z-Honors+English+3+2016


 * Syllabus**


 * Letter to Parents**

-8/30 - Signed Parent Letter -8/31 - Register for turnitin.com -9/01 - Final Draft of Letter to Mr. Jarman via turnitin.com -9/01 - Binder Check -9/02 - Reader’s Notebook # 1
 * Week # 1 -** **8/29 - 9/02**
 * Due Dates:**


 * Monday - 8/29**


 * Format a blank sheet of paper as follows:**

Your name:

Start - Up Week # 1

Monday - 8/29

1. Write down an adjective that best describes you that also starts with the same letter as your first name:

ex. “Tenacious Timothy”

2. What is your favorite place in the United States? Why? Also, why do you think I am asking you this question?


 * Guided Learning**

1. Discuss start up policy

2. Roll, adjective and name sharing

3. Introduce Letter to Mr. Jarman Assignment

4. Discuss parent letter and information sheet

5. Review syllabus and policies:

-students individually read -pop corn read certain parts -have students sign the syllabus and place it in their binder.

-review binder check

-show students my website


 * HW:**

1. Rough Draft of Letter to Mr. Jarman (at least one full page hand written or typed) 2. Have parent letter and information sheet signed 3. Obtain supplies


 * Tuesday - 8/30**


 * Start Up:**

Please sit where you sat yesterday.

1. Taking NCVPS or Cape Fear courses? If so, which ones?

2. Please answer the following questions to the best of your ability: a. favorite radio station? b. favorite TV show? c. favorite musical artist? d. favorite pod cast?


 * Have your signed parent letters on your desk.
 * If you finish early, please organize your binder.


 * Guided Learning:**

1. Roll play certain policies and classroom procedures: -clean the room -phones -review procedures for fire drill 2. Review supplies list/books/binder 3. Review strategies for Pre-Assessment (group average) 4. Pre - Assessment (1-25 --- 25 minutes) 5. AP Grading Scale 6. Discuss what AP looks like and other pathways. 7. Review drafts (graveyard words and contractions)


 * HW:**

1. Work on Letter to Mr. Jarman 2. Register for turnitin.com 3. Organize your binder


 * Wednesday - 8/31**


 * Start Up:**

1. Who was your previous English teacher, and what did you like about their class? 2. Generate one question you have about the course. 3. Generate one question that you have about me.


 * Please turn in signed parent information sheets.


 * Guided Learning:**


 * Turnitin registration

1. Grade MC Work from yesterday: -Group average (extra credit) -Introduce AP Grading Scale -Function of groups -Discuss alternatives to AP

2. Roll play certain policies and classroom procedures: -cleaning the room -review procedures for fire drill

3. Review rubric and drafts:

-graveyard words -contractions -letter formatting -1 page
 * Use Google Drive
 * In the event of an emergency, email me your letter.

4. Discuss binder organization and expectations.


 * HW:**

1. Work on Letter to Mr. Jarman - due via turnitin.com at 11:59 PM. 2. Register for turnitin.com 3. Organize your binder


 * Thursday - 9/1**


 * Start Up:**

1. If we had a class playlist, what three songs would you add to this playlist? Please provide a rationale for each song.


 * I will be coming around to check your binder for organization.


 * Guided Learning:**

-Review model drafts of “Letter to Mr. Jarman” -Review who has or has not registered for turnitin.com -Questions about where handouts should be stored?

1. Introduce RNB Protocol 2. “Superman and Me” analysis assignment


 * HW:**

1. Finalize Letter to Mr. Jarman - due via turnitin.com at 11:59 PM.


 * Friday - 9/2**


 * Start Up:**

1. List three things that the world should know about you. Briefly explain how or why for each one of these responses.

- Please have your “Superman and Me” work ready to be stamped. - Finalize your Start Ups for the week. I will be taking these up for a grade.


 * Guided Learning:**

1. Discuss grading for Start Ups.

2. Brief review of Alexie work.

3. Complete personality test: []

4. Complete personality test assignment.

5. Discussion of Compatibility.


 * HW:**

1. Please write a short narrative about an interesting or instrumental event from your childhood. Feel free to make slight embellishments.


 * 200 word minimum

2. Extra Credit: #beyond410 post


 * Week # 2 - 9/6 - 9/9**


 * Due Dates:**

- 9/7- Reader’s Notebook Check - 9/8- 200 word personal narrative - due via turnitin.com at 11:59 PM


 * Tuesday - 9/6**


 * Start Up:**

1. What makes a story good? Please explain in 2-3 sentences. 2. What is your favorite story of all time? Please explain in 2-3 sentences.


 * Switch the rows


 * Guided Learning**

1. Review Start - Up

2. Peer review of childhood narrative -Personal Reaction -1 piece of positive feed back -Underline favorite part.

3. Personal Narrative Journal: If your life story was to become a Hollywood produced film, what parts of your life the film’s director focus on and why? -write the question down -take a free write approach -try to write for at least ten minutes without stopping -try to fill up at least a page.

4. Highlight areas of power in free write.

5. Discuss: “showing v. telling” and role of narrative voice

6. Discuss: “You must not come lightly to the blank page” – Stephen King


 * HW:**

1. Complete a rough draft of your personal narrative -(Need to have a hard copy in class tomorrow).

-target length 195 – 205 words -can be typed or handwrittten -must be amazing -must have a distinct narrative voice -must have a working title -this rough draft will count as a minor essay grade and will be graded on both participation and adherence to the requirements.

2. #beyond 410 posts - The winners will be announced at the beginning of class on Friday.


 * Wednesday - 9/7**


 * Start Up:**

1. Why is a personal narrative important or valuable?

2. What elements must a story have?


 * Have the rough draft of your essay on your desk, and make sure you have completed an accurate word count.
 * Please prepare for your RNB Check.


 * Guided Learning:**

1. Review nuts and bolts and start up.

2. Review RNB Rubric and RNB Check.

3. Review expectations for sustained reading assignment and review how to incorporate quotations.

4. Read “The Guardian Angel” by Gary Soto on pages 80 - 81. Please answer questions 1-4 on a separate sheet of paper. Please write in complete sentences and use textual evidence to support your answers. For question # 4, please feel free to write a paragraph as opposed to an essay.

--- Grade RNBs---

5. Discussion of questions: Think about how each one of these paragraphs could be a personal narrative.


 * HW:**

1. Please continue to work on personal narrative

-target length 195 – 205 words -can be typed or handwrittten -must be amazing -must have a distinct narrative voice -must have a working title

2. #beyond410 posts - The winners will be announced at the beginning of class on Friday.


 * Thursday - 9/8**


 * Start Up:**

1. What is the title of your narrative? Please explain the significance of this title. 2. Please prepare to discuss the start - up questions from the last two days.


 * I need to stamp your work from yesterday.


 * Guided Learning:**

1. Review start up along with nuts and bolts

2. Discuss question # 3 from the Soto reading

3. Answer the following question in your RNB - What do you think is the most powerful or evocative paragraph from the Soto passage? Please support your response with **direct** textual evidence.

4. Review rubric for 200 Word narrative 5. In your RNB, describe the narrative voice of your narrative. How does the narrative voice impact your overall meaning?

6. Peer Review of Students’ Narrative: -Personal reaction -1 piece of positive feed back -1 piece of constructive criticism 7. Review rough drafts - Talking points: -narrative voice -vivid details -color evoked -visualization


 * HW:**

1. Turn in your 200 word narrative to turnitin.com by 11:59 PM - Please include the word count on your document.


 * your narrative should be ready for publication.
 * if you have any difficulty with turnitin.com, please email me your assignment.

2. #beyond410 posts - The winners will be announced at the beginning of class on Friday.


 * Friday - 9/9**


 * Start Up:**

1.What can we do with our narratives? What is their use? How can we incorporate them into our current lives? How could we use them in the future?


 * Guided Learning:**

1. Review nuts and bolts and Skills Quiz 2. Binder organization 3. Re-read “Superman and Me” 4. Introduce students to the SOAPSTONE Protocol. 5. Students will then complete a SOAPSTONE of Superman and Me in the “Notes Section of their binder. 6. Read Faulkner biography from Norton 7. Allow students to independently work on the SOAPSTone of Faulkner’s speech 8. Announce 410 winners


 * HW:**

1. Complete a full SOAPSTone of William Faulkner’s Nobel Prize Acceptance Speech in your Reader’s Notebook.


 * Please make sure to use **direct** textual evidence to support your choices.
 * Please do not worry about the tasks located on the bottom of the sheet.

2. Extra Credit: #beyond410 post


 * Week # 3 - 9/12 - 9/16**


 * Due Dates:**

9/12 - After School tutoring (SAT) 9/14 - RNB Check 9/14 - CIA due via turnitin.com at 11:59 9/15 - Skills Quiz


 * Monday - 9/12**


 * Start Up:**

1. What was the most interesting thing that happened to you last week? Please write at least one paragraph and make sure that your response is as vivid and interesting as possible.


 * When you are done with your start - up please obtain a computer. No food or drink is allowed near the computers.


 * Guided Learning**

1. Review Nuts and Bolts and Due Dates

2.Introduce Critical Inquiry Assignment and talk through the questions individually. 3. Independent work session.


 * HW:**

1. Re-read the Faulkner speech and complete tasks 1-3 (located on your copy of the speech) in your Reader’s Notebook. 2. Work on CIA

Reminders: -#beyond410 post -submit narrative or other works to the school literary magazine.


 * Tuesday - 9/13**


 * Start Up:**

1. Please create a working definition of “style.” 2. What is someone referring to when they say they like your //style//?


 * new seats


 * Guided Learning**

1. Nuts and Bolts 2. Review due dates 3. Collaborative review SOAPSTone of Faulkner’s work (textual evidence and construction paper) 4. Read “An Album of Styles” on pgs. 551 – 552 in Norton Reader -Identify and copy down the four most important pieces of information from this, and record this information in your notes section. -Develop a working definition of literary style. 5. Discuss questions 1 - 3.

6. Faulkner Vocabulary Assignment (individual and group)

Commensurate – Pinnacle – Verity – Travail – Ephemeral -


 * HW:**

1. Copy down what you think is the most powerful statement from Faulkner’s speech. Then briefly explain what makes this statement so powerful, and why it resonates so much with you.


 * Your response should be one fully developed paragraph.

2. Continue working on your CIA.


 * Wednesday - 9/14/16**


 * Start Up:**

1. Why should you double space your writing?

2. T = AA and P = MA are formulas for?

3. In 2-3 sentences, please defend or challenge the following statement: “Cut out all these exclamation points. An exclamation point is like laughing at your own joke.” - F. Scott Fitzgerald


 * Guided Learning:**

1. Review Nuts and Bolts. 2. Review content for tomorrow’s skill quiz: -definition of tone -definition of purpose -punctuation of titles -words under 100 -punctuation of quotes -date MLA style -function of exclamation points -tense when discussing literature. -SOAPSTone -vocab Words: commensurate, pinnacle, verity, travail, ephemeral

3. Grade RNBs. 4. Listen to the audio version of the speech, and discuss differences/similarities. [] [] 5.Extended Faulkner RNB assignment

6. Socratic Seminar?


 * HW:**

1. Finalize Extended RNB assignment 2. Complete CIA and submit to turnitin.com by 11:59 PM. 3. Study for your skills quiz


 * Thursday - 9/15**


 * Start Up:**

1. Incorporate commensurate, travail, verity, ephemeral, and pinnacle into grammatically correct sentences. *Please underline or highlight these words.


 * Guided Learning:**

1. Disuss Nuts and Bolts 2. Skills Quiz 3. Short discussion of Faulkner’s questions (each group is assigned a question - quiz grade). 4. Brainstorm/background information - 1863, Civil War, and Abraham Lincoln

[] []

5. Read Abraham Lincoln’s “Gettysburg Address” and complete Tasks 1-3 in your RNB


 * HW:**

1. Read Abraham Lincoln’s “Gettysburg Address” and complete Tasks 1-3 in your RNB

2. Complete historical research on the Battle of Gettysburg.


 * Friday - 9/16**


 * Start Up:**

1. “Asking questions and seeking help is a sign of strength, not weakness.”

Defend or challenge is a fully developed paragraph


 * Guided Learning:**

1. Brainstorm/background information - 1863, Civil War, and Abraham Lincoln

[] []

2. Discuss students’ answers to tasks 1 and 2.

3. Task 3 and Task 4 collaboratively

4. Introduce close reading assignment


 * HW:**

1. Complete Close Reading of “Gettysburg Address” on a separate sheet of paper.

2. Find a book that you would like to independently read.


 * Week # 4 - 9/19 - 9/23**


 * Due Dates:**

9/19 - After School tutoring (SAT) 9/21 - RNB Check 9/21 - Picture Day - 3rd Block 9/22 - Skills/ Vocab Quiz 9/23 - Faulkner’s Birthday 10/19 - PSAT


 * Monday - 9/19/16**


 * Start Up:**

1.What was the most enjoyable aspect of your weekend? 2. What does is mean if you describe someone as assertive? 3. What is an assertion?


 * Guided Learning**

1. Review Nuts and Bolts and Due Dates

2. Introduce TAEAC and Paragraph Structure.

3. Have Students rewrite their response for # 20 from the homework question set.

4. Review as many of the HW questions as possible


 * HW:**

Please answer the following questions in TAEAC form.

1. What are the most common pronouns used in "The Gettysburg Address”? Explain how this relates to Lincoln’s purpose.

2. How do writers and speakers establish credibility with their audience?

Reminders: -#beyond410 post -submit narrative or other works to the school literary magazine.


 * Tuesday - 9/20**


 * Start Up:**

If you were absent yesterday, please see me about the notes and assignments that you missed yesterday.

a. How do you punctuate the title of a major work (movie, novel, play, album) when typing?

b. How do you punctuate the title of a major work (movie, novel, play, album) when writing by hand?

c. How do you always punctuate the title of a smaller work when writing either by hand or when typing?


 * new seats - third


 * Guided Learning**

1. Nuts and Bolts

2. Have students share HW responses

3. Re-visit key questions from “Gettysburg Address” assignment

4. Read through Conroy’s work once. 5. Answer the following questions independently:

a. Locate what you think is the most compelling statement from the Conroy Letter. Copy this statement down, and then in a few sentences explain why this statement is so powerful.

b. Why do you think I asked you this question?

5. Read the text again and start working on the close analysis assignment


 * HW:**

1. Complete close analysis assignment in your RNB.


 * Wednesday - 9/21**


 * Start Up:**

1. Please explain what the following quotation means, and how its meaning relates or doesn't relate to your life:

"My wound is geography. It is also my anchorage, my port of call." - Pat Conroy


 * Guided Learning:**

-Review Start - Up and Nuts and Bolts:

1. Answer the following questions in your RNB.

a. What is an allusion that Conroy makes in this letter? How does it contribute to his purpose? b. What adjective would you use to describe Conroy’s diction? Why? c. What adjective would you use to describe his tone? Why

2. Discussion of questions and discussion of HW.

3. Review items for the quiz:

-TAEAC -everything from last week, including the vocabulary -punctuation of titles -score? -allusion -consecrate -conceive -absences

4. Introduce critical analysis grid

5. Independnet Work


 * HW:**

1. Complete two rows of your critical analysis grid with Conroy's Letter 2. Study for your skills quiz.


 * Thursday - 9/22**


 * Start Up:**

1. How can we appropriately celebrate Faulkner’s birthday? 2. How can we keep up morale and motivation? List three specific things that we can do as a class, or that I can do as a teacher. If there are things that I need to keep doing, please list those as well. 3. Why do you think I love SOAPSTone so much? A.K.A. How is SOAPSTONE useful?


 * Guided Learning:**

Skills Quiz

1. Collaborate with a partner and finish your critical analysis grid. 2. Review essay question 3. Introductory paragraph notes

4. Students will compose their introductory paragraphs


 * HW:**

1. Complete introductory paragraph for Pat Conroy essay. 2. Find your favorite William Faulkner quote. Please copy it down in your RNB and explain its significance.


 * Friday - 9/23**


 * Start Up:**

1. Write down ten specific things that you have learned in this class.


 * Guided Learning:**

1. Peer review of introductions. -Contains all elements of SOAPS -Thesis statement is the last sentence or two sentences of the first paragraph -The thesis mentions the main strategies that the author uses to achieve his purpose and what that purpose is -Writes in the third person -Writes about events in literature in the present tense -Avoids long quotes in introduction -Original style and voice are present… even in the introduction.

2. Revise introductions.

3. Writing Notes Part 1.

4. Review model paragraphs and show students how to use the critical analysis grid to write a body paragraph.

5. independent work.


 * HW: **

1. Complete a revised introduction, and one perfect body paragraph.


 * Week # 5 - 9/26 - 9/30**


 * Due Dates:**

-9/26 - 9/27 - after school tutoring/ writing conferences -9/28 - RNB Check -9/28 - Timed Writing - Conroy essay -9/29 - Skills Quiz -9/30 - Gettysburg Address Revision


 * Monday - 9/26**


 * Start Up:**

1.What was the most enjoyable aspect of your weekend? Why?

2. 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:** Pat Conroy


 * Quote:** My English teachers pushed me to be smart and inquisitive, and they taught me the great books of the world with passion and cunning and love.


 * Guided Learning**

1. Discuss start up, nuts and bolts, and the buddy system

2. Review Student Examples:

-identify all of the different paragraph elements (TAEAC) -write down two things each person did well -write down one thing you would change

3. Allow students to peer review each other’s work. In doing this, they need to look for:

-TAEAC -correctly introduced quotes -grammar and spelling mistakes

4. Allow students to independently work on their paragraphs -reiterate the importance of choosing the most powerful elements and transitions between body paragraphs.


 * HW:**

1. Compose two more body paragraphs for your Conroy essay (when you are done you will have a perfect introduction and three body paragraphs).

-Please make sure that you are making transitions between your body paragraphs. -Please make sure to keep all of your writing organized in preparation for the final essay assignment.

2. Get your progress reports signed.

Reminders: -#beyond410 post -submit narrative or other works to the school literary magazine.


 * Tuesday - 9/27**


 * Start Up:**

1. What has been the most challenging part of the essay writing process?

2. What has been the most rewarding part of the essay writing process?

3. In regards to writing an effective conclusion, what have you been taught?


 * please locate your AP grading scale and rubric


 * Guided Learning**


 * Review study guide for skills quiz:

-argument -location of thesis statement -importance of analysis -tense -all of our writing notes -paragraph structure -definition of purpose -definition of tone -possessive apostrophes -punctuation of titles -everything that you have learned during the previous weeks.

1. Allow students to peer review each other’s work. In doing this, they need to look for:

-TAEAC -correctly introduced quotes -grammar and spelling mistakes -transitions (highlight)

2. **Review Conclusion Notes - 9/27**

How to conclude with power, grace and style? Here are a few structural options:

-You can and should return to former ideas, but present them from a different angle. -Show the combined effect of the writer’s ideas in a rhetorical analysis. -Or, in a persuasive argument, end with a convincing idea that follows from your previous points. -Answer the “So What” question.

Here are a few techniques that you could try out:

-Incorporate a powerful quote that you have not previously analyzed -Dramatic sentences (e.g. one-word sentences or sentence fragments) -Parallel sentences or parallel element -Anaphora (or any type of intentional repetition). Anaphora is beginning a series of sentences with the exact same words (e.g., “I have a dream….”)

3. Have students read through their draft a few times and compose their conclusion in class.

4. Review AP Writing Rubric 5. Write an additional body paragraph


 * HW:**

1. Finalize your rough draft in preparation for tomorrow’s timed writing (Introduction, three/four body paragraphs, and a conclusion)

2. Bring a book to read


 * Wednesday - 9/28**


 * Start Up:**

1. Review the AP Essay Rubric, and in 2-3 sentences, explain what it takes to earn a score of a 6 or higher.


 * Please remind me to pass back your “Gettysburg Address” assignments.
 * Please turn in your signed progress reports.


 * Guided Learning:**


 * grade RNBs

1. Discuss rubric/student’s start up responses.

2. Review Essay Question with students and post on the board:

Read Pat Conroy’s letter to the Charleston Gazette and write a well-developed essay in which you analyze the strategies he uses to make his point.


 * AKA - What is Conroy’s message, and how does he successfully use literary devices to communicate this message to his audience?**

3. Reminders before writing:

Purpose: Cultivate mental stamina, and master the approach to the analysis essay.

Target: An analysis essay that contains a perfectly structured introduction, three to four body paragraphs and a powerful conclusion.

Goals: transitions, voice, style, diverse word choice (especially verbs).

4. Give students forty minutes to complete a final draft of their essay**.**

5. When students finish, they should work on their “Gettysburg Address” revision assignment.


 * HW:**

1. Work on “Gettysburg Address” revision assignment 2. Study for your skills quiz:

-argument -location of thesis statement -importance of analysis -tense -all of our writing notes -paragraph structure -definition of purpose -definition of tone -possessive apostrophes -punctuation of titles -everything that you have learned during the previous weeks


 * Thursday - 9/29**


 * Start Up:**

1. Identify some things that went well when writing yesterday’s essay.

2. What are some things that you struggled with?

3. At this point, what do you still not understand about this process.

4. After yesterday, are you still interested in taking the AP Language Course in the spring?


 * Guided Learning:**

1. Skills Quiz

2. Discussion of Cape Fear offerings

3.”Gettysburg Address” assignment: -Review partner’s work for grammatical correctness. -Discuss questions (remind students they consult the work on the wall). -Review assignment goals

4. Independent work session/Writing conferences


 * HW:**

1. Finalize “Gettysburg Address” revision assignment.


 * Friday - 9/30**


 * Start Up:**

1. What are some ways in which you can establish credibility with your reader?

2. How could you use logical appeals and support your logic with evidence?

3. What are some ways that you could connect emotionally with your reader?

4. Describe the relationship between science and religion.


 * First Block - taking the AP Language course in the spring?


 * Collect and grade start - ups


 * Guided Learning:**

1. Self grade “Gettysburg Address” revisions and discuss the revision process.

2. Einstein activity - Tasks 2-5. - 30 minutes


 * HW:**

1. Read the Einstein letter and complete tasks 2-5 in your RNB.


 * Week # 6 - 10/3 - 10/7**


 * Due Dates:**

-10/03 - Tutoring - Writing Conferences -10/04 - Tutoring - Skills Review/SAT Prep -10/05 - Skills Quiz -10/06 - P - ACT - First Block Meets in room 304 -10/07 - Capstone Assignment - Be here


 * Monday - 10/3/16**


 * Start Up:**

If you were absent on Friday, please collect your missing work and turn in your Start Up along with your Gettysburg address assignment.

1.What was the most enjoyable aspect of your weekend? Why? Please answer in 3-4 sentences.

2. Do you think you can write about “shifts” or transitional phrases as literary devices?

3. Please provide a working definition of the following terms:

a. ethos - b. logos - c. pathos -

-Return graded work. -Award medals for high grades. -New seats (3rd) -Spectacular six -Fabulous four


 * Guided Learning**

1. Discuss start up, nuts and bolts, and the buddy system

2. Review Amazing introduction to Rhetoric

3. Complete Task 1 from the Einstein HW in your RNB.

4. ELP gallery activity.

5. Review the rest of the Einstein HW questions.

6. EXIT TICKET: Students will choose a partner who focused on a very different strategy for the Einstein paragraph.

a. -identify all of the different paragraph elements (TAEAC) -write down two things each person did well -write down one thing you would change

b. collaboratively re-write the paragraphs with a PERFECT trasition sentence connecting the two paragraphs.

7. Allow for students to look for suitable advertisements.


 * HW:**

1. Find an effective advertisement and bring it in **(hard copy).**
 * Feel free to bring in more
 * Remind me to show you some good examples

Reminders: -#beyond410 post - Rhetoric and the Means of Persuasion -submit narrative or other works to the school literary magazine.


 * Tuesday - 10/4/16**


 * Start Up:**

[] []

1. Find an example of ethos, logos, and pathos in the advertisement 2. Complete a SOAPSTone


 * Guided Learning**

1. study guide for skills quiz:

-Conroy feedback -Rhetoric notes -Your thesis should always contain the author’s message. -p = mfa -When should you proofread -The relationship between aea -Subject and verb agreement -Punctuation and verb tense -Contractions and homophones -Spelling and vocabulary -Everything you have learned in previous weeks -5 words to replace show

2. Review Conroy Essay Feedback

3. Modified Visual Rhetoric assignment in the RNB


 * HW:**

1. Finish Visual Rhetoric RNB assignment

2. Study: -Conroy feedback -Rhetoric notes -Your thesis should always contain the author’s message. -p = mfa -When should you proofread -The relationship between aea -Subject and verb agreement -Punctuation and verb tense -Contractions and homophones -Spelling and vocabulary -Everything you have learned in previous weeks -5 words to replace show


 * Wednesday - 10/5**


 * Start Up:**

1. If you were one of the rhetorical elements, which one would you be? Why? Please explain in 2-3 sentences.

2. Answer the following questions to the best of your ability. a. If I write “awk” on your paper, what does that mean? b. If I write “WC” on your paper, what does that mean? c. If I write “SP” on your paper, what does that mean? d. What are two specific “things” that //you// can do to improve as a writer?


 * Guided Learning:**

1. Review nuts and bolts 2. Quiz 3. Grade RNBs 4. Watch rhetoric video - [] 5. Discussion 6. Introduction to rhetorical situation essay # 1 7. Independent work


 * HW:**

1. Obtain a copy of //The Crucible// 2. Start working on your Rhetorical Situation Essay. The rough draft is due in class (Hard Copy) on Monday, October 10th. It must be a literary masterpiece.


 * First block, we will be meeting in room 304 tomorrow.
 * Second block, you will be missed.
 * Third block, business as usual


 * Thursday - 10/6/16**

1. ACT Review 2. Open workshop on Rhetorical Situation essay 3. Re-write of Conroy's essay


 * HW:**

1. Start working on your Rhetorical Situation Essay. The rough draft is due in class (Hard Copy) on Monday, October 10th. It must be a literary masterpiece.


 * Friday - 10/7**


 * 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. Identify an example of ethos, logos, and pathos. In doing this, please provide a brief description of each.


 * HW:**

1. Complete a full-length rough draft of your rhetorical situation essay. This will be due on Monday. It needs to be one page typed, or two pages handwritten.


 * Week # 7 - 10/11 - 10/15**


 * Due Dates:**

-10/11 - After School Tutoring - Essay Workshop/Writing/Skills Review -10/12 - Submit final draft of the Rhetorical Situation Essay to turnitin.com by 11:59 PM -10/13 - Skills Quiz -10/15 - Deadline for Cape Fear registration


 * Tuesday - 10/11**


 * Start Up:**

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.


 * Please have your rough drafts on your desk.


 * Guided Learning**

1. Discussion of expectations for essay.

a. Complete a SOAPSTone of your Rhetorical Situation Essay. b. Complete a SOAPSTone analysis of your partner’s paper. -Identify ethos, logos, and pathos - color coordinated c. Review Rubric for the Rhetorical Situation essay.


 * Rubric:**

_/ 05 correct letter formatting and length requirement _/ 10 correct grammatical usage and spelling _/ 10 writer’s purpose is made clear and achieved _/ 05 writing is fabulous, compelling, and persuasive (effective combination of ELP).


 * _/30 Total**

2. 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.

3. 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. Identify an example of ethos, logos, and pathos. In doing this, please provide a brief description of each. c. Answer questions 1-3 in complete sentences. d. In a fully developed paragraph, defend or challenge Ivins’ argument. Please use TAEAC.


 * HW:**

1. Finalize Norton Reader Assignment 2. Study for your skills quiz -#beyond410 post - Rhetoric and the Means of Persuasion -submit narrative or other works to the school literary magazine.


 * Wednesday - 10/12**


 * Start Up:**

1. What is the difference between an analogy and a metaphor?

2. Which superhero has the most ethos? Please explain your answer.


 * Guided Learning:**

1. Study guide for skills quiz:

-Difference between an analogy and a metaphor -Core Rhetorical Terms -Joshua Bell Rhetoric Video [] -Op - Ed reading ( 500 - 800 words and nuanced) -Rhetoric and Extended Rhetoric notes -Your thesis should always contain the author’s message. -p = mfa -When should you proofread? -Subject and verb agreement -Everything you have learned in previous weeks

2. Extended Rhetoric Notes - connect to essay

3. Introduce Core Rhetorical Terms

4. Discussion of Ivins work


 * HW:**

1. Finalize Rhetorical Situation Essay. This is due tonight at 11:59 PM via turnitin.com 2. Study for skills quiz. 3. Register for CFCC classes.


 * Thursday - 10/13**


 * Start Up:**

1. If you were going to write an Op - Ed, what issue would you write about? Why? 2. Study for your skills quiz.


 * Guided Learning:**

1. Quiz

2. Extended Rhetoric Notes - Connect to Kid President

3. View Kid President video and discuss visual rhetoric []

4. Introduce Kid President assignment

5. Independent Work


 * HW:**

1. Complete tasks 1-2 of Kid President analysis assignment. 2. Register for CFCC classes


 * Friday - 10/14**


 * Start Up:**

[]

a. Identify message b. Identify and describe and example of Ethos, Logos, and Pathos.


 * Guided Learning:**

1. Discuss Start - Up. 2. Review # 7 and #18 form the “Gettysburg Address” - Keep Writing in the 3rd person 4. Core Rhetorical Terms Scavenger Hunt (groups and course texts) 5. Introduce Indy Reading Assignment 6. Discuss KP work. - Task 3 and Task 4 -make sure you are responding in the third person


 * HW:**

1. Complete Task 3 and Task 4 of your Kid President Analysis assignment in your RNB. Make sure that you are responding in the third person. 2. INDY Reading


 * Week # 8 - 10/17 - 10/21**


 * Due Dates:**

-10/18 - After School Tutoring - Essay Workshop/Writing/Skills Review -10/19 - First thirty pages read -10/19 - PSAT -10/20 - CEJ # 1 - Salem Witch Trials -10/20 - Indy Reading/Skills Quiz -10/21 - Grade RNB -10/25 - 10/26 - Midterms


 * Monday - 10/17**


 * Start Up:**

1. What was the most enjoyable aspect of your weekend? Why? 2. What is your favorite horror movie? Why? 3. What is your favorite comedy/romantic comedy? Why? 4. What do horror films and comedies have in common? Try to list at least three things.


 * Guided Learning**

1. Pre - Assessment:

a. What does the word log/logue mean? b. What does the prefix “mono” mean? c. What does the prefix “di” mean? d. What does the prefix “sol” mean?

2. Introduce Dramatic Terms

3. Discuss Kid President RNB Responses

4. Review # 7 and #18 form the “Gettysburg Address” - Keep Writing in the 3rd person

5. Discuss responses to Core Rhetorical Terms Scavenger Hunt.

6. Introduce Indy Reading Assignment: - You can always submit proposals for readable books. - You can receive extra credit for writing and sharing recommendations.

7. Have students brainstorm instances of irony.


 * HW:**

1. Indy Reading - bring chosen book to class tomorrow. 2. Finalize RNB assignments 3. Research articles about the Salem Witch Trials.

-#beyond410 post - Fall/Halloween/Bob Dylan/Irony -submit narrative or other works to the school literary magazine.


 * Tuesday - 10/18/16**


 * Start Up:**

Announcement: I will be grading your RNB on Friday.

1. Write down five words that have the root word sol. Example: solitaire

2. Research the term “crucible” and hypothesize why it is the title of the text that we are about to read.


 * If you were absent yesterday, please obtain a copy of the dramatic terms notes, a reading log, and a copy of the Indy Reading assignment. Also, make sure that you know the due dates for this week.


 * Please notify me if you need me to update/check your RNB.
 * Donations?


 * Guided Learning**

1. Discuss Start - Up

2.Review items for the skills quiz:

-dramatic terms -information from //The Crucible// PPT (slides 1-20) -rhetoric notes -core rhetorical terms and examples -allusion -relationship between spelling/grammar and ethos

3. Citation practice - []

4. Introduction to the CEJ

5. Crucible Background notes -Review expectations for note taking: 2-3 pieces on important information per slide.


 * HW:**

1. Finish reviewing //The Crucible// background PPT, and make sure that you are taking appropriate notes.

2. Have 30 pages read and logged.

3. CEJ # 1 - Salem Witch Trials - due on Thursday

-If you have a personal copy of //The Crucible//, please bring it to class tomorrow. -#beyond410 post - Fall/Halloween/Bob Dylan/Irony -submit narrative or other works to the school literary magazine.


 * Wednesday - 10/19**


 * Start Up:**

1. Create a pun: Why should you avoid graveyard words?


 * Guided Learning:**

1. Read pages 1254 and 1255 of the orange text book and write down the five most important facts from each passage while reading.

2. I want you to create a hypothesis in regards to the following question: How do we accurately learn about our nation’s history? In answering, I want to encourage you to think about the role of primary documents, “history” books, anecdotes, and works of historical fiction (film and literature).

-take a free write approach -try to write for at least ten minutes without stopping -try to fill up at least a page. -make sure to correctly date and label the assignment.

3. CEJ Open Workshop

4. Review for Skills quiz:


 * HW:**

1. Finalize CEJ of Salem Witch Trials 2. Have 30 pages of reading logged 3. Study for skills quiz: -dramatic terms -information from //The Crucible// PPT (slides 1-20) -prose v. poetry -rhetoric notes -core rhetorical terms and examples -allusion -relationship between spelling/grammar and ethos


 * Thursday - 10/20**


 * Start Up:**

1. How would you punctuate the title of The Crucible?

2. How are stage directions punctuated?


 * Please have your INDY book and reading log on your desk.
 * Study for your skills quiz: We will begin taking it in five minutes.
 * Protocol for Earthquake Drill


 * Guided Learning:**

1. Skills quiz

2. 10:20 - Earth Quake Drill

3. Review character relationships

4. I will introduce students to stage directions, and I will also give them the time to read the overture.

[]

5. Read Prologue and Act 1 in class and answer the associated guiding questions in your Reader’s Notebook.

[]

[]


 * HW:**

1. Finish reading Act I and answering the corresponding questions in your RNB. 2. Bring film supplies for tomorrow 3. Finalize RNBs 4. Indy Reading


 * Friday - 10/21/16**


 * Start Up:**

1. Identify a modern witch-hunt, and briefly describe why this is occurring in our society today. Your total response should be 2-3 sentences.


 * Please finalize all your start - ups and prepare to turn these in.

2nd Block - Earthquake Protocol


 * Guided Learning:**

1. Grade RNB. 2. Discuss guiding questions and begin the film. 3. Film Assignment a. Identify and describe an instance of dramatic, verbal, and situational irony. b. Character log - Write down memorable things they say or do and their relationships to or with other characters.

Reverend Parris Betty Parris Tituba Abigail Williams Susanna Walcott Ann Putnam Thomas Putnam Mercy Lewis Mary Warren John Proctor Rebecca Nurse Giles Corey Reverend John Hale Elizabeth Proctor


 * HW:**

1. CEJ # 2 - Modern Day Witch Hunt - Due Monday - 10/24 2. Study for your cumulative skills quiz 3. Indy Reading - 60 pages


 * Week # 9 - 10/24 - 10/28**


 * Due Dates:**

-10/24 - Extensive after school tutoring session. -10/25 - Cumulative Skills and //The Crucible// Quiz -10/27 - Deadline for submitting make up work -10/27 - 100 pages read - Assessment


 * Monday - 10/24**


 * Start Up:**

1. Summarize Act 1 in 2-3 sentences.

2. What is your initial reaction to Act I/First part of the film?

3. Create a working definition of the term protagonist and antagonist.


 * Have reading log on your desk.
 * Turn in CEJ # 2
 * If you were absent on Friday, please have a neighbor catch you up to speed on what you missed.


 * Guided Learning**

1. Pass back all graded work and progress reports 2. Review items for the midterm. 3. Review Questions and character relationships 4. Character relationship web 5. Resume film and continue with the character log: a. Identify and describe an instance of dramatic, verbal, and situational irony. b. Character log - Write down memorable things they say or do and their relationships to or with other characters.

Reverend Parris Betty Parris Tituba Abigail Williams Susanna Walcott Ann Putnam Thomas Putnam Mercy Lewis Mary Warren John Proctor Rebecca Nurse Giles Corey Reverend John Hale Elizabeth Proctor


 * HW:**

1. Study all of your returned skills quizzes and notes from this nine weeks. 2. Complete any and all make up work. 3. Indy reading

-#beyond410 post - Fall/Halloween/Bob Dylan/Irony -submit narrative or other works to the school literary magazine.


 * Tuesday - 10/25**


 * Start Up:**

1. Who is the protagonist of your chosen INDY book? Please list three appropriate adjectives. Also, what is a struggle that this character faces? 2. 365 reflection


 * Please have your indy book on your desk.


 * Guided Learning:**

1. Cumulative skills quiz 2. Finalize film and associated assignment.


 * HW:**

1. Study for your midterms 2. Indy Reading 3. Finalize any and all missing assignments. -#beyond410 post - Fall/Halloween/Bob Dylan/Irony/Rhetoric -submit to PTSA Reflection contests -submit narrative or other works to the school literary magazine


 * Start Up:**

1. What was Proctor’s final statement yesterday? What is the significance of this statement?

2. List as many symbols as you can.

3. 365 reflection


 * Guided Learning:**


 * Review Start - Up

1. CEJ Notes/Feedback -

Grammar: -avoid graveyard words -spelling still matters -Write out numbers under 100.

Common citation errors: -If abbreviating the month, there should be a period. -Underline or italicize website title.

Summary: -Incorporate small quotations. -Needs to be 2-4 sentences.

Commentary: - Use AEA in order to avoid unsupported claims. - Write in the third person. - Say something interesting. If you can’t, find a more compelling article.

2. Grade and discuss the CEJ # 2. - share model commentary.

3. Discussion of Modern Day Witch Hunts

4. Finish film and finalize film log. -example of irony. -two symbols -If you were the director of this film, what is one thing that you would change. Why?


 * HW:**

1. Read and log 100 pages.

2. A theme of a literary work is the main idea + the author’s message about this idea. After viewing //The Crucible//, What would you identify as the theme of this work? Please use TAEAC to answer this question. Also, please complete this on a separate sheet of paper (6-8 sentences).


 * Volunteer Opportunities:**

Beautification and Work Day - Saturday, October 29th at 8 AM.


 * Thursday - 10/27**


 * Start Up:**

1. Which character do you empathize the most with?

2. What do you think is the dominant theme of the film?


 * Please have your reading log and Indy book on your desk.


 * Guided Learning:**

1. Collect and grade character logs 2. Review TAEAC and have students re-write their paragraphs. 3. TPS - What can we take away from this work. 4. //The Crucible// post - learning exercise. - Why did the Salem Witch Trials happen?

5. Discussion of students' responses.


 * HW:**

1. Indy Reading 2. Complete any and all missing assignments - 5PM - Deadline for turning in late work. 3. CEJ # 3 - F. Scott Fitzgerald - Due Monday - 10/31


 * Volunteer Opportunities:**

Beautification and Work Day - Saturday, October 29th at 8 AM


 * Friday - 10/28/16**


 * Start Up:**

1. Should we have a Halloween contest on Monday? //Gatsby// themed? //Crucible// themed? If so, what would you wear?

2. Why is it valuable to study the Salem Witch Trials?


 * Please have your RNB assignment from yesterday on your desk.


 * Guided Learning:**

1. Review and grade paragraphs.

-TAEAC -Does the evidence and analysis prove the assertion?

2. Review article questions. -Grade conferences and extra credit.

3. Costume brainstorm

4. RNB Writing Assignment:

-Describe the “American Dream” in your view, and as you understand our culture’s view. How do they differ? How are they the same? -avoid graveyard words and “no-excuse” violations. -Make sure that your writing is at least one page hand-written and contains at lease three body paragraphs. -Try to naturally incorporate advanced vocabulary.

5. Independent Reading/Grade conferences

6. Vocabulary in context assignments


 * HW:**

1. CEJ # 3 - F. Scott Fitzgerald - Due Monday - 10/31 2. Indy Reading - 150 pages 3. //Literary// Themed costumes for Monday (//Gatsby// ,//The Crucible//, #beyond410, Faulkner, Lincoln, Norton Reader, etc.). *No clowns


 * Volunteer Opportunities:**

Beautification and Work Day - Saturday, October 29th at 8 AM


 * Week # 10 - 10/31 - 11/4**


 * Due Dates:**

-11/1 - After School Tutoring Session - ACT Prep -11/2 - Final Draft of American Dream Haiku -11/3 - Skills quiz -11/3 - After School Jam - bring instruments -11/4 - 200 pages read


 * Start Up:**

On a separate sheet of paper, I would like for you to express your American Dream in Haiku form.

5 syllables 7 syllables 5 syllables


 * Guided Learning**

Share HAIKU

1. Pass out Gatbsy books and fill out book receipts

2. Review and Grade CEJs

3. Grade RNB


 * Honors English III Reader’s Notebook Rubric for Week # 9**

_/ 10 - HW - 10/27 - Witchcraft and Mycotoxin Questions _/ 10 - HW - 10/28 - American Dream Reflection


 * _/ 20 - Total**

4. Reader’s Guide Assignment


 * HW:**

1. Read the first two pages of //The Great Gatsby// and more if you feel compelled. 2. Obtain a personal copy of //The Great Gatsby// - #beyond410 post - Indy Reading/Rhetoric/Gatsby/ Halloween -submit narrative or other works to the school literary magazine.


 * Tuesday - 11/1**


 * Start Up:**

Please independently read //The Great Gatsby//, and in three to four sentences summarize the first two pages in your RNB.


 * If you were absent yesterday, please turn in your CEJ, obtain yesterday’s assignments from a neighbor, and plan on seeing me during A lunch or after school so that I can check your RNB.


 * Guided Learning**

Review Chapel Hill opportunities

1. Reading quiz

2. Introduce vocabulary - Identify parts of speech.

3. Listen to Part 1 of Audio Guide []

-Have students take notes while listening. -List five pertinent facts about F. Scott Fitzgerald. -List three facts about the text. -Place this information in your notes section.

4. Gatsby Epigram Assignment - RNB

5. Independently read


 * HW:**

1. Read chapter 1 and complete Chapter 1 assignment in your Reader’s Notebook: a. Copy important information down about the main characters. b. Identify the major conflicts (at least two) c. Identify the setting. d. Write down one question you have about the chapter.

2. Finalize American Dream Haiku.


 * Wednesday - 11/2**


 * Start Up:**

1. Please take 10 minutes to independently read and re-read.


 * Guided Learning:**


 * Collect final drafts of American Dream haiku

1. Quiz

2. Discuss guiding questions (groups)

3. Review for skills quiz: -Chapter 1 vocabulary -Citation construction -Effect and affect -Audio guide

4. Independently read

5. View clips/images of Valley of Ashes.


 * HW:**

1. Read Chapter 2 and complete Chapter 2 assignment in your RNB.

a. Log important information about the main characters. -powerful quotes, important actions, moments of hypocrisy, etc. -add additional information about characters that you have already logged information on b. Identify a major conflict (include short supporting quotation and justification). c. Describe the setting/settings (include short quotations).


 * Reminders:**

-Sign up for the SPLASH and Catalyst conferences if you are interested. -Musical jam session tomorrow after school.




 * Thursday - 11/3**


 * Start Up:**

Independently read for the first ten minutes.


 * Guided Learning:**

1. Quiz

2. Grade RNB.


 * Honors English III Reader’s Notebook Rubric for Week # 10**

_/ 5 - CW - 10/31 - Fitzgerald Reading Guide Assignment _/ 5 - HW - 11/01 - Chapter 1 reading assignment _/ 5 - HW - 11/02 - Chapter 2 reading assignment


 * _/ 15 - Total**

3. Group Project - due at the end of class.

a.Twitter Challenge: Summarize chapter 2 in 140 characters or less. b. Illustrate the Valley of Ashes. c. Create a detailed venn - diagram of the differences between Nick and Fitzgerald. d. Find five instances where Nick has been judgmental or hypocritical. e. Answer all of chapter 2 guiding questions. f. Identify three instances of symbolic colors and explain their significance. g. Create a cover page for your assignment, make sure that they are correctly labeled, and put your assignments in the correct order.


 * You must use textual evidence and cite the page # for tasks C, D, E, and F.

4. Watch relevant film clips as an introduction to chapter 3.

5. Watch film clip as an introduction to chapter 3. []

6. Independent Reading Session


 * HW:**

1. Read Chapter 3 and complete Chapter 3 assignment in your RNB.

a. Describe the setting (textual evidence and details) b. Describe how Gatsby and Nick meet each other (textual evidence and details).


 * Reminders:**

-Sign up for the SPLASH and Catalyst conferences if you are interested.


 * Friday - 11/4 **


 * Start Up:**

Independently read for ten minutes

View supplementary clips: []


 * Guided Learning:**

1. Discuss HW 2. Quiz 3. Grade RNB

_/ 5 - CW - 10/31 - Fitzgerald reading guide assignment _/ 5 - HW - 11/01 - Chapter 1 reading assignment _/ 5 - HW - 11/02 - Chapter 2 reading assignment _/ 5 - HW - 11/03 - Chapter 3 reading assignment
 * Honors English III Reader’s Notebook Rubric for Week # 10**


 * _/ 20 - Total**

4. Discuss Nick and Jordan’s relationship 5. Watch supplementary clips 6. Discussion of guiding questions 7. RNB -What is your American dream? What are ten “things” you are going to do in order to make this a reality? One page - handwritten.


 * HW:**

1. Read Chapter 4 and complete Chapter 4 assignment.

a. Log important information down about the main characters. b. Identify one major conflicts (at least two) c. Describe the setting/settings. d. Identify one major symbol from this chapter.

2. Optional/ Extra Credit - Answer Chapter 4 guiding questions.


 * Week # 11 - 11/7 - 11/11**


 * Due Dates:**

-11/07 - ACT Prep - After School. -11/10 - //Gatsby// vocabulary (Ch. 1-5) and Skills quiz -11/11 - Indy Reading - 300 Pages


 * If you don’t like reading, writing, critical thinking, and assessments, PLEASE switch out of AP Language. Remember, it is purely an elective.


 * Monday - 11/7**


 * Start Up:**

Please independently read for ten minutes.


 * Guided Learning**

1.Review the vocabulary

2. RNB: a. What is America’s greatest contribution to the world? Please explain why. b. List five current celebrities that would be at a Gatsby party. Briefly explain why. c. List 10 things we learn about Gatsby in this chapter. Make sure to cite the page # for each.

Watch Jazz Clip: [] []

3. Discuss Chapter 4 and answer guiding questions.

4. RNB:

a. Explain the significance of the following excerpt from Chapter 4. Please make sure your response is at least 3 -4 sentences.

“a limousine passed us, driven by a white chauffeur, in which sat three modish negroes, two bucks and a girl. I laughed aloud as the yolks of their eyeballs rolled toward us in haughty rivalry” (69).

b. Using context clues, define the words modish and haughty


 * HW:**

1. Read chapters 5 and 6 of //The Great Gatsby// and complete the following assignments: a. Copy important information down about the main characters. b. Describe the setting/settings. c. Identify one major symbol from each chapter.

-Answer chapter 5 and 6 guiding questions. -#beyond410 post - Indy Reading/Rhetoric/Gatsby/ Halloween -submit narrative or other works to the school literary magazine.
 * Extra Credit:**


 * Wednesday - 11/9**


 * Start Up:**

Please independently read and finalize your HW assignment.


 * If you were absent, please sign up for a time to complete your Chapter 4 Quiz


 * Guided Learning:**

1. Review vocabulary and expectations for vocabulary quiz

2. Reading Quiz

3. Grade Reader’s Notebooks

4. Re-read pages 85 - 89 and watch clip of scene in order to identify similarities and differences in Reader’s Notebook.

[]

5. Literary Term Scavenger Hunt/Open Reading Period


 * HW:**

1. Read Chapter 7 and complete Chapter 7 Reading Assignment

a. Identify two instances of symbolic colors and explain their significance. b. Identify two revealing quotes or descriptions of the major characters. c. Take notes/produce questions for discussion of chapter 6 and 7

2. Study for tomorrow’s vocabulary quiz.


 * Extra Credit**

Answer Chapter 7 Guiding Questions.

- Make sure that you have accompanying textual evidence for all of your answers. This includes extra credit.


 * Thursday - 11/10**


 * Start Up:**

Complete the following task in your RNB.

1. Why does Gatsby want to be with Daisy? Please use textual evidence and answer in paragraph form.


 * look on page 110 for good textual evidence.

2. Please independently read and finalize your HW assignment.


 * Guided Learning:**

1. Vocabulary Quiz 2. Reading Quiz 3. Grade RNB

_/ 05 - CW - 11/04 - Chapter 4 reading assignment _/ 10 - HW - 11/07 - Chapter 5 and 6 reading assignment _/ 05 - HW - 11/09 - Chapter 7 reading assignment
 * Honors English III Reader’s Notebook Rubric for Week # 11**


 * _/ 20 - Total**

4. Group Work a. Create a timeline of events in from Chapter 7 b. Write down five new “things” we learn about Gatsby


 * HW:**

1. Finish reading //The Great Gatsby.// Please answer all of the guiding questions in your RNB.


 * Week # 12 - 11/14 - 11/18**


 * Due Dates:**

-11/14 - ACT Prep - After School -11/15 - General Tutoring - After School -11/16 - Indy Reading - 350 Pages -11/17 - Gatsby Color Project is due via turnitin.com at 11:59 PM. -11/21 - Gatsby Extra Credit film project is due at 11:59 via turnitin.com
 * You can have one partner


 * If you don’t like reading, writing, critical thinking, and assessments, PLEASE switch out of AP Language. Remember, it is purely an elective.


 * Monday - 11/14**


 * Start Up:**

1. In your RNB, explain the significance of the last line in 2-3 sentences.

When you are done with the Start - Up Question, please volunteer to pass back your graded work.


 * Guided Learning**

1. Quiz - Review formula for theme 2. Discuss Guiding Questions: Think Pair Share 3. Introduce Color Project and Closely Review HW.


 * HW:**

1. Read through your CIA and identify 3 potential research subjects. On a separate sheet of paper, write these three subjects down and give a brief justification of why you may be interested in researching each subject, as well as what you would hope to gain from researching these subjects.

2. Work on //Gatsby// Color Project and prepare for our final discussion tomorrow.

-#beyond410 post - Indy Reading/Gatsby -submit narrative or other works to the school literary magazine. -critical of review of //44 Plays for 44 Presidents//
 * Extra Credit:**


 * Tuesday - 11/15**


 * Start Up:**

1.Do you think the title is of //The Great Gatsby// is fitting? Please explain why or why not. Please explain your answer in 2-3 sentences.


 * Today is the last day for //Gatsby// make up quizzes. Please sign up for a time to make these up.


 * Please turn in your Junior Project brainstorm into the blue rectangle.


 * Guided Learning**

1. Answer Discussion Questions in on a separate sheet of paper - 5-7 sentences a piece. 2. Review Socratic Seminar Expectations -talking stone -purpose 3. Socratic Seminar 4. Experimental Musical Assignment -What color is the song? -How does the song relate thematically relate to The Great Gatsby? 5. 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.


 * HW:**

1. Obtain a personal copy of //The Things They Carried// by Tim O’Brien -check out from library, purchase, borrow, online editions, etc.

2. Memorize the last line of //The Great Gatsby//. - Pay special attention to punctuation and spelling.

3. Work on //Gatsby// color project


 * We will have computers tomorrow in order to initiate the initial research portion of your Junior Project.


 * Wednesday - 11/16**


 * Start Up:**

1. Study the last line in preparation for your quiz. Make sure to study the punctuation too. 2. Make sure you have a pen for today’s quiz.


 * Guided Learning:**

1. Take and grade quiz 2. Review research requirements/Introduce checklist # 1 3. Review Research Reminders 4. Discuss some new issues:

Pledge of Allegiance/National Anthem Electoral College American Political Parties Media Distortion Opiate Addiction/ Over-prescription Healthcare School Related


 * HW:**

1. Work on initial research assignment 2. Work on Gatsby Color Project


 * Extra Credit:**

Gatsby film assignment


 * Thursday - 11/17**


 * Start Up:**

1. Obtain a computer and a paper copy of the check list. 2. Resume where you left off yesterday.


 * Guided Learning:**

1. Review model work for the Gatsby Project

Reminders: - make sure to cite parenthetically when appropriate - make sure to correctly punctuate parenthetical citations - grammar, punctuation, and style still matter

2. Review research requirements/Introduce checklist # 1 3. Review Research Reminders 4. Discuss some new issues:

Pledge of Allegiance/National Anthem Electoral College American Political Parties Media Distortion Opiate Addiction/ Over-prescription Healthcare School Related

5. Your initial research assignment should be completed by the end of class.


 * HW:**

1. Finalize //Gatsby// Color Project and submit via turnitin.com

2. Work on extended research assignment.


 * Extra Credit:**

Gatsby film assignment


 * Friday - 11/18**


 * Start Up:**

Obtain a computer and resume where you left off yesterday.


 * Guided Learning:**

1. Log into my website and review checklist. 2. Review Process for extended research. 3. Make sure everyone submits a research question by the end of class. 4. Discuss extra essay assignments.


 * HW:**

1. Submit extended research assignment to turnitin.com by Sunday at 11:59 PM.


 * Extra Credit:**

//Gatsby// Film project - due Monday via turnitin.com


 * Thanksgiving Week - 11/21 - 11/25**

-11/21 - After School Tutoring ACT/Make - Up -11/21 - Gatsby Extra Credit film project is due at 11:59 via turnitin.com -11/28 - CEJ # 4 - Vietnam War/Legacy of Vietnam War -11/28 - Indy Reading - 500 pages -12/02 - Interview an expert within the field of your research topic - 10 great questions and 10 answers - Turn in hard copy/transcription.
 * You can have one partner


 * If you don’t like reading, writing, critical thinking, and assessments, PLEASE switch out of AP Language. Remember, it is purely an elective.


 * Monday - 11/21**


 * Start Up:**

Please have your copy of //The Great Gatsby// and a blank sheet of paper on your desk.


 * Guided Learning**

1. 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. Introduce credit //Gatsby// essays: -Extend your discussion question responses into a full essay (1-2 pages double spaced). -Direct and indirect textual evidence are required. -MLA formatting -Submit via turnitin.com by 11/28 at 11:59 PM.

3. TTTC Classroom Assignment # 1


 * HW:**

1. CEJ # 4 Vietnam War/Legacy of Vietnam War - 11/28 2. Research Interview - 12/02 3. Indy Reading


 * Extra Credit:**

-11/21 - Gatsby Extra Credit film project is due at 11:59 via turnitin.com -#beyond410 post - Indy Reading/Gatsby/Thanksgiving -submit narrative or other works to the school literary magazine.
 * You can have one partner


 * Tuesday - 11/22**


 * Guided Learning**

1. Reflective RNB assignment: @https://eduguideblog.wordpress.com/2014/11/20/gratitude-activity-for-students/

2. Open Workshop on CEJ # 4/Interview Questions

3. Indy reading/academic conferences/cards


 * HW:**

1. CEJ # 4 Vietnam War/Legacy of Vietnam War - 11/28 2. Research Interview - 12/02 - Interview an expert within the field of your research topic - 10 great questions and 10 answers - Turn in hard copy/transcription.

3. Indy Reading - 500 pages - 11/28


 * Extra Credit:**

-//Gatsby// extra credit essays - due 11/28 via turnitin.com -#beyond410 post - Indy Reading/Gatsby/Thanksgiving -submit narrative or other works to the school literary magazine.


 * Week # 14 - 11/28 - 12/02**


 * Due Dates:**

-11/29 - afterschool tutoring -12/02 - 600 pages - Indy Reading -12/02 - Interview an expert within the field of your research topic - 10 great questions and 10 answers - Turn in hard copy/transcription.


 * If you don’t like reading, writing, critical thinking, and assessments, PLEASE switch out of AP Language. Remember, it is purely an elective.


 * Monday - 11/28**


 * Start Up:**

Correctly label this week’s Start Up sheet.

1. What is the most precious or important material item in your possession? Please explain why in 2-3 sentences.


 * Please find your new assigned seat
 * Please turn CEJ # 4 into the blue rectangle


 * Guided Learning**

1. Review Start - Up

2. Grade and review CEJs -Identify graveyard words. -Short quote in summary -Length of summary and commentary

3. Discuss content of CEJs.

4a. On a separate sheet of paper, please complete //TTTC// Classroom Assignment # 1.

4b. Read through the list of major characters on page 4, and explain which character you most closely resemble.

4c. characters and friends

5. Review expectations for the interview assignment --- Names, etc.


 * HW:**

1. Find a song about the Vietnam War or a song from the Vietnam era, and complete a SOAPSTone.

-Complete this in your RNB -Include textual evidence

Here are some helpful links [] []

2. Research Interview - 12/02 - Interview an expert within the field of your research topic - 10 great questions and 10 answers - Turn in hard copy/transcription.


 * Extra Credit:**

-//Gatsby// extra credit essays - due 11/28 via turnitin.com -#beyond410 post - Indy Reading///TTTC///Holidays -submit narrative or other works to the school literary magazine.


 * Tuesday - 11/29**


 * 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.


 * If you were absent, please see me about your classwork assignment from yesterday.


 * Guided Learning**

1. In your note section please copy down Formal Feedback for Gatsby Color Project:

-keep punctuation inside of quotations when you are not citing parenthetically. -cite at the end of a sentence -the importance of doing simple things well as a means to establish ethos: capitalization, formatting, spell check, following the specifics of the assignment, etc. -follow TAEAC, but don’t be afraid to have voice. -one achieves voice through either the unique structure of their sentences or through the commentary and insight they provide while completing analysis.

2. True/False from yesterday’s reading guide

3. Share songs

4. Assign Books

5. Work on RG # 1


 * HW:**

1. Finish Reading Guide # 1 in your RNB.

2. Research Interview - 12/02 - Interview an expert within the field of your research topic - 10 great questions and 10 answers - Turn in hard copy/transcription.


 * Extra Credit:**

-#beyond410 post - Indy Reading///TTTC///Holidays -submit narrative or other works to the school literary magazine.


 * Wednesday - 11/30**


 * 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?


 * Guided Learning:**

1. Reading quiz 2. Review and grade reading guide # 1 3. Explain the significance of the following quotation: “Men Killed, and died, because they were embarrassed not to” (O’Brien 20). 4. Group character presentations: -illustration -most significant physical item they are carrying -most significant non-physical item they are carrying 5. Open workshop on Reading Guide #2


 * HW:**

1. Complete Reading Guide # 2 in your RNB. 2. Research Interview - 12/02 - Interview an expert within the field of your research topic - 10 great questions and 10 answers - Turn in hard copy/transcription.


 * Thursday - 12/1**


 * Start Up:**

Explain the significance of the following quotation: “Men Killed, and died, because they were embarrassed not to” (O’Brien 20). In doing this, try to connect it to a larger idea or phenomenon.


 * Guided Learning:**

1. Listen to Part 1 of the audio guide.

[]

2. Discuss Reading Guide Part 2

3. Independent work session.


 * HW:**

1. Complete reading and associated assignments for Reading Guide Part 2

2. Research Interview - 12/02 - Interview an expert within the field of your research topic - 10 great questions and 10 answers - Turn in hard copy/transcription.

3. Read Ahead!


 * Friday - 12/2**


 * Start Up:**

1. Should the public always know the rationale for a war? 2. What is your definition of a hero?


 * Guided Learning:**

1. Reading Quiz

2. Grade RNB


 * Name:**


 * Honors English III Reader’s Notebook Rubric for Week # 14**

_/ 05 - HW - 11/28 - VietSong SOAPSTone _/ 30 - HW - 11/29 - //TTTC// RG # 1 _/ 60 - HW - 11/30 - //TTTC// RG # 2

3. Discussion - Who is the Elroy in your life?

4. Listen to Part 1 of the audio guide/supplementary film clips []

5. Independent Reading


 * HW:**

1. Complete reading and associated assignments for all of Reading Guide # 3


 * Week # 15 - 12/5 -12/9**


 * Due Dates:**

- 12/6 - 12/7 - Reading and Research Workshop (computer available) - 12/7 - Annotated Bibliography is due at 11:59 via turnitin.com - 12/9 - Flannel Friday - Last day of class - Indy Reading - 1000 pages


 * I have no after school tutoring this week due to my meeting schedule. Yet, I will be available for tutoring every morning and during A lunch.


 * If you don’t like reading, writing, critical thinking, and assessments, PLEASE switch out of AP Language. Remember, it is purely an elective.


 * Monday - 12/5**


 * Start Up:**

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

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

3. From this weekend’s reading, what was your favorite story? Why?


 * Holiday decorations?
 * If you were absent on Friday, please turn in your RNB for me to grade.


 * Guided Learning**

1. Review Start Up/Explain difference between antithesis and paradox 2. Quiz 3. Discussion - assign groups specific roles - Think/Pair/Share 4. Independent Reading/ Listen to Part 1 of the audio guide/supplementary film clips []


 * HW:**

1. Complete reading and associated assignments for all of Reading Guide # 4


 * Extra Credit:**

-#beyond410 post - Indy Reading///TTTC///Holidays -submit narrative or other works to the school literary magazine.


 * Tuesday - 12/6**


 * Start Up**

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


 * Please pull out your pink citation sheet.


 * Guided Learning**

1. Quiz

2. Discussion of key items from the guiding questions

3. Introduce annotated bibliography.

4. Explain difference between MLA 7 and 8. @https://owl.english.purdue.edu/owl/resource/747/08/

5. Model how the work should look (models from last year)

6. Importance of research question

7. Independent work on your annotated bibliography.


 * HW:**

1. Complete the reading and the associated activities for Reading Guide # 5 by Thursday.

2. Continue working on your Annotated Bibliography


 * Extra Credit:**

-#beyond410 post - Indy Reading///TTTC///Holidays -submit narrative or other works to the school literary magazine.


 * Wednesday - 12/7 **

 **Start Up:**

1. Describe the last time that you were excited about learning something new? 2. Specifically, what were you excited about, and what made you excited?

 **Guided Learning:**

*Review expectations for HW assignment *Grade RNB: *Review additional resources for MLA 8 – []

1.Work on Annotated Bibliography



2. Independent Reading/HW

1.Submit your completed Annotated Bibliography to turntin.com by 11:59 PM. 2.Complete your reading and associated assignments for Reading Guide # 5.
 * HW: **




 * Thursday - 12/8**


 * Start - Up**

If you were a fiction writer, and you had to focus on one aspect of your life to write about, what would be your chosen topic?


 * Flannel Friday has been postponed, but get ready for Winter Spirit Week.


 * Guided Learning**

Grade RNB Return all graded work

1. Listen to Part 1 of the audio guide and read the interview from Reader's Guide - [] 2. Review Expectations of Discussion/ Reading Guide Part 5. 3. Independent reading and review expectations for tomorrow.


 * HW:**

1. Finish reading the book and complete Part 6 and Part 7 Reading Guide on a separate sheet of paper - Due at the beginning of class on Monday.

2. Flannel Friday has been postponed.


 * Friday - 12/9**


 * Start Up**

N/A


 * Guided Learning:**

1. On page fourteen of your Reader's Guide, answer questions 3,5,6,7, and 9 in paragraph form. Use TAEAC and direct textual references. Please make sure to answer these question on a separate sheet of paper. When you are finished, please turn your responses in to Mrs. Golonka.

2. Finish reading the book and complete Part 6 and Part 7 Reading Guide on a separate sheet of paper. - Even if you finish these questions, please hang on to them until Monday for our final discussion.


 * HW:**

1. Finish reading the book and complete Part 6 and Part 7 Reading Guide on a separate sheet of paper. 2. Prepare for our final discussion on Monday.


 * Week # 16 - 12/12 - 12/16**


 * Due Dates:**

-12/12 - Afterschool tutoring/enrichment -12/14- 12/16 - Open workshop on research -12/15 - Outline is due via turnitin.com at 11:59 PM -12/20 - Your OP - ED is due via turnitin.com - 500 - 800 words - Last day of class - Indy Reading - 1000 pages
 * make sure to include your works cited page.


 * If you don’t like reading, writing, critical thinking, and assessments, PLEASE switch out of AP Language. Remember, it is purely an elective.


 * Monday - 12/12**


 * Start Up:**

1. Please pull out your final set of guiding questions so that I can grade them.

2. Please pull out your binder and prepare to receive and organize all of your graded work.


 * If you were absent on Thursday, I need to grade your RNB.


 * Guided Learning**

1. Return work.

2. Socratic Seminar (building off of last week’s points)
 * Focus of the 5 major discussion questions

3. Collect HW

4. RNB assignment: If you were writing a story, who would you bring back to life or immortalize? Why? What would this look like? How would you accomplish this? What traits, details, and actions would you focus on or accentuate? What would be the value of immortalizing this person?
 * Your final response should be one page handwritten.


 * HW:**

1. CEJ # 5 - Op - Ed (preferably related to your topic)

> __ https://owl.english.purdue.edu/owl/resource/747/22/ __ 2. Get Spirit Week outfits prepared.
 * Instead of summary and commentary, you will complete a SOAPSTone with textual evidence. Yet, you still need to make a citation using MLA 8.
 * __ http://www.easybib.com/guides/citation-guides/mla-8/mla-7-vs-mla-8/ __


 * Extra Credit:**

-#beyond410 post - Indy Reading///TTTC///Holidays / Op - Ed -submit narrative or other works to the school literary magazine. -//TTTC// Extra Credit essays are due via turnitin.com at 11:59 by Friday, December 16th


 * Tuesday - 12/13**

If you were going to submit your Op - Ed work for publication, where would you submit it to? Why?
 * Start Up: **


 * Guided Learning **

1.Discuss and grade CEJs. -focus on correct citations

2. Listen to commentaries and complete group SOAPSTones [|__http://whqr.org/post/sixty-six-million__] [|__http://whqr.org/post/controversy-over-ap-history__] 3. Re-read information about Op - Eds from Norton Reader (387 - 389) - popcorn reading

4. In your RNB, create a hypothetical SOAPSTone of your future Op - Ed


 * HW: **

Indy Reading

Extra Credit: -#beyond410 post - Indy Reading/TTTC/Holidays / Op - Ed -submit narrative or other works to the school literary magazine.
 * -TTTC Extra Credit essays are due via turnitin.com at 11:59 by Friday, December 16th **


 * Wednesday - 12/14 **

1. What is your working definition of a thesis statement? <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">2. What is the relationship between your research question and your thesis statement?
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Start Up: **

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">*When you are finished, please check out a computer, and then:
 * 1) <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Open your annotated bibliography
 * 2) <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Log on to the Honors English 3 section of my website.
 * 3) <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">View my comments on your annotated bibliography via turnitin.com


 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Guided Learning: **

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">1. Repair citations on your annotated bibliography

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Reminders: <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-Review Model citation from OWL website - <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-Make sure that you have hanging indentions for all of your citations. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-Make sure you have the access date after all of your web sources. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-Make sure that you remove the URL from your hyperlinks. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-You cannot fully trust easybib. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Citation Wizards: Kat, Ali, Brenna, Saniya <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">2. Thesis statement discussion - <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">*should answer serve as an answer to your research question <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">*serve as the road map for your argument <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">*best defined as a precise opinion that is supported by fact and evidence. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Allow students to begin working on their outline

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">3.Review annotated bibliography in order to conceptualize your argument and the ways in which you are going to support it.

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-If you need additional sources add them to your annotated bibilograpy <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-If you are quoting or borrowing information in your outline, then please cite this information. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">PLEASE ASK FOR ASSISTANCE IF YOU FEEL THAT YOUR ANSWER TO YOUR RESEARCH QUESTION WILL NOT SUFFICE AS A THESIS STATEMENT.*

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">4. Formatting template for your outline. Use this template to formulate your argument in a separate document.

[|__https://wtw-production.s3.amazonaws.com/app1/resources/attachments/000/000/070/affd8bacc3d73ff727b43422fb884eeaa9bfe181/original/Sample_Op-ed_Outline.pdf?1425328652__]

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">5. Excellent Advice and background information on Op - Eds.

[|__http://www.advocatesforyouth.org/topics-issues/organizational-development/246?task=view__]

[|__http://gettingattention.org/articles/2556/media-relations-press/nonprofit-op-ed.html__]


 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">HW: **

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">1.Work on your outline. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">2.Review the following sites for examples and additional assistance with this process. [|__http://www.advocatesforyouth.org/topics-issues/organizational-development/246?task=view__]

[|__http://gettingattention.org/articles/2556/media-relations-press/nonprofit-op-ed.html__]


 * Thursday - 12/15**


 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Start Up: **

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">1.Who or what is your audience for your work? <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">2.What is your message for your audience?

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">*When you are finished, please check out a computer, and then:
 * 1) <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Open your annotated bibliography
 * 2) <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Log on to the Honors English 3 section of my website
 * 3) <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Open your outline

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">*You should have your outlined approved before the end of class tomorrow.
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Guided Learning: **

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">1.Complete a hypothetical SOAPSTone

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">2.Open workshop on outline and rough draft <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; line-height: 0px; overflow: hidden; vertical-align: baseline;">

[|__https://wtw-production.s3.amazonaws.com/app1/resources/attachments/000/000/070/affd8bacc3d73ff727b43422fb884eeaa9bfe181/original/Sample_Op-ed_Outline.pdf?1425328652__]

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;"> Reminders: <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-Review annotated bibliography in order to conceptualize your argument and the ways in which you are going to support it. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-If you need additional sources add them to your annotated bibliography <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-If you are quoting information in your outline, then please cite this information. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-KEEP YOUR AUDIENCE IN MIND THROUGH OUT - Most of your audiences will be educated young adults and adults. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-The outline is a tool, you don’t have to follow it exactly. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-Feel free to keep a separate word document so you can jot down phrases or ideas for your rough draft. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-If you are borrowing information while completing your outline cite it. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-If you find additional useful information, make a citation for it. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-If you don’t have a “clincher” just write down some idea or your current plans.

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">3. Excellent advice and background information on Op - Eds.

[|__http://www.advocatesforyouth.org/topics-issues/organizational-development/246?task=view__]

[|__http://gettingattention.org/articles/2556/media-relations-press/nonprofit-op-ed.html__]

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">1.Initiate work on rough draft. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">2.Review the following sites for examples and additional assistance with this process. [|__http://www.advocatesforyouth.org/topics-issues/organizational-development/246?task=view__] [|__http://gettingattention.org/articles/2556/media-relations-press/nonprofit-op-ed.html__]
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">HW: **


 * Friday - 12/16**

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">1. Create a full MLA Header using today’s date. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">*When you are finished, please check out a computer, and then:
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Start Up: **
 * 1) <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Open your annotated bibliography
 * 2) <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Log on to the Honors English 3 section of my website
 * 3) <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Open your outline

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">1. Grade RNBs for Week # 16
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Guided Learning: **


 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Name: **


 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Honors English III Reader’s Notebook Rubric for Week # 16 **


 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">_/ 25 - HW - 12/08 - Final Guiding Questions **
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">_/ 10 - HW - 12/12 - CEJ # 5 **


 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">_/ 35 - Total **

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">2. Format draft:

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-header --- page #s <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-location and punctuation of the title <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-works cited page (alphabetical order)

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">3. Parenthetical Citation workshop

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">4. At this point, you are on your own in regards to your outline. From here on, use your outline as a tool. Hold on tightly and let go lightly. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; line-height: 0px; overflow: hidden; vertical-align: baseline;"> [|__https://wtw-production.s3.amazonaws.com/app1/resources/attachments/000/000/070/affd8bacc3d73ff727b43422fb884eeaa9bfe181/original/Sample_Op-ed_Outline.pdf?1425328652__]

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">5. Review the following sites for examples and additional assistance with this process. [|__http://www.advocatesforyouth.org/topics-issues/organizational-development/246?task=view__] [|__http://gettingattention.org/articles/2556/media-relations-press/nonprofit-op-ed.html__]
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">HW: **

<span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">1. Have a correctly formatted rough draft of at least one page. <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-must have in text citations <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-must have a works cited page <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-#beyond410 post - Indy Reading/TTTC/Holidays / Op - Ed <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">-TTTC Extra Credit essays are due via turnitin.com at 11:59 by Friday, December 16th
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 13.3333px; vertical-align: baseline;">Extra Credit: **


 * Vacation Week - 12/19 - 12/21**


 * Due Dates:**

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-12/19- Afterschool tutoring/ Writing Conferences <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-12/20 - Your OP - ED is due via turnitin.com - 500 - 800 words <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">*make sure to include your works cited page. <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-12/21 - Holiday costume/outfit contest <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-12/21 - Submit poem of choice for Poetry Out Loud recitation (you need two hard copies of the poem). [|__http://www.poetryoutloud.org/poems-and-performance/find-poems__] <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">- Last day of class - Indy Reading - 1000 pages <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">*If you don’t like reading, writing, critical thinking, and assessments, PLEASE switch out of AP Language. Remember, it is purely an elective.


 * Monday - 12/19 **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Obtain a computer and pull up your rough draft, annotated bibliography, outline, and head to the Honors English 3 section of my website.
 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Start Up: **


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;"> Guided Learning **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">1. Introduce Poetry Out Loud assignment - [|__http://www.poetryoutloud.org/poems-and-performance/find-poems__] [|__http://www.poetryoutloud.org/poems-and-performance/watch-video__]

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">a. need two hard copies of your poem <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">b. class poetry recitation event on the Thursday after winter holiday <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">c. the selected poem will serve as the basis of a major project - the recitation is merely a small piece of that. Make sure that you choose a poem that you enjoy and one that is also rich/substantive.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">2. Check HW - One double spaced page with correctly formatted in text citations.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">3. With your rough draft in mind, and answer the following questions at the bottom of your word document. <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">a.. What have you done to establish ethos thus far in your speech? <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">b. What can you do to establish more ethos? <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">c. Do you have a healthy balance of ethos, pathos, and logos?

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">4. Review Requirements and Rubric <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; line-height: 0px; overflow: hidden; vertical-align: baseline;">

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">5. Independent Work

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">1. Have a full draft completed. <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-500 - 800 words <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-full works cited page <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-correctly formatted in -text citations
 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">HW: **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">2. Explore Poetry Out Loud website [|__http://www.poetryoutloud.org/poems-and-performance/find-poems__]

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-#beyond410 post - Indy Reading/TTTC/Holidays / Op - Ed <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-submit narrative or other works to the school literary magazine. <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-TTTC Extra Credit essays are due via turnitin.com at 11:59 by Friday, December 16th
 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Extra Credit: **


 * Tuesday - 12/20**


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Start Up: **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">a. Obtain a computer and pull up your rough draft, annotated bibliography, outline, and head to the Honors English 3 section of my website.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">b. Poem confirmation


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Guided Learning **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">1. With your rough draft in mind, and answer the following questions at the bottom of your word document.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">a. What have you done to establish ethos thus far in your speech?

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">b. What can you do to establish more ethos?

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">c. Do you have a healthy balance of ethos, pathos, and logos?

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">2. Is your title good?

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">What can you do to improve upon your title?

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">3. 25 minutes of “silent” peer review <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">4. 25 minutes of “interactive” peer review

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">5. Word Count/Justification/Submission Party


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">HW: **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">1. Submit final draft of Op-Ed via turnitin.com by 11:59 PM.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-include works cited page

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-include word count explanation/ justification if over 800 words.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">2. Submit poem of choice for Poetry Out Loud recitation (you need two hard copies of the poem).

[|__http://www.poetryoutloud.org/poems-and-performance/find-poems__]

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">3. Prepare your “holiday” outfit. The tackier, the better.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Indy Reading


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Extra Credit: **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-#beyond410 post - Indy Reading/TTTC/Holidays / Op - Ed


 * Wednesday - 12/21**


 * Guided Learning:**

[|__http://www.poetryoutloud.org/poems-and-performance/find-poems__]
 * Finalize poem choices

1. Holiday Cards 2. Extra - Credit / Missing Assignments/ Community Service 3. Independent Reading/Holiday book selection


 * Over Break **

1. Memorize your POL poem and prepare for recitation [|__http://www.poetryoutloud.org/poems-and-performance/find-poems__] 2. Independent Reading - Read, Read, Read, and submit extra credit proposals when you get back!!!


 * Week # 17 - 1/3 - 1/6**


 * Due Dates:**

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-1/3 - 1/5 - After school poetry workshops <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-1/6 - Poem recitation <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">- Last day of class - Indy Reading - 1000 pages
 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">*If you don’t like reading, writing, critical thinking, and assessments, PLEASE switch out of AP Language. Remember, it is purely an elective. **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">**Tuesday - 1/3**

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">**Start Up:**

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">1. Once you have a hard copy your Poetry Out Loud poem on your desk. Please use the next five minutes to freely converse with your peers. [|__http://www.poetryoutloud.org/poems-and-performance/find-poems__]


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Guided Learning **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">1. Discussion of Poetry Out Loud expectations

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-Greg and Linda anecdote <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-memorization and recitation <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-hopefully you have a poem that resonates with you. <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">- need two hard copies of your poem

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">2. Top 10 activity

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">a. Top Ten List - make a list of the top ten things that brought you joy in 2016 <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">b. Write down personal resolution for the New Year <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">c. Write down academic resolution for the New Year. <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">d. If you could choose your theme word, for 2017, what would it be? <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">*please explain why

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">3. “The Way It Is” - By William Stafford

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">There’s a thread you follow. It goes among

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">things that change. But it doesn’t change.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">People wonder about what you are pursuing.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">You have to explain about the thread.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">But it is hard for others to see.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">While you hold it you can’t get lost.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Tragedies happen; people get hurt

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">or die; and you suffer and get old.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Nothing you do can stop time’s unfolding.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">You don’t ever let go of the thread.


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">RNB:

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">a. What do you think of this poem? <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">b. What do you think it means? What does the word “threads” refer to? <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">c. Do you believe everyone has one? <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">d. What is the purpose of our threads/why do we all have one? <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">e. What is your thread in life? <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">f. Create a statement of theme. <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">*Remember, theme is not just one the dominant idea. Theme = dominant idea + the author’s message about this idea.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">* If you love this poem, feel free to make a change and have this be the one you recite.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">4. Share one of my favorites:
 * <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">__ [] __ **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">5. First five lines exercise/ Recitation tips


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">HW: **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">1. Have entire poem memorized. <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">2. Be able to discuss the meaning of your poem and the themes embedded in the work.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Extra Credit:
 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-#beyond410 post - Poetry/Poetry Out Loud **
 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-Have your Op-Ed published **


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Wednesday - 1/4 **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">1. Please prepare for a poem re-write from memory. <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">2. Visualization of your poem.
 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Start Up: **


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Guided Learning: **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">1. Complete a full SOATSTone of your poem <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-re-read your poem at least three times <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-remember that the speaker is not always the poet <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-need textual evidence <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-use your tone words sheet

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">2. Review memorization advice: <span style="background-color: #ffffff; color: #333333; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-Rewrite your poem by hand several times. Each time, try to write more and more of it from memory. <span style="background-color: #ffffff; color: #333333; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-Read your poem aloud before going to sleep at night, and repeat it when you wake up. <span style="background-color: #ffffff; color: #333333; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it. <span style="background-color: #ffffff; color: #333333; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-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.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">3. Review recitation rubric and criteria - posts the criteria. [|__http://www.poetryoutloud.org/teaching-resources/teacher-preparation__]

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">4. Analyze poetic performances [|__http://www.poetryoutloud.org/poems-and-performance/watch-video__]


 * <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">HW: **

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">1. Memorize your poem, and practice recitation with the correct emphasis and pronunciation.

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Extra Credit: <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-memorize and recite an additional poem <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-#beyond410 post - Poetry/Poetry Out Loud <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">-Have your Op-Ed published


 * Thursday - 1/5 **


 * Start Up: **

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

2. What should you not do if you forget some of your lines?

1. Conversation about the Op - Eds:
 * Guided Learning: **

-Pass back the papers and review the rubrics -Most points were deducted for lack of in-text citations and spelling/grammatical errors. If you lacked documentation and you did not proofread thoroughly, this also detracted from your ability to have ethos and logos. -Publication

2. Conversation about AP: -the Op-Ed and the approach to the process served as a strong indicator. -100 percent non-fiction -assessment-based with brutally honest feedback

-Then develop a list of elements of a successful recitation, such as sufficient volume, an appropriate speed with the proper pauses, voice inflection, evidence of understanding, etc.
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. Open workshop on creative visualization.


 * 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. 3. Bring appropriate art supplies for a creative visualization of your poem.


 * Extra Credit: **

-memorize and recite an additional poem -#beyond410 post - Poetry/Poetry Out Loud -Have your Op-Ed published

**Friday - 1/6**


 * 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. Find a “poetic” song by one of your favorite artists.

A. Complete a full SOATSTone on a separate sheet of paper.

B. Bring a hard copy of the lyrics to class.


 * Extra Credit: **

-#beyond410 post - poetry/snow

- POL Contest at the Minnie Evans - 7:00 PM - Memorize another poem and recite it on Monday


 * Week # 18 - 1/9 - 1/13 **

-1/9 - 1/10 - After school tutoring/enrichment/NHHS Service Projects -1/12 - Skills Quiz
 * Due Dates: **

*Offering after school exam prep every day next week. *I have tasks that you can complete everyday after school that I will gladly give your NHHS Hours for. *If you don’t like reading, writing, critical thinking, and assessments, PLEASE switch out of AP Language. Remember, it is purely an elective.


 * Monday - 1/9 **


 * Start Up: **

1. What was the most challenging aspect of your performance on Friday? Why? 2. What was the most rewarding or enjoyable aspect of your performance? Why? 3. Whose performance was your favorite? Why?

1. Review Indy Reading
 * Guided Learning: **

2. Justification of Poetry Out Loud grade (1-25) - Please consider and address the amount of effort you put forth, the difficulty of your poem, your respect as an audience member, and your overall performance. Please complete this on the back of your performance rubric.

3. Sharing of poetic songs -imagery activity: phrase, word, illustration.

4. Extra - Credit/ Make - up presentations/ Discussion of emotional intelligence and vulnerability.


 * HW: **

1. Read and listen to “A Hard Rain’s A -Gonna Fall” [|__https://www.youtube.com/watch?v=T5al0HmR4to__] [|__http://www.azlyrics.com/lyrics/bobdylan/ahardrainsagonnafall.html__]

a. Copy down the most evocative line from the poem. Briefly explain your choice, and then illustrate this line. b. Complete a SOATSTone -Need textual evidence. -Remember that the speaker is not always the poet. -Might need to do a bit of historical research.

2. Independent Reading

-#beyond410 post - Poetry/Transcendentalism -Attend and review Poetry Out Loud event at 7 PM in the Minnie Evans -Try to obtain a used 11th edition of the Norton Reader if you are planning to take AP. -If you are not interested in AP, or are simply not up for the challenge, please switch out as soon as possible.
 * Extra Credit: **
 * Reminders: **


 * Tuesday - 1/10 **


 * Start Up: **

1. What adjective did you use to describe the tone of “A Hard Rain’s A -Gonna Fall”? Please justify your response. 2. How would you describe Bob Dylan’s singing voice? 3. Do you think that Dylan’s singing voice and tone enhance or affect the meaning of the song? 4. Would you be interested in listening to other Dylan songs?

*Have our last two homework assignments out, ready to be stamped!


 * Guided Learning **

1.Sharing of poetic songs: -Imagery activity: phrase, word, illustration -found poems, tweets, etc. -share out songs and themes.

2. “A Hard Rain’s A- Gonna Fall” -Share evocative images -Group SOATSTone/ Literary Term Scavenger Hunt (repetition, symbolism, metaphor, imagery, etc.)

3. Watch Patti Smith/ Nobel video [|__http://www.newyorker.com/culture/cultural-comment/patti-smith-on-singing-at-bob-dylans-nobel-prize-ceremony__]

4. In RNB: a. SOATSTone Patti Smith performance b. Compare and contrast the two different versions of the song c. Considering our two examples, how does the meaning of a poem/song change due to the occasion, and how does this all relate to the definition of literary value?


 * HW: **

1. Listen to as many “poetic” or evocative songs as you can. On a separate sheet of paper, come up with a personal top 5, with a brief explanation for each choice.

2. Study for skills quiz on Thursday

-#beyond410 post - Poetry/Transcendentalism -Attend and review Poetry Out Loud event at 7 PM in the Minnie Evans -Try to obtain a used 11th edition of the Norton Reader if you are planning to take AP. -If you are not interested in AP, or are simply not up for the challenge, please switch out as soon as possible
 * Extra Credit: **
 * Reminders: **


 * Wednesday - 1/11 **


 * Start Up: **

1. Of your song list from homework, which would be your number # 1? Please explain your response fully.


 * Guided Learning: **

1. Extra - Credit Performances:

2. Skills Quiz Review:

-Occasion of Dylan’s song

-Difference between speaker and poet (Taylor Swift is the exception)

-Definition of theme

-Definition of tone

-Relationship between subject, title, and theme

-Definition of metaphor and simile

-Definition of evocative

-TAEAC

3. SOATSTone of your poem from yesterday - Stamp when done.

-Have students share their work if they feel compelled.

4. Discussion of song choices

5. Read background information on Robert Frost from pages 880 and 890.

1. Study for Skills Quiz
 * HW: **

-memorize and recite an additional poem -#beyond410 post - Poetry/Transcendentalism
 * Extra Credit: **

-Try to obtain a used 11th edition of the Norton Reader if you are planning to take AP. -If you are not interested in AP, or are simply not up for the challenge, please switch out as soon as possible.
 * Reminders: **


 * Thursday - 1/12 **


 * Start Up: **

1. When completing a standardized test, do you think it is a good idea to preview the questions before reading the passage? Please explain either why or why not. 2. How do we punctuate the title of poems when referring to them?


 * Guided Learning: **

1. Skills quiz

2. State Exam Practice - Poetry - 25 minutes

-preview questions -read three times -brief SOATSTone

3. Extensively review for the multiple choice.

4.Writing talking points

-Is it worth mentioning the title?

-Quality and “succinct” analysis is everything.

-Writing about events in literature in active voice and present tense.

-Put titles of poems in quotations.

5. Have students answer the following question in TAEAC form: Based on the poem, how does the author’s use of figurative language impact its meaning? Include one example from the text to support your example.

6. Read “The Gift Outright” from page 891, complete a brief SOATSTone, and answer questions 1- 5. On a separate sheet of paper.


 * Extra Credit: **

-memorize and recite an additional poem

-#beyond410 post - Poetry/Transcendentalism


 * Reminders: **

-Try to obtain a used 11th edition of the Norton Reader if you are planning to take AP. -If you are not interested in AP, or are simply not up for the challenge, please switch out as soon as possible.


 * Friday - 1/13 **


 * Start Up: **

1. Why is repetition a powerful literary device?

2. What makes a metaphor a powerful form of figurative language?


 * Guided Learning: **

1. Create an Exam Review Sheet:

Poetry:

-Preview questions

-Read three times

-Brief SOATSTone

-Annotate

-Pay close attention to both the title and the poet.

Notes on Constructed Responses:

-Write in 3rd person

-Always Mention the author/poet in your T/A

-Write about events taking place in literature in the present tense

-Possessive apostrophes are real. Use them!

-Make sure to correctly introduce/incorporate your quotations.

-Write clearly and succintly

2. Review Model Response:

Robert Frost’s use of figurative language in lines 9-14 of “An Old Man’s Winter Night,” emphasizes the silence of the setting. He compares the outdoor noises, trees and branches cracking, to the indoor noises, beating on boxes and stumbling in the cellar. While one would expect the more alarming noises to be from outside, the eerie silence of the man’s empty house takes his ordinary household movements and turns them into obtrusive calamities of the night.

3. Re-write paragraph


 * HW: **

1. If you are planning on taking AP Language:

a. Read/Familiarize yourself with “Democracy in America”

b. Print out a hard copy of “Democracy in America” if you are able

c. Please bring in a 5-7 sentence summary of your reading.

2. Independent Reading - It is actually the best form of exam prep that exists.


 * Extra Credit: **

-memorize and recite an additional poem

-#beyond410 post - Poetry/Transcendentalism


 * Reminders: **

-Try to obtain a used 11th edition of the Norton Reader if you are planning to take AP. -If you are not interested in AP, or are simply not up for the challenge, please switch out as soon as possible.


 * Exam Weeks - 1/16 - 1/27 **

*There will be after school tutoring available every day this week. *Service Opportunities during the exam weeks. -1/18 - Portfolio Due -1/18 - Last day to turn in late work or missing assignments. -1/19 - Final Skills Quiz -1/31 - AP Preparation Assignment is due at the beginning of class. <span style="background-color: #ffffff; font-family: Cambria; font-size: 16px; line-height: 0px; overflow: hidden; vertical-align: baseline;"> <span style="background-color: #ffffff; font-family: Cambria; font-size: 16px; line-height: 0px; overflow: hidden; vertical-align: baseline;"> *Make sure to turn in any books that you have borrowed from me.
 * Due Dates: **

Exam Schedule: -1/20 - 1st block exams -1/23 - 2nd block exams -1/24 - 3rd block exams -1/25 - 4th block exams -1/26 - makeups

*If you don’t like reading, writing, critical thinking, and assessments, PLEASE switch out of AP Language. Remember, it is purely an elective.


 * Tuesday - 1/17 **

**Start Up:**

Prospective AP Students: Please turn in your 5-7 sentence summary of your reading.

1. How important do you think the skill of self-reliance is? 2. Do you think that your generation is more self-reliant than ones that came before?

*When done with Start Up, please return work. *Please turn in any books you have checked out.


 * Guided Learning **

1. Brief discussion of “Democracy in America” and review of exam assignment. 2. Emerson reading and questions Self- Reliance Activity

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 – Complete a brief SOATStone Task 4 - Answer questions 1-3 and 5- 6 on page 394.

3. TAEAC practice response: Identify the author’s point of view/claim in the selection and analyze how the author uses rhetoric to advance his point of view. Include two examples from the text to support your answer.


 * HW: **

1. AP Exam Prep Assignment 2. Independent Reading 3. Please return all assigned texts

-#beyond410 post - Poetry/Transcendentalism/positive exam posts -Try to obtain a used 11th edition of the Norton Reader if you are planning to take AP. -If you are not interested in AP, or are simply not up for the challenge, please switch out as soon as possible.
 * Extra Credit: **
 * Reminders: **


 * Wednesday - 1/18 **


 * Start Up: **

1. Create a working definition of Transcendentalism. 2. What items are you allowed to bring to the exam? 3. Percentage wise, how much is your exam grade worth? 4. How many questions are on your final exam? 5. How many of these questions are going to be multiple choice and how many are constructed responses?

*Please turn in any books you have checked out. *I will return all graded work.


 * Guided Learning: **

1. Copy down rubric, and grade:

<span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Name: <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">Portfolio Rubric <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">_/05- 1/6 - Personal Song SOATSTone <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">_/ 10- 1/9 - Dylan SOATSTone/ Evocative Line <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">_/ 15 -1/10 - Favorite song illustration/ Re-mix poem/ SOATSTone <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">_/ 05 -1/11 - Frost Biographical Work (parts A and B) <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">_/ 15 -1/17 - Emerson Work (Tasks 1,3, and 4). <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">_/ 10 -1/18 - Start - Up Week # 17 - Present <span style="background-color: #ffffff; font-family: Cambria; font-size: 13.3333px; vertical-align: baseline;">_/ 60 - Total

2. Review items for Skills Quiz -Questions/content from last week -All of the exam review notes -Emerson biographical information -Major figures of Transcendentalism -Test logistics -SOAPSTone/SOATSTone -TAEAC

3. Notes on Non-Fiction:

Purpose = author’s message for a specific audience.

3 Step Approach (before you read the passage):

1. Read information that is in italics 2. Look at the title and the author 3. Preview the questions.

While Reading:

1. Take on each paragraph individually. If you make it to the end of a paragraph and you are confused, re-read it. 2. Highlight key words and phrases that tell main idea of each paragraph. 3. Pay attention to the structure of the passage (textual features are your friend) 4. If you are having a difficult time understanding the passage, complete a SOAPSTONE. 5. Don’t get caught up in the lists of very specific facts. Pay attention to WHAT is being described, and how that relates to the author’s purpose. 6. If you are ever unsure of what the purpose is, re-read the introduction and the conclusion. This is usually where the purpose is explicitly stated.

4. Practice passage


 * HW: **

1. AP Exam Prep Assignment 2. Independent Reading 3. Please return all assigned texts

Extra Credit: -memorize and recite an additional poem -#beyond410 post - Poetry/Transcendentalism

Reminders: -Try to obtain a used 11th edition of the Norton Reader if you are planning to take AP.


 * Thursday - 1/19 **


 * Start Up: **

*PLEASE TURN IN ANY COURSE TEXTS YOU HAVE CHECKED OUT.

1. What has been the most enjoyable aspect of this course? Briefly explain your answer.

2. What room will we be testing in tomorrow?

3. What are three things that you can do to prepare for success on testing day?


 * Guided Learning: **

1. Skills Quiz

2. Fiction advice:

a. Pay attention to the title

b. Pay close attention to characterization (direct v. indirect)

c. Pay close attention to dialogue and how it advances the action of a story

d. Preview the questions in advance!!!

e. Remeber that your job is to analyze the story and answer the questions

3. Fiction Practice/TAEAC

4. Statement of Gratitude

5. Memorable Aspect

6. Announcements/BandN Contest


 * HW: **

1. Get plenty of rest and eat a good breakfast! This test is an opportunity to show off what you have learned this semester, and you all are going to do exceedingly well.

AP Folks:

1. AP Exam Prep Assignment - Due on the January 31st

2. Independent Reading

Reminders:

-Try to obtain a used 11th edition of the Norton Reader if you are planning to take AP.