AP Language and Composition

Syllabus




Norton Reader Companion Site

The Norton Reader

Essential Documents

AP Language Essay Rubric/Grading Scale




AP Essay Template (modifications on hard copy)





AP Language Tone List and Verb List



Rhetoric Notes



SOAPSTONE Template



Writing Notes


Core Rhetorical Terms 1 - 5



CEJ Protocol and Rubric


Multiple Choice Test Practice



Housing Around





Week # 1 - 8/28 - 9/1

Due Dates:

*Daily multiple choice and timed writing assignments
8/31 - Notebook Check
8/31 - Skills Quiz
9/01 - RNB # 1


Monday - 8/28

Start Up:

Welcome to AP Language and Composition!

As you enter, please find a seat. I will be placing you in alphabetical order for the first portion of the semester in order to learn your names. You will not need your phones for today, so there is no need for them to be out.

Once you locate your seat, please take out a blank sheet of notebook paper and a writing utensil.

Guided Learning

1. How does one reveal character?
*4-6 sentences
*illustration optional
*I will collect these when you are finished
2. Introduction to me (images), website, course materials, course texts, brief overview of course (Non-fiction, Synthesis, Analysis, Argument)
3. Respect, Work, Value - Phone/Bathroom/Language - Emergency Route and Protocol
4. Review Letter to Me assignment

5. Syllabus Review:
-group assignments, popcorn, share out
I will abide by both the formal and informal rules of this classroom - Signature

HW:

1. Compose letter to me, and email this assignment to __timothy.jarman@nhcs.net__ by 11:59 PM
2. Review digital syllabus with parents.
3. Obtain course materials

Extra Credit:

-#beyond410 post -Positivity/First Week/AP Lang



Tuesday - 8/29

Nuts and Bolts:

10:30-11:00 Homeroom
11:05-11:40 2nd block
11:45-1:55 Lunch as normal
2:00-3:30 4th Block

Start Up:

1. Please return to your assigned seats from yesterday.
2. Please take out your cellular phone and register for our class remind. Also, feel free to find my Twitter handle and give me a follow.
3. Please pull out a blank sheet of paper and number 1-13, then skip a line and number 28-43.
Guided Learning:

2nd and 3rd Block

-Review due Dates
-AP MC Practice
-Review grading scale

3rd Block only
-Introduce word log protocol
-Rhetorical Analysis of multimedia activities

HW:

Students in all classes need to complete the following activity by the beginning of class on Thursday.

1. Complete personality assessment at the following web addresss: https://www.16personalities.com/free-personality-test

2. With the results of this assessment and additional online research, please complete the following assignment. You have the option to complete this in digital or paper form.


Extra Credit:
-#beyond410 post -Positivity/First Week/AP Lang





Wednesday - 8/30

Nuts and Bolts:

8:30-9:00...HR
9:05-10:30...1st Block
10:35-11:40...2nd Block
11:45-1:50...3rd Block (Lunch as normal)
1:55-3:30...4th Block

Start Up:

1. Please fill out your student information sheet. If you are in first block, and you haven't done so already, please register for the Remind.

2. Wednesdays on wax - Please choose an adjective to identify the tone of the this song. Please write your answer down on a scratch sheet of paper. In doing this, please include a brief justification.

*Remember - tone = author’s attitude towards the subject or the audience.


Guided Learning:

a. AP Multiple Choice
b. Discussion of tomorrow’s timed writing, and whether AP is the right fit along with alternative paths. AP Language is an elective.

HW:

a. Students in all classes need to complete the following activity by the beginning of class on Thursday.

1. Complete personality assessment at the following web addresss: https://www.16personalities.com/free-personality-test
2. With the results of this assessment and additional online research, please complete the following assignment. You have the option to complete this in digital or paper form.


b. Have parents review and sign the information sheet.

c. Obtain and organize five subject notebook


Extra Credit:
-#beyond410 post -Positivity/First Week/AP Lang




Thursday - 8/30

Start Up:

1. Please turn in 16 personality results to the blue rectangle.
2. Please turn to the notes/handouts section of your notebook. If you have not obtained a notebook, please make sure to have out a few blank sheets of paper.
3. Brainstorm: What in life is absolute?

Guided Learning:

-Expectations for phones

1. Collect parent sheets in alphabetical order.

2. Notes on argumentative body paragraph structure.

Topic Sentence - introduce the subject of the paragraph in a relevant and compelling way.
Assertion - make a clear and concise statement in support of thesis that someone could disagree with.
Example - provide a real or hypothetical example from history, popular culture, literature, or your personal life that helps you effectively prove your example. If you are making a textual reference in the form or a quotation, make sure to correctly introduce it.
Analysis- explain and show how your example proves your assertion. This should serve as the bulk of your paragraph.
Concluding sentence - finalize the analysis and wrap up any “loose ends.”

*Sometimes the T and A can be blended into one sentence
*If you have a lot to write about with a specific device, you can add an extra AEA.
*If you can make a natural transition to the next body paragraph with your C, go ahead and give it a try.

3. Practice : The schedule of school days should be switched from 8:30 - 3:30 to 10:00 - 5.

4. Notes on Argumentative introductions:
  1. Include a hook/attention grabber
  2. Context/Bridge
  3. Thesis statement

*If you are having a difficult time making a compelling hook, make move straight to step B.

5. Argumentative timed writing rules:

a. All arguments should have a degree of qualification. Avoid absolutist arguments.
b.Write in the third person present tense unless you are using historical or personal examples.
c. Brainstorm for 5-10 minutes. The power of your examples and the order in which you use them are as important as the quality of your writing.
d. Always start with your strongest point.



HW:

1. Please write a 5-7 sentence statement of commitment for why you are going to stay in AP Language. In this statement, make sure to include your purpose for taking the course, and what steps you are going to take in order to consistently be the best form of your academic self.
*When you are finished, please sign and date the document.




Friday - 9/1

Start Up:

1. Please turn your signed commitment statements into the blue rectangle.
2. Please pull out two blank sheets of paper.
3. Discuss among peers - What can we do to help the flood victims of Texas. How could we be useful or helpful in this situation?

*Still in need of volunteers to organize learning teams

Guided Learning:

* AP Language Reception in the future.

1. Review Argument notes

2. Timed Writing:

Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant. —Horace

Consider this quotation about adversity from the Roman poet Horace. Then write an essay that defends, challenges, or qualifies Horace’s assertion about the role that adversity (financial or political hardship, danger, misfortune, etc.) plays in developing a person’s character. Support your argument with appropriate evidence from your reading, observation, or experience.

3. “Read Superman and Me”and complete the associated assignment in your RNB.




HW:

1. Finalize “Superman and Me” assignment in your RNB.
2. Complete research on podcasts. Find a podcast that interests you and listen to a few episodes. Be prepared to report back on this process on Tuesday.



Week # 2 - 9/5 - 9/8

Due Dates:
*Daily multiple choice and timed writing assignments
9/7 - Notebook Check
9/7 - Skills Quiz



Tuesday - 9/5

Nuts and Bolts:

1. Please return to your assigned seats from last week.
2. Please have your “Superman and Me” work available for me to stamp.
3. Please date and tape your copy of Friday’s prompt and your brainstorm in the writing section of your notebook.
4. If you were absent on Friday, please talk to your neighbors to see what you missed last week.

Start Up:

Wait for formatting instructions.

1. What is your most unique talent? Please explain using AEA in a stylistically rich manner.

Guided Learning

a.Discuss HW and Missing work expectations
b. Discuss Start Up
Introduction to word log. These words should be logged in the last five pages of your vocab section of your notebook.

1. Ascribe (verb) - to attribute something to (a cause).
2.Disposition (noun) - a person's inherent qualities of mind and character.
3.Commend (verb) - to praise formally or officially
4.Tyranny (noun) - cruel and oppressive government or rule
5.Savor (verb) - to taste (good food or drink) and enjoy it completely.
6.Juxtaposition (noun) -the fact of two things being seen or placed close together with contrasting effect.
7.Colloquial (adj.) - language used in ordinary or familiar conversation; not formal or literary.
8.Intrinsic (adj.) - belonging naturally; essential.
9.Expository (adj.) - intended to explain or describe something.
10. Aloof (adj.) - not friendly or forthcoming; cool and distant.

c. MC/Housing around with Partners.
d. Tell me about it Tuesday: Quick Re-Read and discussion of “Superman and Me”
e. Review SOAPSTone template and place it in the notes/handouts section of the binder



HW:

1. Complete a full SOAPSTone of “Superman and Me” using textual evidence. Please complete this in your RNB.


*Remember - tone = author’s attitude for an audience.
*when identifying tone, please choose an appropriate adjective

Extra Credit:
-#beyond410 post -Positivity/First Week/AP Lang



Wednesday - 9/6

Start Up:

1. In what ways is your personality an asset?
2. Wednesdays on wax - Please choose an adjective to identify the tone of the this song. In doing this, please include a brief justification.

*Remember - tone = author’s attitude towards the subject or the audience.

Guided Learning:

1. Discuss Start Up, Final Exam, and Drop/Add.
2. Re-Read “Superman and Me”
3. Discussion expectations/Discuss first round of questions
4. Add tone words to notes and handouts.
5. SOAPStone
6. SOAPSTone paragraph and So What Question

HW:

A. Read Pat Conroy’s Letter to the School Board and answer the following questions (with textual evidence) in your RNB:



1. Based off of your analysis of this passage, especially the word choice, please identify the author’s persona.
2. Who/Whom is the author’s real audience? Who/Whom is the author’s imagined audience? Are they the same or different? Please explain your rationale.
3. What is his the author’s message for his audience/audiences?
4. Is an author’s message for an audience synonymous with an author’s argument? Please explain.
5. How does the structure (syntax) of this passage work to enhance the author’s message? *Don’t be afraid of a simple answer for this question.



B. Study for your Skills Quiz tomorrow - SOAPS, Definition of Tone, Vocabulary words 1-10.

Extra Credit:

-#beyond410 post -Positivity/First Week/AP Lang




Thursday - 9/7

Start Up:

Allusion - an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference.

1. Please identify at least three different allusions in Conroy’s letter.

*When you are finished, please study for your Skills/Vocab Quiz

Guided Learning:

1. Skills Quiz

2. Assign computers, and have students access the following link: https://secure-media.collegeboard.org/apc/ap09_english_language_q3.pdf

Review prompt, rubric, sample essay # 1, sample essay # 2, and rationale for scores.

3. Complete Re-write:


Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant.
—Horace


Consider this quotation about adversity from the Roman poet Horace. Then write an essay that defends, challenges, or qualifies Horace’s assertion about the role that adversity (financial or political hardship, danger, misfortune, etc.) plays in developing a person’s character. Support your argument with appropriate evidence from your reading, observation, or experience


4. Reminders:

a. All arguments should have a degree of qualification. Avoid absolutist arguments.
b.Write in the third person present tense unless you are using historical or personal examples.
c. Brainstorm for 5-10 minutes. The power of your examples and the order in which you use them are as important as the quality of your writing.
d. Always start with your strongest point.


HW:

1. Find three different assertions that Conroy makes in his letter. Then, make sure to:
  1. Copy down the assertion
  2. Copy down the examples he uses to support the assertion.
  3. Argue whether or not the explanation of the example is logical or sufficient.





Friday - 9/8

Start Up:

1. Write down one question you have about the timed writing process.
2. What is Conroy’s most well-supported assertion? Please explain your rationale.
3. Are there any juxtapositions present in Conroy’s work? If so, identify them.

*absent students, please make sure to see me about make up assignments.
*questions about drop/add

Guided Learning:

1. Collect Start - Ups and Reader’s Notebooks
*absent protocol

2. Re-write:
Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant. —Horace

Consider this quotation about adversity from the Roman poet Horace. Then write an essay that defends, challenges, or qualifies Horace’s assertion about the role that adversity (financial or political hardship, danger, misfortune, etc.) plays in developing a person’s character. Support your argument with appropriate evidence from your reading, observation, or experience.

Reminders:

a. All arguments should have a degree of qualification. Avoid absolutist arguments.
b.Write in the third person present tense unless you are using historical or personal examples.
c. Brainstorm for 5-10 minutes. The power of your examples and the order in which you use them are as important as the quality of your writing.
d. Always start with your strongest point.

3. Discussion of Conroy (1-5)

4. Independent Faulkner Work

HW:

1. Read Faulkner’s Nobel Prize Acceptance Speech and complete the associated assignments on a SEPARATE SHEET of paper.



Week # 3 - 9/11 - 9/15

Due Dates:

*Daily multiple choice and timed writing assignments
9/13 - Notebook Check
9/14 - Skills Quiz
9/14 - Selection for Independent Reading Project

Monday - 9/11

Start Up:

1. Please speculate on who is the subject of this image.

a.Please turn your HW in to the blue rectangle.
b.Absent students need to make up TW and turn in last week’s start up.
c.There will be tutoring both today (MC) and tomorrow (essay workshop)
d.THIS IS THE LAST DAY OF DROP ADD!!!

Guided Learning:

Norton Reader Survey

a. Add new vocabulary to the log in your Vocabulary/Lit Terms section of your notebook.

11. Persona (noun) - the aspect of someone's character that is presented to or perceived by others.
12. Qualification (noun) - a restriction or modification.
13. Terse (adj.) - sparing in the use of words; abrupt.
14. Beguile (verb) - charm or enchant (someone), sometimes in a deceptive way.
15. Magnanimous (adj.)- very generous or forgiving, especially toward a rival or someone less powerful than oneself.
16. Appeals to Authority (noun)- A logical fallacy that involves using an authority as evidence in your argument when the authority is not really an authority on the facts relevant to the argument.
17. Self - abasement (noun) - the belittling or humiliation of oneself.
18. Dichotomy (noun)- a division or contrast between two things that are or are represented as being opposed or entirely different.
19. Fallacy (noun) - a mistaken belief, especially one based on unsound argument.
20. Holistic (adj.) - characterized by comprehension of the parts of something as intimately interconnected and explicable only by reference to the whole.

b. Multiple Choice

HW:

1. Complete a SOAPSTone of both Conroy’s Letter and Faulkner’s Speech.
2. What are three things these speeches share in common?
3. What is one major difference?
*You can make a venn-diagram if that is helpful.
*Please answer these assignments in your RNB

Extra Credit:
-#beyond410 post -Faulkner/Conroy/Horace Quote




Tuesday - 9/12

Start Up:

1. Identify a common fallacy that high school students mistakenly believe. Please offer a brief explanation of your answer.
2. Why should we always have a degree of qualification in our arguments?
3. Why do you think we are doing multiple choice differently this week?

*Study your vocabulary words.

Guided Learning:

1. Norton Reader survey
2. Collaborative MC
3. Review Conroy and Faulkner SOAPSTone (discuss)
4. Faulkner ( Discuss Questions 1-6)
5. Group activity (message and supporting evidence, evocative quote and image)

HW:

1. “I believe that reading and writing are the most nourishing forms of meditation anyone has so far found. By reading the writings of the most interesting minds in history, we meditate with our own minds and theirs as well. This to me is a miracle.”
-Kurt Vonnegut
defend, challenge, or qualify the previous quote in a fully developed paragraph.

2. Study for Skills Quiz (TAEAC, words 11- 20, class discussion/lecture, content of readings, etc.)





Wednesday - 9/13

Start Up:

1. Using five of your vocabulary words, please write a short letter to one of your friends.
*Correct letter formatting is required.

2. Wednesdays on wax - Please choose an adjective to identify the tone of the this song. Please write your answer down on a scratch sheet of paper. In doing this, please include a brief justification.

*Remember - tone = author’s attitude towards the subject or the audience.


Guided Learning:

1. Norton Reader survey

2.Share out start up responses.

3. Review Prompt :

Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant. —Horace

Consider this quotation about adversity from the Roman poet Horace. Then write an essay that defends, challenges, or qualifies Horace’s assertion about the role that adversity (financial or political hardship, danger, misfortune, etc.) plays in developing a person’s character. Support your argument with appropriate evidence from your reading, observation, or experience.

4. Return essays and have students tape or staple these into their writing section of their binder.
5. Shoutouts and Compliments:
6. Notes/Feedback from Adversity Essay - Please copy these is your writing section.

Grammar/Style:

-”Unless citing parenthetically, all punctuation should remain inside of quotations.”
-Possessive apostrophes are real. Use them.
-Avoid graveyard words, especially, “a lot” and “things”
-Place commas after opening phrases.

Argumentation:

-Avoid sweeping generalizations.
-On the whole, you all need to qualify more.
-You cannot rely only on fictional examples or only on personal examples.
-Explain how adversity revealed character and/or showcased talent. Remember that perspective, gained knowledge, empathy, and credibility are all talents or reflection of character.


Structure:
-Your thesis statement should be the last sentence of your first paragraph, this is non-negotiable.
-Answer the essay question in the prompt. Do not parrot the prompt.


Missed Opportunities:
-America, it is a country that is defined by adversity (revolution, slavery, civil war, immigration, industrialization, war, civil rights, etc.)
-Sherman Alexie
-Hurricane Harvey


7. Review formula for effective argumentation introduction:
  1. Include a hook/attention grabber
  2. Context/Bridge
  3. Thesis statement

8. Practice AP Writing:
American essayist and social critic H. L. Mencken (1880–1956) wrote, “The average man does not want to be free. He simply wants to be safe.” In a well-written essay, examine the extent to which Mencken’s observation applies to contemporary society, supporting your position with appropriate evidence.

a. Turn directive into question.
b, Brainstorm
c. Write a thesis that answer the the question implied by the directive.


HW:

1. Write a perfect introduction to the Mencken prompt in your RNB
2. Study for your Skills Quiz tomorrow - TAEAC, formula for introduction, definition of Tone, definition of allusion, vocabulary words 11-20.


Extra Credit:
#beyond410 post -Faulkner/Conroy/Horace Quote





Thursday - 9/14

Start Up:

1. T = AA and P = MfA are formulas for?
2. Annotate and highlight the different parts of your introduction.

STUDY!

Guided Learning:

1. Skills Quiz

American essayist and social critic H. L. Mencken (1880–1956) wrote, “The average man does not want to be free. He simply wants to be safe.” In a well-written essay, examine the extent to which Mencken’s observation applies to contemporary society, supporting your position with appropriate evidence.

https://secure-media.collegeboard.org/apc/ap11_english_language_form_b_q3.pdf

2. Share introductions (peers identify different parts)
3. Discuss different examples
4. Add two body paragraphs to your introduction.
-needs to be different types of examples.
-needs to contain a degree of qualification (this can come in the form of a concession).
-there needs to be a transition connecting the two examples.


HW:

Finalize your two body paragraphs









Friday - 9/15

Start Up:

1. What additional points do you need to make in order for your argument to be successful and complete?

2. What questions do you have about the process of argumentative writing?

3. What are three things that you have learned about language and English in the last week?

*I will be collecting your start ups next week.

Guided Learning:

American essayist and social critic H. L. Mencken (1880–1956) wrote, “The average man does not want to be free. He simply wants to be safe.” In a well-written essay, examine the extent to which Mencken’s observation applies to contemporary society, supporting your position with appropriate evidence.
1. Compose additional body paragraph and a conclusion.

2. Clean re-write:

*refine word choice

* strive to have transitions and synergy

3. Grade RNB while students compose:

Name:

AP Language Reader’s Notebook Rubric for Week # 2 and Week # 3
_/ 10 - HW - 9/1 - Superman and Me (questions 1-5)
_/ 10 - HW - 9/5 - Superman and Me SOAPSTone
_/ 10 - HW - 9/6 - Conroy Letter (questions 1-5)
_/ 10 - HW - 9/7 - Conroy Assertion analysis
_/ 15 - HW - 9/9 - Faulkner Analysis Questions
_/ 15 - HW - 9/11 - Comparative SOAPSTone of Conroy and Faulkner
_/ 10 - HW - 9/13 - Mencken Introductory paragraph
_/ 20 - HW - 9/14 - Gettysburg Address Assignment

_/ 100 - Total



4. Read Abraham Lincoln’s “Gettysburg Address” and complete Tasks 1-4 in your RNB


HW:

1. Read Abraham Lincoln’s “Gettysburg Address” and complete Tasks 1-4 in your RNB




Week # 4 - 9/18 - 9/22

Due Dates:

*Daily multiple choice and timed writing assignments
9/20 - Notebook Check
9/20 - Picture Day - 1:25
9/21 - Skills Quiz
9/21 - Selection for Independent Reading Project


Monday - 9/18

Start Up:

1. How should we punctuate the title of The Gettysburg Address ?
2. How much is a score?
3. What is Lincoln alluding to in the opening sentence of his speech?
4. Please speculate on who is the subject of this image.

a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring both today and tomorrow (re-writes, MC, Essay Review)

Guided Learning

a.Norton Reader Survey

b. Copy down these terms in your Lit Terms/Vocabulary section of your notebook. Please make sure to date all of your entries. Visually emphasize this particular entry.

Core Rhetorical Terms List # 1
1. aphorism - a terse statement which expresses a general truth or moral principle. Can be a memorable summation of the author’s point.
2. antithesis- contrast within parallel phrases (not to be confused with the ordinary use of the word to mean “extreme opposite”): “Many are called, but few are chosen.”
3.euphemism - the act or an example of substituting a mild, indirect, or vague term for one considered harsh, blunt, or offensive
4.paradox - a seemingly absurd or self-contradictory statement or proposition that when investigated or explained may prove to be well founded or true
5. anecdote - a brief recounting of a relevant episode; usually inject humor or develop a point

*Review first 10 words of tone list.

c. Multiple Choice

d. Review Key questions

e. Review Lincoln reading /Brainstorm/background information - 1863, Civil War, and Abraham Lincoln

__https://www.youtube.com/watch?v=bPQJ3eo_OeA__
__https://www.youtube.com/watch?v=EN-M-ZhX9mE__

f. Folder Design


HW

1. Find examples of all our core rhetorical terms from our course readings. Please copy these examples down in your RNB.
2. Complete first 5 questions of Close Reading Exercise in your RNB.


*Please answer these assignments in your RNB
Extra Credit:
-#beyond410 post -Pragmatism/Logic/Lincoln/Unity



Tuesday - 9/19

Start Up:

1. What does the Greek prefix “eu” mean?
2. What does the Greek root word “path” mean?
3. What does the Latin prefix “ambi” mean?
4. What does the Greek prefix “anti” mean?
5. Latin is the root language for which four major
languages?

*Study your tone words.

Guided Learning

1. Review HW
2. Review Start Up
3. Watch 2 Lincoln Videos and Discuss Gettysburg Address Work.
https://www.youtube.com/watch?v=bPQJ3eo_OeA
https://www.youtube.com/watch?v=EN-M-ZhX9mE
4. Review Official Argument Notes

5. Writing

HW:

1. Answer questions 6-10 of close reading exercise in your RNB


2. Study for your Skills Quiz tomorrow - Core Rhetorical Terms, Tone Words, Greek and Latin root words from start up, and history of Romance languages.

Extra Credit:
-#beyond410 post -Pragmatism/Logic/Lincoln/Unity




Wednesday - 9/20

Start Up:

1. How could we celebrate Faulkner and Fitzgerald's birthdays along with our induction into the Norton Reader society?
2. Copy down the five most important verbs in Lincoln’s speech, and copy down the frequency of repeated words.
3. Wednesdays on wax - Please choose an adjective to identify the tone of the this song. Please write your answer down on a scratch sheet of paper. In doing this, please include a brief justification

*Remember - tone = author’s attitude towards the subject or the audience.

Guided Learning:

1. Expectations:
-transitions, technology, attendance, and time on task
-wellness and attitude

2. Timed Writing Workshop:
https://secure-media.collegeboard.org/apc/ap11_english_language_q3.pdf

-Open Discussion of Timed Writing
-Calibration
-Grading and Grade justification

3. “Gettysburg Address” discussion

4. Collaborative scavenger hunt of core rhetorical terms

5. Folder Design/IRP selection

HW:

1. Complete questions 11 - 18 of “Gettysburg Address” close reading assignment.


2. Study for your Skills Quiz tomorrow - Core Rhetorical Terms, Tone Words, Greek and Latin root words from start up, history of Romance languages, and background information on “Gettysburg Address.”

*no word banks

Extra Credit:

-#beyond410 post -Pragmatism/Logic/Lincoln/Unity




Thursday - 9/21

Start Up:

1. So What? In 2-3 sentences, please explain why “The Gettysburg Address” is such an important document.
*Use powerful verbs.

2. Study

Guided Learning:

1. Skills Quiz
2. Discuss “Gettysburg Address” Questions
3. Norton Reader Induction ceremony
4. Collaborative scavenger hunt of core rhetorical terms
5. Folder Design/IRP selection

HW:

1. Answer questions 19 and 20 in fully developed paragraphs.
2. Read first ten pages of your IRP book.



Friday - 9/22

Start Up:

There will be no start up for today. Instead, please obtain a Norton Reader from the front of the classroom and complete the following guiding learning task. If you work diligently, you will be able to finish all of your assignments and HW before the end of the class period.

Guided Learning:

With your Norton Reader, and a separate sheet of paper, please complete all of the following assignments:

1. Read “Prose Forms: Op - Eds” on pages 387-389.
a. What is the main idea?
b. Copy down the three most important pieces of information that support the main idea.

2. Read “Get a Knife, Get a Dog, but Get Rid of Guns” by Molly Ivins on pages 389 - 390.
a. Complete a SOAPSTone with textual evidence
b. Answer questions 1-3 in complete sentences.

*When you are finished, please turn this work into the blue rectangle.

HW:

1. Read Einstein’s “Letter to Phyllis” and complete tasks 2-3 in your RNB.

2. Feel free to wish me a happy thirtieth birthday on Sunday via Twitter or Email :) See you all on Monday.



Week # 5 - 9/25 - 9/29

Due Dates:

*Daily multiple choice and timed writing assignments

9/27 - Selection for Independent Reading Project
9/27 - Notebook Check
9/28 - Skills Quiz


Monday - 9/25

Start Up:

Please have your “Gettysburg Address” and Einstein work ready to be stamped.

When you finish your start up, please peruse the the Independent Reading books and choose one that you would be interested in reading

1.What was the most enjoyable aspect of your weekend? Why? Please answer in 3-4 sentences.
2. Why do you think I assigned you the Op - Ed readings? Despite popular belief, I promise that it was not busy work.
3. Please speculate on who is the subject of this image.

a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring today and tomorrow (make up work, re-writes, MC, Essay Review)

Guided Learning

a. Review start up
b. Review 11-25 of words on tone list.
c. Write them/ highlight/ annotate


HW

1. Complete Part 4 and Part 5 of Einstein work.

*Please answer these assignments in your RNB

2.Read first fifteen pages of your book, and decide if this work is going to be a good fit for you.

Extra Credit:
-#beyond410 post -Einstein/independent reading/value/unity



Tuesday - 9/26

Start Up:

1. Identify three traits of an Op-Ed. Also,hypothesize why Mr. Jarman likes Op - Eds so much.
2. What are three different things that we have learned about Einstein over the last few days.

*Study your tone words.

Guided Learning:

a. Review start up
b. Review 11-25 of words on tone list.
c. Write them/ highlight/ annotate
d. Re-write Lincoln paragraphs (question # 20)
e. Discus Ivins work/ Identify her best examples/MC
f. Review Einstein work

HW:

1. Read an additional 15 pages of your book and finalize your choice for out IRP.
2. Study for your Skills Quiz - Core Rhetorical Terms, Tone Words (11 -25), Greek and Latin root words, history of Romance languages, punctuation of titles, etc.

Extra Credit:
-#beyond410 post -Einstein/value/unity




Wednesday - 9/27

Start Up:

I would greatly appreciate it, if I did not see any cell phones or ear buds today. It would bring me immense joy.

1. Complete a choice statement for your independent reading book (2-3 sentence choice statement).
*please obtain a book log from the blue rectangle.

2. Wednesdays on wax - Please choose an adjective to identify the tone of the this song. Please write your answer down on a scratch sheet of paper. In doing this, please include a brief justification.

*Remember - tone = author’s attitude towards the subject or the audience.

Guided Learning:

a. Quiz Review

Core Rhetorical Terms, Tone Words (11 -25), Greek and Latin root words, history of Romance languages, punctuation of titles, and precise historical information from our readings.

bell -war
ante- before
ben - good or well
anthrop - human
pro - for or forward
con - with
mis - wrongly

b. Expectations:
-technology (dis, rep), counter example, attendance, and time on task
-wellness and attitude

c. Re-write of Einstein paragraph
-emphasis on TAEAC
-introducing and handling quotes

d. Essay Feedback:

Argument Essay Feedback for Paine Essay
1. USE Assertion Example and Analysis when structuring your body paragraphs.
2. Establish context for personal examples
3. Avoid oversimplification of historical events – ex. “Abraham Lincoln freed the slaves”
4. Make concessions
5. Engage with counterarguments.
6. If you are given a quote or an excerpt, engage with it throughout your essay.
7. Avoid “absolute” statements when you are discussing a topic that is naturally particularistic and contextual.
8. Spend a minimum of five minutes planning
9. Don’t let your politics get in the way of your argument.
10. AVOID SWEEPING GENERALIZATIONS
e. Instruction
*Highlight unsubstantiated belief statements
*Locate and annotate TAEAC inside of the body paragraphs


HW:

1. Read first 50 pages of your chosen book (feel free to take notes and identify powerful quotes)

2. Study for your Skills Quiz - Core Rhetorical Terms, Tone Words (11 -25), Greek and Latin root words, history of Romance languages, punctuation of titles, and precise historical information from our readings.

*no word banks

Extra Credit:
-#beyond410 post -#beyond410 post -Einstein/indy reading/value/unity



Thursday - 9/28

Start Up:

1. Produce at least one word for each of the following roots:
bell, ante, ben, anthrop, pro, con, and mis
*create quiz questions on a separate sheet of paper: name, question, answer, page #
3. What are two HW assignments that we should complete with our independent reading for tonight?
4. Study


Guided Learning:

a. Gold Box/Skills Quiz

b. Essay Brainstorms

1. annotate
2. locate directive
3. turn directive into question
4. plan (at least two synergistic examples)
5. write a thesis statement

c. Writing Workshop

HW:

1. Have 75 pages of your book read and complete the decided upon activities in your RNB.
*Your book needs to be completed by October 6th.



Friday - 9/29

Start Up:

https://www.youtube.com/watch?v=hncWOZawsWo
When you are finished with the assignment, please submit your start ups for week 3 -5 in the blue rectangle.

Guided Learning:

1. MC Practice (re-write bad questions, identify difficult questions, etc.)

2. Grade RNBs and discuss Indy Reading - finish reading by next Friday.

3. Essay brainstorm discussion (mini presentations)

4. Rhetorical Situation Essay


HW:

1. Complete research on your dream college, and complete rough draft of your essay.


2. Have 125 pages of your book read

#beyond410: Indy Reading in the wild



Week # 6 - 10/2 - 10/6

Due Dates:

*Daily multiple choice and timed writing assignments

10/04 - Notebook Check
10/05 - Skills Quiz
10/06 - Complete reading of Non-Fiction book



Monday - 10/2

Start Up:

Please place your “Letter to the Dean” in the blue rectangle.

1. What was the most enjoyable aspect of your weekend? Why? Please answer in 3-4 sentences.
2. Please find an Einstein Aphorism, and add this to your yellow folder as well.
3. Please speculate on who is the subject of this image (Douglass, Stowe, Emerson)

a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring today and tomorrow (make up work, re-writes, MC, Essay Review)

Guided Learning:

a. Review start up
b. Review 26-40 of words on tone list.
c. Write them/ highlight/ annotate
d. Multiple Choice and review key questions
e. MC Practice (re-write bad questions, identify difficult questions, etc.)
f. Peer review and SOAPSTone of “Letter to the Dean”
*grade RNBs

HW:

1. Make necessary revisions to your “Letter to the Dean of Admissions”

2. READ!!! The goal is 150 pages by tomorrow.


Extra Credit:
-#beyond410 post -indy reading/value/unity



Tuesday - 10/3

Start Up:

1. Artistically depict the “timeline ” of Greek thought.

2. Identify and define Greek and Latin prefixes and roots in tone words 26 - 40.

*Study your tone words. I will be coming around to grade your Reader's Notebook Assignments.

Guided Learning:

a. Review start up

b. Review 26-40 of words on tone list.

c. write /highlight/ annotate

d. Dream School essay workshop:

1. Highlight powerful moments
2. Bracket sections that need to be revised or proofread
3. SP. AWK. WC
4. Describe the speaker’s persona. What can they do to enhance this persona?
5. How well does speaker connect with the audience? What can they do to improve upon this?

*Expectations for final draft

e. Introduction to Rhetoric - Triangle

f. Joshua Bell Video - http://ed.ted.com/lessons/what-aristotle-and-joshua-bell-can-teach-us-about-persuasion-conor-neill

*During second viewing, please take notes.

g. Indy Reading Pow Wow and relationship to MC

HW:

1. READ!!! The goal is 175 pages and finishing the book on Friday.
2. Study for your Skills Quiz on Thursday: Core Rhetorical Terms, Tone Words (26 - 40), Rhetoric, Greek and Latin root words, history of Romance languages, history of Greek philosophers, punctuation of titles, precise historical information from our reading

Extra Credit:
#beyond410 post -indy reading/value/unity



Wednesday - 10/4

Start Up:

a. Add the following terms to your vocabulary/literary terms section of your notebook:

auto - self
de - down or away
dis - apart or away
matic - willing
didact - teaching/taught

b. Please turn to the notes and handouts section of your notebook: We are going to finalize our notes from the rhetoric video that we watched yesterday: http://ed.ted.com/lessons/what-aristotle-and-joshua-bell-can-teach-us-about-persuasion-conor-neill

c. Wednesdays on wax - Please choose an adjective to identify the tone of the this song. In doing this, please include a brief justification.
*Remember - tone = author’s attitude towards the subject or the audience.

Guided Learning:

Review expectations for today and tomorrow.

a. Reading Exercise:

b. Writing Exercise:

Review feedback and writing notes for five minutes.

Reminders:
1. annotate
2. locate directive
3. turn directive into question
4. plan (at least two synergistic examples)
5. write a thesis statement

c. Wednesdays on Wax/Quiz Review

HW:

1. Read first 200 pages of your chosen book (feel free to take notes and identify powerful quotes)
2. Study for your Skills Quiz:Core Rhetorical Terms, Tone Words (26 - 40), Rhetoric, Greek and Latin root words, history of Romance languages, history of Greek philosophers, punctuation of titles, precise historical information from our reading, TAEAC, SOAPSTone, Argument/Essay Notes.
3. Prepare for composition of final draft.
4. Please plan to wear college apparel (preferably your dream school) for a class picture on Friday.

*no word banks

Extra Credit:

-#beyond410 post: indy reading/value/unity





Thursday - 10/5

Start Up:

1. Obtain a computer.

2. Visit turnitin.com and either add a class or create an account. Here is the class information/code”

First Block - 16476317
Second Block - 16476350
Third Block - 16476358

3. Copy down your username and password in the notes/handouts section of your notebook.


Guided Learning:

1. Compose Final Draft of Rhetorical Situation Essay # 1 and submit to turnitin.com
2. Skills Quiz
3. Independent Reading

HW:

1. Finish reading your book.
2. Please wear college apparel (preferably your dream school) for a class picture on Friday.




Friday - 10/6

Start Up:

1. Please elaborate on the rhetorical significance of the following tweet.
2. How does this tweet relate to our work in AP Language?

Guided Learning:

1. Discuss start - up.

2. In the writing section of your binder, please answer the following questions:

a.What does self - reliance mean to you?
b.What is the value in self - reliance?

3. MC and Review

HW:

1. Finish your book.

2. On a separate sheet of paper, complete the following assignments:

a.Give yourself a grade out of 100 for your independent reading. In 200 words or less, write a defense of your grade. Use ethos, pathos, and logos.

b.Develop an assignment that you could complete that would allow you to meaningfully engage with your independent reading and showcase your learning and growth in a transformative way.



Week # 7 - 10/9 - 10/13

Due Dates:

*Daily multiple choice and timed writing assignments

10/10 - Deadline for Indy Reading Project approvals
10/11 - Notebook Check
10/12 - Skills Quiz
10/13 - Indy Reading Project is due



Monday - 10/9

Start Up:

Please place your defense of grade and proposal for independent reading project in the blue rectangle

1. What was the most enjoyable aspect of your weekend? Why? Please answer in 3-4 sentences.
2. Please find a Ralph Waldo Emerson and a Henry David Thoreau aphorism, and add these to your yellow folder as well.
3. Please speculate on who is the subject of this image.

a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring today and tomorrow (make up work, re-writes, MC, Essay Review)


Guided Learning:

a. Review start up/ Shout Outs for Argument Essay/Grading for Letter to the Dean/Proposals for Indy Reading
b. Review 41-55 of words on tone list.
c. Write them/ highlight/ annotate
d. Writing Section: In your opinion, who is the greatest American cultural hero? Please explain your answer.
e. Read pages 384 - 385 Transcendentalism: The Seekers
  1. Title and Date an entry in your notes section
  2. Copy down the ten most important or powerful pieces of information from this selection.
f. Think Pair Share and discussion of questions on page 385.

HW:

1.Watch the following video. __https://ed.ted.com/featured/8H0FHeWq__
a. Title and Date an entry in your notes section
b. Copy down the ten most important or powerful pieces of information from this selection.

2. Start working on Indy Reading Project

Extra Credit:
-#beyond410 post -indy reading/transcendentalism/value/unity



Tuesday - 10/10

Start Up:

1. What do Muhamad Ali, Emerson, MLK, Thoreau, Gandhi, Nelson Mandela and Emerson all have in common?
2. Place the following names in sequential/chronological order.
3. Fix the punctuation error in the following sentence: Even as a child, my actions and mannerisms were viewed as odd, and “peculiar”.

Pass around card for Olivia.

*Study tone words and Latin/Greek roots.
*If project has not been approved, please make sure we get this done.
*We have after school tutoring today!

Guided Learning:

a. Review start up and Root List:

Path - emotion and disease
Ambi - both and around
Eu - good, pleasant
Anti- against
Con- with
Pro - for and forward
Ante - before
Bell - war
Mis - wrongly
Anthrop - human
Ben - good or well
Auto - self
De - down or apart
Dis - apart or away
Matic - willing
Didact - teaching/taught

b. Poetry Activity


HW:

1. Work on Draft of Persona/Lipogram poem.
2. Work on Independent Reading Project
3. Study for your Skills Quiz on Thursday: Core Rhetorical Terms, Tone Words (1 - 40), Transcendentalism,Rhetoric, Greek and Latin root words, history of Romance languages, history of Greek philosophers, punctuation of titles, precise historical information from our reading


Extra Credit:
#beyond410 post -indy reading/transcendentalism/value/unity




Wednesday - 10/11

Start Up:

1. Choose one of your tone words (1-40) and create a 3 song playlist that correspond with the tone word. In doing this, please provide a 2 sentence justification of how the meaning of the lyrics, the music or both work to evoke a particular tone.

Guided Learning:

a. Review for Skills Quiz

b. Writing Workshops/Conferences

c. Work on project for indy reading assignment.

d. Workshop poems


HW:

1. Finalize draft of your Lipogram/Persona poem.
2. Work on Independent Reading Project
3. Study for your Skills Quiz on Thursday: Core Rhetorical Terms, Tone Words (1 - 40), Transcendentalism, Poetry Notes, Rhetoric, Greek and Latin root words, history of Romance languages, history of Greek philosophers, punctuation of titles, precise historical information from our reading.
*no word banks
4. Revisions for “Letter to the Dean” essays are due by 11:59 PM on Friday via turnitin.com.

Extra Credit:

-#beyond410 post: Transcendentalism/indy reading/value/unity



Thursday - 10/12

Start Up:

“To live outside the law, you must be honest.” - Bob Dylan

1. This is an example of which two core rhetorical terms?
2. Please justify your choice.

*Study and pass around a card for Olivia.
*Make sure to review Emerson and Transcendentalism notes.

Guided Learning:

a.Skills Quiz

b.Discussion of Expectations for Independent Reading Projects:
-Pass/Fail
-Presentation element
-Justification

c. Writing Notes:
- avoid graveyard words
-kill unnecessary adjectives and adverbs.
-insert commas after opening phrases
-write out numbers under 100.
-use signal phrases


d. Think/Pair/Share from Transcendentalism and Emerson notes and findings

e. Complete Self -Reliance Reading assignment in your RNB:

Task 1 – Read biographical information on Ralph Waldo Emerson on page 388 and write down the five most important facts.
Task 2 – Read the excerpt from “Self –Reliance” on page 393 twice.
Task 3 - Answer questions 1-3 and 5- 6 on page 394.


HW:

1. Finalize your independent reading project.
2. Revisions for “Letter to the Dean” essays are due by 11:59 PM on Friday via turnitin.com
3. First Block re-do - Please wear college apparel (preferably your dream school) for a class picture on Friday.



Friday - 10/13

Start Up:

Hypothesize on the following image:

1. Where is this?
2. Why might it be significant?

Guided Learning:

1. Discuss start - up.

2. Turn in Indy reading projects
-Give yourself either a passing or failing grade for your independent reading. In 200 words or less, write a defense of your grade. Use ethos, pathos, and logos.

3. Reflection questions -writing section.

4. Finalize Self -Reliance Reading assignment in your RNB

Task 1 – Read biographical information on Ralph Waldo Emerson on page 388 and write down the five most important facts.
Task 2 – Read the excerpt from “Self –Reliance” on page 393 twice.
Task 3 - Answer questions 1-3 and 5- 6 on page 394.

5. Assign American Readers and introduce “Civil Disobedience” Assignment:
http://xroads.virginia.edu/~hyper2/thoreau/civil.html


HW:

1. Finalize “Civil Disobedience” assignment
a. Complete questions 1-5 on a separate sheet of paper.
b. Complete 6-10 brainstorms in your RNB.


2. Obtain a personal copy of The Great Gatsby


Week # 8 - 10/16 - 10/20

Due Dates:

*Daily multiple choice and timed writing assignments

10/17 - Transcendentalism Seminar
10/18 - Notebook Check
10/18 - Final Resubmission for "Letter to the Dean" and Indy Reading Projects via email - timothy.jarman@nhcs.net
10/19 - Skills Quiz


Monday - 10/16

Start Up:

Please turn your Civil Disobedience questions 1-5 into the blue rectangle.

1. What should we do with our poems? Explain hypothetical next steps.
2. Please find the most powerful quote from your indy reading book. Please copy this quote down on your yellow folder.
3. Please speculate on who is the subject of this image.

a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring today and tomorrow (make up work, pass/fail conferences, re-writes, MC, Essay Review)


Guided Learning:

a. Review start up

b. Review 41-50 of words on tone list.

c. Write them/ highlight/ annotate

d. 30 minute reading period
3 gleaned items
Civil Disobedience

e. Multiple choice 1 --- use the next for another day! Super score :)


HW:

1. Finalize all "Civil Disobedience" and "Self - Reliance" work.

Extra Credit:
-#beyond410 post -indy reading/transcendentalism/value/unity


Tuesday - 10/17

Start Up:

a. Please read the background information on MLK Jr. on page 568 of your American Reader. Please copy down the 3 most important pieces of information that you gleaned.

b. Add the following words to your word log in the vocabulary/lit terms section of your notebook:

21. Insidious (adj.) - proceeding in a gradual, subtle way, but with harmful effects.
22. Satire (noun) - the use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.
23. Pedantic (adj.) - narrowly,and often ostentatiously learned.
24. Feign (verb) - pretend to be affected by (a feeling, state, or injury).
25. Extemporaneous (adj.) - spoken or done without preparation.

*Study tone words and Latin/Greek roots.
*We have after school tutoring today!

Guided Learning:

1. Review start up and new vocabulary

*Discussion:

-good projects
-real learning (happens over time and involves concentrated effort)
-grades (read, change attitude, try a new approach)
-"worry is the misuse of the imagination"
-"Letter to the Dean"

*MC?

2. Norton Reader Initiation and explanation of HW assignment.

3. Discussion of “Self - Reliance” and “Civil Disobedience”

4. Independent Work


HW:

1. “Letter from Birmingham Jail” by Dr. Martin Luther King Jr. pages 889 - 902
a. Find one strong example of ethos, logos, and pathos - Direct quotes.
b. Brief SOAPSTone.

2. Final Resubmission for "Letter to the Dean" and Indy Reading Projects are due via email by 11:59 PM on 11/18

3. Study for your Skills Quiz on Thursday: Core Rhetorical Terms, Tone Words (1 - 20), Vocabulary Log words (15 - 25), Transcendentalism, Rhetoric, Greek and Latin root words, history of Romance languages, history of Greek philosophers, punctuation of titles, precise historical information from our reading.

Extra Credit:
#beyond410 post -indy reading/transcendentalism/value/unity




Wednesday - 10/18

Start Up:

a. Explain how my Professor Willie anecdote relates to our learning about Emerson last week.
b. Choose one of your tone words (1-20) and choose a song that corresponds with the tone word. In doing this, please provide a 2 sentence justification of how the meaning of the lyrics, the music or both work to evoke a particular tone.
c. What adjective would you use to describe Dylan’s tone? How is this song related to the content of the course or our recent readings?

Guided Learning:

1.Discuss Start Up and Review for Skills quiz

2. MC

3. Warm up for discussion (Beau Presente brainstorm poems of Emerson, Thoreau, or Transcendentalism)

4. Discussion of “Self - Reliance” and “Civil Disobedience” continued...

HW:

1. Revisit/Re-read “Letter from Birmingham Jail” by Dr. Martin Luther King Jr. pages 889 - 902 and answer questions 1 - 4 in your RNB.

2. Final Resubmission for "Letter to the Dean" and Indy Reading Projects are due via email by 11:59 PM on 11/18

3. Study for your Skills Quiz on Thursday: Core Rhetorical Terms, Tone Words (1 - 20), Vocabulary Log words (15 - 25), Transcendentalism, Rhetoric, Greek and Latin root words, history of Romance languages, history of Greek philosophers, punctuation of titles, precise historical information from our reading.


Extra Credit:

-#beyond410 post: Transcendentalism/indy reading/value/unity


Thursday - 10/19

Start Up:

1. Compose a letter to a real or imagined friend in which you incorporate 5 of your vocabulary words (15-25).
*3-5 sentences
*Study
*Pass around a card for Ireland.

Guided Learning:

1.Skills Quiz

*Discussion:
-good projects
-real learning (happens over time and involves concentrated effort)
-grades (read, change attitude, try a new approach)
-"worry is the misuse of the imagination"
-"Letter to the Dean"

2. Discuss “Civil Disobedience” and “Letter from Birmingham Jail.”

3. Begin analyzing Chavez speech!

HW:


1. Refine Question # 4 from last night's HW.


Friday -10/20

Start Up:

1. Beau Presente Brainstorm of “Transcendentalism” - At least ten words
2. Should we extend our work with question 4 from HW?

Guided Learning:

1.MC Question Review (correction from each section)

2. Chavez work

a. What is Chavez’s message about non-violent action?
b. With three different colors, identify definite examples of ethos, logos, and pathos.

3. Finalize “Civil Disobedience” and “Self-Reliance” group work.


HW:

1. Extend Bell Presente of Transcendentalism brainstorm (50 words) - RNB

2.Read the Cesar Chavez speech and complete the following tasks in your RNB https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_english_language.pdf
a. Complete a SOAPSTone
b. Identify and describe the two dominant rhetorical strategies that Chavez is using to effectively achieve his purpose.

3. Obtain a personal copy of The Great Gatsby


Week # 9 - 10/23 - 10/27

Due Dates:

*Daily multiple choice and timed writing assignments

10/24 - Transcendentalism Definition Poem (at least 15 lines, poetic definition of definition, and beau presente)
10/25 - Full Multiple Choice
10/25 - Deadline for completing missing assignments
10/27 - Cumulative Skills Quiz
10/31 - Literary Themed Costumes

Monday - 10/23

Start Up:

Please have the weekend’s HW ready for grading

1. Please find the most powerful quote from “Letter from Birmingham Jail.” Please copy this quote down on your yellow folder.
2. Please speculate on who is the subject of this image.

a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring today and tomorrow (make up work, pass/fail conferences, re-writes, MC, Essay Review)

Guided Learning:

a. Discuss Start Up

b. 30 minutes to finalize Civil Disobedience and “Letter” Partner work.

c. Stations

Station # 1 - With last week’s multiple choice, please complete three corrections. With each correction, you need to:
  1. Use textual evidence to explain why the correct answer is the most correct
  2. Use textual evidence to explain why the other choices are not sufficient.


Station # 2 - With our Chavez Prompt, please write a perfect introduction paragraph. With this paragraph, make sure to:
  1. Have a compelling opening sentence
  2. Address all elements of SOAPS
  3. Write a perfect thesis statement that connects Chavez’s rhetorical techniques to his message.


Extra Credit Projects:

-Tone Word/Root Word/Vocabulary Kahoot
-Precise Historical Knowledge Kahoot
-Skills Kahoot


HW:

1. Finalize Transcendentalism definition Poem
a. 15 lines
b. Beau Presente
c. Needs to serve as a poetic definition

2. Study for your Cumulative Skills Quiz on Thursday: Core Rhetorical Terms, Tone Words (1-40), Vocabulary Log words (1 - 30), Transcendentalism, Rhetoric, Greek and Latin root words, TAEAC, SOAPSTone, history of Romance languages, history of Greek philosophers, punctuation of titles, precise historical information from our reading.

Extra Credit:
-#beyond410 post -Halloween/Transcendentalism/value/unity



Tuesday - 10/24

Start Up:

Please turn your Transcendentalism poem into the blue rectangle.

a. What song do you listen to in order to get hyped? Why?

b. Add the following words to your word log in the vocabulary/lit terms section of your notebook:

26. Influx (noun) - an arrival or entry of large numbers of people or things.
27. Reverent (adj.) - feeling or showing deep and solemn respect.
28. Importunate (adj.) - persistent, especially to the point of annoyance or intrusion.
29. Acerbic (adj.) - sharp and forthright especially of a comment or style of speaking).
30. Syntax (noun) - the arrangement of words and phrases to create well-formed sentences in a language.

*Study tone words and Latin/Greek roots.
*We have after school tutoring today 2nd Block -
https://www.youtube.com/embed/GSDmqLQmMN0?list=PLs1gMujRSBY2t7JB4VS-AymFwN-6Lvg20" frameborder="0" allowfullscreen></iframe>

Guided Learning:

1. Review start up and new vocab

Reflection: What truly matters?

2. Stations Continued - All station activities should be completed on a separate sheet of paper.

Station # 1 - With last week’s multiple choice, please complete three corrections. With each correction, you need to:
  1. Use textual evidence to explain why the correct answer is the most correct
  2. Use textual evidence to explain why the other choices are not sufficient.

Station # 2 - With our Chavez Prompt, please write a perfect introduction paragraph. With this paragraph, make sure to:
https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_english_language.pdf
  1. Have a compelling opening sentence
  2. Address all elements of SOAPS
  3. Write a perfect thesis statement that answers the question implied in the prompt and connects Chavez’s rhetorical techniques to his message.


HW:

1. Study for your skills quiz on Thursday: Core Rhetorical Terms, Tone Words (1-40), Vocabulary Log words (1 - 30), Transcendentalism, Rhetoric, Greek and Latin root words, TAEAC, SOAPSTone, history of Romance languages, history of Greek philosophers, punctuation of titles, precise historical information from our reading.

2. Finalize any missing assignments.




Wednesday - 10/25

Start Up:

Your skills quiz has been moved to Friday. If you will not be here, you can take form B today or tomorrow after school.

1. Wednesdays on Wax - Take five minutes to listen to your “hype” song from yesterday.

*I will be after school today for skills quiz review activities
*Volunteers to share their quizlets?


Guided Learning:

1. Discuss what is on the cumulative skills quiz
2. Discuss strategies (don’t have to work from beginning to end)
3. Full MC
*bracket out sections

HW:

1. Study for your skills quiz on Friday: Core Rhetorical Terms, Tone Words (1-40), Vocabulary Log words (1 - 30), Transcendentalism, Rhetoric, Greek and Latin root words, TAEAC, SOAPSTone, history of Romance languages, history of Greek philosophers, punctuation of titles, precise historical information from our reading.

Extra Credit:

-#beyond410 post: Transcendentalism/indy reading/value/unity




Thursday - 10/26
Start Up:

1. “Chavez gets his point across through using ethos, logos, and pathos.” - Why is this statement problematic?

2. Why is the occasion of Chavez’s speech important? How does it impact his argument?

Guided Learning:

a. Revisit Chavez prompt.

-Underline the directive in the Chavez prompt. Reread the article and on a separate paper
identify and brainstorm the two dominant rhetorical strategies that Chavez is using to effectively achieve his purpose. Please use the umbrella brainstorm and feel free to use notes that you have already used.

b, Writing Section - Introductory Paragraph Notes for Analysis Essay

Introduction paragraph must contain all elements of SOAPS. Thesis statement must be the last sentence or two sentences of the first paragraph. The thesis must mention the main strategies that the author uses to achieve his purpose and what that purpose is.

* Reminders:
-write in the third person
-write about events in literature in the present tense
-try to avoid using long quotes in introduction
-remember that this essay is formal, but that your voice and style should be present as well.

c. Look at model introductions and revise/re-write.


d. Writing Section - Notes on Analysis Essay Paragraph Structure

Topic Sentence that clearly explains the subject of the paragraph


Assertion about a rhetorical technique and how it contributes to the effectiveness of the author’s message.


Example that should come in the form of a textual reference. If you are using a quotation, make sure to correctly introduce it.


Analysis of textual reference in which you explain how the author’s rhetorical technique contributes to their message and resonates with their audience. This should be the bulk of your paragraph.


Concluding sentence that finalizes the analysis, wraps up any “loose ends.”

*Sometimes the T and A can be blended into one sentence
*If you have a lot to write about with a specific device, you can add an extra EA.
*If you can make a natural transition to the next body paragraph with your C, go ahead and give it a try.



HW:

1. Study for your skills quiz on Friday: Core Rhetorical Terms, Tone Words (1-40), Vocabulary Log words (1 - 30), Transcendentalism, Rhetoric, Greek and Latin root words, TAEAC, SOAPSTone, history of Romance languages, history of Greek philosophers, punctuation of titles, precise historical information from our reading.

2. Due Monday:
a. Read “Letter to President Pierce” by Chief Seattle on page 611 of your Norton Reader. Answer questions 1-3 in your RNB. Your responses should be fully developed paragraphs.




Friday - 10/27/17

Start Up:

1. What has been the most enjoyable or useful aspect of this course so far? Please be as specific as possible.

When you are done with the start up, please make sure to turn this into the blue rectangle.

Guided Learning:

1.Take skills quiz
2.Work on HW (read aloud)
3.Workshop and edit Chavez work

HW:

a. Read “Letter to President Pierce” by Chief Seattle on page 611 of your Norton Reader. Answer questions 1-3 in your RNB
b. Obtain a personal copy of The Great Gatsby




Week # 10 - 10/30 - 11/2

Due Dates:

*Daily multiple choice and timed writing assignments

10/31 - Literary Themed Costumes
11/1 - College Prep Workshop
11/2 - Skills Quiz


Monday - 10/30

Start Up:

Please have the weekend’s HW ready for grading

1. What was a highlight from last nine weeks? Please elaborate in 2-3 sentences.
2. Image?

a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring today and tomorrow (make up work, pass/fail conferences, re-writes, MC, Essay Review)

Guided Learning:

Revisit commitment forms and statement of purpose (5 sentences, same sheet of paper)

a. Review Tone words 41 - 50.

b. Read aloud and Review and Discuss Chief Seattle work.

c. Quote integration - Writing section - Quote integration Practice: With the following information, please correctly introduce and incorporate the quotation into a complete sentence. In doing this, try to use a relevant introductory phrase that leads into the author’s phrasing.


Author: Cesar Chavez


Quote: When victory come through violence, it is a victory with strings attached.


d. Continue Chavez drafting/informally review sample essay.


Writing Section - Notes on Analysis Essay Paragraph Structure


Topic Sentence that clearly explains the subject of the paragraph


Assertion about a rhetorical technique and how it contributes to the effectiveness of the author’s message.


Example that should come in the form of a textual reference. If you are using a quotation, make sure to correctly introduce it.


Analysis of textual reference in which you explain how the author’s rhetorical technique contributes to their message and resonates with their audience. This should be the bulk of your paragraph.


Concluding sentence that finalizes the analysis, wraps up any “loose ends.”

*Sometimes the T and A can be blended into one sentence
*If you have a lot to write about with a specific device, you can add an extra EA.
*If you can make a natural transition to the next body paragraph with your C, go ahead and give it a try.

HW:

a. Finalize rough draft of Chavez essay (intro, at least 3 body paragraphs, and a conclusion)
b. Read “American Fat” by Russell Baker on page 394 of your Norton Reader. Answer questions 1 -3. In your RNB.
c. Optional --- #Beyond410 Pumpkin Carving and or Literary Themed costumes for Tuesday(Gatsby,The Crucible, #beyond410, Faulkner, Lincoln, Norton Reader, etc.)

Extra Credit:
-#beyond410 post -Halloween/#Beyond410 pumpkin carving/Transcendentalism/value/unity





Tuesday - 10/31

Start Up:

1. What are three “fat” words that you are guilty of using? For each one of these words, please come with at least two replacements.
2. Please provide a definition of the American Dream. 2-3 sentences.

Guided Learning:

a. Review Restless Americans work


b. Discuss American Fat
c. Review Writing Notes and complete a clean re-write


HW:

1. Complete “Restless Americans” Assignment Part A --- This is due Thursday at the beginning of class.
2. Study for your skills quiz on Thursday: Analysis notes, Tone words 41 - 50, Norton Readings, “ Restless Americans”

Extra Credit:
#beyond410 post -Halloween/Transcendentalism/value/unity




Wednesday - 11/1

Start Up:
1. Please obtain your assigned computer and log on.

*I am available after school for makeup timed writings and writing conferences.

Guided Learning:

College Presentation

HW:



1. Complete “Restless Americans” Assignment Part A (Tasks 1 and 2) --- This is due Thursday at the beginning of class.



2. Skills Quiz HAS BEEN CANCELLED!




Thursday - 11/2

Start Up:

*Please turn your Restless Americans work into the blue rectangle.

1. In regards to rhetorical analysis that we just wrote, please provide a definition of analysis.
2. Many of you failed to answer the so what question in your conclusion. Please provide a brief definition of what the “so what” question is.

Guided Learning:

a. Discuss start up/ Compliment quality work.

b. Pass back essays, and have students complete the following tasks:
- highlight analysis
-Create T- Chart of all words and ideas associated with nonviolence and violence.
-What ideas does Chavez associate with nonviolence?

c. Official Feedback in your writing section: shoutouts
-Avoid passive voice - ex. Diction is used throughout the essay.
-Don’t make assumptions about the speaker’s character
-Avoid “water is wet” statements like “the author uses diction” or “this work contains ethos, logos, and pathos.”
-Remember that the focus of this essay is analysis, not argument.


HW:

Directions: Read the Great Gatsby Reader’s Guide and perform the following tasks in your Reader’s Notebook. https://www.arts.gov/partnerships/nea-big-read/the-great-gatsby

a.List the most five important facts about F. Scott Fitzgerald’s life.
b.List the three most important historical events/cultural phenomena that took place during the 1920s.
c.List the most surprising thing you learned while completing your reading.
d. Write down your most favorite F. Scott Fitzgerald quote (you can use the internet for this)



Friday - 11/3

Start Up:

*Please have your homework available for stamping.

1. Please identify two ways in which the following sentence is problematic:

Diction is used throughout the essay.

*Share biographical information on Fitzgerald

Guided Learning:

a. In your RNB - Describe the “American Dream” in your view, and as you understand our culture’s view. How do they differ? How are they the same?

b. Discuss “Restless Americans” - popcorn read if there is time.

c. Epigram assignment -

The novel begins with a quote from Thomas Parke D’Invilliers, a character from Fitzgerald’s This Side of Paradise: “Then wear the gold hat, if that will move her; / If you can bounce high, bounce for her too, / Till she cry “Lover, gold-hatted, high- bouncing lover, / I must have you!”


1. What does this poem mean?

2. What is the author’s intent for using this epigram?

What is the best advice your parents have ever given you? How well do you follow it?

e. Read the first two pages of the book and the following questions in your RNB.

1. What advice did the narrator’s father give him when he was younger?

2. As a result of his father’s advice, what “habit” does the narrator try to follow?

a. What, according to the narrator, is the downside of practicing this “habit”? Paraphrase into your own language – what does it really mean?

3. What does the narrator mean when he claims “a sense of the fundamental decencies is parceled out unequally at birth”? How is this true?

4. What is Fitzgerald trying to show us about the narrator by the fact that he admits this statement is “snobbish”?

5. Why is reserving judgments a “matter of infinite hope”? What does “infinite hope” mean?

6. What does the narrator think is great about Gatsby?

7. What evidence suggests the narrator does not think everything about Gatsby is great?

Discuss the significance of the following image:




HW:

1. Finalize questions for first two pages.




Week # 11 - 11/6 - 11/9

Due Dates:

*Daily multiple choice and timed writing assignments

11/9 - Skills Quiz



Monday - 11/6

Start Up:

Please have the weekend’s HW ready for stamping

Please copy the following vocabulary words down in your vocabulary log:

g1. Privy - informed about something secret or not generally known

g2. Subdued - in a softened tone

g3. Vehement - marked by extreme intensity of emotions or convictions

g4. Vacuous - devoid of intelligence

g5. Permeate -to spread or diffuse through


Guided Learning:

1. MC

2. Review the following questions from the first two pages:

1. What advice did the narrator’s father give him when he was younger?

2. As a result of his father’s advice, what “habit” does the narrator try to follow?

a. What, according to the narrator, is the downside of practicing this “habit”? Paraphrase into your own language – what does it really mean?

3. What does the narrator mean when he claims “a sense of the fundamental decencies is parceled out unequally at birth”? How is this true?

4. What is Fitzgerald trying to show us about the narrator by the fact that he admits this statement is “snobbish”?

5. Why is reserving judgments a “matter of infinite hope”? What does “infinite hope” mean?

6. What does the narrator think is great about Gatsby?

7. What evidence suggests the narrator does not think everything about Gatsby is great?


HW:

1 .Read chapter 1 of The Great Gatsby. In your RNB:

a. complete a 5 point timeline of important plot events.

b. Identify the major conflicts (at least two)

c. Describe the setting.

d. Write down one question you have about the chapter.


Extra Credit:

#beyond410 post - Gatsby, value, and unity.




Tuesday - 11/7

Start Up:


1. Please copy down the most evocative or poetic line from the first chapter.
2. What moments or scenes feel cinematic in the first chapter? Please briefly explain.

*I will be available after school for tutoring today.

Guided Learning:

1. RQ and Discussion of First Chapter

2. TW
-use umbrella or T Chart to plan.
-open notes

3. Indy Reading


HW:

1. Please Read Chapter 2. In your RNB, please:

a. Log important information about the main characters (Nick, Tom, Catherine, Wilson, and Myrtle)
-powerful quotes, important actions, moments of hypocrisy, etc.
b. Identify a major conflict (include short supporting quotation and justification).

2. Complete - Entering the Valley of Ashes Exercise on the assignment handout or on a separate sheet of paper.



3. Study for your skills quiz on Thursday: Analysis notes, Tone words 41 - 50, punctuation of quotes, passive voice, Norton Readings, and “ Restless Americans.”


Extra Credit:
#beyond410 post - Gatsby, value, and unity.




Wednesday - 11/8

Start Up:

N/A

Guided Learning:

a. Review items for skills quiz
b. Review Timeline from Chapter 1
c. Complete Chapter 2 HW assignments
d. Comparative analysis of film.
e. Writing conferences, Multiple Choice Redemption and Re-writes.


HW:

1. Please Read Chapter 2. In your RNB, please:

a. Log important information about the main characters (Nick, Tom, Catherine, Wilson, and Myrtle)
-powerful quotes, important actions, moments of hypocrisy, etc.
b. Identify a major conflict (include short supporting quotation and justification).

2. Complete - Entering the Valley of Ashes Exercise on the assignment handout or on a separate sheet of paper.

3. Study for your skills quiz on Thursday: Analysis notes, Tone words 41 - 50, punctuation of quotes, passive voice, Norton Readings, and “ Restless Americans.”


Extra Credit:

#beyond410 post - Gatsby, value, and unity.



Thursday - 11/9

Start Up:

1. Identify the strangest or most unsettling moment in Chapter 2.
2. Study tone words 41-50 and Gatsby vocabulary.

GO SEE HAMLET this weekend!

Guided Learning:

a. Skills Quiz
b.Review Images
c.Review “Entering Valley of Ashes”
-In what ways does the Valley of Ashes serve as a dumping ground?
d.Thinking about Myrtle (brainstorm responses in RNB then discuss)

e.Verbal Introduction to chapter 3 and Visual Introduction

https://www.youtube.com/watch?v=L98y3LJhndE

HW:

1. Read Chapter 3 and 4. Complete the following activities on a separate sheet of paper.






Extra Credit:
Guiding questions on a separate sheet of paper. Please use textual evidence.









Week # 12 - 11/13 - 11/17

Due Dates:

*Daily multiple choice and timed writing assignments

11/16 - Skills Quiz

Monday - 11/13

Start Up:

Please have the weekend’s HW ready for stamping

Please copy the following vocabulary words down in your vocabulary log:

g6. Tumultuous (adj.) - characterized by unrest or disorder or insubordination
g7. Sinister (adj.) - wicked, evil, or dishonorable
g8. Retribution (n.) - a justly deserved penalty
g9. Affront (n.) - a deliberately offensive act
g10. Ingratiate (v.) -to gain favor with somebody by deliberate efforts

a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring tomorrow (make up work, pass/fail conferences, re-writes, MC, Essay Review)

Guided Learning:

1. Nathan’s cinema lesson

https://www.youtube.com/watch?v=L98y3LJhndE
http://www.youtube.com/watch?v=H7yBQIGyunI

2. MC

3. In RNB: Brainstorm, Answer, and Discuss

a.How does Gatsby behave at his own party? Look carefully at what he does and says, as well as what he doesn’t do or say. What seems to be his goal for his party?
b.What two sides does Nick observe about Gatsby during their initial meeting?
c.Look at Nick and Jordan’s conversation with Owl Eyes in the library. Why is Owl Eyes so shocked that Gatsby’s books are “real”? What might Fitzgerald be trying to show about Gatsby? (See note below)
[Note: Owl Eyes describes Gatsby as “a regular Belasco.” David Belasco was an American playwright and director, and one of the most powerful personalities on the New York City theater scene during the 1920s.]
d.Why does Jordan Baker prefer large parties to small ones? Look up the word intimate. To what degree do you think there is real intimacy at Gatsby’s party?
e. Chapter 4 questions

HW:

1. Chapter 4 and 5 Group Work Assignment (individually) along with Chapter 5 weather log.




Extra Credit:
#beyond410 post - Gatsby, value, and unity.





Tuesday - 11/14

Start Up:

1. Identify five “things” that Gatsby has done so far to “build” his ethos.
*If you were absent, please see me for a time to make up your reading quiz that you missed. Also, please turn in your HW.

Guided Learning:

1. Film mini lesson

2. Instruction:

a. Annotate your intro (attention grabber, SOAPS, Thesis that connects devices to argument)
b. Annotate AEA inside of your body paragraph.
c. Identify strongest moment of analysis.
d. Identify moments where you transition between body paragraphs.
e. Do you answer the So What Question?


Notes:

a. For our purposes: Analysis refers to identifying features of a text and explaining how the author uses these to achieve a particular effect or purpose.
b. In order to earn a 7, you must have a COMPLETE explanation of strategies or demonstrate a more mature prose style. In order to earn an 8, you must have both.
c. An easy way to make your prose style more mature is through an artful introduction, minimizing fat words words, choosing effective verbs, and answering the So What question with your analysis and your conclusion paragraph.

3. Writing

4. James Gatz photo activity.



HW:

1. Please Read Chapter 6 and complete the Jay Gatsby Expose Assignment when you are finished.


2. Read ahead if you are able.

Extra Credit:
#beyond410 post - Gatsby, value, and unity.






Wednesday - 11/15

Start Up:



1. You are the casing director of a new Netflix series that aims to create a modern adaptation of The Great Gatsby. Please explain who you would cast for the following roles and why:



a. Nick Carraway

b. Jay Gatsby

c. Jordan Baker

d. Myrtle Wilson

e. Tom Buchanan

f. Daisy Buchanan

2. Wednesdays on Wax - Gatsby themed Playlist (million dollar bill)


8:30 – 10:25 1st Block

10:30 – 11:40 2nd Block

11:45 – 2:15 3rd Block

A lunch – 11:45-12:10

B lunch - 12:15-12:40

C lunch - 12:55-120

D lunch – 1:50 – 2:15

2:20 – 3:30 4th Block



Guided Learning:

a. Film Mini Lesson

b. RQ/ Review Chapter 4,5, and 6 questions

c. James Gatz image assignment

d. Writing Workshop

e. Discuss and Finalize Louv analysis work

https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap13_english_lang_q2.pdf


f. Discuss and Finalize Adams analysis work

https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap14_english_lang_q2.pdf



HW:

1. Please Read Chapter 7. When finished reading, please complete the Accident Chart and Chapter 7 questions.





2. Study for your skills quiz on Thursday: Analysis notes and feedback, Gatsby, and Gatsby vocabulary words 1-10.


Extra Credit:


#beyond410 post - Gatsby, value, and unity.



Thursday - 11/16
Start Up:

1. Study for your Skills Quiz - Gatsby words (1-10) and rhetoric notes.
2. Listen to and analyze million dollar bill.
3. Organize your returned work in your Yellow folder.

Schedule:
8:30 – 9:10 1st Block
9:15 – 11:15 2nd Block
11:20 – 1:30 3rd Block
A lunch - 11:20 – 11:45
B lunch - 11:55-12:20
C lunch - 12:30 – 12:55
D lunch - 1:05 – 1:30
1:35 – 3:30 4th Block

Guided Learning:

a.Skills Quiz
b.Film mini lesson
c.Discussion of Chapter 7
d.Independent Work on Chapter 8 assignment

HW:
1. Read Chapter 8 and complete close reading questions on a separate sheet of paper.




Friday - 11/17

Start Up:

1. Please turn in your start ups for this nine weeks. After that, please take five minutes to discuss your answers for chapter 8 with your partner.

Guided Learning:

a.Film mini lesson

b.Discuss Chapter 7 and Chapter 8

c.Give students 10 minutes to plan for discussion of chapter 8 questions.


d.Gatsby is need of a rhetoric course. What is the fault in Gatsby’s logic? Please identify two major faults in his logic.

e. Independent Work


HW:

1. Read chapter 9. On a separate sheet of paper, please complete the following activities:

a. Answer the following question in 2 - 3 fully developed paragraphs. Please use direct and indirect textual references and real world examples to support your claim.

Prompt: Should we admire Gatsby as a dreamer, or should we criticize him for being morally corrupt? On one hand, Gatsby’s quest is heroic; he wants something greater out of life, which we all want. On the other, he tries to buy—with wealth he acquired through illegal means—Daisy’s affection. So where do you stand?

b. What argument is Fitzgerald presenting on the last page of the book? Please explain. In doing this you need to analyze the significance of his allusions, his poetic language, and unique syntactical structures.


2. Memorize the final line.



Thanksgiving Week - 11/20 - 11/21

Due Dates:

-11/21 - Socratic Seminar and Gatsby Color Assignment.

Monday - 11/20

Start Up:

Please turn your HW into the blue rectangle.

1. Please write down your favorite line from The Great Gatsby on your yellow folder and study for your “last line” quiz.
2. Enjoy the jazz

a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring tomorrow (make up work, pass/fail conferences, re-writes, MC, Essay Review)

Guided Learning:

a. Last line quiz/MC

b. Copy down the following discussion questions on a separate sheet of paper and brainstorm for tomorrow’s discussion. In doing this, please include textual evidence and please cite the page #.

1. What do the faded eyes of Doctor T.J. Eckleburg symbolize? Is there a connection between this billboard and the green light at the end of Daisy's dock?
2. Perhaps the novel's climax occurs when Gatsby confronts Tom in New York. Did Daisy's ultimate choice surprise you? Is it consistent with her character?
3. Do you agree with Nick's final assertion that Gatsby is "worth the whole damn bunch put together"? Why or why not?
4. Fitzgerald wrote, "You don't write because you want to say something, you write because you have something to say." What did he have to say in Gatsby?
5. Fitzgerald scholar Matthew J. Bruccoli claims: "The Great Gatsby does not proclaim the nobility of the human spirit; it is not politically correct; it does not
reveal how to solve the problems of life; it delivers no fashionable or comforting messages. It is just a masterpiece." Do you agree?
6. Beyond 410 Essential Questions.

c. Review Gatsby Color Assignment

HW:

1. Brainstorm and compose rough draft of Gatsby Color Assignment (we will be completing the final draft in class tomorrow).


Extra Credit:

a. #beyond410 post - Gatsby, value, and unity.
b. Complete Gatsby Film Assignment - due at the beginning of class on 11/28.




Tuesday - 11/21

Start Up:

1. Do you have any questions about the process for the Gatsby Color paragraphs?
2. “Be better to parents”

*Introduce Poetry Out Loud Assignment

Guided Learning:

1. Gatsby Color paragraphs

2. Socratic Seminar
-expectations (notes and questions on the outside and discussion on the inside)
-phones
-participation requirements


HW:

1. Locate a poem that you would be interested in memorizing and performing:
http://www.poetryoutloud.org/poems-and-performance/find-poems

2. Finalize resolve activities

Extra Credit:
a. #beyond410 post - Gatsby, value, and unity.
b. Gatsby Film assignment




Week # 14 - 11/27 - 12/01

Due Dates:

11/28 - Finalize POL poem choice.
11/28 - Deadline for Extra Credit Film Assignment
11/30 - Skills Quiz
12/01 - Poetry Out Loud Presentations


Monday - 11/27

Start Up:

1. Please have a digital or hard copy of your selected poem available for me to review.
2. Organize all of your returned work in chronological order.
3. What was your most enjoyable aspect of Thanksgiving? Please explain.

a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring tomorrow (Poetry Out Loud, MC Review, and Redemption)

Guided Learning:

a. Review tone words 51-60 (jocular - pungent)

Discuss Expectations for Poetry Out Loud

b. MC

c. Cover Symbolism

1. Identify the colors in the painting. What do you think the colors symbolize?
2. Identify the details in the painting. What do you think they symbolize?
3. Describe the tone of the painting. What aspects of the image helped you arrive at this conclusion?
4. Write an analytical paragraph that connects the plot of the novel to the book cover.

d. The dust has settled. On a half sheet of paper, please answer the following question:

Fitzgerald wrote, "You don't write because you want to say something, you write because you have something to say." What did he have to say in Gatsby? AKA, what truths does he reveal about human nature?


HW:

1. On a separate sheet of paper: With the idea of Gatsby’s six resolves in mind (page 173), I want you to create six specific resolves that you believe will contribute to your self-betterment and happiness. For each one of your resolves please provide a 2-3 sentence statement of why this resolve is important to you, and what steps you are going to take to ensure that you follow through with your commitment.

2. Finalize your choice of poem for POL - http://www.poetryoutloud.org/poems-and-performance/find-poems

Extra Credit:

a. #beyond410 post - Gatsby, value, and unity.
b. Complete Gatsby Film Assignment - due at the beginning of class on 11/28.





Tuesday - 11/28

Start Up:

Please turn in your HW to the Blue Rectangle

First Block - I need to approve of your selected poems.

a. On a scratch sheet of paper, ,express your American Dream in Haiku form.

5 syllables
7 syllables
5 syllables

b. Review tone words 51-60 and let me know if you have any specific questions about definitions of pronunciations.

Guided Learning:

1.Review tone words 51-60 (jocular - pungent)

2.Discuss expectations for Poetry Out Loud

3.Review Analysis Notes


4. Reminders:

a. Successful intro (attention grabber, SOAPS, Thesis that connects devices to argument)
b. USE TAEAC
c. Start with your strongest point first.
d. Transitions are essential
e. Try to connect your analysis to the So What question, and answer the So What question with your conclusion.

Notes:
a. For our purposes: Analysis refers to identifying features of a text and explaining how the author uses these to achieve a particular effect or purpose.
b. In order to earn a 7, you must have a COMPLETE explanation of strategies or demonstrate a more mature prose style. In order to earn an 8, you must have both.
c. An easy way to make your prose style more mature is through an artful introduction, minimizing fat words words, choosing effective verbs, and answering the So What question with your analysis and your conclusion paragraph.

5. TW

HW:

1. Complete a SOAPSTone of your chosen poem
http://www.poetryoutloud.org/poems-and-performance/find-poems

2. Obtain 2 hard copies of your poem.

3. Review the Poetry Out Loud site for tips and advice:
http://www.poetryoutloud.org/poems-and-performance/watch-video
http://www.poetryoutloud.org/poems-and-performance/tips-on-reciting

4. Start actively memorizing your poem (sharing first stanzas tomorrow).

Extra Credit:
a. #beyond410 post - Gatsby, poetry, value, and unity.



Wednesday - 11/29

Start Up:

Have two hard copies of your poem on your desk.
Please turn in your SOAPSTone of your poem to the blue rectangle.

1. In regards to tone words 51-60, identify which tone word is the most poetic by nature. Please provide a brief justification of your choice.

Guided Learning:

1. Review writing reminders:

a. Successful intro (attention grabber, SOAPS, Thesis that connects devices to argument)
b. USE TAEAC
c. Start with your strongest point first.
d. Transitions are essential
e. Try to connect your analysis to the So What question, and answer the So What question with your conclusion.

Notes:
a. For our purposes: Analysis refers to identifying features of a text and explaining how the author uses these to achieve a particular effect or purpose.
b. In order to earn a 7, you must have a COMPLETE explanation of strategies or demonstrate a more mature prose style. In order to earn an 8, you must have both.
c. An easy way to make your prose style more mature is through an artful introduction, minimizing fat words words, choosing effective verbs, and answering the So What question with your analysis and your conclusion paragraph.

2.Re-read Adams passage, and then on a separate sheet of paper:

a. Answer “So What” question
b. Compose introduction
c. With your strongest point, compose your first body paragraph.

3.Review memorization advice:
-Rewrite your poem by hand several times. Each time, try to write more and more of it from memory.
-Read your poem aloud before going to sleep at night, and repeat it when you wake up.
-Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it.
-Practice your poem by saying it to family and friends. Rewrite your poem by hand several times. Each time, try to write more and more of it from memory.


4. Review recitation rubric and criteria - posts the criteria .
__http://www.poetryoutloud.org/teaching-resources/teacher-preparation__


5. Analyze poetic performances
__http://www.poetryoutloud.org/poems-and-performance/watch-video__


6. Sharing of first stanzas

HW:

1. Study for skills quiz (tone words 51-60) and be able to rewrite your poem from memory (punctuation matters!).

2.Memorize your poem, and practice recitation with the correct emphasis and pronunciation.

Extra Credit:

#beyond410 post -poetry, Poetry Out Loud, value, and unity.


Thursday - 11/30

Start Up:

If you were absent yesterday, please turn in any missing assignments and discuss what you missed yesterday with a neighbor.

a. Please have your hard copy of your poem on your desk
b. Please study for your poem rewrite and your skills quiz - tone words (51-60).

1. What should you do tomorrow if you forget some of your lines?

Guided Learning:

1. Skills quiz /Poem rewrite and grading

2. Review Model Body Paragraph and have students compose a body paragraph for their Adams work.

Review memorization advice:
-Rewrite your poem by hand several times. Each time, try to write more and more of it from memory.
-Read your poem aloud before going to sleep at night, and repeat it when you wake up.
-Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it.
-Practice your poem by saying it to family and friends. Rewrite your poem by hand several times. Each time, try to write more and more of it from memory.

3. Review recitation rubric and criteria .
__http://www.poetryoutloud.org/teaching-resources/teacher-preparation__

4. Analyze poetic performances
__http://www.poetryoutloud.org/poems-and-performance/watch-video__

5. Advice for tomorrow:

6. Sharing of first stanzas

HW:

1. Memorize your poem, and practice recitation with the correct emphasis and pronunciation in preparation for tomorrow’s performance.
2. Dress appropriately for tomorrow’s performance (Sweaters)


Due on Monday- Review all of your analysis notes and complete practice timed writing (allow yourself 40 minutes only) on a separate sheet of paper. https://secure-media.collegeboard.org/apc/ap04_frq_english_lang_35918.pdf
a.Turn directive into a question
b. Read and annotate
c. Answer the So What question
d. Identify dominant strategies and plan (umbrella or T chart)
e. Compose essay





Friday -12/1

Start Up:

1. What are some things that you can do to be a respectful audience member?

*ABC Order
*Phones
*Copy of your poem
*Blank sheet of paper

Guided Learning:

1. Review expectations for presentations.
- Restart
- Audience points

2. Poetry Out Loud recitations.

3. Reflections

HW:

1. Review all of your analysis notes and complete practice timed writing (allow yourself 40 minutes only) on a separate sheet of paper. https://secure-media.collegeboard.org/apc/ap04_frq_english_lang_35918.pdf

a.Turn directive into a question
b. Read and annotate
c. Answer the So What question
d. Identify dominant strategies and plan (umbrella or T chart)
e. Compose essay

Extra Credit:

-#beyond410 post - Poetry
-Attend and review Poetry Out Loud event at 7 PM in the Minnie Evans





Week # 15 - 12/4 - 12/8

Due Dates:

12/4 - POL Performances - 7 PM - Minnie Evans
12/7 - Skills Quiz



Monday - 12/4

Start Up:

Please staple your annotated prompt and your take home TW. Then turn these into the blue rectangle.

Please copy the following words into your word log:


a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring tomorrow (Poetry Out Loud, MC Review, and Redemption)


Guided Learning:

a. Review tone words 61-74 (restrained-zealous)

Poetry Out Loud Make Up performances ?

b. MC workshop
- Partners #20 and # 25 - # 28

c. Review Chesterfield TWs
-dominant strategies

HW:

1. On a separate sheet of paper, complete TTTC assignment # 1

2. Review analysis work and past prompts.

Extra Credit:

a. #beyond410 - Poetry Out Loud, unity, and value
b. Attend POL event in Minnie Evans at 7PM.



Tuesday - 12/5

Start Up:

Please have your HW available for stamping
a. For our purposes, analysis refers to:

Guided Learning:

1.Discuss TTTC HW assignment

2.Discuss Chesterfield Writing Assignment

3. Reminders:
a. Successful intro (attention grabber, SOAPS, Thesis that connects devices to argument)
b. USE TAEAC
c. Start with your strongest point first.
d. Transitions are essential
e. Try to connect your analysis to the So What question, and answer the So What question with your conclusion.

Notes:
a. For our purposes: Analysis refers to identifying features of a text and explaining how the author uses these to achieve a particular effect or purpose.
b. In order to earn a 7, you must have a COMPLETE explanation of strategies or demonstrate a more mature prose style. In order to earn an 8, you must have both.
c. An easy way to make your prose style more mature is through an artful introduction, minimizing fat words words, choosing effective verbs, and answering the So What question with your analysis and your conclusion paragraph.

4. TW

HW:

1. Complete “Duty and War” reflection on a separate sheet of paper.


Extra Credit:
#beyond410 post -TTTC, poetry, value, and unity.


Wednesday - 12/6

Start Up:

1. If you were in a war, what is the one personal item that you would bring? Why? Please answer in 2-3 sentences.

*when you are done, please review your tone words in preparation for tomorrow’s quiz.

Guided Learning:

a. Discussion of reading

b. Book initiation

c. TTTC Assignment # 1 - independent reading/work


d. Exit Ticket:
Directions: After you read this quote, write your response to it. Is it true? Do you think you would feel the same way? Why or why not?

“They carried shameful memories. They carried the common secret of cowardice barely restrained…They carried their reputations. They carried the soldier’s greatest fear, which was the fear of blushing. Men killed, and died, because they were embarrassed not to. It was what had brought them to the war in the first place, nothing positive, no dreams of glory or honor, just to avoid the blush of dishonor. They died so as not to die of embarrassment.” –pg. 21.

HW:

1. Finalize TTTC Assignment # 1

2. Study for skills quiz : punctuation of titles and tone words 61-74 (restrained-zealous)

Extra Credit:
#beyond410 post -Vietnam. TTTC, value, and unity.


Thursday - 12/7

Start Up:

1. So far, who is your favorite character in the platoon? Why?
2. Of your friends and family, who most closely resembles Dave Jensen and Lee Strunk? Please briefly explain why.
3. If you were a soldier, what would be your symbolic weapon of last resort?

*Study your tone words

Guided Learning:

a.Skills Quiz

b.Discuss Start Up and Discussion of Part 1 Guide

c.“They carried shameful memories. They carried the common secret of cowardice barely restrained…They carried their reputations. They carried the soldier’s greatest fear, which was the fear of blushing. Men killed, and died, because they were embarrassed not to. It was what had brought them to the war in the first place, nothing positive, no dreams of glory or honor, just to avoid the blush of dishonor. They died so as not to die of embarrassment.” –pg. 21.

Is it true? Do you think you would feel the same way? Why or why not?

d.Work on Reading Guide Part 2


HW:

1. Read and complete TTTC Reading Guide work for "Love" and "Spin"
2. Find a song about the Vietnam War or a song from the Vietnam era, and complete a SOAPSTone of the lyrics.
-include textual evidence

Here are some helpful links
http://www.lzcenter.com/Vietnam%20War%20Era%20Music.html
http://www.nextavenue.org/a-veterans-playlist-the-top-10-songs-of-vietnam/

#beyond410 post -Vietnam,TTTC, value, and unity.




Friday - 12/8

Start Up:

Please have your HW available for stamping.

1. Should the public always know the rationale for a war?

Guided Learning:

a. Writing Feedback (verbal + notes)

b. Review part 2 work and songs

c. Discussion: What is your definition of a hero?

d. Reading and Inquiry

HW:

1. Complete Part 2 and Part 3A of TTTC Reading Guide


Optional: take home practice Rhetorical Analysis

Extra Credit:


-#beyond410 post - Poetry
-Attend and review Poetry Out Loud event at 7 PM in the Minnie Evans



Week # 16 - 12/11 - 12/15

Due Dates:

12/14 - Skills Quiz



Monday - 12/11

Start Up:

Please turn your HW in to the blue rectangle.

1. Explain the difference between reading a book and studying a book?

2. What is something about this book that you have enjoyed?

a. Absent students need to talk with a neighbor and review Friday’s assignments.

b.There will be tutoring tomorrow (Poetry Out Loud, MC Review, and Redemption)

Guided Learning:

a. Favorite story and why.

b. MC workshop and MC

- Partners #20 and # 25 - # 28

c. Review TWs

d. Read and Discuss

HW:

1. Complete Part 3A of TTTC Reading Guide


Extra Credit:

#beyond410 -Vietnam, TTTC, unity, and value




Tuesday - 12/12

Start Up:

*Please turn your work into the blue rectangle.

1. In your opinion, who at this point do you think is the most likable or relatable character? Why?

*View Vietnam film clips.

Guided Learning:

a. Essay Feedback/Dylan prompt analysis

b. MC?

c. Question Generation

d. Listen and take notes: http://www.neabigread.org/books/thethingstheycarried/media/

e. Discussion/Independent work

HW:

1. Read TTTC and complete Reading Guide Part 3B

*If you have additional time, please read ahead.

*extra credit AP practice

Extra Credit:
#beyond410 post -TTTC, poetry, value, and unity.



Wednesday - 12/13

Start Up:

Synthesis - “Combining the sources and the writer's position”

1. How is the process of synthesis related to our understanding of TTTC?
2. How to figure out…
3. How do you go about locating the truth?

Guided Learning:

1. Brief discussion of “Song Tra Bong” and review of skills quiz expectations

2. Complete the following tasks on a separate sheet of paper:

a.When making a big financial or life decision, what do you do in order to make the best decision or wisest purchase? Do you complete research? Seek out advice? Read specialty forums?


HW:

1. Finalize TTTC assignment # 4, study for your skills quiz,


The skills quiz will consist of TTTC plot information, core rhetorical terms, and the content of class discussions.

Extra Credit:

#beyond410 post -Vietnam,TTTC, value, and unity.



Thursday - 12/14

Start Up:

1. What are three takeaways from our discussions yessterday?
*Review the book and your core rhetorical terms in order to prepare for the quiz.

Guided Learning:

1. TTTC Work
a.Skills quiz
b. Discussion

2. Synthesis Work

a. Read aloud from the LOC. - 145


HW:

1. TTTC Reading Guide Part 5 (“On Speaking of Courage” and “Notes”)



#beyond410 post -Vietnam,TTTC, value, and unity.




Friday - 12/15

Start Up:

1. Please explain the synthesis process.
2. If you were a fiction writer, which parts of your life would you focus on? Why?

Guided Learning:

1. TTTC Work - discussion

2. Synthesis Work

c. Explain the process of the synthesis essay in your own words.

Have students look through the synthesis prompt and share out their observations.

BRIEFLY Review the synthesis essay notes. In doing this, make sure that the students are referencing the synthesis prompt.



d. Start analyzing the prompt and the sources on a separate sheet of paper. Students will be turning in this piece of paper with their essay. In doing this, students will use the Synthesis Essay Analysis Template.


HW:

1. Read and finalize TTTC Part 5 and Part 6.



Optional: take home practice Rhetorical Analysis and Synthesis essays

Extra Credit:

-#beyond410 post: TTTC, holidays, and family.



Week # 17 - 12/18 - 12/20

Due Dates:
12/19 - Socratic Seminar
12/20 - TTTC Final and Holiday Showcase

Monday - 12/18

Start Up:

Please turn your HW in to the blue rectangle.

TBA

Words from last week’s MC
a. Absent students need to talk with a neighbor and review Friday’s assignments.
b.There will be tutoring tomorrow (Poetry Out Loud, MC Review, and Redemption)

Guided Learning:

a. Brief discussion of TTTC
b. Discuss how to handle sources (introduce speaker and cite source when appropriate)
c. Compose first synthesis essay!

HW:

1. Finish reading TTTC and finalize reading guide 7 questions


Extra Credit:

#beyond410 -Vietnam, TTTC, unity, and value




Tuesday - 12/19

Start Up:

1.Please pick up an index card from the blue rectangle and wait for further instruction.

Favorite story? Why?
Unanswered question

Guided Learning:

1. Respond to the following questions on the lined side of your index card:

a.On pages 10-11, read “An Interview with Tim O’Brien” - write down two takeaways on your index card
b.On pages 12-13, read “O’Brien and His Other Works” - which of his other works would you be interested in reading?

2. Discussion Prep:
a.On a separate sheet of paper, answer questions on page 14 in paragraph form
b.Identify moments of authentic insight
c.Discuss responses with neighbors

3. Discuss unanswered questions and final questions from the stories.

4. Letters to O’Brien

HW:

Prepare for Holiday outfit contest!!! /extra credit assignments will be announced

1. Return any and all checked out books
2. All missing TTTC assignments need to be turned in.

Extra Credit:

a. #beyond410 post -TTTC, poetry, value, and unity.





Wednesday - 12/20

Start Up:

Please pull out a blank sheet of paper.

Guided Learning:

a. Reflection

1.What is the most meaningful present that you have received? Why?
2.What is your favorite holiday food to eat or prepare?
3.What can you personally do to make the holidays more enjoyable for your parents or guardians?
4.What can you do to make the holidays more enjoyable for people in need?
5.What truly matters to you?

b. Finalize TTTC discussion

c. Synthesis Work

d. Choose an independent reading book (class contest)

e. Holiday Cards

HW:

1. Complete independent reading
2. TTTC Essays (optional)
3. Practice TWs (optional)


Extra Credit:

#beyond410 post -Holidays, value, and unity.



Week # 18 - 1/2 - 1/5

Due Dates:

1/5 - Skills Quiz: synthesis notes (both sides), content from Comma Queen videos, this week’s content, and tone words
1/8 - Extra Credit Essays are due via email.


Tuesday - 1/2

Start Up:

I missed you all. I hope that you had a restful and enjoyable holiday experience.

1. Please pull out a blank sheet of notebook paper and write your name in the top right hand corner along with the date.

*I available after school today and tomorrow. The focus of our tutoring will be MC and Synthesis essays.


Guided Learning:

1. Top 10 activity
a. Top Ten List - make a list of the top ten things that brought you joy in 2017
b. Write down personal resolution for the New Year
c. Write down academic resolution for the New Year.
d. If you could choose your theme word, for 2017, what would it be?
*please explain why

2. “The Way It Is” - By William Stafford

There’s a thread you follow. It goes among
things that change. But it doesn’t change.
People wonder about what you are pursuing.
You have to explain about the thread.
But it is hard for others to see.
While you hold it you can’t get lost.
Tragedies happen; people get hurt
or die; and you suffer and get old.
Nothing you do can stop time’s unfolding.
You don’t ever let go of the thread.


*On a separate sheet of paper, answer the following questions:

a. What do you think of this poem?
b. What do you think it means? What does the word “threads” refer to?
c. Do you believe everyone has one?
d. What is the purpose of our threads/why do we all have one?
e. What is your thread in life?
f. Create a statement of theme.
*Remember, theme is not just one the dominant idea. Theme = dominant idea + the author’s message about this idea.

3. MC Work

4. Review HW/Discussion: CFCC classes , make up work (TTTC essays), turning in EC points,

HW

1.In your RNB, Watch this video a few times and copy down three specific things you learned about punctuation and the use of the semicolon.

__http://www.newyorker.com/culture/culture-desk/comma-queen-the-semicolon-or-mastering-the-giant-comma__

2. On a separate sheet of paper: Review your synthesis notes and compose a synthesis definition essay -

Provide a creative definition of the synthesis essay. In creating this definition, think of real world comparisons. While it is appropriate to use analogies, also feel free to explain how the synthesis essay is different from both the analysis and argument essays.

a. 100 - 400 words
b. Be descriptive, inventive, transformative, and creative.
*Friendly Reminder: With this essay, YOUR ARGUMENT IS ALWAYS PRIMARY

Extra Credit:

1. TTTC - extra credit essays - due 1/8 via turnitin.com
2. #beyond410 - Synthesis, TTTC, unity, and value


Wednesday - Friday - 1/3 -5 - NO SCHOOL



Week # 19 - 1/8 - 1/12

Due Dates:
1/11 - Rough Draft of Graduation Speech Assignment (hard or digital copy at the beginning of class).
1/11 - Skills Quiz: synthesis notes (both sides), content from Comma Queen videos, and this week’s content
1/16 - Final draft of Graduation Speech Assignment is due via turnitin.com by 11:59 PM
1/16 - AP Language Final (Synthesis)
1/17 - AP Language Final (Full Multiple Choice)
1/17 - Brag Sheet due via email (if seeking recommendation letter)
1/18 - Last Day of Class (I think…)


Tuesday- 1/9

Start Up:

Complete the following assignment in your RNB:

If you were going to give a piece of good advice to your graduating class, what would it be? Why?
If you were giving a graduation speech, what anecdote or types of anecdotes would you share?

*Review Comma Queen video.

Guided Learning:

1. Discuss Start Up/Take semicolon notes in Notes section.
2. DiscussionReflection:
a.Review Graduation Speech Assignment
b.What can we do to maintain focus and motivation throughout the homestretch? In doing this, you might want to think about the “so what?” question and the relationship to your performance and your future goals.
c.CFCC classes , make up work (TTTC essays), turning in EC points,
3. Review synthesis definition essays
4. Review synthesis prompt
http://apcentral.collegeboard.com/apc/public/repository/ap10_frq_eng_lang.pdf
5. Review model essay - two things the writer did well.
6. Review the rubric in close detail
7. Peer Review Essays

8. Review another synthesis… introduction and first body paragraph

-Your argument is primary. Yet, use at least three sources to answer the question.
-MAKE SURE YOU ARE ALWAYS ANSWERING THE QUESTION.
-Introduction = Hook/Context/Thesis

HW:

1. In your RNB, Watch this video a few times and copy down three specific things you learned about punctuation and the use of serial comma.

https://www.youtube.com/watch?v=0jS3VyRYYCQ

2. Read “The Greatest Commencement Speech Ever”

https://www.washingtonpost.com/news/answer-sheet/wp/2014/05/17/the-greatest-commencement-speech-ever/?utm_term=.8ed0f5ebb6e9

In your RNB, please:

a. Complete a SOAPSTone (textual evidence please)
b. Identify two moments of irony and explain their significance.
c. Identify what you think is the most powerful or useful piece of advice. Please explain why.

3. Preview the Graduation Speech Assignment and brainstorm start drafting over the weekend.




4. If you are interested in obtaining a letter of recommendation from me, please complete your BRAG SHEET and email it to me by 1/17. Please feel free to stay after school next week for assistance in this process.



Extra Credit:

-#beyond410 post: commencement, unity, and value
-TTTC Extra Credit Essays are due via email tonight by 11:59 PM


Wednesday - 1/10

Start Up:

1. Please compose a specific question about the synthesis process.
2. What is the minimum number of sources you should cite?
3. T/F - It is acceptable to refer to the sources directly and indirectly.
4. T/F - You should not cite the sources when referring to them indirectly.

Guided Learning:

Collect TTTC books and Discussion of Brag Sheets

Briefly review HW and Start Up

1. Reminders:

-Your argument is primary. Yet, use at least three sources to answer the question.
-MAKE SURE YOU ARE ALWAYS ANSWERING THE QUESTION.
-Introduction = Hook/Context/Thesis
-All great arguments include qualifications


2. Compose synthesis essay

HW:

Your skills quiz has been cancelled for tomorrow!

1. Finalize rough draft of graduation speech


(feel free to research successful commencement addresses and graduation speeches)

2. If you are interested in obtaining a letter of recommendation from me, please complete your BRAG SHEET and email it to me by 1/17. Please feel free to stay after school next week for assistance in this process.


3. Please bring in any borrowed or checked out course texts.

Extra Credit:

#beyond410 post -Commencement, poetry, value, and unity.



Thursday - 1/11

Start Up:

1. How did you feel about yesterday’s synthesis essay? 2-3 sentences. Honest answers please.
2. What do you dread the most about traditional commencement speeches or public speakers in general?

Guided Learning:

a. Discuss Start Up
b. Brainstorm effective openers and discuss planning strategies.
c. Peer Review:

-Read through twice
-Highlight the strongest parts of the essay
-In a different color, highlight parts that need to be cut
-Does the essay “keep you interested?” - If not what can the writer do to change this.
-Underline moments of humor and irony

d. MC Work

HW:

1. In your Norton Reader, read “Advice to Youth” - 647 - 649 and in your RNB, answer the following questions:
a. Complete a SOAPSTone (textual evidence please)
b. Identify two moments of irony and explain their significance.
c. Identify what you think is the most powerful or useful piece of advice. Please explain why.
d. What would you steal from either the content of this work or Twain’s approach in general?

2. If you are interested in obtaining a letter of recommendation from me, please complete your BRAG SHEET and email it to me by 1/17. Please feel free to stay after school next week for assistance in this process.


3. Continue drafting graduation speech assignment



4. Please bring in any borrowed or checked out course texts.

#beyond410 post -synthesis, value, and unity.



Friday - 1/12

Start Up:

1. Provide a working definition of an allegory.
2. What are some popular allegories in our literary culture?

Guided Learning:

a. MC Work and Review

b. Synthesis work/Feedback

HW:

1. In your Norton Reader, read “Advice to Youth” - 647 - 649 and in your RNB, answer the following questions:

a. Complete a SOAPSTone (textual evidence please)
b. Identify two moments of irony and explain their significance.
c. Identify what you think is the most powerful or useful piece of advice. Please explain why.
d. What would you steal from either the content of this work or Twain’s approach in general?

2. Continue drafting the Graduation Speech Assignment. The final draft is due on n 1/16 at 11:59 PM via turnitin.com



3. If you are interested in obtaining a letter of recommendation from me, please complete your BRAG SHEET and email it to me by 1/17. Please feel free to stay after school next week for assistance in this process.


Extra Credit:

-#beyond410 post: commencement, unity, and value



Week # 20 - 1/16 - 1/19

Due Dates:

1/16 - AP Language Final (Synthesis)
1/17 - Brag Sheet due via email (if seeking recommendation letter)
1/18 - AP Language Final (Full Multiple Choice)
1/18 - Poetry Out Loud - 7 PM
1/19 - Last Day of Class



Tuesday - 1/16
Start Up:

*Have your HW out and available for stamping.

Please pull out two blank sheets of paper, your synthesis notes, and a pen.

*I am available after school today. The focus of our tutoring will be MC and Synthesis essays.

Guided Learning:

1. Write synthesis Essay / Reminders:

-Your argument is primary. Yet, use at least three sources to answer the question.
-MAKE SURE YOU ARE ALWAYS ANSWERING THE QUESTION.
-Introduction = Hook/Context/Thesis
-Use TAEAC
-Use vivid examples and prose.


2. Introduce extra credit/service hours video project (2-3 minutes)
-advice for junior year
-how to survive AP Language
-introduction to AP Language
-whether AP Language is the right fit or not
-book recommendations


3. Review expectations for Graduation Speech Assignment


4. Review HW/Discussion: CFCC classes , make up work (TTTC essays), turning in EC points,


HW:

1. Complete the Graduation Speech Assignment. The final draft is due tonight, 1/16 at 11:59 PM via turnitin.com



2. If you are interested in obtaining a letter of recommendation from me, please complete your BRAG SHEET and email it to me by 1/17. Please feel free to stay after school next week for assistance in this process.


Extra Credit:

#beyond410 post: commencement, unity, and value



Wednesday - 1/17

Start Up:

RNB Rubric

*Please see me if you need to make up the synthesis essay from yesterday.

Guided Learning:

a. Extended MC Practice

collect books, extra credit, grade RNB

b. Allegory of the Cave Activity
Step 1: Associations activity on a separate sheet of paper:
What do caves represent?
What do shadows represent?


Step 2: Read “The Allegory of the Cave” - pages 1112 - 1115 in NR and complete a brief summary (2-3 sentences). Then answer the following questions:
1. What is the moral of this story? Please use textual evidence.
2. What does the cave represent?
3. What do the shadows represent?
4. How does this allegory relate to our current lives?
*draw the scene



c. Read the Joel Stein work
  1. Identify his argument
  2. How does he support his argument?
  3. Do you agree or disagree with his work?
  4. What's the moral of his work?
  5. What can you take away from this? How does this apply to your life?


HW:

1. Finalize Allegory of the Cave activity.

2. Please bring in any borrowed or checked out course texts

3. If you are interested in obtaining a letter of recommendation from me, please complete your BRAG SHEET and email it to me by tonight. Please feel free to stay after school next week for assistance in this process.



Extra Credit:

a. #beyond410 post -Commencement, poetry, value, and unity.



Thursday - 1/18

Start Up:

Please keep your Norton Reader on your desk. Then place any blue tickets you have on my desk. Finally, turn your Allegory of the Cave work in to the blue rectangle.

1. Please have a number two pencil on your desk. Then quietly discuss AP multiple choice strategies with your partner.
2. What are some things that we could do tomorrow to add closure to the semester while also celebrating our learning?

*I will be after school if you have any final work to turn in or make up.

Please come out and support Natalie tonight in the county Poetry Out Loud championship.

Guided Learning:

a. Turn in Norton Readers
b. MC Final
c. Discuss “Allegory of the Cave”


HW:
1. Compose a letter to me (preferably handwritten). In this letter please discuss these topics. In doing this please explain the how and why. Also, if you have any final words to share with me, please do.

-most useful thing we did all year
-favorite reading (can be from INDY Reading)
-most enjoyable thing we did all year
-what you are the most proud of
-what you would do differently
-what you learned from the course
-how this course impacted
-most enjoyable classmate

2. If you have any makeup work or extra credit, it needs to be turned in to me by 11:59 PM
3. Bring course materials - tomorrow is an instructional day, and I plan to capitalize on that.
4. Please bring in any borrowed or checked out course texts.

*PLEASE SUPPORT Natalie tonight as she performs in the county Poetry Out Loud contest at 7PM.

#beyond410 post -synthesis, value, and unity.





Friday - 1/19/18

Start Up:

Please place your letters in the blue rectangle. Also, please turn in any books that you have borrowed or checked out.

1. 140 Characters or less: Most memorable or valuable moment of AP Language.

Guided Learning:

1. Read “We Are What We Choose”
http://www.princeton.edu/main/news/archive/S27/52/51O99/index.xml

a.Discussion of author’s message and how it applies to our work in AP Language and their future academic work.
b,Have students identify what they think is the most important of the rhetorical questions and have them briefly explain why.
c. Write the question down and store it.

2. Have students share their commencement speeches

3. Final words from me.

4. Musical Exit - “Forever Young”

5. Discuss review sessions for next semester

6. Check out books

HW:

1. Read!
2. Be a good human.
3. Pursue interests and passions.
4. Have a wonderful spring semester and summer.

Extra Credit:
-#beyond410 post: commencement, unity, and value