., 9/7

Class #5: Wednesday, 8/29

1. Introduce and practice 60 seconds: https://www.youtube.com/watch?v=z6s-UizX0QE
2. Explain rubric and self-evaluate (handout)
3. Peer edit essay (w/handout)
4. Review MLA format (on projector)
5. Distribute rhetorical terms handout (handout)
6. Start alliteration name game: “My name is B____________, and I like b_____________.”

 Homework:

• Final draft (including rough draft, outline, rubric, and peer edit sheet) due Wed., 9/5
• Rhetorical terms quiz (#1--#20) on Fri., 9/7

Class #4: Monday, 8/27

1. Correct Jeff Sessions quiz
2. Peer review outline w/handout
3. Present student outline on document camera
4. Start typing rough drafts
5. Essay consultations with Mr. Afram (w/sign-ups)

Homework:

• Rough draft (3—4 pages) due. Wed., 8/29

Class #3: Thursday, 8/23

1. Born a Crime Socratic Seminar
2. Introduce Born a Crime essay
3. Start on outline

 Homework:

• Outline due Mon., 8/27; don’t spend more than 45 min.
• Rough draft due Wed., 8/29