z-AP+Language+and+Composition+2017


 * Syllabus **




 * Norton Reader Companion Site **

The Norton Reader


 * Essential Documents **

AP Language Essay Rubric/Grading Scale

AP Essay Template (modifications on hard copy)



AP Language Tone List and Verb List



Rhetoric Notes

SOAPSTONE Template



Writing Notes

Core Rhetorical Terms 1 -5

CEJ Protocol and Rubric

Multiple Choice Test Practice

Housing Around



Verb List


 * Week # 1 - 1/30 - 2/3**


 * Due Dates:**

-1/31- AP Prep Assignment is due at the beginning of class -2/1 - Timed Writing -2/2 - Skills Quiz -2/3 - Timed Writing -2/3 - Binder Check


 * Monday - 1/30**


 * Start Up:**

Copy down due dates and HW


 * I am available for assistance/tutoring today after school.


 * Guided Learning**

1. Opening Words: -academic integrity (AP Prep assignment and beyond) 2. Gold Box 3. Full Multiple Choice Test -You do not have to work through the passages chronologically -Write down ten unfamiliar words or concepts in the designated area of your RNB, and leave room for the definitions. 4. Grade and apply curve


 * HW:**

1. Define the 10 words from today’s multiple choice selection. 2. Finalize AP Prep - This assignment will not be accepted late, and should be completed independently.

-#beyond410 post -First Week (Positive)/ AP Lang/ Restless Americans
 * Extra Credit:**

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


 * Tuesday - 1/31**
 * Start Up:**

Please find your seats from yesterday, and have your HW prepared for stamping

1. Complete a SOAPSTone of “Restless Americans.” In doing this, please use textual evidence.


 * Let me know if you would like to be a discussion leaders for today


 * Guided Learning**

1. Discussion of “Restless Americans” assignment -discussion, not a debate -goal - two meaningful comments from every student/facilitate.

2. Academic integrity conversation.

3. Review Syllabus

4. Discuss instances of learning from MC and HW

5. Introduce new tone words

6. MC Practice tool assignment of passage 1 in your RNB.


 * HW:**

1. Review the rhetorical analysis notes and all of your writing notes from first semester. Come up with a 5 step action plan for tomorrow’s timed writing/rhetorical analysis. This should be completed in your RNB.



-#beyond410 post -First Week (Positive)/ AP Lang/ Restless Americans
 * Extra Credit:**


 * Reminders:**

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


 * Wednesday - 2/1**


 * Start Up:**

1. Turn the following AP prompt directive into a question: write an essay in which you analyze how Fridman develops his argument. 2. If you were writing this essay, your answer to this question would serve as your_ ?


 * please pull out your writing notes (rhetorical analysis notes and essay template).


 * Guided Learning:**


 * Grade and justification for yesterday's work.

1. Review writing strategies and essay rubric

2. Review Condensed Rhetorical Analysis notes with students

3. Timed Writing -Open notes for this assignment.

4. MC Practice tool assignment of MC passage # 1 in your RNB.

5. Skills Quiz Review: -Condensed Rhetorical Analysis Notes -Content from passage # 1 - Latin = root language -Subjective v. Objective -Definition of analogy


 * HW:**

1. Bring in a book tomorrow for the INDY reading. It is back! 2. Decompress!!! You survived your first timed writing.


 * Extra Credit:**

-#beyond410 post -First Week (Positive)/ AP Lang/ Restless Americans


 * Reminders:**


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

Thursday - 2/2

Start Up:**


 * Have your INDY reading book back on your desk. *

1. “Write to express not impress. ” - Qualify, reject, or accept this statement in 3-5 sentences. Please use supporting evidence to substantiate your claim.


 * Guided Learning:**


 * Skills Quiz

1. Discuss Start - Up

2. Review Expectations for Binder Check.

3. Revisit Fridman Prompt - come to a consensus on what his argument is.
 * have students identify the different types of examples (global, national, and personal)

4. Pass out rubrics and model essays. []

[]

5. Review model essays and answer these questions on separate sheets of paper.

6. Review Model Essays a. why are these essays 8s? b. what are two things that you think this writer did exceptionally well? c. what are two things that you would like to steal from this essay? d. in what ways is this essay different from yours?

7. Score your own essay.

8. Open discussion of things learned - take notes in your notes section.


 * HW:**

1. Review your writing notes --- and complete a revised 5 step plan for success in your RNB. 2. Bring Gear for flannel Friday!!!


 * Friday - 2/3**


 * Start Up:**

1. How important is it to acknowledge the audience while completing a rhetorical analysis? 2. Do you have any questions in regards to process or approach for rhetorical analysis?


 * In writing today, I would like for you to think about how you can incorporate ethos, logos, and pathos into your work.


 * Guided Learning:**

-Discuss Start - Up/Talk about the importance of outlining

1. Timed Writing

Reminders: -Introduce quotes -Write in the present tense and active voice -Do not refer to the author by their first name only -Write in the third person.

Advice: -Write to express, not to impress -Time spent understanding the prompt and planning is time well spent. -Your writing should have a strong structure, but it shouldn’t be formulaic -Start with your strongest point first

2. Grade and appropriate amount of feedback

3. Assign/Checkout Nortons

4. Review HW.

5. Open discussion of things learned - take notes in your notes section.


 * HW:**

1. SPEED READ pages 88 – 89 in the NR for background information.

2. Read Excerpts from the journals of Ralph Waldo Emerson and Henry David Thoreau, pgs. 99 – 104 . Answer questions 1 -3.


 * all of your answers should be a paragraph in length.
 * # 3 asks for an essay. Yet, a paragraph will suffice.

3. Add words from your reading to your word log!

4. Independently read if you have time.


 * Week # 2 - 2/6 - 2/10**


 * Due Dates:**

-2/6 - After School tutoring/Timed Writing Conferences -2/7 - Method ACT Test Prep - After School -2/8 - RNB Check -2/8 - Skills Quiz -2/9 - TW -2/10 - Writing Workshop
 * If you would like to help with these conferences, please let me know. This counts as community service and serves as a great talking point for future letters of recommendation.


 * Bring Indy reading book every day.
 * Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 2/6**


 * Start Up:**

Copy down due dates and HW


 * I am available for assistance/tutoring today after school.


 * Guided Learning**

1. Share words:

2. Gold box -

3. 1-4 - no curve (15 minutes) -one question analysis


 * HW:**

1. Watch/Re-watch an evocative or successful Super Bowl commercial, and complete the following activities in your RNB:

a. 2-3 sentence summary of commercial b. SOAPSTone

-#beyond410 post -Positivity/AP Lang/ Thoreau and Emerson
 * Extra Credit:**

-Try to obtain a used 11th edition of the Norton Reader if you want your own copy.
 * Reminders:**


 * Tuesday - 2/7**


 * Start Up:**

Incorporate your first five tone words into grammatically appropriate sentences.


 * Guided Learning**

1. Share words:

2. Discussion of commercials…

3. Discuss Emerson and Thoreau readings -add words to word log.

4. Journal Entry - What does it mean to be American?


 * Listen to Nina Simone songs


 * 10 -15 sentences
 * Take risks with form and be honest
 * Avoid excessive adverbs.
 * This could be a good brainstorm for a future college essay.

5. In your RNB : -Generate a definition and an example of a qualification. -Generate a definition and an example of juxtaposition

6. Review Items for Skills Quiz: -juxtaposition -qualification -first five tone words -Socrates-Plato-Aristotle-Alexander the Great/ Emerson-Thoreau -Describe the relationship between Thoreau and Emerson and know what school of thought they are associated with


 * HW:**

1. Study for your skills quiz 2. With the Fridman essay a. Explain structural and semantic significance of “Enough is enough.” b. Find an example of juxtaposition and briefly explain its significance. c. In regards to the passage as a whole, answer the “So What” question. AKA, why does this passage matter, and why is it still relevant?


 * Wednesday - 2/8**


 * Start Up:**

1. Have you ever thought about the people who make the AP exam? In 2 -3 sentences, please describe what you think these people look like, act like, and do for fun. 2. Why do you think that I am asking you question # 1?


 * Add words from Emerson and Thoreau readings to your word logs.
 * I will be grading RNBs tomorrow.


 * Guided Learning:**

1.Skills Quiz

2. Extensively review HW a. Explain structural and semantic significance of “Enough is enough.” b. Find an example of juxtaposition and briefly explain its significance. c. In regards to the passage as a whole, answer the “So What” question. AKA, why does this passage matter, and why is it still relevant?

3. Review essay feedback

4. Complete Practice rhetorical analysis - 20 minutes

a. turn the directive into a question b. read and annotate the prompt/passage c. plan your essay and write a perfect introduction.

5. Advice to a future child if there is time.


 * HW:**

1. Get mentally prepared for the TW tomorrow. 2. Independent Reading


 * Thursday - 2/9**


 * Start Up:**

1. Summarize the advice that Abigail Adams gives to her son in two sentences or less. 2. What are three dominant strategies that she uses to effectively deliver this advice? 3. Would it be easier for you to analyze this argument in chronological order or in separate instances? Please explain your rationale.


 * I need to collect and grade RNBs


 * Guided Learning:**

1. Review strategies

2. Timed Writing

3. Read and analyze the first 5 pages of LOC and take notes of your reading -copy down definitions of key terms -copy down important “things” learned.


 * HW: **

1. Research a political and/or social issue that you are invested in, and identify an elected official that could serve as a satisfactory recipient of your letter.

*Record the issue, the recipient, and some key features of what you want to discuss in your letter.

Or

Research a public figure that supports a cause that you champion as well and figure out what you can do in order to encourage or commend this person for their exemplary work.

*Bring envelopes, stamps, and stationary if you can!!!


 * Friday - 2/10**

1. Accept, Reject, or Qualify the following statement For a person to write well, there are required three necessaries. To read the best authors, observe the best speakers: and much exercise of his own style.

2. How can your knowledge of history be used for this course? What can you do to enhance your knowledge of history?

Remind Code:


 * Guided Learning:**

1. Discuss Start - Up. 2. Independent writing sessions 3. Remind Code/American Readers 4. Introduction to “Civil Disobedience” assignment/Independent work.
 * discussion of democratic responsibilities
 * drafts, post - cards, etc.


 * HW:**

1. Read “Civil Disobedience” - Pages 125 -134 in your American Reader a. answer questions 1-5 on a separate sheet of paper - these are due Monday - no late work accepted. b. write notes and ideas down for questions 6-10 in your RNB. I will check these for completion on Tuesday - we will be discussing these questions thoreauly :)

2. Independently read/listen to great music/watch great movies/listen to great podcasts/ be physically active.


 * Week # 3 - 2/13 - 2/17 **


 * Due Dates: **

2/13 and 2/14 - Afterschool tutoring 2/15 - Skills Quiz (1-10 Tone words, Core Rhetorical Terms) 2/16 - Timed Writing 2/17 - Reading/Writing Workshop *Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 2/13 **

Copy down due dates and HW
 * Start Up: **

*Please turn in your responses to questions 1-5 from “Civil Disobedience.” *I am available for assistance/tutoring today after school.

1. Share words: 2. Gold box 3. ½ MC - make notes of unknown words and troubling questions on your answer sheet. 4. Introduce tone words 6-10 and review tone words 5. Discuss Civil Disobedience 6. Revisit Journal Entry - What does it mean to be American to you? *10 -15 sentences *Take risks with form and be honest *Avoid excessive adverbs. *This could be a good brainstorm for a future college essay. 1. Reread “Civil Disobedience” and brainstorm responses for 6-10 in your RNB.  2. Independently read/Prepare for discussion tomorrow. Extra Credit: -#beyond410 post -Positivity/AP Lang/ Legacy of Civil Disobedience
 * Guided Learning **
 * HW: **


 * Tuesday - 2/14 **


 * Start Up: **


 * ANNOUCEMENT - NO NORTON READER IN CLASS THIS WEEK - AMERICAN READER INSTEAD **

1. Incorporate your five new tone words into grammatically appropriate sentences. 2. Explain the difference between antithesis and paradox.


 * Guided Learning **

1. Fully Discuss Thoreau readings and questions -Return responses to first 5 -Participation grade -Take notes during discussion

2.Read Steinbeck Letter [|__http://www.lettersofnote.com/2012/01/nothing-good-gets-away.html__]

-discuss message -strongest rhetorical device -accept, refute, or qualify - could we see something like this on the AP exam? -create AP Prompt

1. Study for your skills quiz -Core Rhetorical Terms -Tone Words 1-10 -Essay feedback
 * HW: **

2. Read Kennedy’s “Inaugural Address” - 549 - 553 of American Reader, and complete the following assignments in your RNB: a. Brief SOAPSTone (the introductory information helps with this) b. Find two examples of antithesis and explain their significance c. What is Kennedy’s most dominant rhetorical appeal? Briefly explain your response.


 * Wednesday - 2/15 **


 * Start Up: **

1. Write down two takeaways from yesterday's discussion

Study for your skills quiz


 * Guided Learning: **

1. Discussion/grading of Thoreau work - 20 points total - Turn in questions 1-5. 2. Skills Quiz 3. Brief discussion of Kennedy readings 4. Banneker paragraph summary/ So What Question/Scavenger Hunt:

-repetition -religious appeals -logical appeals -emotional diction/vivid imagery -powerful examples -powerful sources of information -respectful tone (even though the letter is addressed to a very hypocritical man) -syntax 5. Practice calibration with different Banneker essays 6. Review essay feedback 7. Kennedy practice prompt - optional


 * HW: **

1. Read excerpt from Silent Spring by Rachel Carson- pages 565 - 568. In your RNB, complete the following tasks:
 * 1) Brief SOAPSTone
 * 2) Identify her central argument.
 * 3) What is Carson’s dominant rhetorical appeal?

Thursday - 2/16

1. What should your thesis statement consist of, and where should it be located?
 * Start Up: **
 * Guided Learning: **

1. Review Start - Up

2. Discuss HW

3. Items to discuss:

-repetition -metaphors -rhetorical questions -logical appeals -emotional diction/vivid imagery -powerful examples -powerful sources of information -tone -ethos, logos, and pathos (but be specific) -dominant rhetorical appeal

4. Advice:

-plan by completing a SOAPSTone -Make sure that you define the central argument and connect analysis to it. If you don’t the highest grade you can get is a four. -avoid passive voice

5. TW

6. Come to a consensus on central argument.

7. Calibrate and grade.


 * HW: **

1. Research a law or state/federal policy that you feel is unjust. Brainstorm a few actions that someone could take in order to call attention to the injustices of this law/policy as a means to initiate change.


 * Friday - 2/17 **


 * Start Up: **


 * Please pull out your Carson Prompt from yesterday. **

1. How do Carson’s rhetorical questions in her last paragraph relate to her central argument? 2. How does her simile that involves the ripple in the pond relate to her argument? 3. Agree or disagree - her dominant rhetorical appeal is a consistent appeal to the value of life.

1. Review start up. 2. TW 3. Grade/Discuss 4. Decide essay to submit 5. Model expectations for HW assignment
 * Guided Learning: **

1. Read the first ten pages of Chapter 1 of LOC -- Copy down key terms in your notes section of your binder. __ [] __ -copy down definitions of key terms that are bolded! -3 most important takeaways from each page. 2. Research a law or state/federal policy that you feel is unjust. Brainstorm a few actions that someone could take in order to call attention to the injustices of this law/policy as a means to initiate change. This should be recorded in your RNB. --- This will be checked.
 * HW: **


 * Week # 4 - 2/20 - 2/24 **


 * Due Dates: **

2/20 and 2/21- Afterschool tutoring 2/22 - Skills Quiz (1-15 Tone words, Core Rhetorical Terms, Essay Feedback) 2/22- 2/24 - Assorted Timed Writings and Writing Workshops 2/28 - ACT *Volunteering for "Middle School" Open House *Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Method Test Prep Folks - Let me know if you could lead the class through this. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 2/20 **

Copy down due dates and HW
 * Start Up: **

*Return graded work *I am available for assistance/tutoring today after school --- Essay renovation and demolition.

1. Share words:
 * Guided Learning: **

2. Organize returned work and writings.

3. Gold box 4. MC -review questions with partners 5. Introduce tone words 11-15 and review tone words 6. Revisit Journal Entry - What does it mean to be American to you? *10 -15 sentences *Take risks with form and be honest *Avoid excessive adverbs. *This could be a good brainstorm for a future college essay. 1. Read pages 11-15 of Chapter 1 of LOC -- Copy down key terms in your notes section of your binder. [|__http://www.chsd117.org/assets/attachments/AP-Language-Summer-Assignment-for-Extremely-Loud.pdf__]
 * HW: **

-copy down definitions of key terms that are bolded! -3 most important takeaways from each page. 2. Read “Politics and the English Language” by George Orwell - pages 540 -550, and answer questions 1-4 in your RNB. - This is due at the beginning of class on Wednesday.

-#beyond410 post -Positivity/AP Lang/ Legacy of Civil Disobedience
 * Extra Credit: **


 * Tuesday - 2/21 **

**Start Up:** 1. Provide a working definition of “just” 2. Incorporate tone words 11-15 into complete sentences. *Layne


 * Guided Learning **

1.MC Workshop (absent students complete make up assignment) 2. Justice Discussion -Provide a definition of just -Present whether you perceive this issue to be just or no - Use evidence and examples. -Avoid belief statements. -Use rhetoric. If Thoreau can do it, so can you.

3.Review things learned from the LOC.

*Take notes and view this as a real learning opportunity.


 * HW **


 * Bring Norton Reader to Class **

1. Read pages 16-20 of Chapter 1 of LOC -- Copy down key terms in your notes section of your binder. [|__http://www.chsd117.org/assets/attachments/AP-Language-Summer-Assignment-for-Extremely-Loud.pdf__]

-copy down definitions of key terms that are bolded! -3 most important takeaways from each page. 2. Read “Politics and the English Language” by George Orwell - pages 540 -550, and answer questions 1-4 in your RNB. - This is due at the beginning of class on Wednesday. 3. Study for your skills quiz -Core Rhetorical Terms -Tone Words 1-10 -Essay feedback -Orwell Essay


 * Wednesday - 2/22 **


 * Start Up: **

1. Of Orwell’s six rules on page 549, which one do you think is the most important or valuable? Copy this rule down, and briefly justify your answer.


 * Guided Learning: **

1.Skills Quiz

2. Discussion of Orwell’s work.

3. Seats based off of chosen essay.

4. Workshopping, keep Orwell’s rules in mind:

a. Re-read prompt

b. Review Rubric

c. Read sample - Give it a grade with a brief justification. What are two things you would steal from the essay? Copy down the best sentence from the essay.

d. Re-grade your own essay and add a brief justification. Be honest… did you answer the question. If you are in doubt, review the sample. *Assign instructors for each row.


 * HW: **

1. Read pages 21-25 of Chapter 1 of LOC -- Copy down key terms in your notes section of your binder.

[|__http://www.chsd117.org/assets/attachments/AP-Language-Summer-Assignment-for-Extremely-Loud.pdf__]

-copy down definitions of key terms that are bolded!

-3 most important takeaways from each page.

2. Bring your Preparing for the ACT Test Practice packet. 3. Prepare for tomorrow’s timed writing by continuing to remodel our essay.


 * Thursday - 2/23 **

1. Copy down one of Orwell’s contentious writing rules and briefly accept it, reject it, or qualify it.
 * Start Up: **
 * Guided Learning: **

1. Remodeling --- Use a different color pen. a. Correct any instance of passive voice b. There should be evidence from all 4 quarters - plan where and how you are going to introduce new evidence with the rewrite c. Circle your most repeated words d. Eliminate any “prompt parroting” e. Shorten any phrases that can be shortened. f. Eliminate any unnecessary adjective and adverbs g. Underline the best sentence in your essay. Brainstorm how you can replicate this~ h. Identify and correct any of your graveyard words i. Highlight any and all analysis in each body paragraph j. Answer the so -what question in your conclusion.

2. Re-write (25 minutes)

3. Grade RNBs: -get rid of unnecessary adjectives and adverbs -Highlight phrases of insight and brilliance

AP Language Reader’s Notebook Rubric for Week # 3 and 4 _/ 10 - HW - 2/14 - Kennedy Inaugural Address work _/ 10 - HW - 2/15 - Rachel Carson work _/ 20 - HW - 2/17 - LOC - Pages 1-10 notes _/ 05 - HW - 2/18 - Political action brainstorm _/ 10 - HW - 2/20 - LOC # 2 - Pages 11-15 notes _/ 10 - HW - 2/21 - LOC # 3 - Pages 16-20 notes _/ 20 - HW - 2/21 - 4 Orwell Questions _/ 10 - HW - 2/22 - LOC # 4 - Pages 21-25


 * _/ 95 - Total **

4. Review Argument Notes
 * HW: **

1. Review argument notes and annotate in preparation for our practice timed writing tomorrow. 2. Read pages 26-30 of Chapter 1 of LOC -- Copy down key terms in your notes section of your binder. [|__http://www.chsd117.org/assets/attachments/AP-Language-Summer-Assignment-for-Extremely-Loud.pdf__] -copy down definitions of key terms that are bolded! -3 most important takeaways from each page. 3. Bring your Preparing for the ACT Test Practice packet.


 * Friday - 2/24 **


 * Start Up: **

1. Pull out your argument notes, your verb sheet, and all of the paper you will need. 2. Copy down your HW for the night.


 * Guided Learning: **

1. Share words 2. Review argument notes. 3. Practice Argument Essay: -break down the prompt together -emphasize the importance of planning. -make sure to contextualize examples. -write

4. TW


 * HW: **

1. In your American Reader, read “Common Sense” - Thomas Paine pages 45 – 50. Then on a separate sheet of paper: a. Complete a full SOAPSTONE Analysis. b. Copy down one of his assertions/claims. Then either accept, reject, or qualify this assertion/claim in a fully developed paragraph. USE TAEAC!!! *we will be sharing these, so make sure both your writing and examples are strong.

2. Bring your ACT PREP BOOKLET!!! We will review these items on Monday.


 * Week # 5 - 2/27 - 3/03 **

2/27 and 3/02- Afterschool tutoring 2/28 - ACT 3/02 - Skills Quiz (1-20 Tone words, Core Rhetorical Terms, Essay Feedback, Language of Composition) 3/01- 3/03 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars
 * Due Dates: **

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 2/27 **

1. Copy down due dates and HW
 * Start Up: **

2. Copy down RNB Rubric on a half sheet of of paper:

*Have HW ready to be stamped. *Return graded work *I am available for assistance/tutoring today after school
 * Guided Learning **

1. Share words: -Gratitude -Perspective

2. Organize returned work and writings/Grade RNB

_/ 10 - HW - 2/14 - Kennedy Inaugural Address work _/ 10 - HW - 2/15 - Rachel Carson work _/ 20 - HW - 2/17 - LOC - Pages 1-10 notes _/ 05 - HW - 2/18 - Political action brainstorm _/ 10 - HW - 2/20 - LOC # 2 - Pages 11-15 notes _/ 10 - HW - 2/21 - LOC # 3 - Pages 16-20 notes _/ 20 - HW - 2/21 - 4 Orwell Questions _/ 10 - HW - 2/22 - LOC # 4 - Pages 21-25 _/ 10 - HW - 2/22 - LOC # 5 - Pages 26-30 _/ 15 - HW - 2/24 - Paine Paragraph and SOAPSTone
 * AP Language Reader’s Notebook Rubric for Week # 3 and #4 **


 * _/ 120 - Total **

3. Gold box 4. MC -ACT Prep -review questions with partners 5. Introduce tone words 16-20 and review tone words

6. Share T. Paine paragraphs.

7. Revisit Journal Entry - What does it mean to be American to you? *10 -15 sentences *Take risks with form and be honest *Avoid excessive adverbs. *This could be a good brainstorm for a future college essay. HW: 1. Re-read “Common Sense” in your American Reader.
 * 1) Explain significance of title
 * 2) Identify 2 dominant rhetorical devices/broad techniques
 * 3) Copy down another one of his assertions/claims. Then either accept, reject, or qualify this assertion/claim in a fully developed paragraph. USE TAEAC!!!

Extra Credit: -#beyond410 post -Positivity/AP Lang/ Common Sense


 * Wednesday - 3/1 **

1. Incorporate tone words 16-20 in a sentence. *Layne Also, please have your HW ready to be checked.
 * Start Up: **


 * Guided Learning: **

1. Discussion of “Common Sense” a. Sharing of TAEAC responses (engage with assertions and examples)

2. Workshop: a. Re-read prompt - [|__http://apcentral.collegeboard.com/apc/public/repository/ap11_english_language_q3.pdf__] b. Review Rubric c. Identify thesis and explain argument presented d. Identify moments of precise knowledge e. Identify concessions f. Make note of indirect and direct references back to the prompt. g. What passes as a conclusion in this essay? h. Does the writer answer the So What question in their conclusion? i. Re- Read sample - Give it a grade with a brief justification. What are two things you would steal from the essay? Copy down the best sentence from the essay. j. Re-grade your own essay and add a brief justification. Be honest… did you answer the question. If you are in doubt, review the sample.


 * HW: **

1. Prepare for tomorrow’s timed writing by continuing to remodel your essay and viewing sample essays online. [|__http://apcentral.collegeboard.com/apc/public/repository/ap11_english_language_q3.pdf__] 2. Study for your skills quiz tomorrow.


 * Thursday - 3/2 **


 * Start Up: **

1. Using your argument notes, create a 5 step approach for today *Study for skills quiz
 * Guided Learning: **

1. Skills Quiz 2. Re-write


 * HW: **

1. “Letter from Birmingham Jail” by Dr. Martin Luther King Jr. pages 889 - 902 a. Find two strong examples of ethos, logos, and pathos - Direct quotes. b. Answer questions 1-4 c. Brief SOAPSTone

*Please complete this in your RNB. This assignment is due Monday


 * Friday - 3/3 **


 * Start Up: **

1. Explain the role of analysis in your body paragraphs.


 * Guided Learning: **

1. Remodeling --- Use multi colored pens.

Read through the essay once to get a general feel for the work. Read through the essay a second time and complete the following task on their essay.

a. Highlight their thesis. Is it the last sentence of their first paragraph? Does it answer the question?

b. In the body paragraphs, annotate their use of AEA.

c. Highlight the strongest and most well developed example.

d. Circle instances where the writer directly or indirectly refers back to the prompt.

e. Slash through unsubstantiated belief statements.

f. Slash through weak examples.

g. Note any and all instances of awkward phrasing and slash through unnecessary words or phrasing.

h. What passes for the conclusion.

i. Do they answer the so want question? - Literally. write YES of NO on their paper. j Underline the best sentence in the essay.

2. Open Reading

3. MC and TW PRACTICE

1. “Letter from Birmingham Jail” by Dr. Martin Luther King Jr. pages 889 - 902
 * HW: **

a. Find two strong examples of ethos, logos, and pathos - Direct quotes. b. Answer questions 1-4 c. Brief SOAPSTone

*Please complete this in your RNB. This assignment is due Monday


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

3/6 - 3/7 - Afterschool tutoring 3/9 - Skills Quiz (1-25Tone words, Core Rhetorical Terms, Argument Notes) 3/8- 3/10 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars
 * Due Dates: **

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 3/6 **

1. Copy down due dates and HW
 * Start Up: **


 * Guided Learning: **

1. Gold Box/MC/MC Review

2. Concessions assignment

3. Share words: -Gratitude -Perspective

4. Introduce tone words 21-25 and review tone words

5. Revisit Journal Entry - What does it mean to be American to you? *10 -15 sentences *Take risks with form and be honest *Avoid excessive adverbs. *This could be a good brainstorm for a future college essay. 1. Review and re-read “Letter from Birmingham Jail” by Dr. Martin Luther King Jr. pages 889 - 902 a. Copy down the three most powerful quotes in regards to meaning and style.
 * HW: **

2. Revise Friday’s work.

-#beyond410 post -Positivity/AP Lang/ MLK/ Civil Disobedience
 * Extra Credit: **


 * Tuesday - 3/7 **


 * Start Up: **

1. Please incorporate tone words 21-25 into grammatically appropriate sentences. *Layne
 * Guided Learning **

1. Review Tone Words Collect words for Word Log (5 words or concepts) 2. Multiple Choice Analysis - individual and group 3. MLK Discussion --- Card activities --- collect MLK Work


 * HW: **

1. Update your word log 2. Due at the beginning of class on Thursday - In your American Reader, read excerpts from Poor Richard’s Almanac – Benjamin Franklin pgs. 7 -13

-Choose three of Franklin’s statements that you find the most compelling. Then you will either defend or challenge each statement in paragraph form. In doing this, support your argument with specific references to your reading, observation, or experience.

*The final result will be three fully developed paragraphs. Think of this as an opportunity to better your both your prose and your argumentation skills.


 * Wednesday - 3/8 **


 * Start Up: **

Pull out your Norton Reader, your Paine prompt and essay, and many different pens/ highlighters.

1. Find a one sentence example of juxtaposition in MLK’s letter and copy it down. 2. What makes this statement powerful? 3. Should you replicate this in your writing? Could you replicate this in your writing?


 * Guided Learning: **

1. Cleaning House - 10 minutes a. Highlight their thesis. Is it the last sentence of their first paragraph? Does it answer the question? b. In the body paragraphs, annotate their use of AEA. c. Highlight the strongest and most well developed example. d. Circle instances where the writer directly or indirectly refers back to the prompt. e. Slash through unsubstantiated belief statements. f. Slash through weak examples. g. Note any and all instances of awkward phrasing and slash through unnecessary words or phrasing. h. What passes for the conclusion. i. Do they answer the so want question? - Literally. write YES of NO on their paper. j Underline the best sentence in the essay.

2. Verbal feedback

3. Argument notes

4. Essay scavenging activity

5. MLK Activities --- Card activities --- collect MLK Work


 * HW: **

1. Study for your skills quiz tomorrow (1-25 Tone words, Core Rhetorical Terms, Argument Notes)

2. Due at the beginning of class on Thursday - In your American Reader, read excerpts from Poor Richard’s Almanac – Benjamin Franklin pgs. 7 -13

-Choose three of Franklin’s statements that you find the most compelling. Then you will either defend or challenge each statement in paragraph form. In doing this, support your argument with specific references to your reading, observation, or experience.

*The final result will be three fully developed paragraphs. Think of this as an opportunity to better your both your prose and your argumentation skills.


 * Thursday - 3/9 **


 * Start Up: **

1. In your own words, please provide a brief definition of a concession. 2. Give an example of a concession from a hypothetical argument that you might construct.
 * Guided Learning: **

1. Skills Quiz 2. MLK Work - Collect 3. TW 4. Franklin Work


 * HW: **

1. In your opinion, can failure lead to success? Or is failure simply its own experience? *respond in TAEAC form, and while it is alright to base this off of your opinion and experience, avoid using the first person.

2. Find a podcast that you should listen to - make sure to write down both the podcast and the person that recommended it to you.


 * Friday - 3/10 **


 * Start Up: **

1. Please develop an argument about whether or not students should have half days on Fridays. Please give a specific example, and make sure to include a concession as a means to strengthen your argument.

Please feel free to use one of the following signal phrases: Even though, Admittedly, While it is true that, Granted, I agree that


 * Guided Learning: **

1. MC Revisited---citation questions --- 25-28. 2. Franklin Work/Share Start Up/Share HW 3. “That One Man’s Profit Is Another’s Loss” by Michel de Montaigne pgs. 643 – 644. - Norton Reader Answer questions 1 -3 in paragraph form on a separate sheet of paper. 4. Grade/Review Samples 5. Indy Work/Reading/Writing conferences


 * HW: **

1. Listen to suggested or desired podcast (needs to be at least 15 minutes long). a. Brief SOAPSTone b. Commentary - argumentatively or creatively engage with the content. Use AEA. c. Identify three items of precise knowledge you obtained while listening.


 * Week # 7 - 3/13 - 3/17 **


 * Due Dates: **

3/13 - 3/14 - Afterschool tutoring

3/16 - Skills Quiz (1-30 tone words, core rhetorical terms, argument notes)

3/15 - 3/17 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 3/13 **


 * Start Up: **

1. Copy down due dates and HW

3/13 - 3/14 - Afterschool tutoring 3/16 - Skills Quiz (1-30 tone words, Franklin quote, core rhetorical terms, argument notes) 3/15 - 3/17 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Guided Learning **

1. Gold Box/MC/MC Review

2. Discuss podcast content

3. Share words:

-Gratitude -Perspective

4. Introduce tone words 25-30 and review tone word

5. Grade RNB


 * Name: **

_/ 15 - HW - 3/08 - Franklin Paragraphs _/ 05 - HW - 3/09 - Success Paragraphs _/ 10 - HW - 3/10 - Podcast Work
 * AP Language Reader’s Notebook Rubric for Week # 6 **


 * _/ 30 - Total **

6. Revisit Journal Entry - What does it mean to be American to you?

*10 -15 sentences

*Take risks with form and be honest *Avoid excessive adverbs *This could be a good brainstorm for a future college essay


 * HW: **

1. Review the Mencken prompt from last week.

a. Write a perfect thesis statement b. Come up with three perfect examples with brieft explanations that help you prove your thesis.

2. THIS ASSIGNMENT IS DUE AT THE BEGINNING OF CLASS ON WEDNESDAY - In your NR, Read “The Case for Torture” by Michael Levin - pgs. 675 – 677

a. Complete a SOAPSTONE analysis b. Identify the author’s central argument and briefly defend or challenge the argument. c. Provide two examples of “sensational” or “telling” diction, and describe the effect the author achieves through its use.

Extra Credit:

-#beyond410 post -Positivity/AP Lang/ Ethics

Reminders: -Try to obtain a used 11th edition of the Norton Reader if you want your own copy.


 * Tuesday - 3/14 **


 * Start Up: **

1. Please incorporate tone words 25-30 into grammatically appropriate sentences. *Layne

2. Would you rather know if a timed writing is coming in advance? Please explain.


 * Guided Learning **

1. Review tone words/discuss course enrollments/Benjamin Franklin Twitter post.

2. Review Model Essays

3. On a separate sheet of paper, complete the following tasks: a. Score and justification b. What is one thing you would steal c. What is one thing this student could have done to earn a higher grade.

4. Essay Feedback and instructional activity --- Please complete on the same sheet. 5. Remodeling --- Use multi colored pens.

Read through the essay once to get a general feel for the work. Read through the essay a second time and complete the following task on their essay.

a. Highlight their thesis. Is it the last sentence of their first paragraph? Does it answer the question? b. In the body paragraphs, annotate their use of AEA. c. Highlight the strongest and most well developed example. d. Circle instances where the writer directly or indirectly refers back to the prompt. e. Slash through unsubstantiated belief statements. f. Slash through weak examples. g. Note any and all instances of awkward phrasing and slash through unnecessary words or phrasing. h. What passes for the conclusion. i. Do they answer the so want question? - Literally. write YES of NO on their paper. j Underline the best sentence in the essay.

6. Review Podcast work

7. Work independently on Levin assignment.


 * HW: **

1. Finalize your course selections and make sure that your parents sign the recommendations sheet. 2nd Block students, you will need to turn this assignment in to me tomorrow.

2. In your NR, Read “The Case for Torture” by Michael Levin - pgs. 675 – 677 a. Complete a SOAPSTONE analysis b. Identify the author’s central argument and briefly defend or challenge the argument. c. Provide two examples of “sensational” or “telling” diction, and describe the effect the author achieves through its use.


 * Wednesday - 3/15 **


 * Start Up: **

1. Review the general essay feedback from yesterday’s class. Of the 15 pieces of feedback, identify three that most relate to your improvement as a writer. Please copy them down and provide a brief explanation. *2nd block - turn in course registration sheets


 * Guided Learning: **

1. Review the general feedback 2. Complete instructional activities on analysis sheet from yesterday - Focus on the importance of defining key terms and planning. 3. Write 4. Grade/Reflect 5. Franklin Twitter activities


 * HW: **

1. Study for your skills quiz tomorrow (1-30 tone words, Franklin quote, core rhetorical terms, argument notes). 2. Extract one of Levin’s assertions from his work. Then defend, challenge or qualify this claim. Make sure to use AEA. *Complete this in your RNB.


 * Thursday - 3/16 **


 * Start Up: **

“Clean up” #1 and #2

1.There is a multitude of circumstances throughout history and in our society today that elicit great talents and meanings. 2. A Roman poet, that goes by the name of Horace writes, 3. Copy down the Franklin quote that you are going to use, review it. Make sure that your punctuation is correct.

*Study for Quiz


 * Guided Learning: **

Review Start Up and Take Skills Quiz

1. Grade RNB


 * Name: **

_/ 15 - HW - 3/08 - Franklin Paragraphs _/ 05 - HW - 3/09 - Success Paragraphs _/ 10 - HW - 3/10 - Podcast Work _/ 05 - HW - 3/13 - Mencken Work _/ 10 - HW - 3/14 - Levin Work _/ 05 - HW - 3/15 - Levin Paragraph
 * AP Language Reader’s Notebook Rubric for Week # 6 and # 7 **


 * _/50 - Total **

2. Discuss Levin work thoroughly - -”Telling Diction” Exercise -Collaborative AEA work -Collaborative identification of argument -Find the concessions

3. Word Log - 10 new words

4. MC Workshop

a. MC Revisited--- Citation Questions --- 25-28. b.MC Analysis - individual and group


 * HW: **

1. Wear green. We are in need of some more group photos.

2. Please develop an argument about whether or not students should be able to leave campus for lunch. Please give a specific example, and make sure to include a concession as a means to strengthen your argument.

*Please feel free to use one of the following signal phrases: Even though, Admittedly, While it is true that, Granted, I agree that

Final response should be a paragraph in length.


 * Friday - 3/17 **


 * Start Up: **

1. Develop a perfect example for the Horace Prompt.


 * Guided Learning: **

*Share homework

1. Clean up essays a. Highlight their thesis. Is it the last sentence of their first paragraph? Does it answer the question? b. In the body paragraphs, annotate their use of AEA. c. Highlight the strongest and most well developed example. d. Circle instances where the writer directly or indirectly refers back to the prompt. e. Slash through unsubstantiated belief statements. f. Slash through weak examples. g. Note any and all instances of awkward phrasing. h. What passes for the conclusion. i. Do they answer the so want question? - Literally. write YES of NO on their paper.

2. Discuss Levin work thoroughly - -”Telling Diction” Exercise -Collaborative AEA work

3. Word Log - 10 new words

4. MC Workshop

a.MC Revisited--- Citation Questions --- 25-28. b.MC Analysis - individual and group

5. Franklin Tweets


 * HW: **

1. Listen to another suggested or desired podcast (needs to be at least 15 minutes long). a. Brief SOAPSTone b. Commentary - argumentatively or creatively engage with the content. Use AEA, c. Identify three items of precise knowledge you obtained while listening.


 * Week # 8 - 3/20 - 3/24 **

3/20 - 3/21 and 3/23 - Afterschool tutoring 3/23 - Skills Quiz (1-35 tone words, core rhetorical terms, argument notes, Mark Twain quote) 3/22- 3/24 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars
 * Due Dates: **

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 3/20 **

1. Copy down due dates and HW
 * Start Up: **

3/20 - 3/21 and 3/23 - Afterschool tutoring 3/23 - Skills Quiz (1-35 tone words, core rhetorical terms, argument notes, and precise knowledge from podcast) 3/22- 3/24 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars

*There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Guided Learning: **

RETURN WORK

1. Gold Box/MC/MC Review a. MC Revisited--- Citation Questions --- 25-28. - collaborative b. Traditional

2. Discuss podcast content - 15 - 30 second advertisement

3. Share words: -Gratitude -Perspective

4. Introduce tone words 31-35

5. Revisit Journal Entry - What does it mean to be American to you? *10 -15 sentences *Take risks with form and be honest *Avoid excessive adverbs *This could be a good brainstorm for a future college essay 1. Review Horace Prompt.
 * HW: **

a. Write a new thesis statement (has to be a qualification) b. Develop two diverse supporting examples and briefly explain how they support thesis.

2. Read “Advice to Youth” – Mark Twain - pgs. 647 – 649 of NR and complete the associated assignment.

a. Complete a full SOAPSTone b. Choose an appropriate adjective to describe Twain’s tone throughout this essay. Choose two quotations from the text that support your answer. c. What effect does Mark Twain achieve by using this particular tone?

-#beyond410 post -Positivity/AP Lang/ Ethics/Benjamin Franklin/Mark Twain Quote
 * Extra Credit: **


 * Tuesday - 3/21 **


 * Start Up: **

1. Develop a 3 step plan for today’s timed writing and organize materials for your timed writing. Guided Learning


 * Guided Learning: **

1.Timed Writing (allow students forty minutes to complete this assignment) Students can have notes and and supplementary materials

2. Read “Advice to Youth” – Mark Twain - pgs. 647 – 649 of NR and complete the associated assignment.

a. Complete a full SOAPSTone (textual evidence) b. Choose an appropriate adjective to describe Twain’s tone throughout this essay. Choose two quotations from the text that support your answer. c. What effect does Mark Twain achieve by using this particular tone?

*Please complete this assignment on a separate sheet of paper and turn your work in by the end of the class period. *I have additional copies of the NR in the green closet.


 * HW: **

1. Complete independent research and find a Mark Twain quote worthy of memorization. Please copy this quote down and explain its significance.


 * Wednesday - 3/22 **


 * Start Up: **

1. Please incorporate tone words 31 - 35 into grammatically appropriate sentences. *Layne


 * Guided Learning: **

1. Review for tomorrow’s skills quiz 2.Share Twain quotes out loud

3.Review Model Essay for Horace Prompt and on a separate sheet of paper, complete the following tasks: a. Score and add a justification. b. One thing you would steal from this essay. c. One piece of constructive criticism you would give this writer.

4. Essay feedback and instructional activities 

5. The importance of having diverse examples

6. Assorted Twain related activities -whiteboard debate, twitter, PPT and discussion.


 * HW: **

1. Revisit “Advice to Youth” and answer the following three questions in your RNB: a. How does the writer’s tone give you a clue about his purpose for writing this piece? b.. Do you think that the tone of this piece is more sardonic or didactic? Explain your answer. c.. Explain what the last sentence of the speech means in your own words.

2. Study for your skills quiz tomorrow (1-35 tone words, Twain quote, core rhetorical terms, argument notes).


 * Thursday -3/23 **


 * Start Up: **

1. Copy down the Twain quote that you are going to use, review it. Make sure that your punctuation is correct.

*Study for Quiz


 * Guided Learning: **

1. Skills quiz 2. Complete instructional activities from adversity essay 3. Shoutouts 4. Review sample essays - [|__http://media.collegeboard.com/digitalServices/pdf/ap/apcentral/ap13_english_lang_q3.pdf__]

5. On the same sheet of paper that we used for yesterday’s grading, complete the following tasks: a. Score and justification b. What is one thing you would steal c. What is one thing this student could have done to earn a higher grade.

6. Self-grade

7. Remodeling --- Use multi colored pens.

Read through the essay once to get a general feel for the work. Read through the essay a second time and complete the following task on their essay.

a. Highlight their thesis. Is it the last sentence of their first paragraph? Does it answer the question? b. In the body paragraphs, annotate their use of AEA. c. Highlight the strongest and most well developed example. d. Circle instances where the writer directly or indirectly refers back to the prompt. e. Slash through unsubstantiated belief statements. f. Slash through weak examples. g. Note any and all instances of awkward phrasing and slash through unnecessary words or phrasing. h. What passes for the conclusion. i. Do they answer the so want question? - Literally. write YES of NO on their paper. j Underline the best sentence in the essay.


 * HW: **

1.Watch this video, and copy down three specific things you learned about punctuation and the use of the semi colon. [|__http://www.newyorker.com/culture/culture-desk/comma-queen-the-semicolon-or-mastering-the-giant-comma__]


 * Friday - 3/24 **


 * Start Up: **

1. How would you described the comma queen’s tone from the semi colon video? [|__http://www.newyorker.com/culture/culture-desk/comma-queen-the-semicolon-or-mastering-the-giant-comma__]

2. Process analysis… what do you think it means?


 * Guided Learning: **

1. Discuss Start Up and Grammar video 2. Grade RNBs (create rubrics) 3. Shoutouts for Adversity Essay 4. Journal: a. What is the difference between character and identity? b. What are the dominant factors that contribute to one's sense of self? c. What are the the three things that you own that contribute the most to your identity?

5. Deep Review of Ownership Essays - did they define ownership and sense of self... if not, can't get higher than a 5. -underline thesis statements -corresponding paragraphs -Identify the strongest example -Was it first? -Regrade -official shoutouts

NOTE TO SELF: Three pieces of feedback for next week's TWs.

6. Assorted Twain analysis and Work


 * HW: **

1. On a separate sheet of paper explain and analyze a process that is significant to you or is in some way reflective of who you are (Examples - how you brush your teeth, how you wax a surfboard, how you write an essay, how you warm up for an activity/sport, how you prepare your favorite meal, etc. ). a. 200 - 400 words b. Be descriptive, inventive, and creative c. Add an appropriate title


 * Week # 9 - 3/27 - 3/31 **

3/27 - 3/30 - Afterschool tutoring 3/30 - Skills Quiz (1-40 tone words, core rhetorical terms, argument notes, and precise knowledge from comma queen videos ) 3/31 - 2nd Block - Official Registration for courses. 3/27- 3/30 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars
 * Due Dates: **

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 3/27 **

1. Copy down due dates and HW
 * Start Up: **

3/27 - 3/30 - Afterschool tutoring 3/30 - Skills Quiz/Midterm (1-40 tone words, core rhetorical terms, argument notes, and precise knowledge from comma queen videos ) 3/31 - 2nd Block - Official Registration for courses. 3/27- 3/30 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars

*There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Guided Learning **

RETURN WORK --- After School Volunteers

1. Gold Box/MC/MC Review

2. Discuss process analysis topics

3. Share words: -Gratitude -Perspective

4. Introduce tone words 36-40

5. Revisit Journal Entry - What does it mean to be American to you? *10 -15 sentences *Take risks with form and be honest *Avoid excessive adverbs *This could be a good brainstorm for a future college essay

6. Share Process Analysis Work. 1. View this Comma Queen video and copy down three things that you have earned about the dash. [|__https://www.youtube.com/watch?v=NnAaywvd1uk__] 2. Make revisions to your process analysis essay.
 * HW: **

-#beyond410 post -Positivity/AP Lang/ Ethics/Benjamin Franklin/Twain
 * Extra Credit: **


 * Tuesday - 3/28 **


 * Start Up: **

1. Incorporate tone words 36 - 40 into grammatically appropriate sentences. *Layne

2. Using a tone word, please identify the comma queen’s tone and add some brief textual evidence to justify your claim. [|__https://www.youtube.com/watch?v=NnAaywvd1uk__]


 * Guided Learning: **

1. Review tone words.

2. Review and clean up process analysis

3. Deep Review of Ownership Essays - Did they define ownership and sense of self... if not, can't get higher than a 5. -Underline thesis statements -Corresponding paragraphs -Identify the strongest example -Was it first? -Regrade -Official shoutouts

4. a. Agree or Disagree with the following statement: “Success seems to be largely a matter of hanging on after others have let go.” - William Faulkner

b. Develop an original argument in which you describe your position on the relationship between perseverance and success.


 * HW: **

1. View this Comma Queen video and copy down three things that you have earned about the dash. [|__https://www.youtube.com/watch?v=0jS3VyRYYCQ&disable_polymer=true__]

2. Study for Skills Quiz


 * Wednesday - 3/29 **


 * Start Up: **

1. Grab a computer, log in to turnitin.com, and add AP Language.

2nd Block: Code: 14567560 Password: ncskates

4th Block: Code: 14567570 Password: ncskates


 * Guided Learning: **

1. Register for turnitin.com

2. Success seems to be largely a matter of hanging on after others have let go.” - William Faulkner

*Develop an original argument in which you describe your position on the relationship between perseverance and success.

Give yourself 20 minutes

a. Create a working outline b. Write a model introduction (hook, context, thesis) c. Write a model body paragraph

3. Watch comma queen videos [|__http://www.newyorker.com/culture/culture-desk/comma-queen-the-semicolon-or-mastering-the-giant-comma__] [|__https://www.youtube.com/watch?v=NnAaywvd1uk__] [|__https://www.youtube.com/watch?v=0jS3VyRYYCQ&disable_polymer=true__]

4. Vocab Practice/Instruction


 * HW: **

1. Study for skills quiz/midterm (1-40 tone words, core rhetorical terms, argument notes, and precise knowledge from comma queen videos).

2. Final Draft of Process Analysis Essay is due at 11:59 PM via turnitin.com --- Explain and analyze a process that is significant to you or is in some way reflective of who you are (Examples - how you brush your teeth, how you wax a surfboard, how you write an essay, how you warm up for an activity/sport, how you prepare your favorite meal, etc. ). a. 200 - 400 words b. Be descriptive, inventive, and creative. c. Add an appropriate title. d. Be stylish, grammatically correct, and transformative.


 * Thursday - 3/30 **


 * Start Up: **

1. Listen to the song playing. Please identify the qualification embedded in the lyrics and write it down.

*When you are done, please turn in your start up for grading. *Also please study for your skills midterm.


 * Guided Learning: **

1. Skills quiz/Midterm

2. Grade RNB.

3. MC Redemption

4. Review yesterday’s work (items a -g).

Read through the essay once to get a general feel for the work. Read through the essay a second time and complete the following task on their essay.

a. Highlight their thesis. Is it the last sentence of their first paragraph? Does it answer the question? b. In the body paragraphs, annotate their use of AEA. c. Highlight the strongest and most well developed example. d. Circle instances where the writer directly or indirectly refers back to the prompt. e. Slash through unsubstantiated belief statements. f. Slash through weak examples. g. Note any and all instances of awkward phrasing and slash through unnecessary words or phrasing. h. What passes for the conclusion. i. Do they answer the so what question? - Literally. write YES of NO on their paper. j Underline the best sentence in the essay.


 * HW: **

*2nd Block… Register for classes

1. Final Draft of Process Analysis Essay is due at 11:59 PM via turnitin.com --- Explain and analyze a process that is significant to you or is in some way reflective of who you are (Examples - how you brush your teeth, how you wax a surfboard, how you write an essay, how you warm up for an activity/sport, how you prepare your favorite meal, etc. ).

a. 200 - 400 words b. Be descriptive, inventive, and creative. c. Add an appropriate title. d. Be stylish, grammatically correct, and transformative.


 * Friday - 3/31 **


 * Start Up: **

Please have a Norton Reader and a blank sheet of paper on your desk


 * Guided Learning: **

1. In your Norton Reader, Read “Learning to Read” by Frederick Douglass – pgs. 408 – 412 -answer questions 1 -4 in complete paragraphs.

*please talk to your parents about question # 4 if you can’t remember learning to read. If you feel compelled to write more than a paragraph for question # 4, please do so. *This assignment is due at the end of class.


 * HW: **

1. Listen to another suggested or desired podcast (needs to be at least 15 minutes long). - Complete in your RNB. a. Brief SOAPSTone b. Commentary - argumentatively or creatively engage with the content. Use AEA, c. Identify three items of precise knowledge you obtained while listening.


 * Week # 10 - 4/3 - 4/7 **


 * Due Dates: **

4/3 - 4/5 - Afterschool tutoring 4/5 - Group and fim choice submission for IDP 4/5 - Submit your “Learning to Read” Narrative to turnitin.com by 11:59 PM 4/6 - Skills Quiz (1-50 tone words, core rhetorical terms, Synthesis note, and precise knowledge from comma queen videos ) 4/5- 4/7 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars 4/19 - IDP due

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 4/3 **

1. Incorporate tone words 41 - 45 into grammatically appropriate sentences. *Layne
 * Start Up: **

2. Copy down due dates:

4/3 - 4/5 - Afterschool tutoring 4/5 - Group and film choice submission for IDP 4/5 - Submit your “Learning to Read” Narrative to turnitin.com by 11:59 PM 4/6 - Skills Quiz (1-50 tone words, core rhetorical terms, Synthesis notes, and precise knowledge from comma queen videos ) 4/5- 4/7 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars 4/19 - IDP due

*There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Guided Learning: **

RETURN WORK --- After School Volunteer

1. Gold Box/MC/MC Review

Grade and return Douglass work

*INTRODUCE IDP:

-largest group = 4 -feel free to chose a documentary that is off the list/get a recommendation from a teacher.

2. Have a student read the brief biography in the Norton Reader. In your RNB, please answer the So What question in regards to the Frederick Douglass passage. Essentially, why is his experience so unique and why is his narrative so valuable?

Discussion

3. Share words: -Gratitude -Perspective

4. Introduce tone words 41-50

5. Revisit Journal Entry - What does it mean to be American to you? *10 -15 sentences *Take risks with form and be honest *Avoid excessive adverbs *This could be a good brainstorm for a future college essay


 * HW: **

1. Watch Comma Queen video on difference between who/whom, and copy down three precise forms of knowledge. [|__https://www.youtube.com/watch?v=3nbJWS_cmI0&index=4&list=PLo1TdazaYsoryZnM39HXDB4I9wHBGevy9__]

2. Learning to Read Narrative is due at 11:59 PM via turnitin.com on Wednesday---

a. 200 - 400 words

b. Be descriptive, inventive, and creative.

c. Add an appropriate title.

d. Be stylish, grammatically correct, and transformative.

3. Work on IDP topic and group choices.

Extra Credit: -#beyond410 post -Positivity/AP Lang/ Ethics/Benjamin Franklin/Twain/Comma Queen/Frederick Douglass. Reminders: -Try to obtain a used 11th edition of the Norton Reader if you want your own copy.


 * Tuesday - 4/4 **


 * Start Up: **

1. Incorporate tone words 46 - 50 into grammatically appropriate sentences. *Layne


 * Guided Learning **

1. Review tone words and information about who/whom

2. Grade RNBs


 * Name: **

_/ 05 - HW - 3/27 - Comma Queen Hyphen Notes _/ 05 - HW - 3/28 - Success Paragraph _/ 05 - HW - 3/28 - Comma Queen Serial Comma Notes _/ 10 - HW - 3/30 - PodCast Work Part 3 _/ 05 - HW - 4/03 - Comma Queen - who/whom _/ 30 - Total
 * AP Language Reader’s Notebook Rubric for Week # 10 **

3. Style Is Meaning Work/ Literary Narrative

4. What is a dominant element of Frederick Douglass' rhetorical approach.

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

6. Review Synthesis Notes. 

7. Read information from the LOC on page 145.


 * HW: **

1. View this Comma Queen video and copy down three things that you have earned about that/which [|__https://www.youtube.com/watch?v=yV34JvZ-lQI&list=PLo1TdazaYsoryZnM39HXDB4I9wHBGevy9&index=6__]

2. Review Synthesis notes, and figure out which approach works the best for you. Please briefly justify this choice in your RNB.

3. Learning to Read Narrative is due at 11:59 PM via turnitin.com on Wednesday.

a. 200 - 400 words

b. Be descriptive, inventive, and creative.

c. Add an appropriate title.

d. Be stylish, grammatically correct, and transformative.


 * Wednesday - 4/5 **


 * Start Up: **

1. Illustrate five of your tone words.

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

Turn in your documentary choice and group members if you have not done so already.


 * Guided Learning: **

1. Review for Skills Quiz/Skills Quiz Items

2. Nathan will read Information from the LOC on page 145 --- Gold Box

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

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

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

6. As students make their way through analyzing every source, we will briefly discuss as a class.

7. Watch comma queen videos and have students generate test questions.

8. Read the model essay: -students need to focus on incorporating quotes -give suggestions for how to use quotes (be consistent) -students need to make their argument primary, but use at least three sources in their approach


 * HW: **

1. Study for skills quiz/midterm (40-50 tone words, core rhetorical terms, synthesis notes, and precise knowledge from comma queen videos from this week and last week).

2. Submit - Learning to Read Narrative is due at 11:59 PM via turnitin.com. a. 200 - 400 words b. Be descriptive, inventive, and creative. c. Add an appropriate title. d. Follow the be stylish, grammatically correct, and transformative.


 * Thursday - 4/6 **


 * Start Up: **

1. At what point in the process of writing the Synthesis essay should you construct a thesis statement? 2. Copy down three most important pieces of information from your synthesis notes.


 * Guided Learning: **

1. SKILLS QUIZ

2. Deep review of the synthesis essay notes and model essay. In doing this, make sure that the students are referencing the synthesis prompt.

3. Review the process thoroughly - Refocus on the thesis.

4. Read LOC – page 145 aloud.

5. Fifteen minute reading period: -read and annotate -plan -outline

6. Give the Students a chance to compose their practice essay:

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


 * HW: **

1. Work on your IDP.


 * Friday - 4/7 **


 * Start Up: **

Spring Cleaning --- Organize your binder


 * Guided Learning: **

1. Open IDP Workshop 2. Outdoor Learning


 * HW: **

Work on IDP - It’s due on 4/19 in digital form.


 * Week # 11 - 4/17 - 4/21 **


 * Due Dates: **

4/17 - 4/18 - Make Up Work, MC Practice, Synthesis work. 4/19- Final Draft of Synthesis definition essay is due at the beginning of class (hard copy) 4/19 - IDP due via turnitin.com

4/20 - Skills Quiz (1-60 tone words, core rhetorical terms, Synthesis notes, and precise knowledge from comma queen videos) 4/18- 4/21 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 4/17 **

1. Please briefly explain the most enjoyable aspect of your spring break.
 * Start Up: **

2. Copy down due dates:

4/17 - 4/18 - Make Up Work, MC Practice, Synthesis work. 4/19- Final Draft of Synthesis definition essay is due at the beginning of class (hard copy) 4/19 - IDP due via turnitin.com 4/20 - Skills Quiz (1-60 tone words, core rhetorical terms, Synthesis notes, and precise knowledge from comma queen videos) 4/18- 4/21 - Assorted Timed Writings, Writing Workshops, and Socratic Seminars

*There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Guided Learning **

RETURN WORK --- After School Volunteers

1. Gold Box/MC/MC Review

a. create a new question that could have been asked and should have been asked. b. create an answer guide and rationale for your choice.

2. Discussion/Reflection: What can we do to maintain focus and motivation throughout the homestretch? In doing this, you might want to think about the “so what?” question and the relationship to your performance and your future goals.

3. Share words: -Gratitude --- I enjoyed my vacation, but I missed you all. -Perspective

4. Introduce tone words 51-60

5. Revisit Journal Entry - What does it mean to be American to you? *10 -15 sentences *Take risks with form and be honest *Avoid excessive adverbs *This could be a good brainstorm for a future college essay


 * HW: **

1. Review your synthesis notes and review information online and write a brief rough draft of your Synthesis Definition Essay.

2. Synthesis Definition Essay is due at the beginning of class on Wednesday - Provide a creative definition of the synthesis essay. In creating this definition think of real world comparisons. While it is appropriate to use analogies, also feel free to explain how the synthesis essay is different from both the analysis and argument essays. a. 100 - 400 words b. Be descriptive, inventive, transformative, and creative.

3. IDP is due at 11:59 PM on Wednesday.

Extra Credit: -#beyond410 post -Positivity/AP Lang/ Ethics/Benjamin Franklin/Twain/Comma Queen/Synthesis


 * Tuesday - 4/18 **


 * Start Up: **

1. Incorporate tone words 51 - 55 into grammatically appropriate sentences. *Layne 2. Why is a novel called a novel? Where does the name come originate? 3. Give an example of literature of knowledge and literature of power.

*Synthesis and MC work after school today.


 * Guided Learning **

1. Discuss Start Up 2. Discussion/Reflection: What can we do to maintain focus and motivation throughout the homestretch? In doing this, you might want to think about the “so what?” question and the relationship to your performance and your future goals. 3. Have Nathan read information about the synthesis essay aloud (145) and discuss tonight’s HW.4. Review Synthesis Prompt http://apcentral.collegeboard.com/apc/public/repository/ap10_frq_eng_lang.pdf 5. Review Model essay. Identify two things the writer did well. 6. Review the rubric in close detail 7. Peer Review Essays  8. Review another synthesis… introduction and first body paragraph


 * HW: **

1. Synthesis Essay definition is due at the beginning of class on Wednesday - Provide a creative definition of the synthesis essay. In creating this definition think of real world comparisons. While it is appropriate to use analogies, also feel free to explain how the synthesis essay is different from both the analysis and argument essays.

a. 100 - 400 words b. Be descriptive, inventive, and creative. c. Be stylish, grammatically correct, and transformative.

2. IDP is due via email at 11:59 PM on Wednesday.


 * Wednesday - 4/19 **


 * Start - Up: **

1. Incorporate tone words 56 - 60 into grammatically appropriate sentences. *Layne

-Bri’s Lit Mag Announcement -Extra Credit Extensions


 * Guided Learning: **

*share/ turn in definitions

1. Reminders: a. Follow the steps outlined by the notes. b.Make sure your argument is primary, but use at least three sources in your approach.

2. Write the Synthesis Essay

-read, analyze, outline, and write a thesis during the reading period

Turn the directive into its implied question and write it on the prompt page. This is the question you should be sure to answer in your essay. Your answer will be the thesis statement that you must prove using ideas and information from the resources provided.

3. Peer Review Protocol from previous day


 * HW: **

1. Study for skills quiz/midterm (50-60 tone words, core rhetorical terms, synthesis notes, precise knowledge from class instruction and precise knowledge from comma queen videos from this week and last week).

2. IDP is due via email at 11:59 PM. Good Luck!


 * Thursday - 4/20 **


 * Start Up: **

1. At what point in the process of writing the Synthesis essay should you construct a thesis statement?

2. In regards to yesterday, what was something that went well? What is something you could improve upon

*4th Block... Please turn in your synthesis definition essays


 * Guided Learning: **

1. SKILLS QUIZ/ Share out great synthesis definitions

2. Deep review of the model essay - Score and two areas of strength.

3. Peer Review of Synthesis essay

4. Synthesis Prompt Review - Partners: -Collaboratively write a thesis -With each given source, explain how you could use this in support of your thesis.

5. More MC Practice


 * HW: **

1. Review Argument and Analysis Notes and study tone words.


 * Friday - 4/21 **


 * Start Up: **

Spring Cleaning --- Organize your binder


 * Guided Learning: **

In depth analysis of synthesis essays

1. Haiku Contest - [| http://www.writingwithdesign.com/contests]

2. Review analysis notes

3. Rough Draft of analysis definition essay


 * HW: **

1. Analysis Essay definition is due at the beginning of class on Monday - Provide a creative definition of the synthesis essay. In creating this definition think of real world comparisons. While it is appropriate to use analogies, also feel free to explain how the synthesis essay is different from both the analysis and argument essays.

a. 100 - 400 words b. Be descriptive, inventive, and creative c. Be stylish, grammatically correct, and transformative


 * Week # 12 - 4/24 - 4/28 **


 * Due Dates: **

-There will be daily after school review. It will be themed, but there will be individualized instruction available. -We will be completing a full length practice test this week. 4/26- Final Draft of Argument definition essay is due at the beginning of class (hard copy) 4/28 - Skills Quiz (60-70 tone words, core rhetorical terms, writing notes and course content)

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 4/24 **

1. What is the most humorous thing you heard or encountered last week?
 * Start Up: **

2. Copy down the HW assignment and the due dates: -There will be daily after school review. It will be themed, but there will be individualized instruction available. -We will be completing a full length practice test this week.

4/26- Final Draft of Argument definition essay is due at the beginning of class (hard copy) 4/28 - Skills Quiz (60-70 tone words, core rhetorical terms, writing notes and course content)


 * Guided Learning **

RETURN WORK

1. Gold Box/MC/MC Review

a. create a new question that could have been asked and should have been asked. b. create an answer guide and rationale for your choice.

2. Share words and express gratitude.


 * HW: **

1. Argument Essay definition is due at the beginning of class on Wednesday - Provide a creative definition of the synthesis essay. In creating this definition think of real world comparisons. While it is appropriate to use analogies, also feel free to explain how the synthesis essay is different from both the analysis and argument essays. a. 100 - 400 words b. Be descriptive, inventive, and creative. c. Be stylish, grammatically correct, and transformative.

Extra Credit:

-#beyond410 post -Positivity/AP Lang


 * Tuesday - 4/25 **


 * Start Up: **

1. Incorporate tone words 61 - 70 into grammatically appropriate sentences. *Layne

2. What can we do get more prepared for multiple choice

*Synthesis and MC work after school today.


 * Guided Learning: **

1.Discuss Start Up

2. Discussion/Reflection: What can we do to maintain focus and motivation throughout the homestretch? In doing this, you might want to think about the “so what?” question and the relationship to your performance and your future goals.

3. Synthesis Review and Practice - Please pull out a blank sheet of paper. Remind me to prep the document camera.

a.Preliminary discussion of how to correctly punctuate sources.

b.Instruction/Pass back the prompts

-Directly introduce a quote from Source B. Make sure to introduce the speaker and cite the source parenthetically. -Indirectly reference Source B. In doing this make sure to cite the source parenthetically, and naturally incorporate a short quotation. -Indirectly reference Source C. In doing this make sure to naturally incorporate the information from this source and also cite the source parenthetically. -Directly introduce a quote from Source F. Make sure to introduce the organization and cite the source parenthetically.

c.Feedback: -Best essays specifically explain why and how college is or is not work the cost. -It is hard to get over a 5 if you are only utilizing three sources. -GET RID OF SECOND PERSON! -DON’T RAMBLE with your introduction -Your voice is paramount! Many of you arguing against college sounded like jaded baby boomers. -Don’t say, Source A says. If there is a writer and you are quoting, introduce the writer and cite the source (Source A).

d. Myth Busters/Discussion/Notes: -

-Gates and Jobs - went to prestigious colleges and are well educated men (not high school dropouts) -Social and cultural Capital --- sometimes more important than money(UNC, Harvard, Skateboarding, Golf) -Tuition Breakdown for public schools (APP State does not have 18,000 dollar tuition) -Definition of Liberal Arts and purpose of these schools. -Avoid oversimplification or over generalizations of issues because they create logical gaps (college not leading to related jobs Lind/Made). Mr. Jarman’s mom - counterexample.

4. Review Analysis assignments and Approach to this style of essay.

20 minutes - Florence Kelley AP Prompt-Read and annotate the Florence Kelley speech and complete the following activities on the actual prompt:

a.Identify her central argument b.Identify dominant techniques she uses to construct her argument. c.Could you take a chronological approach to analyzing this argument? d. Write a thesis statement! or

[]


 * HW: **

1. Review last year’s synthesis prompt for exposure and practice.

[]

2. Argument Essay definition is due at the beginning of class. - Provide a creative definition of the synthesis essay. In creating this definition think of real world comparisons. While it is appropriate to use analogies, also feel free to explain how the synthesis essay is different from both the analysis and argument essays. a. 100 - 400 words b. Be descriptive, inventive, and creative. c. Be stylish, grammatically correct, and transformative.


 * Wednesday - 4/26 **


 * Start Up: **

1. Incorporate tone words 71 - 74 into grammatically appropriate sentences. *Layne *Turn in your argument definition essays


 * Guided Learning: **

1. Reminders: a. Follow the steps outlined by the notes. b.Make sure your argument is primary, but use at least three sources in your approach.

2. Write the Synthesis Essay

-read, analyze, outline, and write a thesis during the reading period

Turn the directive into its implied question and write it on the prompt page. This is the question you should be sure to answer in your essay. Your answer will be the thesis statement that you must prove using ideas and information from the resources provided.

3. Peer Review Protocol


 * HW: **

1. Review Analysis assignments and Approach to this style of essay.

20 minutes - Florence Kelley AP Prompt-Read and annotate the Florence Kelley speech and complete the following activities on the actual prompt:

a.Identify her central argument b.Identify dominant techniques she uses to construct her argument. c.Could you take a chronological approach to analyzing this argument? d. Write a thesis statement!

2. Study for skills quiz - 61 - 74 tone words, core rhetorical terms, synthesis notes, precise knowledge from class instruction.


 * Thursday - 4/27 **


 * Start Up: **

1.What is the function of SOAPS in the planning process for an argument essay?

2. What are some questions that you have about the analysis process as we approach the timed writings today?

*Essay Review and MC practice after school today.


 * Guided Learning: **

Timed Writing


 * HW: **

1. Study for skills quiz - 61 - 74 tone words, core rhetorical terms, synthesis notes, precise knowledge from class instruction.


 * Friday - 4/28 **


 * Start Up: **

1. Which essay do you need the most assistance with? Which essay do you feel the most confident about?

*Study your tone words in preparation for your skills quiz. *Spring Cleaning --- Organize your binder and make sure you have all of your AP writing notes. *Go see Cinderella tonight!


 * Guided Learning: **

1.Skills quiz

2. Essay Review:

-Review Synthesis Essay and grade/give feedback [] -Review Analysis Essay and grade/give feedback [] -Review Argument Essay and grade/give feedback <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]

3. Tabulate scores - <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]

4. Haiku Contest - <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 9.5pt; vertical-align: baseline;">[| http://www.writingwithdesign.com/contests]


 * HW: **

1. Work through a few practice exercises from this site! This site is amazing!!! PLEASE USE IT! - <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]


 * Special Week - 5/1 - 5/5 **


 * Tutoring Schedule: **

5/1- MC Review/Redemption 5/2 -MC Review/Redemption and Synthesis Practice 5/3 - MC Review/Redemption and Argument and Analysis Practice 5/4 - MC Full Test Practice/Essay Re-write


 * Monday - 5/1 **


 * Start Up: **

Please turn in your Annotated Florence Kelley Prompt for me to review

1. How do you feel about the prospect of a Saturday review session? 2. Copy down the HW assignment and the due dates:

5/1- MC Review/Redemption 5/2 -MC Review/Redemption and Synthesis Practice 5/3 - MC Review/Redemption and Argument and Analysis Practice 5/4 - MC Full Test Practice/Essay Re-write
 * Tutoring Schedule: **

-5/4 - MC Practice sheet is due -5/4 - Final Tone Words Quiz
 * Due Dates **

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Guided Learning **

RETURN WORK

1. Gold Box/MC/MC Review a. create a new question that could have been asked and should have been asked. b. create an answer guide and rationale for your choice.

2. Share words and express gratitude.

3. Review every MC item a. Students will take notes on MC strategies and vocabulary - this will be an opportunity for them to glean everything they can about the process and approach.

4. Discuss score tabulations - [|__https://www.albert.io/blog/ap-english-language-score-calculator/__]


 * HW: **

1. Work through a few practice exercises from this site! This site is amazing!!! PLEASE USE IT! - [|__https://www.albert.io/ap-english-language__]

-#beyond410 post -Positivity/AP Lang
 * Extra Credit: **


 * Tuesday -5/2 **


 * S **** tart Up: **

*If you were absent yesterday, please obtain the MC assignment/notes from a classmate. Also, make sure to turn in your Florence Kelley analysis assignment.

1. Discussion/Reflection: What can we do to maintain focus and motivation throughout the homestretch? In doing this, you might want to think about the “so what?” question and the relationship to your performance and your future goals.

*Synthesis and MC work after school today.


 * Guided Learning **

1.Discuss Start Up and HW.

2. Absent students will complete fully MC in Mrs. Rennie’s room.

3. Students who were present - move to MC practice question # 3

4. More MC work

5. Analysis Practice with Chesterfield prompt


 * HW: **

1. 100 - 400 words - What score do you want to earn on the AP Language exam? Why? What can WE do to make sure this happens? What would earning your desired score mean to you? Please turn this in a separate sheet of paper 2. Work through a few practice exercises from this site! This site is amazing!!! PLEASE USE IT! - <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]

3. Study for your final tone word quiz (this includes our accumulated words from Multiple Choice Practice).


 * Wednesday - 5/3 **

1. On a scale of 1 -10, how comfortable do you feel with the analysis essays. 2. Why is it a bad idea to end an argument with a list of terms? 3. What are some questions that you have about the analysis process as we approach these timed writings
 * Start Up: **

*Please turn in your desired score essay.


 * Guided Learning: **

1. Review MC from previous day (4 words and look closely at two problems) 2. Review what test day is going to look like 3. Analysis timed writings (annotate prompt, answer the question, intro, and first body paragraphs) 4. Review the associated model essays.


 * HW: **

1. 100 - 400 word process analysis is due - Approach to the AP exam. In doing this describe your approach and strategy for the exam on the actual day of testing. 2. Study for your final tone word quiz - You will also be assessed on the words that we have accumulated on our Multiple Choice Practice worksheet.


 * Thursday - 5/4 **


 * Start Up: **

1. Generate three questions about the AP exam to ask a student who has made a 5.

*Please turn in MC practice sheets *Please turn in “approach” to AP Exam essay.


 * Guided Learning: **

1. Skills Quiz

2. MC Review

3. Review Florence Kelley Prompt/Argument Practice

4. AP Survival Pack


 * HW: **

1. Highly Recommended/Extra Credit --- Review five different essay prompts and model essays from the last five AP exams. Please write down the the question # and year of each essay you examine. For each model essay, explain what the writer did well, what you learned, and what you would steal from this essay. This is due on Monday - 5/08. <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]

2. Complete Optional Practice Essays.

3. STUDY TONE WORDS, CORE RHETORICAL TERMS, ESSAY NOTES, and MC PRACTICE SHEET.


 * Friday - 5/5 **


 * Start Up: **

1. In regards to the AP Language exam, what is your greatest area of strength? What do you currently need the most assistance with?


 * Guided Learning: **

1. Review Ten Commandments with AP Bio Kids 2. Review model essays for Environmental prompt 3. MC Practice and redemption 4. Timed Writing 5. AP Survival Pack *Score and Why *Approach to the essays *Day of the test process analysis


 * HW: **

1. Strongly Recommended/Extra Credit - Review five different essay prompts and model essays from the last five AP exams. Please write down the the question # and year of each essay you examine. For each model essay, explain what the writer did well, what you learned, and what you would steal from this essay. This is due on Monday - 5/08 <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]

2. Complete Optional Practice Essays (extra credit)

3. STUDY TONE WORDS, CORE RHETORICAL TERMS, ESSAY NOTES,R and MC PRACTICE SHEET. ALSO, REVIEW ESSAYS YOU HAVE ALREADY COMPOSED.

4.Work through a few practice exercises from this site! This site is amazing!!! PLEASE USE IT! - <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]


 * Week # 14 - 5/8 - 5/12 **


 * Due Dates: **

5/8- After School- MC Review/Redemption / Essay Practice/ Snacks 5/9 -After School - MC Review/Redemption/Essay Practice/Snacks and Party 5/10 - AP Exam - Be at the Auxiliary Gym no later than 7:30

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 5/8 **


 * Start Up: **

1.Review tutoring schedule:

5/8- After School- MC Review/Redemption / Essay Practice/ Snacks 5/9 -After School - MC Review/Redemption/Essay Practice/Snacks and Party 5/10 - AP Exam - Be at the Auxiliary Gym no later than 7:30

2. What are a few small things you can do to prepare for the exam?

*I will be holding a review session until 5:30. Please let me know if you want to attend. I will obtain some snacks for the occasion. *Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Guided Learning **

a. Questionnaire

1. List the order in which the three essays are presented to you on the AP exam. 2. Do you have to follow the suggested order? 3. How many minutes do you have to complete all three essays? 4. When reading a prompt, what should you always underline? Then what should you do after you underline this? 5.How does this whole process relate to your thesis? 6. Where should your thesis always be located? 7. How is satire different from argumentation? How is satire different from criticism? 8. What do Et al. and i.e. mean? 9. What time should you arrive to the testing site, and what should you bring? 10. Describe the test format (including the allotted time and the order in which the test is presented to you). 11. Should you use contractions and/or second person in your essays? 12. What should you do if you are having a difficult time understanding an MC passage? 13. What are some things that you are going to do tonight to make sure you earn your desired score? 14. What are some things that you are going to do tomorrow morning to earn your desired score? 15. What are some things that you are doing to do during the test to ensure you get your desired score?

b. Review 2016 Free Responses c. Create Review/Survival packets (mc practice notes, process analysis work, tone words, etc.) d. Choose either MC or a full length essay to work on. e. Individual advice


 * HW: **

1. Strongly Recommended/Extra Credit - Review five different essay prompts and model essays from the last five AP exams. Please write down the the question # and year of each essay you examine. For each model essay, explain what the writer did well, what you learned, and what you would steal from this essay. [|__http://apcentral.collegeboard.com/apc/members/exam/exam_information/2001.html__]

2. Complete Optional Practice Essays (extra credit)

3. STUDY TONE WORDS, CORE RHETORICAL TERMS, ESSAY NOTES, and MC PRACTICE SHEET. ALSO, REVIEW ESSAYS YOU HAVE ALREADY COMPOSED.

4.Work through a few practice exercises from this site! This site is amazing!!! PLEASE USE IT! - [|__https://www.albert.io/ap-english-language__]


 * Extra Credit: **

-#beyond410 post -Positivity/AP Lang


 * Tuesday - 5/9 **


 * Start Up: **

*If you were present yesterday, please prepare for today’s alternative assignment (# 2 or MC)

1. Review tutoring schedule:

5/8- After School- MC Review/Redemption / Essay Practice/ Snacks 5/9 -After School - MC Review/Redemption/Essay Practice/Snacks and Party 5/10 - AP Exam - Be at the Auxiliary Gym no later than 7:30

2. What are a few small things you can do to prepare for the exam?

See you all after school today for tutoring.


 * Guided Learning **

Tomorrow is the time to show off what you have learned. You are all ridiculously amazing and you will all do exceedingly well. Put forth the effort and make yourself proud. I am thankful for your effort, and very proud of you all.


 * HW: **

1. Strongly Recommended/Extra Credit - Review five different essay prompts and model essays from the last five AP exams. Please write down the the question # and year of each essay you examine. For each model essay, explain what the writer did well, what you learned, and what you would steal from this essay. <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]

2. Complete Optional Practice Essays (extra credit)

3. STUDY TONE WORDS, CORE RHETORICAL TERMS, ESSAY NOTES, and MC PRACTICE SHEET. ALSO, REVIEW ESSAYS YOU HAVE ALREADY COMPOSED.

4.Work through a few practice exercises from this site! This site is amazing!!! PLEASE USE IT! - <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]


 * Wednesday - 5/10 **

Exam Day - Good Luck!


 * Thursday - 5/11 **


 * Start Up: **

Please give yourself a grade for your start up.


 * Guided Learning: **

Celebratory Nature Walk/Community Project Brainstorm

A. Reflection on AP Exam - Separate sheet of paper

1. What score do you think you earned on the exam? Why?

2. How did you feel about the multiple choice section?

3. What could I do to better prepare future students for the multiple choice portion of the test?

4. Did you feel prepared for the essay prompts?

5. Which essay prompt did you like the best?

6. Did you write an eight or a nine? If so, for what question?

7. Were there terms (literary or rhetorical) that you were unsure of?

8. If you could take the test over again, what would you different in regards to preparation, test taking strategies, etc.

9. In regards to your test, what did you do that either surprised you or made your proud of yourself?

B. Introduction to Brag Sheet


 * HW: **

1. Bring your RNB to class tomorrow.

2. Bring your IDP book tomorrow, and every other day after that.

3. Bring your American Reader if you did not turn it in today.


 * Friday - 5/12 **


 * tart Up: **

1. Please turn in your Start Up and grab a computer.


 * Guided Learning: **

1. Open up a new Google Doc and title it GSD Project 2. Introduce Brag Sheet, and have students work on this assignment a question at a time via google docs.


 * HW: **

1. Locate and read an exemplary college essay and copy down the link in your GSD document. Then, answer the following questions: a. What are three things you would steal from this work? b. What makes this essay effective?

2. Your brag sheet is due on Tuesday by 11:59 PM


 * Week # 15 - 5/15 - 5/19 **


 * Due Dates: **

5/15 - 5/17- GSD Work Shop After School- MC Review/Redemption / Essay Practice/ Snacks 5/16 - Brag Sheet is due via Google Docs. 5/17 - GSD Grading/Progress Check 5/18 - 5/19 - ???

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday **


 * Start Up: **

*Please turn in your start ups from the last two weeks, and then start anew.

1. If you had to choose three people to write you a glowing recommendation, who would it be? Why?


 * Guided Learning **

1. Discuss some key features of college essays 2. Review some Brag Sheet questions 3. Allow students to independently work.


 * HW: **

1. Locate and read another exemplary college essay and copy down the link in your GSD document. Then, answer the following questions: a. What are three things you would steal from this work? b. What makes this essay effective?

2. Your brag sheet is due on Tuesday by 11:59 PM


 * Extra Credit: **

-#beyond410 post -Positivity/AP Lang


 * Tuesday - 5/16 **


 * Start Up: **

1. What makes someone an effective leader? Please be as specific as possible.

2. What are some accomplishments that one could be proud of? List 5.

*Please have your GSD assignment ready for grading.


 * Guided Learning: **

1. Share out the strongest features of the college Essays

2. Review Final questions for Brag Sheet and allow students to independently work.

3. GSD assignment # 3 Review model essay <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]

a. Copy down ten things that this young man reveals about himself with this essay (either direct or indirect). b. Identify your favorite part of this essay and briefly justify your response. c. What are some “things” that you would borrow from this essay?

If you finish early, you can go out and secure your recommendation.


 * HW: **

1. Finalize your Bragsheet and share it via google docs by 11;59 PM. If you submit your work late, the highest grade you can earn is a 50.

2. Secure the signature of one recommender or forward me email confirmation.


 * Wednesday - 5/17 **


 * Start Up: **

1. What are some things that you could use as inspiration for your college essay? 2. What are some things that we have composed this year that serve as starting points for your college essay?


 * Guided Learning: **

1. GSD assignment # 3 Review model essay <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]

a. Copy down ten things that this young man reveals about himself with this essay (either direct or indirect). b. Identify your favorite part of this essay and briefly justify your response. c. What are some “things” that you would borrow from this essay?

2. GSD assignment # 4 a. Review each Common App essay prompt b. 3-5 sentence response for each prompt.

3. Introduction to GSD Assignment # 5 and some suggested novels.


 * HW: **

1. GSD Assignment # 5 - Identify and justify a book that you would like to read as a part of your GSD project. You need a hard copy of this book with you in class tomorrow. 2. Obtain recommender signature

*Bring a change of athletic clothes everyday.


 * Thursday - 5/18 **


 * Start Up: **

1. Generate 3 questions about college prep for an expert to answer.

*Please have your GSD independent reading book on your desk. *Please turn in Recommender signature to the blue rectangle.


 * Guided Learning: **

1.Guest Speakers

2.Read the Joel Stein work
 * 1) Identify his argument
 * 2) How does he support his argument?
 * 3) Do you agree or disagree with his work?

3. Review GSD requirements, reading expectations and college essay prompts.

*Brainstorm some reading assignments.

4. Indy Reading and GSD work.


 * HW: **

1. Indy Reading of GSD book. 2. Start drafting your college essay. 3. Finalize any and all GSD assignments.

Bring Hawaiian shirts for class pictures and athletic uniforms. We will be completing outdoor activities tomorrow


 * Friday- 5/19 **


 * Start Up: **

1. Which one of the college essay prompts are you planning to answer? Why?


 * Guided Learning: **

1. Review expectations for college essays and expectations for Monday. 2. Outdoor Learning/Independent Reading


 * HW: **

1. Work on draft of college essay - 650 words maximum - The final draft is due at 11:59 PM <span style="background-color: #ffffff; font-family: Cambria; font-size: 10pt; line-height: 0px; overflow: hidden; vertical-align: baseline;"> 2. Complete indy reading - 50 pages.


 * Week # 16 - 5/22 - 5/26 **


 * Due Dates: **

*I am available for tutoring before school and during lunches this week. 5/22 - College Essay # 1 is due via turnitin.com 5/23 - GSD Progress Check 5/31 - Indy Reading book needs to be completed with recommendation assignment.

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Monday - 5/22 **


 * Start Up: **

*Please continue on with your start up sheet from last week.

1. What are some good ways to start off your college essay? 2. What are a few things that you can do if you need additional assistance/guidance?


 * Guided Learning: **

1. Review the prompts with students 2. 40 minute writing or revising period 3. Peer Review and Submission.


 * HW: **

1. Your college essay is due tonight via turnitin.com by 11:59 PM requirements for essay: *no spelling or grammatical errors *must be the best writing that you have done all year. *600 - 650 words


 * Extra Credit: **

-#beyond410 post -Positivity/AP Lang


 * Tuesday - 5/23 **


 * Start Up: **

1. Do you have any ideas for guest speakers? What are some topics or professions that you are interested in?


 * Guided Learning: **

1.GSD # 6 - Indy Reading Assignment:

a. Identify where you are in your book in regards to page # b. Provide a brief summary of your reading thus far. c. Copy down two powerful quotes you have encountered so far in the process, and briefly explain their significance or poignance.

2. Read the Joel Stein work
 * 1) What's the moral of his work?
 * 2) What can you take away from this? How does this apply to your life?

3. Peer Review: -Read through twice -Highlight the strongest parts of the essay -In a different color, highlight parts that need to be cut -Does the essay “keep you interested?” - If not what can the writer do to change this. -What does this essay reveal about the writer either directly or indirectly (list at least 10 items) -Help the writer keep their essay within the 600 - 650 word limit.


 * HW: **

1. Complete indy reading 2. Revise college essay 3. Have the Norton available for classroom use.


 * Wednesday - 5/24 **


 * Start Up: **

1. Karaoke or Show and Tell? Which one should we do on Friday? Both? What will this look like?


 * Guided Learning: **

1. Open Writing Workshop (30 minutes)

2. SSR/ GSD # 6 - Indy Reading Assignment:

a. Identify where you are in your book in regards to page # b. Provide a brief summary of your reading thus far. c. Copy down two powerful quotes you have encountered so far in the process, and briefly explain their significance or poignance.

3. GSD # 7 - Top Ten List


 * HW: **

1. Revise and submit your final draft of your college essay to turnitin.com. 2. Bring Norton Reader for classroom use.

*Bring a change of athletic clothes everyday.


 * Thursday - 5/25 **


 * Start Up: **

1. Any great ideas for things that you can bring in or discuss for show and tell? *Please have your GSD independent reading book on your desk.


 * Guided Learning: **

1. Plato’s Activity- 1112 - On a separate sheet of paper: a. Provide a working definition of an allegory. b. Read “The Allegory of the Cave” and complete a brief summary (2-3 sentences) c. Complete the following tasks:

1. What is the moral of this story? Please use textual evidence. 2. What does the cave represent? 3. What do the shadows represent? 4. How does this allegory relate to our current lives? 5. Comparative analysis of Plato and Mumford and Sons

2. Keillor Work - 522 -

3. Short Films


 * HW: **

1.Bring college shirts for a group picture tomorrow. 2.Bring show and tell items 3.Bring outdoor reading clothing 4. Indy Reading of GSD book. 5. Complete GSD activities # 6 and #7.


 * Friday - 5/26 **


 * Start Up: **

1. In regards to college prep, what are you the most concerned or anxious about?


 * Guided Learning: **

1. Share narrative and practice expository speaking skills 2. Outdoor learning/Independent reading


 * HW: **

1. GSD # 8 - Compile a list of 5 schools that you are planning on applying to. For each school find: a. the average ACT/SAT test scores b. GPA c. the most reputable academic programs d. special scholarships offered e. common app or separate application

2.Finish reading your GSD book 2. Have recommenders look over your college essay


 * Week # 17 - 5/30 - 6/2 **


 * Due Dates: **

*I am available during all lunches. Please schedule a meeting time if you would like to review your college essay.

5/31 - GSD is due via turnitin.com 5/31 - Indy Reading book needs to be completed with recommendation assignment. 6/01 - End of Semester Celebration (bring snacks and beverages) - Sign Up Sheet will be passed around.

*Bring Indy reading book every day. *There are volunteering opportunities everyday after school. *Volunteer Hours for facilitating writing conferences and teaching your peers after school.


 * Tuesday - 5/30 **


 * Start Up: **

1. Please copy down the following due dates:

*I am available during all lunches. Please schedule a meeting time if you would like to review your college essay. 5/31 - GSD is due via turnitin.com 5/31 - Indy Reading book needs to be completed with recommendation assignment. 6/01 - End of Semester Celebration (bring snacks and beverages) - Sign Up Sheet will be passed around.

2. TBA *I would be endlessly grateful if any of you donated your purchased Norton Reader.


 * Guided Learning **

1. GSD # 8 - Compile a list of 5 schools that you are planning on applying to. For each school find: a. the average ACT/SAT test scores b. GPA c. the most reputable academic programs d. special scholarships offered e. common app or separate application

2. Review college essays with students.

3. GSD # 9 - Senior Project Brainstorm
 * 1) Two potential research topics
 * 2) One potential products for each one of your topics

4. GSD # 10 - Finish reading your selected indy reading book, and write a 5-7 sentence book recommendation for your peers or future AP Language students.

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

*must be tasteful and respectful

6. Review GSD Rubric: [|__https://docs.google.com/a/nhcs.net/document/d/1duPaH86lmHzHFWGtU55SBF_QIqcVBhFSR43ecZQpyY4/edit?usp=sharing__]


 * HW: **

1. Finalize all aspects of the GSD assignment. 2. Complete indy reading 3. Please bring any and all checked out texts


 * Wednesday - 5/31 **


 * Start Up: **

1.Review expectations for celebration 2.Return any checked out books (unless still reading)


 * Guided Learning: **

1. Review essay grades and common application (students will create common app accounts) 2. GSD # 8 - Compile a list of 5 schools that you are planning on applying to. For each school find: a. the average ACT/SAT test scores b. GPA c. the most reputable academic programs d. special scholarships offered e. common app or separate application

3. GSD # 9 - Senior Project Brainstorm
 * 1) Two potential research topics
 * 2) One potential products for each one of your topics

4. GSD # 10 - Finish reading your selected indy reading book, and write a 5-7 sentence book recommendation for your peers or future AP Language students.

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

*must be tasteful and respectful

6. Review GSD Rubric: <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]


 * HW: **

1. Submit the GSD to turnitin.com by 11:59 pm 2. Establish Common App account.


 * Thursday - 6/1 **


 * Start Up: **

TBA


 * Guided Learning: **

1. Grade GSD

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

3. Read “We Are What We Choose” <span style="background-color: #ffffff; color: #1155cc; font-family: Cambria; font-size: 10pt; vertical-align: baseline;">[]

4. Discussion of author’s message and how it applies to our work in AP Language and their future academic work.

5. Have students identify what they think is the most important of the rhetorical questions and have them briefly explain why.

6. Have students write the question down and store it.


 * HW: **

1. Read! 2. Pursue interests and passions. 3. Have a wonderful summer.