AP Lang (Period 5) Assignments

Class #86: Tuesday, 5/28    

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 #84: Friday, 5/17 (Hartsough Assembly)

1. Debrief AP exam
   • How was it?
   • What was helpful this year?
   • What do you recommend for next year?
2. Return research papers (w/sample)
   • What did the writer do well?
   • How could the writer improve?
   • Compare to yours?
3. Finish Transcendental unit by presenting Transcendentalism PPT
4. Start Transcendentalism in song activity
   • Annotate songs--rhetorical strategies & Transcendental values

Homework:

• 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: Wednesday, 5/15 (AP exam) 

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 #80: Tuesday, 5/7—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 Thurs., 5/9

Class #78: Wednesday, 5/1 

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 #74: Tuesday, 4/23 

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 Thurs.; be ready for a practice in-class timed write!

Class #68: Thursday, 3/28 

1. Administer AP m-c quiz
2. SBAC practice on Chromebooks
3. Continue typing research paper outlines
4. Start reading and annotating “Me Talk Pretty One Day”
   • Focus: Rhetorical strategies? Effects?

Homework:

• Typed outline (2—3 pp.) due Wed., 4/10

Class #67: Tuesday, 3/26 

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 Th.
• Typed outline due Wed., 4/10

Class #66: Friday, 3/22 

1. Collect 15 note cards
2. Correct AP m-c quiz 
3. Return doubleheader (w/sample)
   • What did the writer do well?
   • How could the writer improve?
   • How does this compare to yours?
4. Finish reading and annotating “This is Water”
5. Start “This is Water” Socratic questions in 4s

Homework:

• Timed journal entry:

 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, two paragraph response, develop your position on Wallace’s statement.  Use appropriate evidence from your reading, experience, or observations to support your argument. (20 minutes)

Class #65: Wednesday, 3/20

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 Fri.

Class #63: Thursday, 3/14

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 Mon.

Class #61: Wednesday, 3/6 

1. P4 only: Finish “I Want a Wife” discussion questions
2. PPT slide: Satire in “I Want a Wife”
3. Return doubleheader (w/sample essays)
   • High school = 2 words
   • Its vs. it’s
   • Don’t list examples with the argument essay; make a point in the TS
   • No page numbers with synthesis citations
   • “” for article titles
4. Debrief synthesis paragraph in journal (w/clock partners):
   • Every topic sentence answers the prompt
   • Every paragraph contains two clear examples
   • Every example is cleverly analyzed
5. Start discussing “Lost in the Kitchen” reflection questions (w/elbow partner)

 Homework:

• Complete AP m-c practice
• Doubleheader on Friday; review old essays and notes

Class #58: Tuesday, 2/26 and 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 Th.
• Keep your annotations!

Class #56: Wednesday, 2/20 

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 Fri.; review CHELPS, your notes, previous essays, and the documents read in this class

Class #55: Thursday, 2/14 

1. PPT warm-up: Ch. 6
2. Go over rationale of AP m-c
3. Start Socratic Seminar

Homework:

• Read Ch. 7; quiz on Ch. 6 & 7 on Wed.
• Double-header timed write coming soon!

Class #53: Friday, 2/8—Talent Show Assembly 

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 Tues.; we’ll play Grudgeball on Tues.!

Class #52: Wednesday, 2/6 

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 Fri.; quiz on Ch. 4 & 5 on Fri.
• Complete Ch. 4 timed write in 10 minutes in journal

Class #50: Thursday, 1/31 

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 Mon.
• Submit Skills Mastery forms on Mon.
• Character analysis table due Wed.
• AP Lang test registration is from 2/1—2/8

Class #49: Tuesday, 1/29—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 Thurs.; 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 #48: Friday, 1/25 

1. Announcements:
   • Essay extension: Final draft due Tues./Thurs.
   • AP Lit lunch meeting on Mon., 1/28 in the auditorium
   • AP Lang early bird registration is from 2/1—2/8
2. Continue w/i-ready warm-up
3. Read and discuss sample synthesis essay
   • What did the writer do well?
   • How can the writer improve?
   • How does this compare to yours?
4. Peer edit rough draft (w/handout)

 Homework:

• Final draft due Tues./Thurs.; include rough draft, peer edit, outline, and graphic organizer
• Upload final draft to Turnitin.com
• AP Lit lunch meeting on Mon., 1/28 in the auditorium
• AP Lang early bird registration is from 2/1—2/8

Class #47: Wednesday, 1/23 

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

 Homework:

• Rough draft due Fri., 1/25 
• Final draft due Tues. 1/29 
• Continue to bring earbuds to class
• Continue to bring Gatsby text to class

Class #46: Friday, 1/18 

1. Weekend highlights
2. Library: Check out The Great Gatsby
3. Start typing essay
   • Treat as a timed write
   • Follow Anne Lamott’s advice
   • Don’t focus on minutia/editing
   • Start by writing a body paragraph
   • Include three examples in each body paragraph
   • Set a goal for your writing time: 2 or 3 body paragraphs
4. Start Ch. 1 of Gatsby

 Homework:

• Portfolio due Wed.
• Rough draft due Fri., 1/25 
• Final draft due Tues. 1/29 
• Bring earbuds to class on Wed. for iReady assessment
• Bring Gatsby text to class

Class #44: Monday, 1/14 

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 Wed./Thurs.

Class #43: Thursday, 1/10 (Metro Assembly) 

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 Mon.

Class #42: Tuesday, 1/8—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: Monday, 12/17 

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: Thursday, 12/13 and Friday, 12/14

1. PPT slide warm-up: Satire in “Just Walk on By”
2. Project AP m-c answers; review one passage on Mon.
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 Mon.

Class #36: Tuesday, 12/11—Late Start

1. Collect journals (w/self-evaluation half sheets)
2. Play Grudgeball w/AP m-c questions
   • Count off by 9s
   • Go over first 16 questions
   • Play!
3. P3 and P5 only: Finish “Just Walk on By”
4. Tree map: Referencing “White Privilege,” “Myth of the Latin Woman,” “Mother Tongue,” and “Walk on By,” identify the effects of racism. (Use writing sheet)

 Homework:

• Referencing “White Privilege,” “Myth of the Latin Woman,” “Mother Tongue,” and “Walk on By,” write a two-paragraph essay on the effects of racism.  Include three sources in each paragraph. (20 minutes)

Class #35: Friday, 12/7 

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. Start “Just Walk on By” and share annotations on document camera

 Homework:

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

Class #34: Wednesday, 12/5 

1. 60 seconds
2. Correct “White Privilege” quiz
3. Go over AP m-c questions, esp. first 12 questions
4. P4 only: Finish “Latin Woman” mixer
5. Asian parents segment: https://www.youtube.com/watch?v=DIPL1ZMdu0g
6. Debrief:
   • How was the segment similar to “Mother Tongue”?
   • Connection w/South Pas?
   • Personal impressions?
7. Discussion:
   • Message of “Mother Tongue”?
   • Use of rhetorical strategies?
8. 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 Fri.
• “Mother Tongue” quiz (5 questions) on Fri.

Class #33: Monday, 12/3 

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 Wed.; quiz coming soon

Class #32: Thursday, 11/28 

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 Mon./Tues.
• Complete AP m-c practice in 40 minutes

Class #31: Tuesday, 11/27—Late Start

1. P3 & P5 only: Share Thanksgiving highlights
2. Go over 11/15 and 11/16 journal entry
   • Does TS answer the prompt?
   • Are there 2 clear CHELPS examples?
   • Are the examples well-explained?
3. Finish reading “White Privilege”
4. “White Privilege” casual Socratic Seminar—10 minutes in small group; 10 minutes in fishbowl

 Homework:

• Essay (final draft, rough draft, graphic organizer, and peer edit) due Th., 11/29 
• Submit final draft to Turnitin.com
• “White Privilege” quiz on Mon./Tues.

Class #30: Friday, 11/16 

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 Th., 11/29 
• Submit final draft to Turnitin.com

Class #29: Wednesday, 11/14 

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 Thurs., 11/29 
• Submit final draft to Turnitin.com

Class #28: Friday, 11/9

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” in the chapter? Is it appropriate?  
4. Essay work day—treat as a timed write!

 Homework:

• Work on rough draft—it’s due Wed., 11/14 

Class #26: Friday, 11/2

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 Wed., 11/7
• Narrative due Wed., 11/7; test coming soon

Class #25: Wednesday, 10/31

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 Fri.—silent reading time will be given
• Portfolio (folder, parent note, and reflection questions) due Wed., 11/7
• Narrative due Wed., 11/7

Class #24: Monday, 10/29 

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 excerpt— :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 Wed., 11/7 

Class #22: Tuesday, 10/23—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: Monday, 10/15 

1. Weekend highlights
2. Finish sharing write-alikes (2 stars and 1 wish), and then have 3 present to the class
3. Start justice tree map, with three spaces: D of I, Chavez and MLK (to be read later)—with clock partners
4. P4 only: Correct Commonwealth quiz
5. Film projects
6. 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 Wed., 11/7 
• Work on film project
• Finish “Letter” for Wed.; quiz coming soon

Class #17: Tuesday, 10/9—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 Thurs., 10/11: 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 Wed., 11/7
• Work on film project

Class #17: Wednesday, 10/3 

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 
  • Focus on rhetorical strategies
  • Focus on format, construction, and development of the argument
  • Consider this: How is Chavez effective?

Class #16: Friday, 9/28 (Color Day) 

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

 Homework:

• Work on film project
• Last rhetorical terms quiz on Wed., 10/3 
• Finish Socratic Seminar on Wed.

Class #15: Wednesday, 9/26 

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 Fri.
• Presentation sign-ups will be posted on Thurs.
• Last rhetorical terms quiz on Wed., 10/3 

Class #12: Tuesday, 9/18—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 Mon., 9/24 

Class #10: Friday, 9/14 

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 best 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 Tues.

Class #9: Monday, 9/10 

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 Wed., 9/12—review all 3 docs as preparation
• Second rhetorical terms quiz (#21—40) will be on Fri., 9/14

Class #8: Thursday, 9/6 

1. Administer first rhetorical terms quiz
2. Evaluate journal entry (w/clock partner):
   • 2 CDs?
   • Deep CMs?
   • Smooth flow?
   • Strong TS (that answers the prompt)
   • Stars? Wish?
3. Start reading and annotating “The Flesh and the Spirit”
   • Pay attention: definitions, rhetorical strategies, and portrayal of temptation
4. Start group discussion handout (in 4s)
5. Start excerpt from “Sinners in the Hands…” (pp. 5 to 9)

 Homework:

• Second rhetorical terms quiz (#21—#40) will be on Fri., 9/14 
• Finish “Sinners” by Mon., 9/10; quiz on Mon.

Class #7: Tuesday, 9/4—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 Thurs., 9/6 
• 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: Thursday, 8/30 

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 Tues., 9/4 
• Upload essay to Turnitin.com before the start of class
• Rhetorical terms quiz (#1—#20) on Thurs., 9/6 

Class #5: Tuesday, 8/28 

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 Tues., 9/4 
• Rhetorical terms quiz (#1--#20) on Thurs., 9/6 

Class #4: Friday, 8/24 

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. Tues., 8/28 

Class #3: Wednesday, 8/22 

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

 Homework:

• Outline due Fri., 8/24; don’t spend more than 45 min.
• Rough draft due Tues., 8/28