AP Lang (Period 5) Assignments

Class #63: Wednesday, 3/11 (Late Start & WASC visit) 

1. Administer AP m-c quiz
2. Review sample brief write (security camera) w/class
3. Practice CAASPP Brief Writes #5 and #6
4. Reading and research time

Homework:

• 15 notecards due Tues., 3/17 
• OR book due 4/7 

Class #61: Thursday, 3/5 

1. Announcement: CAASPP test starts on Tuesday, 3/17
   • Be proud of your work
   • Show what you know
   • Good practice for AP/SAT
   • Ask for notepaper during the listening section
2. “Yellow Wallpaper” fishbowl questions—first in 4s, then send a representative
3. Journal entry: How do “Lost,” “Polly Baker,” “I Want a Wife” and “The Yellow Wallpaper” define masculinity and/or femininity? Write one paragraph in 10 minutes.
4. Introduce research paper prompt and note-taking organizer

Homework:

• Bring OR book to class on Mon.
• Complete six note cards to class on Mon.
• AP m-c quiz on Wed.

Class #59: Thursday, 2/27

1. Oath of integrity: “I promise to uphold my personal integrity and not give details to students in other classes.
2. Administer double-header (90 minutes)
   • Synthesis
   • Argument

Homework:

• OR book due 4/7 

Class #58: Tuesday, 2/25—Late Start

1. Administer AP m-c quiz 
2. Debrief synthesis paragraph w/clock partner (2 stars & 1 wish) and project 1 on the doc camera
3. Gather OR book titles—write on 3 x 5 card; EC if book is on the desk
4. Return Crèvecoeur essays (w/sample)
   • What did the writer do well?
   • How could the writer improve?
   • How does this compare to yours?

Homework:

• 200-point doubleheader (synthesis and argument) on Thursday
• Start on OR book—due 4/7 

Class #56: Wednesday, 2/19 

1. Administer AP m-c quiz
2. Give OR reading list—select book by Tues.; read by 4/7 
3. Ch. 9 Gatsby warm-up
4. Share 3 “Polly Baker” annotations w/partner
5. Start 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. SBAC practice: Listen & Interpret

Homework:

• Read and annotate “I Want a Wife” and “Lost in the Kitchen” for Fri.
• Bring OR book to class on Tues.
• Read OR book by 4/7 

Class #54: Tuesday, 2/11—Late Start

1. Administer rhetorical analysis timed write—45 minutes
2. Correct Ch. 8 & 9 quiz
3. Modified symbolism presentation (in 2s)—write 3 bullets and provide 1 illustration for the symbol you choose; gallery walk to follow

Homework:

• Socratic Seminar on Thurs.
• AP m-c quiz on Tues.

Class #53: Friday, 2/7 

1. PPT warm-up: Argumentative scenario in Ch. 8
2. Administer Ch. 8 & 9 quiz
3. Go over AP m-c packet answers
4. Finish film & collect film guide
5. Start “Nick is Gay” article

Homework:

• Double-header cancelled
• Rhetorical analysis timed write on Tuesday, 2/11 
• Socratic Seminar moved to Thursday, 2/13 

Class #52: Wednesday, 2/5 and Thursday, 2/6

1. Correct Ch. 6 & 7 quiz
2. Introduce Socratic Seminar handout
3. Play Grudgeball
4. Continue w/film

Homework:

• Read Ch. 8 & 9; quiz on Fri.
• Double-header coming soon: Thurs., 2/13
• Socratic form due Tues.

Class #51: Monday, 2/3 

1. Administer Ch. 6 & 7 quiz
2. PPT warm-up: Ch. 7
3. Finish debriefing Ch. 4 sample paragraph
4. Return American Dream synthesis essay (w/sample)
   • What did the writer do well?
   • How can the writer improve?
   • How could I improve?
5. Continue w/film (& viewing guide)

Homework:

• AP m-c packet due Wed.; Grudgeball on Wed.

Class #50: Thursday, 1/30—Metro Assembly

1. Counselor presentation
2. PPT warm-up: Ch. 6
3. Correct Ch. 4 & 5 quiz
4. Debrief sample paragraph (Ch. 4)

Homework:

• Read Ch. 7 for Mon.; quiz on Ch. 6 & 7 on Mon.

Class #49: Tuesday, 1/28—Late Start

1. Administer Ch. 4—5 quiz (8 minutes)
2. PPT warm-up: Chapter 5 (the clock)
3. Start Ch. 4 rhetorical analysis close reading (Gatsby’s persona)
   • Read and annotate silently (5 minutes)
   • Share annotations w/partner (3 minutes)
   • All-class sharing (7 minutes)
   • Write paragraph in journal (8 minutes)
4. Continue w/film (from :41)

Homework:

• Read Ch. 6 for Thurs.; quiz on Ch. 6 & 7 on Mon.

Class #48: Friday, 1/24 

1. Correct quiz: Ch. 1—3
2. Share character analysis tables—in 2s (w/2 stars and 1 wish)
3. Collect Skills Mastery forms and answer AP Lit questions
4. Chapter 3 close reading (handout)
   • Individually annotate
   • Converse w/elbow partner
   • Timed write in journal (8 minutes)
   • Evaluate w/clock partner (and 1 doc camera)
5. Silent reading of Ch. 4
6. Continue w/film (from 22—41)

Homework:

• Read Ch. 4 & 5 for Tues.; quiz on Tues.

Class #47: Wednesday, 1/22 

1. Announcements:
   • Make-up timed write by Friday
   • AP Lit meeting on Thurs.
2. Administer quiz (Ch 1—3)—timed for 9 minutes
3. PPT warm-up: Ch. 3
4. Discussion (in 2s):
   • Portrayal of Nick, Tom, Daisy, and Jordan
   • Mood of the story thus far? (Cite CD for proof.)
5. Start film (w/viewing guide)
6. Explain character analysis table (Ch. 1)

Homework:

• Character analysis table due Fri.

Class #46: Friday, 1/17—Assembly 

1. Announcements:
   • Jack London short story contest
   • AP Lit meeting on Thurs.—think critically when choosing next year’s classes
2. Collect portfolios
3. Debrief New York songs timed write (w/handout)
4. Continue w/Chapter 1—aloud and then individually
5. Discussion:
   • Portrayal of Tom, Daisy, Nick, and Jordan

Homework:

• Read Ch. 2 & 3 for Wed.; quiz on Ch. 1—3 on Wed.

Class #38: Tuesday, 12/10—Late Start

1. Return journals
2. Finish, debrief, and collect “Latin Woman” mixer
3. Tree map: Referencing “White Privilege,” “Myth of the Latin Woman,” “Mother Tongue,” and “Walk on By,” identify the effects of racism. (Use writing sheet)
4. Synthesis practice: Write two body paragraphs of the above prompt in 20 minutes.

Homework:

• Last AP m-c quiz on Thurs.
• Prepare for final exam: review essays, AP m-c packets, and AP m-c samples (Gale TERC)
• Annotation check on Mon.

Class #37: Friday, 12/6

1. PPT slide warm-up: Satire in “Just Walk on By”
2. Go over final exam
   • Give schedule (project on doc camera)
   • 2-part exam: AP m-c portion and synthesis essay
   • Main synthesis tip: skim docs
3. Correct AP m-c quiz
4. Return synthesis essay (w/sample)
   • What are the strengths?
   • How could the writer improve?
   • How does this compare to yours? What will you do next time?
5. 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 today? Yes/No and why.
   • What’s meant by “Just Walk on By”?
6. Start sharing annotations on “Just Walk on By”

Homework:

• Prepare for final exam: review essays, AP m-c packets, and AP m-c samples (Gale TERC)

Class #36: Wednesday, 12/4 

1. Collect journals (w/self-evaluation half sheets)
2. Administer AP m-c quiz—10 minutes for 8 questions
3. Finish discussing “White Privilege” mini-Socratic Seminar
4. View and discuss West Side Story clip: https://www.youtube.com/watch?v=YhSKk-cvblc
5. Share annotations for “Myth of the Latin Woman”—w/clock partner and then on doc camera
6. “Latin Woman” mixer
7. Start “Just Walk on By,” if time permits

Homework:

• Finish reading and annotating “Just Walk on By” for Fri.
• Annotation check coming…

Class #35: Monday, 12/2 

1. 60 seconds and holiday highlights
2. Announcements:
   • Final exam info on Friday
   • Slavery synthesis essays returned on Friday
   • AP m-c quiz on Wed./Thurs.
3. Asian parent/child video: https://www.youtube.com/watch?v=DIPL1ZMdu0g
   • Impressions?
   • Connection w/”Mother Tongue”?
4. Debrief “Mother Tongue” essay
   • Share annotations
   • Message?
   • Rhetorical strategies?
   • Relate to South Pas? Relate to “White Privilege” essay?
5. Practice timed write: Amy Tan talks about the “other Englishes” she speaks. Take a position on whether “other Englishes” are effective or valid.   Use evidence from your reading, experience, or observation.  (2 paragraphs in 20 minutes)
6. 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?
7. Share one timed write on document camera (Afram's model)

Homework:

• Bring journals to class on Wed.—they will be graded
• AP m-c quiz on Wed.
• Read and annotate “Myth of the Latin Woman” for Wed.

Class #30: Friday, 11/15

1. 60 seconds
2. Announcements:
   • Canned food drive continues
3. Collect essays
4. Read and annotate “Shitty First Drafts” by Anne Lamott
5. Discussion (w/sticks)
   • 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?
6. Go over progress check #1
7. Start McIntosh’s “White Privilege” essay
   • Read and annotate p. 1 as a class
   • Read list (pp. 2—3) independently

Homework:

• Complete AP m-c packet for Tues.; we’ll have 1 AP m-c quiz per week after Thanksgiving break

Class #29: Wednesday, 11/13 

1. 60 seconds
2. Go over Frederick Douglass test results 
3. Enroll in Turnitin.com
   • AP Lang--Period 5
   • Key: Tiger
   • ID: 23001873
4. Read sample synthesis essay
   • What did the writer do well?
   • How can the writer improve?
   • How does this compare to yours?
5. Peer edit synthesis essay—w/handout

Homework:

• Final draft due 11/15—include peer edit, rough draft, graphic organizer, and rubric
• Upload final draft to Turnitin.com—if it’s not uploaded, you’ll lose points
• Finish progress check, if needed!

Class #28: Thursday, 11/7 

1. Announcements:
   • Food drive in English classes
   • CSF applications
   • Period 5 only: Focus in class & think before you speak
2. Essay work day—treat as a timed write! (45 minutes)
3. Read and annotate first two pages of Ch. 5 (pp. 41—42, aka, pp. 23—24): https://www.ibiblio.org/ebooks/Douglass/Narrative/Douglass_Narrative.pdf)

Homework:

• Finish progress check, if needed—we’ll go over this next time
• Rough draft due 11/13 
• Final draft due 11/15 

Class #27: Tuesday, 11/5—Late Start

1. 60 seconds & collect portfolios 
2. Administer Frederick Douglass m-c test 
3. Finish graphic organizer for slavery essay
4. Present slavery synthesis essay prompt

Homework:

• Graphic organizer due 11/5 
• Rough draft due 11/13 
• Final draft due 11/15 

Class #25: Thursday, 10/31

1. Correct AP m-c quiz
2. Vote for Afies (w/ballot)
3. Return project rubrics
4. Return work and assemble portfolio
5. Human trafficking in the news: http://abc7.com/news/5-arrested-in-san-gabriel-based-human-trafficking-ring/1481561/
   • What stood out to you? Why?
   • Connection with class material?
   • What can be done to address this?
6. Start images of slavery (w/handout)—in 4s

Homework:

• Portfolio (folder and parent note) due Tues., 11/5 
• OR book due 11/5 

Class #24: Tuesday, 10/29

1. 60 seconds
2. Give (graded) AP m-c quiz 
3. Finish rhetorical terms presentations, if needed
4. Complete graphic organizer for “The Crime of Human Trafficking”
5. View Sunitha Krishnan TED Talk: https://www.ted.com/talks/sunitha_krishnan_tedindia?language=en
6. Debrief (and complete organizer) w/clock partner
7. Watch Django Unchained excerpts— :28 – :37
8. Again, debrief and complete organizer w/clock partner

Homework:

• Finish OR book for 11/5; 40-question Frederick Douglass m-c test on 11/5 

Class #22: Tuesday, 10/22—Late Start   

1. 60 seconds
2. Collect annotations
3. Administer timed write—45 minutes
4. Two rhetorical terms presentations

Homework:

• Read and annotate “The Crime of Human Trafficking” for Thurs.
• OR book due 11/5
• Work on rhetorical terms presentations

Class #19: Wednesday, 10/16 

1. Two rhetorical terms presentations—timed
2. Correct “Letter from a Birmingham Jail” quiz
3. Debrief and collect “Birmingham” discussion questions
4. Start justice tree map: How do the three texts characterize, or portray, justice?

Homework:

• OR book due 11/5 
• Work on rhetorical terms presentations
• Finish tree map, if needed; practice synthesis timed write on Fri.
• Rhetorical analysis timed write (graded) on Tues.; you will have 45 minutes to read the doc, organize your thoughts, and write

Class #21: Monday, 10/14

1. 60 seconds and weekend sharing
2. Administer “Letter from a Birmingham Jail” quiz
3. Complete clock partners handout
4. Complete & discuss “Letter from a Birmingham Jail” discussion questions
5. Show & discuss Eyes on the Prize clip: https://vimeo.com/43462957 (26:54--42:33)

Homework:

• OR reading due 11/5 
• Work on rhetorical terms project

Class #16: Friday, 9/27 (Summer Reading Assembly) 

1. Administer Declaration of Independence quiz
2. Work on D of I discussion questions handout (in 4s)
3. Continue w/i-Ready

Homework:

• Complete Socratic Seminar form for Tues.

Class #15: Wednesday, 9/25

1. Administer final rhetorical terms quiz (#60—#80)
2. PPT grammar warm-up: em dash (“Not by Math Alone”)
3. Present Classical Model PPT
4. Work w/partners and divide essay into the Classical Model
5. Discuss “Not by Math Alone” (w/sticks)
   • Is a civic education necessary? (Start: “Yes, because…” or, “No, because…”)
   • Main reasons for a civic education? Be specific.
   • Review examples of ethical, logical, and emotional appeal—but identify the strategy that creates the appeal

Homework:

• Read and annotate Declaration of Independence for Fri., 9/27; quiz on Fri.
• Notice: we are doing i-Ready on Fri.

Class #14: Monday, 9/23 

1. Announcements: AP registration continues
2. Administer temptation synthesis timed write (w/prompt, rubric, and lined pages)
3. Correct rhetorical terms quiz
4. Go over final rhetorical terms (#41—#60)
5. Continue w/i-Ready, if time permits

Homework:

• Read and annotate “Not By Math Alone” for Wed.
• Final rhetorical terms quiz on Wed., 9/25 

Class #12: Tuesday, 9/17—Late Start  

1. Administer rhetorical terms quiz (#41—#60)
2. Return timed writes (w/sample) and debrief PPT
3. Introduce persuasive speech: Using at least two of Edwards’ strategies, write a short speech about why the school day should/should not start later.
4. In-class work
   • Generate a list of Edwards’ strategies
   • Focus on organization—give 3 reasons!

Homework:

• Present persuasive speeches on Thurs.; write in your notebook for 25—30 minutes
• Final rhetorical terms quiz on Wed., 9/25
• Temptation timed write on Mon., 9/23 

Class #11: Friday, 9/13

1. Go over journal entry w/partner (via evaluation half sheet)
2. Correct second rhetorical terms quiz
3. Go over 3rd set of terms (#41—#60)
4. Finish debriefing “The Flesh and the Spirit” handout
5. Start excerpt from “Sinners in the Hands of an Angry God” (pp.5--9)
   • Focus on rhetorical strategies, portrayal of temptation, similarities, and Edwards’ message
6. Start i-Ready.com (via Clever.com, if needed)

Homework:

• Rhetorical terms quiz (#41—#60) on Tues.
• Finish reading & annotating “Sinners” (pp. 5--9) for Tues.; synthesis writing assignment coming…

Class #10: Wednesday, 9/11 

1. Double-check AP registration (https://myap.collegeboard.org)
2. Share AP m-c answers (on doc camera); discuss a few questions from first passage, if needed
3. Share Crucible annotations w/partner—focus on similarities w/the poem, temptation portrayal, and rhetorical strategies
4. Show annotations on doc camera (3—5 students only)
5. Show Crucible excerpt (from 21:00)
6. Start “The Flesh and the Spirit” handout (in 4s)

Homework:

• Rhetorical terms quiz (#41—#60) on Tues., 9/17 and Wed., 9/18
• Timed journal entry: “How does the use of rhetorical strategies characterize the portrayal of temptation in The Crucible?” Write a thoughtful, two paragraph response in your journal.  (20—22 minutes) 

Class #6: Thursday, 8/29 

1. Administer rhetorical terms quiz (#1—#20)
2. Go over focus questions—first in 2s, then as a class
3. Introduce lit circles (w/handout)—organize by book, then number by 4s
4. Start reviewing rhetorical terms #21—#40

Homework:

• Type 1 outline for the 2014 argument prompt, along with 1 body paragraph for Tues.
• Argument essay coming soon on Quiet, Just Mercy, and The Forest Unseen
• Rhetorical terms quiz on Mon., 9/9 

Class #5: Tuesday, 8/27

1. Mindfulness via headspace.com (3 minutes)
2. Review rubric
3. Timed write (10 min to plan, 40 min to write)
4. Self-score essay and attach rubric
5. Introduce CHELPS PPT

Homework:

• Typed focus questions due Thurs.
• Rhetorical terms quiz (#1--#20) on Thurs.

Class #4: Friday, 8/23 

1. Announcements:
   • Test prep URL (includes AP): https://infotrac.gale.com/itweb/sout20482?db=TERC 
   • Test conflict calendar
2. Go over focus questions—first in 2s, then as a class
3. Distribute rhetorical terms list—focus on terms 1—20
   • Define in your own words & give an example
4. Annotate excerpt from “We Should All Be Feminists”
   • Rhetorical strategies? Their effect?
   • Message?
   • How do rhetorical strategies affect the message?
5. Share annotations w/partner & then on doc camera

Homework:

• Adichie/Kalanithi timed write on Tues.; focus on rhetorical strategies and message; use 2 passages for the Adichie timed write—1 from class and 1 of your own choosing; for Kalinithi, you may use 1 or 2 passages

• Rhetorical terms quiz (#1—#20) on Thurs.

Class #2: Monday, 8/19 

1. New seats!
2. Collect syllabus signatures and AP contracts
3. Timed write tips PPT and show 6-point rubric
4. Timed write—10 minutes to plan & 40 minutes to write

 Homework:

• Finish Socratic Seminar on Wed.
• Bring Adichie/Kalanithi for Wed.

Class #1: Thursday, 8/15 

1. Go over class syllabus and procedures
2. Assign cell phone pocket
3. PowerPoint presentation: “All About Afram”
4. “All About Me” discussion—in 2s, 4s, and as a class
• Over my vacation I…
• My hobby is…
• I wish that people knew I…
• In AP Lang I hope to…
5. What are rhetorical strategies?  Generate a quick list (pair share, then all-class)
6. Annotate excerpt from The Hate U Give—first individually, then Afram shows on doc camera, then compare w/partner

Homework:

• Find related passage on THUG (and bring book) for Mon.
• THUG timed write on Mon.
• Return syllabus signature for Mon.
• Signed AP Performance Contract due Mon.
• Bring single subject spiral notebook and highlighter for Mon.
• Socratic form due Mon.