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