Z-AP+Language+and+Composition+-+Spring+2016


 * 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

Rhetoric Notes

SOAPSTONE Template

Writing Notes

Core Rhetorical Terms 1 -5

RNB Protocol

CEJ Protocol and Rubric

Multiple Choice Test Practice

Housing Around

Verb List


 * Week # 1 - 1/25/16 - 1/29/16**

-1/26 - AP Prep Assignment is due -1/27 - Binder Check -1/27 - Register for new turnitin.com -1/28 - Timed Writing -1/29 - Timed Writing -1/29 - RNB is due


 * Monday - 1/25/16**


 * Start Up:**


 * Please have your phone on silent and out of sight.
 * Find your assigned seat.

1. As a student, what are two things that you need to keep doing, and what is something that you need to do differently. Please justify all of your answers.


 * Guided Learning**

Review Start - Up

1. Brief Review of Syllabus 2. Brief Review of Binder Check 3. Pass out turnitin and password sheet 4. Introduce the Indy 500 Challenge 5. Review new grading rubric and have students get rid of old one 6. Multiple Choice Practice (1-24 --- 7,8, 11, and 22 are freebies)


 * HW:**

1. Complete full SOAPSTONE of “Restless Americans” in your RNB -provide textual evidence for each element and a brief justification 2. Finalize the “Restless Americans” assignment 3. Register for turnitin.com


 * Tuesday - 1/26**


 * Start Up:**

Please return to your seats from yesterday, and make sure your phone is on silent and put away.

1. What do you think was the most “powerful statement” in the “Restless Americans” excerpt? Please explain why this quote was so particularly powerful.


 * I am looking for a full paragraph response
 * have your homework ready to be checked.


 * Guided Learning:**

1. Discussion of “Restless Americans” assignment -a few key questions and review SOAPSTONE.

2. Assign Norton Readers -preview the HW assignment

3. Very brief Binder organization session

4. Verbally Review MC Strategies from previous day.

5. Have students complete MC Test Practice Assignment with Mary Wollstonecraft’s “Vindication of the Rights of Women”

6. Have students take brief background notes on the author

7. Brief discussion of students’ work and responses.


 * HW:**

1. Read pages xxiii – xxviii in your Norton Reader and take one full page of notes. In doing this, feel free to identify and explicate particularly powerful passages. This will serve as your first Reader’s Notebook assignment. Feel free to make this vivid and colorful.

2. Prepare for binder check tomorrow.

3. Sign up for new turnitin account.


 * Wednesday - 1/27/16**


 * Start Up:**


 * If you were absent yesterday, please see me about checking out a Norton Reader.
 * Please return to your seats from yesterday, and make sure your phone is on silent and put away.

1. Copy down the three most important “things” you learned while completing the first Reader’s Notebook/Homework assignment.


 * Guided Learning:**


 * Discuss Start-Up
 * Review HW

1. Verbally Review MC Strategies from previous day. 2. Have students complete MC Test Practice Assignment with Mary Wollstonecraft’s “Vindication of the Rights of Women” 3. Have students take brief background notes on the author 4. Discussion 5. Read pages 157 – 161 of the AP Success book, and write down the five most important pieces of advice in your writing notes. 6. Review Essay Template if there is time.


 * HW:**

1. Read and annotate the practice prompt and passage (question 2). []

2. Identify the central argument, and plan an essay. In doing this, you need a thesis statement and at least three specific items to discuss.


 * Thursday - 1/29/16**


 * Start Up:**

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:**

1. Discuss Start - Up 2. Read pages 157 – 161 of the AP Success book, and write down the five most important pieces of advice in your writing notes. 3. Review AP Essay Template, and then briefly review TAEAC notes. 4. Review Analysis Notes 5. Review HW from previous night


 * HW:**

1. Compose an introduction, two body paragraphs, and a conclusion of the essay prompt we analyzed today in class.

2. Get mentally prepared for our first timed writing tomorrow. Remember to bring a pen.


 * Friday - 1/29/16 **


 * Start Up:**

1. What part of last night’s homework assignment was most difficult for you? 2. How important is it to acknowledge the audience while completing a rhetorical analysis? 3. Do you have any questions in regards to process or approach for rhetorical analysis?


 * Guided Learning:**


 * Review your verb sheet and your essay template (feel free to keep these out).

1. Give students five minutes to read the prompt. 2. Review the “6” essay and have a brief discussion. 3. Give students 40 minutes to complete their timed writing. 4. Have students grade each other’s work

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


 * HW:**

1. Read pages 88 – 89 in the NR

Identify an excerpt that is reflective of the main idea of the passage and write a paragraph justifying your response.

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.
 * Question # 3 asks for an essay. Yet, a paragraph will suffice.


 * Week # 2 - 2/1 - 2/5**


 * Due Dates:**

-2/4 - RNB is due -2/4 - Timed Writing -2/5 - Timed Writing


 * Monday - 2/1/16**


 * Start Up:**


 * Please have your phone on silent and out of sight.
 * Find your assigned seat.

1. Write down three specific things that you learned about history, language, or writing from last week.

2. What is the difference between expository writing and persuasive writing?

3. What was the most challenging activity we did in class last week? Why


 * create a document titled “word log” in your terms/vocabulary section of your binder


 * Guided Learning**

1. Discuss Start - Up 2. Review HW - What is one thing that almost all scholars or writer’s do regularly that contributes to their success? 3. MCM - 12 - 24 (skip 22) - Discuss the function of the ellipsis here 4. Multiple Choice Practice Tool - didn't get to this 5. Discuss context clues and vocabulary 6. Discuss any and all of the questions students have about the MC passage


 * HW:**

1. Read “Notes on Punctuation” by Lewis Thomas pgs. 527 – 529

a. Identify the author’s purpose for writing this essay. b. write down at least three “things” that you have learned about punctuation. c.answer question # 3.


 * Tuesday - 2/2/16**


 * 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?


 * students who were absent yesterday need to add words from yesterday into their word log.


 * Guided Learning:**

1. Review HW 2. MC Practice Tool 3.Review a few problems from MCM # 2 4. Essay Feedback


 * HW:**

1. Read “An Album of Styles” – pgs. 551 – 552 a. Copy down the five most important pieces of information from this reading. b. Choose most powerful quotation and briefly why it is so powerful. c. In regards to writing, explain the meaning and the significance of the phrase: “style is the person.”


 * Wednesday - 2/3/16**


 * Start Up:**

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?


 * Guided Learning:**

1. Brief discussion of Start - Up and HW.

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

3. Pass out rubrics and model essays.

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

Review Model Essays - 30 mins 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?

5. 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.


 * HW:**

1. Develop a ten step plan that will contribute to you making a higher grade on tomorrow’s timed writing. Write this plan down in your notebook. Please be as specific as possible.


 * Thursday - 2/4/16**


 * Start - Up:**

1. Summarize the advice that Abigail Williams gives to her son in two sentences or less. 2. What are three different devices that she uses to effectively deliver this advice? 3. What can we do tomorrow in order to celebrate your survival of the first two weeks of AP language?


 * Guided Learning:**

1. Review start - up and homework.
 * grade Reader’s Notebook

2. Background information on Jefferson: -Jefferson was always a slave owner even though he was a huge proponent of democratic ideals. -Jefferson was a major to the Declaration of Independence

3. Items to Discuss:

-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

4. Timed Writing - Help students turn the directive into a question.

5. Students will grade their responses, and answer the following questions.


 * HW:**

1. Read “George Washington” by Thomas Jefferson on pages 116 - 118. Answer questions 1-2 in your RNB.


 * Friday - 2/5/16**


 * Start Up:**

1. Preserve, Protect, and Prioritize --- How do these three words relate to your life?


 * In answering this, think about what you are preserving, what you are protecting, and what you are prioritizing on a daily basis.


 * Guided Learning:**


 * How would you describe Thomas Jefferson’s style? Please give a brief piece of textual evidence.

1. Review Homework and start - up.

2. “Read How to Write a Letter” and “Postcards” by Garrison Keillor pgs. 522 – 526 and complete the following tasks in your Reader’s Notebook.

a. For each of these excerpts, I want you to identify how his “style” or stylistic choices contribute to the meaning of his text. You should have two paragraphs total.

b. “You can’t pick up a phone to call the future and the tell them about our times. You have to pick up a piece of paper.” How does this closing statement relate to his purpose? Please answer in paragraph form.

c. Identify the three best pieces of advice from Keillor’s “ How to Write a Letter”

d. What is the effect of Garrison Keillor’s self – deprecating statements? What does he gain and lose by making these statements? Is being self – deprecating in a piece of writing ordinarily risky?

Discussion of Keillor work

3. Work on HW.


 * HW:**

1. Read “The Guardian Angel” by Gary Soto pgs. 80 -81.

Analyze some of the ways in which Soto uses language to convey a sense of doubt about his own mortality as he grows older. Feel free to consider such devices as repetition, diction, imagery, symbolism, contrast, and syntax when constructing your response. Your response should be 5-7 sentences.

2. Independently Read!!!


 * Week # 3 - 2/8 - 2/12**


 * Due Dates:**

2/8 - After school tutoring (sign - up) 2/9 - After school tutoring (sign - up) 2/10 - AP CEJ # 1- Global Politics 2/11 - RNB 2/11 - Timed Writing 2/12 - Timed Writing 2/12 - Ten books read per class


 * Monday - 2/8**


 * Start Up:**


 * Please have your phone on silent and out of sight.
 * Find your assigned seat.

1. Write down three specific things that you learned about history, language, or writing from last week.

2. What is the difference between expository writing and persuasive writing?

3. What was the most challenging activity we did in class last week? Why


 * Guided Learning**

1. Group quiz/Review HW //Analyze some of the ways in which Soto uses language to convey a sense of doubt about his own mortality as he grows older. Feel free to consider such devices as repetition, diction, imagery, symbolism, contrast, and syntax when constructing your response.//

2. word log: abhorrence imbibe fortitude

3. MCM (25 - 38)

4. Further additions to the word log

4. Review CEJ processes.


 * HW:**

1. 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 along with APCEJ # 1.

2. Indy 50 Reading


 * Tuesday - 2/9**


 * Start Up:**

1. In regards to multiple choice, what do you need to improve upon? What can you do on your own? What do you need from me?

2. Why does Banneker's letter matter? AKA What is the answer to the "so what" question?


 * Guided Learning:**

1. Review MC Items from previous day.

2. Add words into the word log. abhorrence imbibe fortitude

3. Revisit Banneker Prompt - come to a consensus on what his argument is. -find two instances of passionate diction and briefly explain how they relate to his argument. -analyze DOI reference by explaining how it contributes to his argument.

4. Review feedback

5. Pass out rubrics and model essays.

6. Review model essays and answer these questions on separate sheets of paper. a. why are these essays 8s? b. what are two things that you think this writer did exceptionally well?


 * HW:**

1. Read “Politics and the English Language” by George Orwell - pages 540 -550, and answer questions 1-4 in your RNB.

2. AP CEJ # 1 - global politics

3. Indy 50 Reading


 * Wednesday - 2/10/16**


 * Start Up:**

1. Copy down what you think is the most powerful statement from last night’s reading. Provide a brief explanation of your choice.

2. Locate an example or statement from last night’s reading that you agree or disagree with, and provide a brief explanation of your position.


 * Guided Learning:**

1. Review Start - Up 2. Review CEJ 3. Discuss “Politics and the English Language” 4. Paragraph Practice a. find two instances of passionate diction from Banneker prompt and briefly explain how they relate to his argument. b. re - visit metaphor in the Adamsprompt and have students compose a practice body paragraph.


 * HW:**

a. Revise and re-write your ten step approach. b. //Quickly// Read “Tides” by Rachel Carson - pages 568 - 574 and answer questions 2-4 for from page 567. c. Indy Reading


 * Thursday - 2/11/16**


 * Start Up:**

1. Read author biography of Rachel Carson in your Norton Reader, and copy down the two most important facts.

2. What should your thesis statement consist of, and where should it be located?


 * Guided Learning:**


 * Grade RNBs

1. Review Start - Up

2. Background information on Carson

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)

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


 * HW:**

a.Read ”Of Youth and Age” and excerpt from //A Farewell to Arms// on pages 552 -562. b. You will then answer questions 2-4 for each passage (these questions are on page 567).


 * Friday - 2/12/16**


 * Start Up:**

1. What would be the best first question to ask on a first date? Why?

2. How is question # 1 relevant to our course?

3. What should our CEJ topic be about next week? What is something going on in the world that you are interested in learning more about?


 * Guided Learning:**


 * Review HW from previous night

1. “Read How to Write a Letter” and “Postcards” by Garrison Keillor pgs. 522 – 526 and complete the following tasks in your Reader’s Notebook.

a. For each of these excerpts, I want you to identify how his “style” or stylistic choices contribute to the meaning of his text. You should have two paragraphs total.

b. “You can’t pick up a phone to call the future and the tell them about our times. You have to pick up a piece of paper.” How does this closing statement relate to his purpose? Please answer in paragraph form.

c. Identify the three best pieces of advice from Keillor’s “ How to Write a Letter”

d. What is the effect of Garrison Keillor’s self – deprecating statements? What does he gain and lose by making these statements? Is being self – deprecating in a piece of writing ordinarily risky?


 * HW:**

1. Read two passages (that you haven’t worked with yet) from the “Album of Styles” section of your Norton Reader (pgs. 551 – 567)

For each reading you need to:

a. Write down the title of the text and the author. b. You will then answer questions 2-4 for each passage (these questions are on page 567).


 * It’s okay if you would like to revisit Faulkner’s speech or “The Gettysburg Address”

2. Indy 50 Reading


 * Week # 4 - 2/15/16 - 2/19/16**


 * Due Dates:**

2/15 - After school tutoring (sign - up) 2/16 - After school tutoring (sign - up) 2/17 - AP CEJ # 2- Style (Literary or Fashion) 2/18 - RNB 2/18 - Timed Writing 2/19 - Time Writing


 * Monday - 2/15/16**


 * Start Up:**


 * Please have your reading logs ready to be turned in.

1. Write down three specific things that you learned about history, language, or writing from last week. 2. What was the most enjoyable thing that we did in class last week? 3. What was the most useful thing we did in class week? 4. What was the most challenging thing we did in class last week?


 * Guided Learning**

1. Discuss start - up, due dates, and homework 2. Assign CEJ groups (Vogue, NYT, BBC, The New Yorker, Elle, Paris Review, The Atlantic)

3. Album of Styles/Orwell’s Rules, and Keillor Presentation Requirements:

-All group members must be participating at all times -Assign group roles: Facilitator, Researcher, Artist/Scribe -Answer questions 2-4 on a piece of poster paper. There should be brief pieces of textual evidence for each answer. -Your responses should be both legible and beautifully decorated -Prepare to present your responses to the class

4. Presentations


 * HW:**

1. On page 905 read “Speech to the Troops at Tilbury” - Queen Elizabeth I a. Answer questions 1 -3. b. Identify Queen Elizabeth’s purpose and three specific ways she achieves this purpose. Please provide textual evidence for your answer.


 * feel free to write about shifts in pronouns, shifts in meaning, shifts in tone, diction, contrast, understatement, various appeals to authority, etc.

2.Indy 50 Reading

3. CEJ # 2 - Style


 * Tuesday - 2/16/16**


 * Start Up:**

1. Why does last night's reading matter? AKA So What?

Please remind me to talk about these questions:

1. Write down three specific things that you learned about history, language, or writing from last week. 2. What was the most enjoyable thing that we did in class last week? 3. What was the most useful thing we did in class week? 4. What was the most challenging thing we did in class last week?


 * Guided Learning:**

1. Discuss Start - Up 2. Read Prose Forms (903-904) - Aloud 3. Discuss Elizabeth speech and students responses - Quiz? 4. Multiple choice practice 5. Update word log: oracle, sentiment, transcendent, concord, and valor 6. Return essays and give general feedback


 * HW:**

1. Complete CEJ # 2 - Style 2. Read JFK’s “Inaugural Address” - pages 906 - 908. a. complete a SOAPSTone b. answer questions 1-3


 * Wednesday - 2/17/16**


 * Start Up:**

1. Identify a piece of textual evidence from the speech that best represents Kennedy’s central argument. Briefly explain your response.


 * Guided Learning:**


 * Read Prose Forms (903-904) -

1. Discuss the HW from previous night.

2. Review CEJ

3. Take a look at the 8 from the Carson Essay

a. Identify two things that make this essay an 8. b. What would you steal from this essay.

4. Practice with JFK speech


 * HW:**

1. Write down three things that you would like to keep doing for your essay tomorrow. Also, write down two things you would like to change or incorporate into your essay?

2. Read “I Have a Dream” my Martin Luther King Jr. - pages 909 - 912. a. complete a SOAPSTone b. answer questions 1-2.


 * Thursday - 2/18/16**


 * Start Up:**

1. What are five things that you definitely have to do in order to make a 5 on this exam? These items should come from what we have observed from the college board samples and from what we have discussed in class.

2. Today’s timed writing is not a speech!!!


 * If you were absent yesterday, please turn in your CEJ ASAP.


 * Guided Learning:**

1. Grade RNB

2. Timed Writing

Items to write about: -repetition -comparison/contrast or juxtaposition -figurative language -rhetorical questions -logical appeals -appeals to shared values -emotional diction/vivid imagery -powerful examples -allusions -the occasion -powerful sources of information -tone -ethos, logos, and pathos (but be specific)

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

3. Assign American Reader and explain Civil Disobedience assignment.


 * HW:**

1. Work on “Civil Disobedience” Assignment this is due on Monday. *This assignment will not be accepted late.


 * Friday - 2/19/16**


 * Start Up:**

1. What went well with yesterday’s timed writing? Explain?


 * Third Block students, sign up for the Jarman group email.


 * Guided Learning:**

1. Album of Styles/Orwell’s Rules, and Keillor Presentation Requirements:

-All group members must be participating at all times -Assign group roles: Facilitator, Researcher, Artist/Scribe -Answer questions 2-4 on a piece of poster paper. There should be brief pieces of textual evidence for each answer. -Your responses should be both legible and beautifully decorated

2. Independent Work


 * HW:**

1. Complete “Civil Disobedience” assignment 2. CEJ # 3 - Legacy of Civil Disobedience - due 2/23


 * Week # 5**


 * Due Dates:**

-2/23 - CEJ # 3 - Legacy of Civil Disobedience - No first person in the commentary -2/25 - RNB is due -2/25 - Timed Writing -2/25 - ACT Pre -Test -2/26 - Timed Writing -2/26 - 15 books read -3/01 - ACT Test Day


 * Monday - 2/22/16**


 * Start Up:**


 * Please have your “Civil Disobedience” work ready to turn in
 * Have reading logs read to turn in.
 * THIRD BLOCK STUDENTS - PLEASE SIGN UP for my EMAIL LIST
 * 1. Write down three specific things that you learned about history, language, or writing from last week.**
 * 2. What was the most enjoyable thing that we did in class last week?**
 * 3. What was the most useful thing we did in class week?**
 * 4. What was the most challenging thing we did in class last week?**

Guided Learning


 * 1. Review Start - Up**
 * 2. Remove pages 57 and 58 from your book.**
 * 3. Read and annotate ACT Reading Test information on pages 6-7.**
 * Review information as a class.**
 * Review strategies.**
 * 4. Read passages on pages 32-35. Answer questions 1-20.**
 * 5. Review MC targeted multiple choice problems**

HW:


 * 1. Re-read “Civil Disobedience.” - Answer the “so what” question in paragraph form.**
 * 2. CEJ # 3 - Legacy of Civil Disobedience - no first person in the commentary**
 * 3. “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 on Thursday - 2/25 .**

Tuesday - 2/23/16

Start Up:


 * 1. What should be the topic of our next CEJ?**
 * 2. What are your impressions about the ACT so far?**
 * 3. What can you do to better prepare yourself?**

Guided Learning:


 * 1. Full Discussion of Civil Disobedience (circle)**
 * Grade student assignments after this.**
 * 2. Review, discuss, and grade CEJs**
 * -make sure that commentary is not in the first person**
 * 3. Additional ACT MC Practice/Independent Reading.**

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 Thursday**


 * Wednesday - 2/24/16**


 * Start Up:**

1. So What: Why does the ACT matter? 2. Is there a law in our community, state, or country that in unjust? Please identify the law and explain why this law in unjust.


 * Guided Learning:**

2. Students will complete Prompt Analysis Assignment (couldn't do this due to modified schedule and low attendance) 3. Independent work.
 * 1**. Review and grade CEJ. Make sure that there is no first person in the commentary.

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.**


 * Thursday - 2/25**


 * Start Up:**

1. Please copy down what you think is the strongest example of ethos, logos, and pathos from last night’s reading.

2. What do you think Dr. King’s purpose was for writing this letter? What is the message that he is trying to communicate? Who is his audience?


 * I will be available after school if you need assistance with anything.


 * Guided Learning:**

2. Students will complete Prompt Analysis Assignment. 3. We will discuss students’ responses. 4. Review timed writing feedback. 5. Discuss King’s work.
 * 1**. Discuss the start up and introduce the HW.
 * Pull most pow**erful quote from “Civil” and “Letter” Explicate both of these quotes, and explain how they are in conversation/relate with one another.**


 * HW:**

1. Visit the following website**:** []


 * 2. Complete the following tasks in your Reader’s Notebook:**
 * a. copy down the five most important tips for the ACT writing test.**


 * b. Click on the Tab “Preparing for the Writing Test” and copy down the five most important pieces of information.**


 * c. When you are done, click the “practice…” tab. View the sample prompt and review the “5” and “6” essays. Write down three things that you would steal from these essays.**


 * Friday - 2/26/16**


 * Start Up:**

1. What did you learn during yesterday’s prompt analysis? 2. What are you looking forward to this weekend?


 * Second Block students, please remind me to hand back your essays.
 * Please place a signed copy of your progress report on the blue rectangle.


 * Guided Learning:**

1. Review questions from yesterday. 2. Review essay preparation. 3. Review Writing Prep from the ACT book (page 8) and Give students specific feedback. 4. Review the rubric and have students compose their essays.


 * HW (Optional):**

1. Read pages 4-5 of your ACT Prep Book. a. Annotate important information on these pages. b. In your Reader’s Notebook copy down the ten most important pieces of information from this section. 2. In your RNB, number 1-30. Give yourself 20 minutes to answer questions 1-30 (starting on page 12 in your ACT Prep Book).
 * We will grade your responses on Monday.


 * Week # 6 - 2/29/16 - 3/4/16**


 * Due Dates:**

-3/1 - ACT -3/2 - Letter from Birmingham Discussion -3/3 - CEJ # 4 - Political Cartoon -3/3 - RNB is due -3/4 - First Argument Timed Writing


 * Monday - 2/29/16**


 * Start Up:**

3. What are three specific things that you need to do tomorrow in order to be successful on the ACT?

2. What are two things that you learned about history or writing from last week?

1. What are you looking forward to this week?


 * I am available after school today if you are in need of any ACT Prep.


 * Guided Learning**

1. Grade and review timed writing from Friday. 2. MC (Reading and English) 3. Review ACT Prep


 * HW: **

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. b. Develop an original discussion question. c. Is there a cause that you would be willing to go to jail for? If so, what?

2. Indy 50 Reading this week.


 * Tuesday - ACT**


 * Wednesday - 3/2/16**


 * Start Up:**

1. What are some specific things we can do to make our discussion as meaningful and useful as possible? 2. Reflect on the ACT by answering the following questions: What was easy? What was difficult? What worked well? How prepared were you? What could you do to prepare better next time?


 * Guided Learning:**

1. Discuss Start - Up 2. Circle Up 3. Discuss HW and MLK Questions 4. Introduction to Argument Essays
 * SOAPSTONE
 * 1-4
 * Ethos, Logos, Pathos
 * What just cause do you believe in enough to go to jail for? Elaborate.
 * Most powerful statement
 * Open discussion question

5. Argument practice


 * HW:**

1. In your American Reader, read “Common Sense” - Thomas Paine pages 45 – 50. a. Complete a full SOAPSTONE Analysis. b. Copy down one of his assertions/claims. The either accept, reject, or quality 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. Indy Reading !!! Let’s get the MC curve back.


 * Thursday - 3/3/16**


 * Start Up:**

1. What is Paine’s central argument? Please be as concise as possible.

2. How can you bring elements of King’s approach to argumentation to your own?


 * Please turn in your CEJ to the blue rectangle.


 * Guided Learning:**

-Quickly grade RNBs -Review Start - Up

1. Review prompt 2. Review Model essays. Have students the following tasks: a. Identify thesis and explain argument presented b. Identify moments of precise knowledge c. Identify concessions d. Make note of indirect and direct refrences back to the prompt. e. What passes as a conclusion in this essay? f. Does the writer answer the So What question in their conclusion? 3. Review Rubric and discuss earned grade 4. Brainstorm 5. Students will have 45 minutes to write


 * HW:**

1. Indy Reading


 * Friday - 3/4/16**


 * Start Up:**

1. Why would Thomas Paine’s writing style be slightly exaggerative?

2. Could you use SOAPS to frame an awesome introduction for the Paine essay?


 * Please have your Thomas Paine homework ready to be graded.


 * Guided Learning:**


 * Thorough discussion of start - up.

1. Grade CEJs

2. Closely review rubric. Examine where the highest grades are derived.

3. Peer Review Essays (I choose partners)

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. h. What passes for the conclusion. i. Do they answer the so want question? - Literally. write YES of NO on their paper. j. Give the essay a grade - 1-9 using the essay rubric. Then give a brief justification statement. This should go at the very top of the paper. k. If your writer did something noteworthy, please come up and type a shout out in the google doc.

4. Complete concession activity. Please answer questions 1 and 3 in your Reader’s Notebook.


 * HW:**

1. Complete your Concessions activity. 2. Independently Read 3. CEJ # 5 - Op - Ed


 * Week # 7 - 3/7/16 - 3/11/16**


 * Due Dates:**

-3/08 - 2nd Block is registering for classes -3/09 - Argument Timed Writing # 2 -3/10 - CEJ - OP - Ed -3/10 - Argument Timed Writing # 3 -3/10 - RNB due -3/11 - 20 books -3/11 - Essay Review and MC Workshop


 * Monday - 3/7/16**


 * Start Up:**

3. What are three specific things you learned last week ? 2. What are two things you should always do when writing an argument essay? 1. What was the most enjoyable aspect of your weekend? Please explain your response.


 * If you were absent on Friday, please turn in your Start - Up.


 * Guided Learning**

1.Review Start - Up 2.Multiple choice 3.Explain assignments for the next three days 4.Review 5 Essay 5.Final grading of Thomas Paine timed writing. 6. Review concessions assignment.


 * HW:**

1. Read back ground information on OP - EDs, pages 388 - 389 in your Norton Reader. When you are done, please write down the five most important pieces of information.

2. Organize the writing section of your binder.


 * Tuesday - 3/8/16**


 * 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. In your RNB, please complete the following assignment: a. Read the four OP-EDs on pages 389-396. b. For each reading, please write down the title and the author of the work. Then complete a SOAPSTone and answer //all// of the corresponding questions located at the end of each passage.
 * This will be due at the beginning of class on Thursday

2. On a separate sheet of paper, please provide a concise definition for all of your tone words.
 * This will be due at the beginning of class on Thursday.


 * HW:**

1. Continue working on assignments 2. CEJ # 5 - OP - ED 3. Organize writing section of your binder.


 * Wednesday - 3/9/16**


 * Start Up:**

1. Write down three specific “things” you can do to maximize your success during today’s Timed Writing
 * Pull out a black or blue pen, two sheets of paper, and any of your argument or word choice notes.


 * Guided Learning:**

1. Timed Writing: Students will have forty minutes to answer the question. Mrs. Mann will allot 40 minutes, and give a clear verbal warning when there is five minutes remaining in the writing session.

2. In your RNB, please complete the following assignment: a. Read the four OP-EDs on pages 389-396. b. For each reading, please write down the title and the author of the work. Then complete a SOAPSTone and answer //all// of the corresponding questions located at the end of each passage.
 * This will be due at the beginning of class on Thursday

3. On a separate sheet of paper, please provide a concise definition for all of your tone words.
 * This will be due at the beginning of class on Thursday.


 * HW:**

1. Finalize RNB and tone assignments. 2. Complete CEJ # 5 - OP - ED. 3. Organize writing section of your binder.


 * Thursday - 3/10/16**


 * Start Up:**

1. What are some things that you can do to establish ethos in your own writing?

2. What were two examples that you used from yesterday’s writing? How did you develop them?


 * Please turn in your CEJs to the blue rectangle


 * please have all of your OP-ED work ready to be stamped


 * Guided Learning:**

1. Discuss Start Up. 2. Review model essay 3. Peer review and grade 4. Self grade. 5. Timed writing


 * HW:**

1. Indy Reading, Let’s hit 20 books.


 * Friday - 3/11/16**


 * Start Up:**

1. Of the two timed writings, which one do you feel best about? Why?

2. As far at the argument essay go, what do you feel that you need help with?


 * Please turn in a copy of the tone list if you have not done so already.
 * Today is the deadline for registering for the AP Exam! Make sure you have done that before you leave today.


 * Guided Learning:**

1. Grade CEJs

2. Grade RNB.

3. Review Model Essays and grade (3rd needs to review model Mencken essays)

4. Have students select which essay they want graded.

5. Multiple Choice Review


 * HW:**

1. 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.

2. Indy reading

3. Next CEJ Topic = Graduation Speech/Commencement Address


 * Week # 8 - 3/14/16 - 3/18/16**


 * Due Dates:**

-3/16 - CEJ # 6 - Meme -3/17 - Finalize groups for documentary project -3/17 - Ben Franklin Quiz -3/17 and 3/18 - Timed Writings -3/18 - 25 Books


 * Monday - 3/14/16**


 * Start Up:**

1. What was the most enjoyable aspect of your weekend? Please explain your response. 2. What are two things you can do to establish ethos when you are writing an essay? 3. What are three specific things you learned last week?


 * Sign up for tutoring or conference times.


 * Guided Learning**

1. Multiple Choice 2. Multiple Choice practice 3. Discussion of HW - Students share their responses


 * HW:**

1. In your American Reader, read “Speech to the Second Virginia Convention” - Patrick Henry, pages 33 – 36.

a. Complete a full SOAPSTONE Analysis. b. Identify Henry’s central argument and the two techniques he uses to make this argument.

2. CEJ # 6 - Meme


 * Wednesday - 3/16/16**


 * Start Up:**

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. What adjective would you use to describe Henry’s tone? Why?


 * Guided Learning:**

1. Return graded work

2. Discuss and grade CEJ

3. Overview of Documentary Project: -Groups (4 people max) -I don’t recommend working with students from other classes -Choose documentaries that interest you -At least one full day to work on this in class. -Opportunity for mastery and extra credit

4. Discuss P. Henry

5. Review Feedback

-Students will highlight the three pieces of feedback they could have benefitted from most.

6. Review model adversity essays.


 * HW:**

1. Research the documentaries from the list and develop a top three list with a short justification statement.

2. Indy Reading


 * Thursday - 3/17/18**


 * Start Up:**

1. Come up with a working definition “entertainment.” 2. What are two things that you learned yesterday that you would like to apply to the essay we are writing today? 3. What is one thing that you are going to completely avoid doing in your essay today? 4. Write down the Franklin quote that you will be reciting today. Briefly explain its significance.


 * Guided Learning:**

1. Ben Franklin Quiz

2. Overview of Documentary Project: -Groups (4 people max) -I don’t recommend working with students from other classes -Choose documentaries that interest you -At least one full day to work on this in class.

3. Grade CEJs if there is time

4. Timed Writing

5. Grade and calibrate timed writing if time permits


 * HW:**

1. Develop a working definition of “ethics”

2. 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


 * Final response should be a paragraph in length.

3. Finalize Documentary choice and group members


 * Friday - 3/18/16**


 * Start Up:**

1. Re-write the following two sentences. In doing this, focus on grammatical correctness, diction, and minimizing unnecessary words.

There is a multitude of circumstances throughout history and in our society today that elicit great talents and meanings.

A Roman poet, that goes by the name of Horace writes,


 * Guided Learning:**

1.Grade RNBs. 2.Close reading of essays, calibration, and grading. 3.“TIMED WRITING” 4. Review IDP and finalize group members 5. Review Spring Break Assignment
 * write great examples on the board.


 * HW:**

1. View Documentary and work on IDP assignments.

2. CEJ # 7 – Ethics


 * No third first person commentary

3. Spring Break RNB

a. Read – “That One Man’s Profit Is Another’s Loss” by Michel de Montaigne pgs. 643 – 644.

- Answer questions 1 -3 in paragraph form.

b. Read “The Case for Torture” by Michael Levin - pgs. 675 – 677

- Complete a SOAPSTONE analysis

- Identify the author’s central argument.

- Provide two examples of “sensational” or “telling” diction, and describe the effect the author achieves through its use.

- Identify the author’s central argument, then defend, challenge, or qualify the author’s central argument using supporting evidence.


 * Study first column of tone words for midterm


 * Week # 9 - 3/28/16 - 4/1/16**


 * Due Dates:**

-3/30 - Midterm (AP MC and first column of tone words) -3/31- Last day to submit missing assignments -3/31 - Open workshop on IDP -3/31- CEJ # 8 - Commencement Address -Binder Check? -4/01 - 25 books! -4/01 - Last argument timed writing -4/04 - IDP is due via turnitin.com


 * Monday - 3/28/16**


 * Start Up:**

1. What was the most enjoyable aspect of your Spring Break, please explain your response? 2. What are two things that you are going to do in order to finish the semester strong? 3. What date is our AP Exam? Approximately, how many school days do we have until this date?


 * I am available for after school tutoring on Monday, Tuesday, and Wednesday
 * Sign up for tutoring or conference times.
 * Turn in any completed reading logs.


 * Guided Learning**

1. Review IDP and finalize group members (submit group members and final group choice) 2. Multiple Choice 3. Review and grade CEJ 4. Close discussion of assigned readings


 * HW:**

1. Prepare for Discussion of Spring Break readings 2. Study tone words 3. Indy Reading 4. IDP


 * Tuesday - 3/29/16**


 * Start Up:**

1. 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.


 * Remind me to talk about poster for additional extra credit.
 * Alyssa Young - Join group from 3rd?


 * Guided Learning:**


 * Have students share their start - up responses.

1. Essay feedback and associated activities 2. Discussion of Ethics Readings


 * HW:**

1. Study tone words 2. Indy Reading 3. IDP

**Wednesday - 3/30/16**


 * Start Up:**

NA


 * Guided Learning:**

1. Midterm a. tone words b. multiple choice ( 20, 37, 46 are freebies).

2. Open Session


 * HW:**

1. CEJ # 8 - Commencement Address 2. Indy Reading 3. IDP


 * Thursday - 3/31/16**


 * Start Up:**

1. Please develop an argument about whether or not students should have to complete their Graduation Project in order to graduate. 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.


 * Guided Learning:**

1. Discuss and share CEJ 2. Grade RNB 3. Open Workshop on IDP.
 * Does anyone have a speech that we should read together as a class?


 * HW:**

1. Prepare for tomorrow’s timed writing

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


 * Due Monday


 * Friday - 4/1/16**


 * Guided Learning:**

1. Complete Timed Writing

a. Complete outline - thesis statement - at least two strong examples

b. Introduction: hook, context/transition, thesis statement

c. Two body paragraphs.


 * one of these body paragraphs must include a concession. Please underline this when writing.

2. Independent Work


 * HW:**

1. Finalize the Mark Twain assignment 2. Study the second column of tone words 3. Bring Laptops in case we need to finalize IDP work 4. Review these amazing test prep resources @http://ashley.nhcs.libguides.com/ashleyhighmediacenter/testinginformation


 * Week # 10 - 4/4/16 - 4/10/16**


 * Due Dates:**

4/4 - IRP is due via turnitin.con 4/6 - CEJ # 9 - ? 4/6 - Documentary Showings? 4/7 - Timed Writing 4/7 - Second Column of tone words quiz 4/8 - Timed Writing 4/8 - 30 IRP books (3 individual)


 * Monday - 4/4/16**


 * Start Up:**

1. Develop three realistic personal and academic goals for the new nine weeks. Be as specific as possible. 2. Also, what was the most enjoyable aspect of your weekend? Why?


 * I am available after school if you need help with anything.
 * Make sure to submit your IDP’s to turnitin.com!


 * Guided Learning**

1. New Seating Chart 2. Twain quiz 3. MC Practice Protocol with old passage -view commonly missed questions 4. MC Practice


 * HW:**

1. Finalize IDP 2. STUDY TONE WORDS 3. CEJ # 9


 * Tuesday - 4/5/16**


 * Start Up:**

1. What are two things you learned from yesterday’s multiple choice? 2. Incorporate two of your tone words from column 2 into a complete sentence.


 * Guided Learning:**

1. Return Work 2. Revisit Timed Writing a. grade b. share introductions 3. MC Redemption and close MC Review


 * HW:**

1. Defend, challenge or qualify the following statement: “Success seems to be largely a matter of hanging on after others have let go.” - William Faulkner

Give yourself 20 minutes

1. Create a working outline 2. Write a model introduction (hook, context, thesis) 3. Write a model body paragraph (with a concession)
 * make sure that you underline the concession.

THIS PRACTICE ESSAY SHOULD BE COMPLETED ON A SEPARATE SHEET OF PAPER AND IS DUE AT THE BEGINNING OF CLASS ON THURSDAY.

2. CEJ # 9 - American Education (due tomorrow)

3. Study second column of tone words.


 * Wednesday - 4/6/16**


 * Start Up:**

1. 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?

For those of you who were absent yesterday, please schedule a time to make up your multiple choice assignment.


 * Guided Learning:**


 * Documentary showing (moved to Friday) - Bring Snacks
 * Review and grade CEJ

1. Pass out synthesis essay materials – the packets and the notes.

2. Read information from page 145 from LOC.

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.


 * HW:**

1. Defend, challenge or qualify the following statement: “Success seems to be largely a matter of hanging on after others have let go.” - William Faulkner

Give yourself 20 minutes

a. Create a working outline b. Write a model introduction (hook, context, thesis) c. Write a model body paragraph (with a concession)
 * make sure that you underline the concession.
 * make sure that you complete this on a separate sheet of paper.

2. Please study your second column of tone words.


 * Thursday - 4/7/16**


 * Start Up:**

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

2. Write a short narrative about a time that you used multiple sources to help make a decision. Discuss how each source contributed to your decision and how you decided which ones were more or less influential.


 * Make sure to send me YouTube links of your documentary if you would like for it to be included in tomorrow’s showing.


 * Guided Learning:**

1. Allow students ten minutes to finish annotating sources. -Discuss the last two sources

2. 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

3. Review the writing section of the synthesis notes.

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. Study tone words for tomorrow’s tone quiz (second column) 2. Send links for your documentary.


 * Friday - 3/8/16**
 * Start Up:**

1. Of the three essays, which do you enjoy writing the most? 2. What do you like about the synthesis essay? 3. With the synthesis essay, what do you perceive as the biggest challenge?


 * George, Kayla, Zach, Kenzie, and Julia - you need to make up your synthesis essays.


 * Guided Learning:**

1. Tone quiz

2. Draw rubrics and grade RNBs.

3. Calibrate, Peer review, and Grade

4. Documentary showing


 * 2nd Period:**

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 * 3rd Period:**

[|**https://www.dropbox.com/s/ca45gxopha7j9z8/thelostfilesofblackfish.mp4?oref=e**]


 * HW:**

1. 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.


 * Week # 11 - 4/11/16 - 4/15/16**


 * Due Dates:**

- 4/13 - CEJ # 10 - Live Speech - 4/13 - TW - 4/14 - TW - 4/15 - Multiple Choice - 4/15 -Third Column of Tone Words (quiz) - 4/15- 30 IRP books (3 individual)


 * Monday - 4/11/16**


 * Start Up:**

Review your five core rhetorical terms and then answer the following questions:

1. Explain why the following quote is a more of a paradox than an aphorism : “What a pity that youth must be wasted on the young.”

2. Explain why the following quote is more of an aphorism than a paradox : “ The simplest questions are the hardest to answer.”


 * Guided Learning**

1. Review Start - Up 2. Multiple Choice practice 3. Housing around/multiple choice practice tool 4. Discuss Frederick Douglass reading


 * HW:**

1. CEJ # 10 - Live Speech 2. Study tone words


 * Tuesday - 4/12/16**


 * Start Up:**

“We are what we pretend to be, so we must be careful about what we pretend to be.”

― Kurt Vonnegut

Defend, Challenge, or qualify the previous assertion in a fully developed paragraph.


 * Guided Learning:**

1. Discuss F.D. Reading - Quiz? 2. Review Synthesis Prompt 3. Review Model essay. Identify two things the writer did well. 4. Review the rubric in close detail 5. Peer Review Essays (I choose partners) 6. Independent Work


 * HW:**

1. Practice Essay

Give yourself 20 minutes

a. Read and annotate the prompt and create a working outline b. Write a model introduction (hook, context/SOAPS, thesis) c. Write a model body paragraph


 * Make sure that you complete this on a separate sheet of paper.
 * This is due on Thursday

2. CEJ # 10 - Live Speech


 * Wednesday - 4/13/16**


 * Start Up:**

1. In your opinion, what is the biggest difference between the argument and synthesis essays?

2. What is the bare minimum of different sources you need to engage with and cite in your essay?


 * Guided Learning:**

1. Discuss and grade CEJs.

2. Pull out synthesis notes. Read through them closely.

On a separate sheet of paper, write down the 5 things you must do on the synthesis essay to be as successful as possible.


 * You will then use this paper to write down important information about your sources.

3. Review Prompt. Turn directive into a question, review strategy for examining sources then begin.


 * HW:**

1. Practice Essay

Give yourself 20 minutes

a. Read and annotate the prompt and create a working outline b. Write a model introduction (hook, context/SOAPS, thesis) c. Write a model body paragraph


 * Make sure that you complete this on a separate sheet of paper.
 * This is due on Thursday

2. Study tone words (column three).


 * Thursday - 4/14/16**


 * Start Up:**

1. How could we have used the choir image from yesterday in our argument from yesterday about conformity and individuality?

2. How could you have used the schedule from yesterday’s prompt for your argument?

3. What is an ideal number of sources to cite when writing the synthesis essay?

4. When planning your synthesis essay, at what point should you develop your thesis?


 * Please have your Kennedy practice essay on your desk so that I can give you a stamp in your RNB.


 * Guided Learning:**

1. Review start - ups. 2. Review student’s essays -Review rubric and model -Complete synthesis feedback activity. 3. Have students choose their practice essay of choice and begin writing. - 40 minutes - Open Notes


 * HW:**

1. Study your tone words (third column) for tomorrow’s quiz (independent).


 * Friday - 4/15/16**


 * Start Up:**

1. How could we have used the choir image from yesterday in our argument about conformity and individuality?

2. How could you have used the schedule from yesterday’s prompt for your argument?


 * Study!

The Career Center in Student Services will be open all day Friday, April 8th for students who have not yet selected courses for next year. Please come at a convenient time to complete registration; counselors will be available to answer questions and assist you.


 * Guided Learning:**


 * Grade RNB

1. Tone Quiz 2. Multiple Choice 3. Grade practice essays 4. Independent Reading


 * HW:**

1. Read “Letter to President Pierce, 1855” by Chief Seattle – pgs. 611 – 613.

a. Answer questions 1 – 4 in paragraph form


 * Week # 12 - 4/18/16 - 4/22/16**


 * Due Dates:**

-4/19 - Synthesis Timed Writing -4/20 - Core Rhetorical Terms Quiz (definition) -4/20 - CEJ # 11 (AP Language - Exam Information or Resources) -4/20 - Analysis Timed Writing -4/21 - AP Prep (TW or MC) -4/22 - AP Prep (TW or MC) -4/22 - 30 Books (4 independent) -4/23 - AP Exam Review? 10-12 -4/30 - AP Exam Review? 10-12


 * Monday - 4/18/16**


 * Start Up:**

1. What are three specific things that you can do to prepare for the exam? Please explain your answers.


 * Guided Learning**

1. Return work 2. Discuss Seattle (write an AP style MC question and identify dominant techniques). 3. Review Core Rhetorical Terms 4. MCM 5. Review MC


 * HW:**

1. Review synthesis notes 2. Study your core rhetorical terms 3. CEJ # 11 (AP Language - Exam Information or Resources)


 * Tuesday - 4/19/16**


 * Start Up:**

1. Review your five core rhetorical terms. 2. Re-write the definitions in your own words 3. If you have any questions, please write them down.


 * Guided Learning:**

1. Review Start - Up 2. Review Essay Feedback - Give final advice and allow students to begin working on their Synthesis Essay. 3. Synthesis essay


 * HW:**

1. Complete CEJ # 11 (AP Language - Exam Information or Resources) 2. Study your core rhetorical terms.


 * Wednesday - 4/20/16**


 * Start Up:**

1. What is the most interesting and useful thing that you learned from your CEJ? 2. What can you do to make sure that you are always answering the essay question?


 * Make sure that you finalize your start - up. I am collecting start ups today.


 * Guided Learning:**

1. Review and grade CEJs 2. Core Rhetorical Terms Quiz 3. Synthesis Essay Review 4. Peer Review Kennedy Essays -Read and grade -Give two compliments and one piece of constructive criticism (written) -Circle all the contractions -Circle comma errors -Circle all apostrophe errors. 5. Timed Writing or MC. 6. Review questions from MC. 7. Have students write their own questions from Chief Seattle excerpt.


 * HW:**

1. Bring your Independent Reading Book, your Norton Reader, and your American Reader. Just in case, I am in a good mood, you might want to bring some bug spray and sunscreen.


 * For my chorus ladies, please check the website for all posted assignments.


 * Thursday - 4/21/16 **


 * Start Up:**

New Yorker Cartoon Caption contest.


 * Guided Learning:**

1.Multiple Choice

2. Multiple Choice Review

3. Question Construction


 * HW:**

1. Bring your Independent Reading Book, your Norton Reader, and your American Reader.


 * Friday - 4/22/16**


 * Start Up:**

“My aim is to put down on paper what I see and what I feel in the best and simplest way.” - Ernest Hemingway

1. Do you think this is sound advice for writing? Please briefly justify your answer and prepare for discussion.

2. PLEASE REMIND ME TO DISCUSS OUR SATURDAY REVIEW SESSION!


 * Guided Learning:**

1. Review Multiple Choice Problems

2. New MC Practice

3. Review key terms from yesterday


 * HW:**

1. In your Norton Reader, read “Clamorous to Learn” – Eudora Welty pgs. 413 – 417.

a. Explain the significance of the title in relation to the meaning of the excerpt. b. Answer questions 1-2. c. Develop two discussion questions d. What is the primary mode of discourse? Your choices are: Description, Expository, Process Analysis, or Persuasive. Please explain your answer.


 * Special Week - 4/25/16 - 4/29/16**


 * Due Dates:**

-4/26 - AP Pre-Administration -4/26 - Timed Writing (analysis) -4/27 - Timed Writing -4/28 - CEJ # 12 - American Education (history and purpose) -4/28 -Timed Writing and/or MC -4/29 - Tone Words Quiz (column 4) and MC


 * Monday - 4/25/16**


 * Start Up:**

1. If you were going to write a Process Analysis, what process would you choose to write about? Why? 2. Do you think that a process analysis could make for an interesting college essay? Why or why not? 3. What are three specific strategies that work for you when completing multiple choice?


 * Guided Learning**

1. Full MC Practice 2. Review (K questions) 3. Discuss value and weight of the MC questions.


 * HW:**

1. “Intelligence plus character-that is the goal of true education.” - Martin Luther King Jr.

In a full paragraph qualify, challenge, or defend this statement. When doing this, make sure to use AEA and identify these elements.


 * This is due on Wednesday.


 * Tuesday - 4/26/16 **


 * Start Up:**

1. Please provide a working definition of the phrase mode of discourse.

2. If you were an official grader of analysis essays for the College Board, what are three specific things that you would like to see in an essay?


 * I am available for the first 30 minutes of fourth block for writing conferences until Thursday.
 * If you missed yesterday, you need to make up a full multiple choice. Please schedule a time to do this. You will need a full hour.


 * Guided Learning:**

1. Review “What AP Graders Long to See” 2. Review analysis notes 3. Give examples of things to write about: -contrast -tone -word choice -repetition -shifts -irony


 * look for moments of irony, or “things” that stick out.
 * remember that the speaker is nobility in a world where this status mattered a great deal.

4. Ten Step Peer Review


 * HW:**

1. “Intelligence plus character-that is the goal of true education.” - Martin Luther King Jr.

In a full paragraph qualify, challenge, or defend this statement. When doing this, make sure to use AEA and identify these elements.


 * Due Thursday

2. CEJ # 12 - American Education (history and purpose)


 * Due Thursday


 * Wednesday - 4/27/16**


 * Start Up:**

1. What is the difference between an analogy and a simile/metaphor? 2. Use your phone to find the definition of syllogism. Then provide an example.


 * Guided Learning:**

1. Review tone words and start - up 2. Ten - Step Peer Review and grade the analysis essays 3. Analysis timed writing 4. Independent Work


 * HW:**

1. “Intelligence plus character-that is the goal of true education.” - Martin Luther King Jr.

In a full paragraph qualify, challenge, or defend this statement. When doing this, make sure to use AEA and identify these elements.

2. CEJ # 12 - American Education (history and purpose)


 * Thursday - 4/28/16**


 * Start Up:**

1. Define the word obsolete, and then provide an example of something in your life that is obsolete. 2. Remind me to figure out who is testing on what day.


 * Guided Learning:**

1. Review Kozol in detail.

-Speed read the passage. - # 19, # 21, #23, #25, and # 25

2. Full MC


 * HW:**

1. Study Tone Words (column 4) - Independent


 * Friday - 5/29/16**


 * Start Up:**

1. What is the meaning of i.e. ? 2. What is the meaning et. al? 3. Choose five of your tone words from column four and incorporate them into grammatically correct sentences. 4. Which tone words from column four are closely related in meaning?


 * Guided Learning:**


 * Tone Quiz

1. Discuss HW response. Have students share their paragraphs. 2. Grade CEJ 3. Grade RNBs.


 * HW:**

1. Practice Analysis Essay question # 2

-Complete on a separate sheet of paper. -Give yourself 40 minutes. -Practice the techniques that you learned from the Chesterfield essay. -Feel free to use College Board and AP Central as a source

2. I will be here at 9 helping out with the clean up effort. The review session will be this Saturday from 10-1.

3. Study your tone words.


 * Week # 14 - 5/2/16 - 5/6/16**


 * Due Dates:**

5/3 - Synthesis Feedback and TW. 5/4 - TW (analysis and argument) 5/5 - Full MC and Tone Word/Writing Quiz 5/6 - MC Practice/TW?


 * Monday - 5/2/16**


 * Start Up:**

1. What should you do if you are having a difficult time understanding a MC Passage? What parts of the passage should you closely read to gain a deeper understanding?

2. What does it mean if a source is scholarly?


 * There will be tutoring sessions everyday after school this week for at least 30-45 minutes. We will be focusing on multiple choice and closely reviewing passages. Please sign up.


 * We can also arrange for meetings during 4th Block and A lunch.


 * Guided Learning**

1. MC Review:


 * Review Kozol in detail.

-Speed read the passage. - # 19, # 21, #23, #25, and # 25

2. Full practice MC.


 * HW:**

1. CEJ - Linguistics - Due Wednesday


 * Tuesday - 5/3/16**


 * Start Up:**


 * Please Remind me to pass back progress reports and graded assignments.**

1. What does it mean if a source is scholarly? Where would you find these types of sources? What types of people would write them?

2. How many sources should you engage with directly and indirectly when writing a synthesis essay?

3. Define the following words or phrases: -empirical (data) -implicit -historical scholarship


 * Guided Learning:**

1. Review Start - Up. 2. Review Synthesis Essay Feedback 3. Allow students some time to review their notes. 4. Final Synthesis Practice Essay.


 * HW:**

1. CEJ - Linguistics - Due Wednesday


 * Wednesday - 5/4/16**


 * Start Up:**

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 to complete all three essays? 4. What does ad hominem mean?


 * Turn in your CEJ


 * Guided Learning:**

1. Double TW


 * HW:**

1. Decompress and rest 2. Study tone words, rhetorical terms, and writing notes.


 * Good Luck to the students taking the AP Calculus exam tomorrow.


 * Thursday - 5/5/16**


 * Start Up:**

1. Give an example of ad hominem argument.


 * Guided Learning:**

1. Practice Essay Debriefing

2. Show score tabulator and where grade comes from.

3. Have students predict their exam grade.

4. Hand out practice ssay that is due on Monday.

5. Additional MC Practice if there is time.


 * HW:**

1. Practice Essay - Due Monday at the beginning of class. []

[]

-40 minutes -Feel free to look at the model essay -complete this in your RNB

2. Study tone words, rhetorical terms, and writing notes.


 * Good Luck to the students taking the AP US History exam tomorrow.


 * Friday - 5/6/16**


 * Start Up:**

1. What do you perceive as your biggest strength we make our way to the exam?


 * Guided Learning:**

1.Full MC for a higher grade or Full TW 2. Tone word review 3. Writing conferences


 * HW:**

1. Practice Essay - Due Monday at the beginning of class. []

[]

-40 minutes -Feel free to look at the model essay -complete this in your RNB

2. Study tone words, rhetorical terms, and writing notes for the quiz on Monday.


 * Week # 15 - 5/9/16 - 5/13/16**


 * Due Dates:**

-5/11 - AP Language Exam (be there no later than 7:45) -5/13 - INDY Reading Evaluation -5/16 - Brag Sheet is due at the end of class via turnitin.com (complete this on Google Docs)


 * Monday - 5/9/16**


 * Start Up:**

1. When reading a prompt, what should you always underline? Then what should you do after you underline this? How does this whole process relate to your thesis?

2. Where should your thesis always be located?

3. How is satire different from argumentation? How is satire different from criticism?

4. What do Et al. and i.e. mean?


 * Please let me know if you would be interested in a review session from 4-6 on Tuesday.


 * Guided Learning**

1. 30 Tone Words, Writing Notes, and Core Rhetorical Terms Quiz / Grading Session 2. Review Model Essay -Practice writing model thesis statements -Brainstorm good examples -Re-write introduction and compose a perfect body paragraph 3. Practice turning directives into questions 4. MC if there is time


 * HW:**

1. Write down a five step approach to the MC that will maximize your success. Base this off of research or from your experiences with this process. Also, describe “how” you are going to approach the TWs in a way that will maximize your success (five bulleted items please).

2. Study tone words, rhetorical terms, and writing notes.


 * Tuesday - 5/10/16**


 * Start Up:**

1. What time should you arrive to the testing site, and what should you bring? 2. Describe the test format (including the allotted time and the order in which the test is presented to you). 3. Should you use contractions and/or second person in your essays? 4. What should you do if you are having a difficult time understanding an MC passage? 5. What is parallel structure or parallelism?


 * 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.


 * Guided Learning:**

1. Re-take of terms and notes quiz - Grade/Discuss 2. Review Test Format and Start - Up 3. Ten Commandments 4. MC Practice (Question by Question)
 * No matter what, make sure you put an answer choice for the MC. You are not penalized for guessing.
 * Mark Up the text (especially the synthesis)

5. When all else fails, what should you do on a TW?

6. Test Prep Reflection:

a. What is the score you want to make tomorrow?

b. Why do you want this score?

c. What are some things that you are going to do tonight to make sure you earn your desired score?

d. What are some things that you are going to do tomorrow morning to earn your desired score?

e. What are some things that you are doing to do during the test to ensure you get your desired score?

7. Positive Message


 * HW:**

1. I will hold an after school review session until 5:30 - Snacks will be provided. 2. Do these things: -Review Core Rhetorical Terms -Review Tone Vocabulary -Review Writing Notes -Obtain a wristwatch for Wednesday’s test 3. 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.


 * 5/11/16 - EXAM DAY**


 * Good Luck!**


 * Thursday - 5/12/16**


 * Guided Learning:**

Celebratory Nature Walk?

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 Bragsheet


 * HW:**

1. Bring your IDP book tomorrow, and every other day after that. 2. Bring your American Reader if you did not turn it in today.


 * Friday - 5/13/16**


 * Start Up:**

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

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


 * Guided Learning:**

1. Discussion of the Presence Project 2. Grade CEJs and RNBs. 3. Review Common App Requirements. 4. Independent work on the Brag Sheet


 * HW:**

1. CEJ - Amazing College Essay - Due Monday 2. Indy Reading


 * Week # 16 - 5/16/16 - 5/20/16**


 * Due Dates:**

-5/16 - Brag Sheet due at 11:59 PM - send it to me via **google docs** -5/18 - Form B Test (Good Luck!) -5/18 - CEJ - Amazing College Essay # 2 -5/18 - 5/19 - Service Learning/Outside Days (weather permitting) bring appropriate clothing and Indy reading book. -5/20 - 50/10 books for Indy Reading Project -5/20 - College Essay Workshop


 * I am available for after school tutoring on Tuesday and Thursday.


 * Monday - 5/16/16**


 * Start Up:**

1. What accomplishment have you been the most proud of in your high school career? Please justify your answer.

2. Of all your teachers, who could give you the most “glowing” recommendation?


 * Students taking FORM B need to obtain a prep packet.


 * Guided Learning**

1. Collect American Readers 2. Discuss GSD/Presence Project 3. Introduction to College Essay Assignment 4. Independent work on the Bragsheet


 * HW:**

1. Brag Sheet is due at 11:59 PM - send it to me via **google docs - my email address is timothy.jarman@nhcs.net** 2. Indy Reading, Bring your Indy Reading book to class!


 * Tuesday - 5/17/16**


 * Start Up:**

1. What do you think the purpose is of the college essay? Come up with a few possible answers and briefly justify your responses


 * Guided Learning:**

1. Grade RNB and CEJs 2. Introduce college essay assignment 3. Discuss and brainstorm prompts (10 minute free write for each)
 * Discuss Start - Up
 * Review Job Opportunity and Battle of the Books


 * HW:**

1. Obtain a copy of your 200 word narrative from Honors English 3 2. CEJ - Amazing College Essay # 2 3. Indy Reading 4. Best of Luck to the students taking Form B. 5. Bring outdoor clothing


 * Wednesday - 5/18/16**


 * Start Up:**

1. What is the most valuable quality/trait you possess? Please explain.


 * If you were absent yesterday, please turn in your RNB for me to grade.


 * Guided Learning:**

1. Discuss CEJ


 * HW:**

1. Brainstorm for essay question # 1 in your RNB (10-15 minute free write, one full page). 2. Bring outdoor clothing. 3. CEJ - Scholarship - due Friday


 * Thursday - 5/19/16**


 * Start Up:**

1. What is your number one college choice? Why?

2. What major are you interested in pursuing?

3. If you were going to ask a photo journalist a question, what would it be?


 * Guided Learning:**

1. Guest Speaker 2. Outside - Exploratory Learning Project


 * HW:**

1. CEJ Scholarship 2. Bring laptop in preparation for college essay writing assignment


 * Friday - 5/20/16**


 * Start Up:**

1. Should I incorporate outdoor learning activities in to my curriculum for next year? If so, which ones? How often?

2. What did you learn about your classmates yesterday? Please be as specific as possible.


 * Guided Learning:**

1. Review Scholarship CEJ 2. Brainstorm questions 3-5 3. Independent workshop on essay


 * HW:**

1. College Essay # 1 is due on Tuesday at 11:59 PM via turnitin.com -600 - 650 words -no grammatical errors -must answer the question

2. Independent Reading (Find a book you actually want to read!)


 * Week # 17 - 5/23/16 - 5/27/16**


 * Due Dates:**

-5/24 - College Essay # 1 is due via turnitin.com at 11:59 PM -5/25- Extra Credit Proposals due to me via email -5/25 -Resume is due via turnitin.com (template is located on the GSD section of website) -5/26 - CEJ - First Choice of College (must include information about average test scores, majors, special programs, student life, and scholarship opportunities). -5/27 - Senior Project Brainstorm is due at the beginning of class. -5/27 - Outdoor Learning -5/27 - Indy Reading (55/11)


 * Community Service Opportunities
 * I will be available for tutoring every morning this week at 7:45 AM
 * We will have the lap top cart Monday - Wednesday of this week.


 * Monday - 5/23/16**


 * Start Up:**

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? 3. What are some things that you can do for inspiration?


 * Guided Learning**

1. Return graded work 2. Discuss GSD Project and Extra Credit Proposals 3. Make sure that everyone has registered for a turnitin.com account 4. Discuss Start - Up 5. Writing workshop


 * HW:**

1. Work on college essay # 1 2. Indy Reading


 * Tuesday - 5/24/16**


 * Start Up:**

1. Write down any questions that you have about your college essays.

2. In regards to your college essays, what is working? What is not?


 * Remind me to discuss grading for the GSD Project.
 * I am available every morning at 7:45 this week.


 * Guided Learning:**

1. Review model essay 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. Peer Review

3. Writing Workshop


 * HW:**

1. College Essay # 1 is due to turnitin.com tonight at 11:59 AM.

-Please include the word count. -Please include a title. -If this assignment is submitted late, the highest grade you can receive is a 50%.

2. Work on your resume

3. INDY Reading


 * Wednesday - 5/25/16**

1. Please re-write your objective for resume. 2. What is the subject of your first essay? 3. What is the subject of your second essay?


 * Guided Learning:**

1. Review expectations for resume 2. Discuss Senior Project brainstorm 3. Allow students to work independently on CEJ, College Essay # 2, and Senior Project Brainstorm.


 * HW:**

1. CCEJ - First Choice of College (must include information about average test scores, majors, and scholarship opportunities). 2. Senior Project Brainstorm is due tomorrow.


 * Thursday - 5/26/16**


 * Start Up:**

1. If you were a teacher and you had to institute a cell phone policy, what would it be? Why? Please explain your choices (2-3 sentences).


 * Please turn in your Norton Readers and your American Readers if you have not done so already.


 * Guided Learning:**

1. Review, discuss, and grade CEJs

2. SP brainstorm --- you can build off of your SP and JP.

3. Students can choose between: -letter to a friend -letter to a parent -letter to a teacher -letter to future self

4. Organization and cleaning projects.


 * HW:**

1. Please come prepared for tomorrow’s outdoor learning activities. We will meet in class first. 2. Make sure to finalize your Senior Project Brainstorm. 3. Bring any and all IDP books that you have checked out from me. Also, please return your Norton Reader and American Readers.
 * If you have a product that you could start working on, it would be worth contacting Ms. Riggs and seeking approval first.


 * Friday - 5/27/16**

Outdoor Learning


 * Week # 18 - 5/31/16 - 6/3/16**


 * Due Dates:**

6/1/16 - Final College Essay is due via turnitin.com - 11:59 PM 6/1/16 - Last day to submit extra credit college essay - 11:59 PM 6/1/16 - Last day to submit missing assignments 6/1/16 - Last day to turn in books. 6/2/16 - Start Ups are due 6/2/16 - Last day of the Presence Project


 * Tuesday - 5/31/16**


 * Start Up:**

1. What is your current grade for the Presence Project?


 * Please make sure that your name is written inside of your Norton Reader and turn it in to me at this time.


 * Guided Learning:**

1. Review Presence Project and how to make up time. 2.Review placeholder grade and grammatical feedback on turnitin.com 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? -Help the writer keep their essay within the 600 - 650 word limit.


 * HW:**

1. Work on final draft of college essay. -600 - 650 words -due via turnitin.com -can only receive 50% if submitted late.

2. Work on extra credit college essays - They will only be accepted if they are submitted via turnitin.com.

3. Bring any and all IDP books that you have checked out from me. Also, please return your Norton Reader and American Readers.


 * Wednesday - 6/1/16**


 * Start Up:**

Please turn in any and all books to me.

1. If you were going to give next year’s students two pieces of advice about AP Language, what advice would you give? Why?


 * Guided Learning:**

1. 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

2. Five pieces of advice to future students - then on the back write the corresponding tone word.

3. Reminder about submitting extra credit essays and final college

4. Award write-ups.

5. Mission: -Find advisors for SP -Plant the remaining sunflower seeds -Organize and clean the room. -Extra Credit independent work


 * HW:**

1. Submit final draft of college essay on turnitin.com by 11:59 PM -600 - 650 words -due via turnitin.com -can only receive 50% if submitted late.

2. Work on extra credit college essays by 11:59 PM They will only be accepted if they are submitted via turnitin.com.

3. Bring any and all IDP books that you have checked out from me. Also, please return your Norton Reader and American Readers.


 * Thursday - 6/2/16**


 * Start Up: **

1. What is the purpose of an individual cultivating intelligence? Is it for personal gain? Is it for the greater good? Or, is it simply something that is just inherently valuable? Please briefly justify your response. 2-3 sentences.

2. Who is going to tend to our garden over the summer?


 * Guided Learning: **

1. Read “We Are What We Choose”


 * [] **

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

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

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

5. Partner CEJ

6. Group acrostic poem/photo


 * HW:**

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