z-AP+Language+and+Composition-Spring+2015


 * Syllabus**




 * Week # 1 - 1/26 - 1/30**

-1/27 – AP Prep/Restless Americans Assignment is due -1/29 – Binder Check -1/29 – Register for turnitin.com -1/30 – Reader’s Notebook is due
 * Due Dates:**


 * Monday - 1/26**


 * Start Up:**

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. Brief Review of Protocol for Reader’s Notebook 4. Multiple Choice Practice (30 questions)


 * 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 - 1/27**


 * Start Up:**

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.


 * Wednesday - 1/28**


 * Start Up:**

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


 * Guided Learning:**


 * Review HW/Start – Up
 * Discuss tonight’s HW.

1.More multiple choice practice Orwell reading 2. Complete MC practice activity 3.Show students how to use the text. Have students locate biographical information on Emerson and Thoreau 1222 and 1239…. Read aloud and briefly discuss.
 * Review any questions that students have


 * 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.


 * Thursday - 1/29**


 * Start Up:**

1. Answer the following question to the best of your abilities: What is one thing that almost all scholars or writer’s do regularly that contributes to their success?

2. “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:**


 * grade binders

1. Discuss start – up and the reading from the night before. 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. Give students a practice prompt, and then give them ten minutes to read, annotate, identify central argument, and plan an essay.


 * 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 - 1/30**


 * Start Up:**

1. Copy down what you thought Louv’s argument was and offer a brief justification. 2. What three things were you planning to write about? Please explain why. 3. What part of last night’s homework assignment was most difficult for you? 4. How important is it to acknowledge the audience while completing a rhetorical analysis?


 * If you were absent yesterday, please make sure you have a copy of the notes and essay prompt from yesterday.


 * Guided Learning:**


 * Discuss Start – Up

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.

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 “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.


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


 * Due Dates:**

-2/5 – CEJ # 1 -2/6 – RNB # 2


 * Monday - 2/2**


 * Start Up:**

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:**


 * Pass back graded work.

1. Review students’ HW 2. Have students pull out their notes, and write down the five most important pieces of information from their reading. 3. Introduce CEJ Topic – Theme – Language and Culture 4. Multiple Choice Monday – Make sure students correctly label # 3. 5. Complete “Housing Around” assignment when done.


 * HW:**

1. “Read Period Styles: A Punctuated History” by Ellen Lupton and J. Abbot Miller pgs. 529 – 533

a. List five specific things that you learned while reading this essay. b. Answer questions # 2 and # 3


 * Tuesday - 2/3**


 * Start Up:**

1. What are three strategies that you use to be successful with multiple choice?

2. Have you ever thought about the people who make the AP exam? In 2 -3 sentences, please described what you think these people look like, act like, and do for fun.

3. Why do you think that I am asking you question # 2?


 * Guided Learning:**

1. Discuss HW.

2. Multiple Choice Practice -Revisit questions 1,4, 7, and 11 -Write a sentence for why the right answer is correct and write one sentence for each other option explaining why the answer is wrong. When answering, use both textual evidence and general reasoning.

3. Practice understanding argumentative structure: -Revisit Fridman excerpt. -Use Practice Multiple Choice tool. -facilitate classroom discussion

4. Grade Toqueville Projects if there is enough time.


 * 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 - 2/4**


 * Start Up:**

1. Accept, Reject, of 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. Practice Understanding Argument: -Revisit Fridman excerpt. -Use Practice Multiple Choice tool. -facilitate discussion -have students identify the different types of examples (global, national, and personal)

2. Review Writing Notes

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


 * HW:**

1. “Read How to Write a Letter” and “Postcards” by Garrison Keillor pgs. 522 – 526

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.

2. Finish CEJ # 1


 * Wednesday - 2/5**


 * Start Up:**

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

2. 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?


 * Guided Learning:**


 * Discuss Start – Up
 * Discuss HW

1. Grade Toqueville assignment and CEJs

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

a. identify the author’s purpose for this essay and three techniques he implements to achieve his purpose.

3. Allow students to start working independently on their HW.


 * HW:**

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

2. Write an introduction, two body paragraphs and a conclusion for the following essay prompt.

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.


 * Friday - 2/6**


 * Start Up:**

1. If you were writing a memoir, would you be as honest about your personal fears and anxieties as Soto? Why or why not?

2. If you were writing a memoir, what part or parts of your life would you focus on and why?

3. Did you face any challenges when completing your homework assignment? If so, what were they?

4. What was the easiest part of the assignment?


 * Guided Learning:**

1. Timed Writing: -teach students how to break down the prompt, and let them know that they can write about other techniques like symbols, allusions, etc.

2. Have students grade their own response using the official rubric and write a justification statement. They will then pass their paper down two desks to the right and they will do a peer grading.

3. Have students answer the following questions on their paper once it has already been graded twice:

What I did well? What I struggled with? What I need your help with?


 * HW:**

Read three 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).


 * Week # 3 - 2/9 - 2/13**


 * Due Dates:**

-2/11 – CEJ #2 – the effect of music -2/12 – Core Rhetorical Terms Part 2 Quiz -2/13 – RNB # 3


 * 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. What do you think the phrase “mode of discourse” means in relationship to reading and writing?

3. If you were reading a sub genre of nonfiction called “Process Analysis,” what type of writing do you think this would consist of?


 * If you were absent on Friday, get all of your “Friday” assignments turned in to me.


 * Guided Learning:**


 * Thorough discussion of start – up


 * Briefly Review “Album of Styles” work.

1. Review Core Rhetorical Terms 1 -5
 * have students come up with definitions and describe the differences between related/similar terms.

2. Introduce new Core Rhetorical Terms.

3. Multiple Choice Practice.

4. If there is time, allow students to complete correction activities.


 * HW:**

1. Read “The Nature of Symbolic Language” - Erich Fromm pages 534 – 540 2. Answer questions 1 and 3.


 * for question # 1, please create a graphic organizer or chart to adequately complete the task
 * question # 3 only needs to be a paragraph in length


 * Tuesday - 2/10**


 * Start Up:**

1. Identify the most powerful concept presented in the reading from last night and briefly justify your answer.

2. What did you learn while completing yesterday’s multiple choice?

3. In regards to timed writings, what do you need to improve upon? What can you do on your own? What do you need from me?


 * Guided Learning:**

1. Multiple Choice Corrections and discussion

2. Have students discuss in groups: the most powerful concept presented in the reading from last night.

3. Review HW. Have students come up to the board and make the chart students share their responses to #3 with their groups.

4. Allow students to begin working on their HW.


 * HW:**

1. “Nature of Symbolic Language” Assignment

2. Study for Writing Notes Quiz


 * Wednesday - 2/11**


 * Start Up:**

1. What are two specific things that you learned from your CEJ article? How could you apply this knowledge to this course?


 * Guided Learning:**

1. Read, Review, Highlight, and Annotate Passive Voice Notes. – THESE are ridiculously important. TAKE the time to truly process this information.

2. Retrieve your Soto essays from last week, and exchange your essays with a partner. From there, I want you to read through their essay twice. In doing this, I want you to highlight all instances of the passive voice that you encounter.

3. Complete Soto Analysis Assignment. I want you to have one completely and fully developed paragraph that is loaded with original insight and commentary.
 * Please turn this in to the substitute when you are done. You will be receiving a grade based on the AP Grading Scale. Please feel free to complete this assignment on a separate sheet of paper.

4. Start working on your HW - more than likely you will have enough time to get done with this in class.


 * HW:**

1. Study for Core Rhetorical Terms Part 2 Quiz 2. Read Lord Chesterfield’s “Letter to His Son” – 644 – 647. a. Complete **full** SOAPSTONE analysis. This means textual evidence and a justification for all of your decisions. b. Identify this purpose, and three different ways that he achieves this purpose in his letter.


 * Thursday - 2/12**


 * Start Up:**

1. Turn these passive sentences into an active sentence:

Imagery was utilized by Gary Soto to recreate a sense of guilt.

A powerful effect was achieved through the use of Soto’s imagery

2. What two things do sentences have to have in order for them to be complete?

3. What is the shortest sentence in the English Language?


 * Guided Learning:**


 * Core Rhetorical Terms Quiz

1. Discuss Start – Up 2. Discuss HW from Tuesday night (T.P.S.) 3. Grade CEJS and facilitate short discussion. 4. Have students’ grade each other’s work and give feedback on analysis 4. Discuss Chesterfield HW


 * HW:**

1. Start Researching CEJ # 3 - Ethics

2. Practice lingering with good analysis.

3. Get mentally prepared for your timed writing.


 * Friday - 2/13**


 * Start Up:**

No Start – Up Today.

1. Please study your Core Rhetorical Terms.


 * Guided Learning:**

1. Core Rhetorical Terms Quiz 2. Timed Writing 3. Have students give themselves a grade and a justification with the rubric. Then have students answer these questions when they are done.

What I did well? What I struggled with? What I need your help with?


 * HW:**

1. CEJ – Ethics

2. Weekend Project/“Cool Hunting” Activity – Skim through the Norton Reader and the Table of Contents and locate three pieces of writing that personally interest you. You will then read the articles and for each article, complete the following tasks on a separate sheet of paper.

a. Identify the title, author, and page #

b. Provide a 2-3 sentence summary of the work.

c. Explain what you either learned or enjoyed while reading this text.

d. Explain whether or not you think that we could use this text for the course. Please justify your answer.


 * Week # 4**


 * Due Dates:**

2/18 – CEJ # 4 – Technology and Education 2/19 - Timed Writing 2/19 – RNB is due


 * Start Up:**

1. Please re-write these sentences in the most grammatically correct and concise manner:

a. An Englishman known as Lord Chesterfield is writing a letter to his son about advice b. His values are shown by him not holding anything back from his son.

2. Identify the most repeated word from Friday’s prompt and the number of times it is used. Explain the significance of this word being repeated so often.

3. If you have extra time, look up the definitions of egoism and altruism. These words will be helpful later.


 * Extra copies of the prompt are in the blue rectangle.


 * Guided Learning:**

1. Review Start – Up 2. Review HW 3. Multiple Choice Practice 4. Grade CEJs
 * in groups, have students generate a list of three words and two terms they do not know.


 * HW:**

1. Re – Read the Chesterfield Prompt, and in your Reader’s Notebook, please complete the following tasks.

a. Identify the line that signals a shift in Lord Chesterfield’s tone. Briefly justify your answer. b. Locate two examples of understatement, and briefly explain significance c. Locate the strongest instance of irony, and briefly explain significance d. Find two examples of contrast and explain their significance. e. Copy down the two rhetorical questions in the last paragraph, and explain their significance. f. Now that you have done a close reading, what do you think Chesterfield’s values are? Please justify your answer.


 * Tuesday - 2/17**


 * Start Up:**

1. Explain how rhetorical questions function in persuasive writing.

2. Why would an author utilize understatement? What does this show or indicate?

3. Knowing that Chesterfield is addressing the letter to his son, why is he using understatement?


 * Guided Learning:**


 * Review HW and give notes on Inductive Reasoning v. Deductive Reasoning.

1. Review Start – Up and Homework.
 * Post prompt on the whiteboard and have students annotate
 * Separate into groups with butcher paper and markers to illustrate and explicate.

2. Grade multiple choice responses

3. Complete multiple choice practice with Queen Elizabeth’s speech.

4. Cool Hunting Discussion.


 * Every group send in the top three that need to be read.


 * HW:**

1. Complete CEJ # 4 – Technology and Education 2. Read pgs. 874 – 877 and answer questions # 1 and # 2
 * disregard making comparisons to the first draft.


 * Start Up:**

a.. In your vocabulary section of your binder, please title a blank sheet of paper AP Language Vocabulary.

b. Copy down these words and definitions:

1. ascribe (v.) - attribute something to (a cause)

2. inculcate - to implant by repeated statement or admonition; teach persistently and earnestly (usually followed by upon or in) 3. pedantic (adj.) - ostentatious in one's learning 4. didactic (adj.) - intended to teach, particularly in having moral instruction as an ulterior motive. 5. altruistic (adj.) - unselfishly concerned for or devoted to the welfare of others


 * Guided Learning:**

1. Discuss vocabulary words and the value of this process. 2. Introduce and review the HW, 3. Complete multiple choice practice or “housing around” activity with Queen Elizabeth speech. Spotlight a question. 4. Grade CEJs. 5. Cool Hunting sharing activity if there is time.
 * collaborative group activity for question # 1.
 * discuss question # 2 as a class.


 * 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.


 * Please think about this assignment as practice for tomorrow's assignment


 * Thursday - 2/19**


 * Start Up:**

1. Turn the following directive into a question:

//Write an essay that analyzes how Banneker use rhetorical strategies to argue against slavery.//

2. Copy down these reminders:

-When in doubt about how to write an intro, remember to use SOAPS. -Pay close attention to pronoun usage, and the way people are either named or addressed. -Do not use contractions! -Use TAEAC, and Linger with analysis.


 * Guided Learning:**

1. Briefly Review HW. 2. Assign American Readers 3. Review HW Assignment 4. Begin Timed Writing 5. When students are done have them give themselves a grade with a brief justification and then answer the following questions:


 * HW:**

1. CEJ # 5 – Social Justice/ Legacy of Civil Disobedience - due Monday

2. Read Civil Disobedience. a. Begin working on Civil Disobedience Question Set. Complete these questions in your RNB. b. Complete “Housing Around” protocol for "Civil Disobedience"


 * Both of these assignments will be due at the beginning of class on Monday.


 * Friday - 2/20**


 * Guided Learning:**

1. Read Civil Disobedience.

2. Complete “Housing Around” protocol

3. Work on Civil Disobedience questions set.


 * HW:**

1. Work on CEJ # 5 – Social Justice/Legacy of Civil Disobedience 2. Work on Civil Disobedience Questions Set
 * due at the beginning of class on Monday.


 * Week # 5**


 * Due Dates:**

2/24 – Signed Interim Reports 2/25 – ACT Pre – Test 2/26 – Student Choice Analysis Essay (in class) 2/27 – ACT Essay (in class)


 * Monday - 2/23**


 * Start Up:**


 * Please answer in paragraph form.

1. I hope you enjoyed “Civil Disobedience.” Yet, what do you think my rationale was behind having you read and engage with this text?
 * please answer in 2 – 3 sentences.

2. What is one theme that you can almost always count on Emerson and Thoreau to address in their work?


 * Review core rhetorical terms. The MC is term heavy.


 * Guided Learning:**

1. Extended Discussion of CEJ -have students share with classmates. -full class discussion of articles.

2. Multiple Choice

3. Complete Housing Around Protocol with MC passage

4. Review target questions.


 * HW:**

1. Choose one of the following questions and develop an extended response of at least two fully developed paragraphs:

a. Can acts of civil disobedience affect change in our current society?

b. How has social media affected one’s ability to practice acts of civil disobedience?


 * Wednesday - 2/25**


 * Start Up:**

1. Among the three essays (Chesterfield, Banneker, and “Anti – Intellectual”), which would you benefit the most from re-writing. Please justify your response.

2. What are some things that you could do to prepare for your re-write?


 * Guided Learning:**


 * Discuss start – up and review assignments

1. Have students share their HW responses with each other.

2. Discussion of Civil Disobedience


 * literary term scavenger Hunt

3. Writing Notes Review

4. Show students where to find model essays


 * HW: **

1. Imagine an unjust law that, to you, would justify civil disobedience. Describe the law, the form your resistance would take, and the penalties you would expect to incur. *Two Paragraph Minimum

2. Prepare for your re-write. Feel free to visit the AP Central website to look at model essays.


 * Thursday - 2/27**


 * Start Up:**

1. Identify Thoreau’s Argument from //Civil Disobedience// in one sentence or less.

2. Have you enjoyed the reflective writing activities associated with //Civil Disobedience?// Please justify your answer.


 * Guided Learning:**

1. Discuss Start – Up and student responses to HW.

2. Begin Re- Write

3. Have students give themselves a grade with a justification using the language of the rubric.

4. Have students switch papers with a partner, and have them grade it and give feedback as well.


 * HW:**

1. Research ACT online and copy down five most useful facts about this text, and find five strategies that will contribute to your success on this assessment.


 * Friday - 2/27**


 * Start Up:**

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**.**


 * Guided Learning:**


 * Discuss General Information about the ACT.
 * Discuss students responses to the Start – Up question.

1. Have students Review ACT Writing Notes 2. Have students complete a practice timed writing 3. Have students grade their work using the ACT rubric and give a brief justification statement. [] 4. Practice from the English section of the ACT Prep Book


 * 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. CEJ # 6 – Op –Ed


 * This is not due until Wednesday, March 4th


 * Week # 6 - 3/2 - 3/6**


 * Due Dates:**

-3/3 – ACT -3/4 – CEJ # 6 – Op –Ed -3/6 – RNB # 6 -3/6 – First Argument Timed Writing


 * Monday - 3/2**


 * Start Up:**

1. Of the quotes you examined for HW, which was your favorite? Why? 2. What are three specific things that you are going to do tomorrow in order to ensure


 * Guided Learning:**

1. Review HW and Start – Up. 2. Multiple Choice 3. Allow students to begin working independently on their ACT test Prep.
 * have students share out their responses.


 * HW:**

1. Review the different styles of questions that you will be exposed to on the ACT. 2. CEJ # 6 – due on 3/4 3. In your American Reader, read “Common Sense” - Thomas Paine pages 45 – 50. a. Complete a **full** SOAPSTONE Analysis. – 10 pts. b. Find the best example of ethos, logos, and pathos. For each example, briefly explain how it contributed to his argument. - 10 pts. c. Provide two examples of “telling” diction (positive/negative connotations) and their immediate effect in the work. - 5pts.


 * This is due on 3/4 as well.


 * Wednesday - 3/4**


 * Start Up:**

1. 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?

2. Identify one feature of Paine’s writing that makes his work distinct? Please justify your answer briefly.


 * Guided Learning:**

1. CEJ Review

2. Thomas Paine Review: -elements of SOAPSTONE -ETHOS, LOGOS, PATHOS -CENTRAL ARGUMENT -RHETORICAL DEVICES

3. Review Argument Essay notes


 * HW:**

Complete your HW with the following prompt (question # 3) and model essay (the 9).
 * [] **
 * [] **

1. Based off of the prompt, provide a 1-2 sentence description of how Paine characterizes America.

2. Write a thesis statement for this essay question.

3. What are three examples that you would use to prove your argument? Feel free to do a little bit of outside research.

4. Read the model essay. What makes this work a 9. Please be specific, and use the language from the rubric to justify your answer.


 * Thursday - 3/5/15**


 * Start Up:**

1. Copy down the five most important pieces of information from your argument notes. 2. Write down one question that you have before about the argument essay.


 * If you were absent yesterday, please turn in CEJ # 6


 * Guided Learning:**

1. Review Start – Up. 2. Review HW. 3. Remind students of how to answer the essay question and how to plan their essay. 4. First Argument Timed Writing


 * 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 # 7 – Graduation Speech - due 3/10.


 * I recommend Kurt Vonnegut’s speeches.


 * Friday - 3/6**


 * Start Up:**

1. Copy down two things that you learned during today’s informational session


 * Guided Learning:**

1. Attend Registration Workshop. 2. Discuss HW 3. Claims and Argument Assignment
 * HW:**

1. Finish Claims and Argument Assignment 2. Read JFK’s “Inaugural Address” – pg. 906 a. Complete Full SOAPSTONE b. Answer questions 1 -3 3. Research for CEJ # 7 – Graduation Speech/Commencement Address – due 3/10


 * Week # 7**


 * Due Dates:**

-3/12 - CEJ # 8 – Ted Talk -3/13 - RNB #7


 * Monday - 3/9**


 * Start Up:**

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.


 * Guided Learning:**


 * Review Start – Up.

1. Review Work from Concession and Argument Assignment.
 * have students identify the most powerful argument and the most powerful concession.


 * Why do you think there was such a strong sense of urgency in P. Henry’s tone?

2. Discussion of JFK’s work.

3. Multiple Choice Monday


 * HW:**

1. CEJ # 7 – Commencement Address

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.


 * Tuesday - 3/10/15**


 * Start Up:**

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:**


 * Discuss Start – Up

1. Review students’ responses of their HW.

2. Review and Grade CEJ # 7

[] -How does he stick out from his surrounding? -How would you describe his tone? -Is this what you imagined him sounding like?
 * View Kennedy Speech

3. Of your fifteen Core Rhetorical Terms, please find an example of five separate terms in JFK’s Inaugural Address. Please copy down the text and then cite the page #.

4. Have students collaborate with a partner and then submit questions for grading.


 * HW:**

1. Read “Advice to Youth” – Mark Twain - pgs. 647 – 649


 * Answer “Advice to Youth” analysis questions

2. Start working on CEJ #8 – Ted Talks


 * Wednesday - 3/11**


 * Start Up:**

We know that Mark Twain delivered “Advice to Youth” during a lecture in 1882. The speech was not published until 1923. We do not know the circumstances under which he delivered it or to whom. Using the evidence from the text, write a complete paragraph in which you identify the circumstance and audience for this speech.


 * Guided Learning:**

1. Review Twain PPT and Homework

2. Multiple Choice Practice

3. Argument Essay Writing Notes.

-USE **Assertion** **Example** and **Analysis** when structuring your body paragraphs. -Establish context for personal examples -Make sure that your examples are specific and can be used to answer the question. -Make concessions -Engage with counterarguments. -If you are given a quote or an excerpt, engage with it throughout your essay. -Don’t end a paragraph with a question… even your conclusion. -Spend at least five minutes planning

4. Prepare for writing assignment.


 * HW:**

1. Read the following Prompt. Then in 15 minutes or less, create an outline with specific examples for your essay, and write an introduction paragraph. *We will not be writing about this topic tomorrow, this is practice.

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

2. Finalize CEJ # 8 – Ted Talks


 * Thursday - 3/12**


 * Start Up:**

1. Please identify a few things that you either learned or enjoyed from the TED Talk you found. 2. How could we use the TED Talk in this class?


 * Have fourth period copy down writing notes from the previous day.


 * Guided Learning:**

1. Brief Discussion of HW 2. Timed Writing.


 * HW:**

Speech Project – Choose a favorite “live” speech and complete the following tasks on a separate sheet of paper.

a. complete a SOAPSTONE Analysis b. Identify a strong example of ethos, logos, and pathos. c. Identify the most effective rhetorical device and analyze how this device contributes to the overall rhetorical effect.


 * Please know that this speech can be from a fictional work such as a favorite movie, television show, or a play. Yet, make sure that you make the source clear when completing the SOAPSTONE component of the assignment.


 * If you think that we could use this speech in class, please send me an email with a link to the speech.


 * Week # 8 - 3/16 - 3/20**


 * Due Dates:**

-3/17 – CEJ # 9 – Poverty in America -3/19 – Time Writing -3/19 – RNB #8 -3/20 – CEJ # 10 – Higher Education


 * Monday - 3/16**

**Start Up:**

Please develop an argument about whether or not students should have to complete a Global Studies/Global Issues course 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. Share Start – Up 2.Discuss Ivins Reading

3. Multiple Choice Corrections -Remind students that they need to re – read the passage. 4. Discuss multiple choice strategies for tomorrow.

**HW:**

1. CEJ # 9 – Poverty in America <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">2. Read “Why Colleges Shower Their Students with A’s” - Brent Staples – pgs. 390 – 392 ad perform the following tasks: <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">a. SOAPSTONE analysis <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">b. Identify a strong example of ethos, logos, and pathos. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">c. Identify the most effective assertion the author makes and how this supports his argument. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">d. Develop a counter example to Staples’ argument based off of personal experience or an anecdote from a friend or relative about the reality of the college grading system. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">*think about anecdotes from first year math and science courses at UNC, NC State, and ECU.


 * Tuesday - 3/17**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">**Start Up:**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">Please develop an argument about whether or not we should have a ten point grading scale in New Hanover County Schools. Please give a specific example, and make sure to include a concession as a means to strengthen your argument. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">*If you are having a difficult time coming up with an example, create a hypothetical, or engage meaningfully with the counterargument. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">*Final response should be a paragraph in length.

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">**Guided Learning:**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">1. Discuss HW <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">2. Discuss CEJ <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">3. Multiple Choice <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">4. Deep Explanation of the rubric – Explain how the different elements work together for a higher level score. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">5. Give Back Essays <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">6. Review Rubric, Review essay prompt, and have students read the “8.” Then have students explain 5 reasons why this essay is an 8. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">**HW:**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">1. Read “American Fat” by Russell Baker – pgs. 394 – 396 Then complete the following tasks: <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">a. Identify the most effective assertion the author makes and explain how he supports this assertion with an example and analysis. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">b. Answer questions 1 -3

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">2. CEJ # 10 - Higher Education – 3/20


 * Wednesday - 3/18**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">**Start Up:**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">1. Do you think facilitate is a “fat” word? Please justify your response. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">2. Despite whether or not you think facilitate or utilize are fat words, why do you think they are good to use in our essays?

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">3. If you were an AP Reader, and you were reading thousands of the same essay everyday, how would you feel if eighty percent of all essays started the same exact way? Do you think an unoriginal opening sentence that parrots the prompt would negatively color the rest of the work?

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">**Guided Learning:**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">*Brief discussion of Start – Up and HW.

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">1. Deep Explanation of the rubric – Explain how the different elements work together for a higher level score. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">2. Review the prompt and show students how to justify the use of this <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">3. Read through the model essay and discuss “five reasons why” Have students record this information on a separate sheet of paper. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">4. Give Back Essays <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">5. Review Essay break down and essay notes <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">**HW:**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">1. Re- write your introduction and one of your first body paragraphs. Focusing on using the style and technique that will earn you an 8 or a 9. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">2. Find a quotation to memorize from: <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">-A president or world leader <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">-Shakespeare – make sure to include the character and the title of the play <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">-literature <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">-Benjamin Franklin. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">*Submit these quotes to me this Friday. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">3. CEJ # 10 – Higher Education


 * Thursday - 3/19**


 * 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?


 * Guided Learning:**

1. Review Midterm – March 25th
 * You will re-write your four quotes.
 * You will be tested on your knowledge of your Core Rhetorical Terms
 * Extended multiple choice assignment

2. Timed Writing


 * HW:**

1. CEJ # 10 – Higher Education 2. Find a quotation to memorize from: A president or world leader -Shakespeare – make sure to include the character and the title of the play -literature -Benjamin Franklin.

*Submit these quotes to me this Friday
 * you should have four quotes total.


 * Friday - 3/20**


 * Start - Up**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">1. Choose one of your selected quotes and copy it down. Then, defend, challenge, or qualify the statement in a fully developed paragraph.


 * Guided Learning:**

1. Students will Submit Quotations

2. Discuss CEJ

3. Corrections for MC

4. Allow students to work on HW or copy down the definitions of their core rhetorical terms.


 * HW**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">** 1. Read “College Pressures” by William Zinsser – pgs. 442 – 448 **

a. Answer questions 1 – 3 in paragraph form. For question # 3, write about your high school experiences. b. Identify the “mode of discourse” and justify your response with textual evidence in paragraph form. c. Identify the author’s tone and justify your response with textual evidence in paragraph form. In your justification, I highly recommend you talk about elements of SOAPS.


 * Week # 9 - 3/23 - 3/29**


 * Due Dates:**

-3/25 – Midterm: MC, Core Rhetorical Terms, and Quotes -3/26 – Timed Writing -3/26 – RNB # 9 is due -4/10 – Documentary Project - 11:59 PM – Turnitin.com


 * Monday - 3/23**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">**Start Up:**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">1. Choose one of your selected quotes and copy it down. Then, defend, challenge, or qualify the statement in a fully developed paragraph.

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">**Guided Learning:**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">1. Media Access Survey <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">2. Discuss Documentary Project <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">3. Discuss “College Pressures” reading <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">4. Practice Quote Memorization <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">5. Practice speed reading with a focus on SOAPS and central argument. <span style="background-color: #ffffff; color: #000000; font-family: arial,sans-serif; font-size: 12.8000001907349px;">“Letter to President Pierce, 1855” by Chief Seattle – pgs. 611 – 613. <span style="background-color: #ffffff; color: #000000; font-family: arial,sans-serif; font-size: 12.8000001907349px;">“Marshland Elegy” by Aldo Leopold – pgs. 613 – 617

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">**HW:**

<span style="background-color: #ffffff; color: #000000; font-family: arial,sans-serif; font-size: 12.8000001907349px;">1. Read “Letter to President Pierce, 1855” by Chief Seattle – pgs. 611 – 613.

<span style="background-color: #ffffff; color: #000000; font-family: arial,sans-serif; font-size: 12.8000001907349px;">a. Answer questions 1 – 4 in paragraph form <span style="background-color: #ffffff; color: #000000; font-family: arial,sans-serif; font-size: 12.8000001907349px;">2. Study Core Rhetorical Terms <span style="background-color: #ffffff; color: #000000; font-family: arial,sans-serif; font-size: 12.8000001907349px;">3. Study selected quotations. <span style="background-color: #ffffff; color: #000000; font-family: arial,sans-serif; font-size: 12.8000001907349px;">4. Organize Group for Documentary Project. – Documentary choice and group submission are due on Thursday.


 * Tuesday - 3/24**


 * Start Up: **

1. Identify what you think was the most powerful assertion/statement, and how this supported Chief Seattle’s argument.

2. Identify Chief Seattle’s central argument.


 * Guided Learning:**

1.Discussion of HW

2. Review Essay Feedback with students


 * review model essays if there is time.

3. MC Corrections/Closer Look


 * HW:**

1. Review Multiple Choice Strategies from AP Language Multiple Choice Resources Page and copy down the 10 most important pieces of information/strategies in your Reader’s Notebook. Also, in 2 -3 sentences, write down the strategy you are planning to take. 2. Study for midterm: MC, Core Rhetorical Terms, and Quotes 3. Finalize choices for documentary


 * Wednesday - 3/25**


 * Start Up:**

1. Explain the difference between paradox and aphorism 2. How can you always recognize the use of apostrophe? 3. How is anaphora different than repetition? 4. How is paradox different from antithesis? 5. What are some reasons that people would use understatement?


 * Guided Learning:**

Review Multiple Choice techniques

-Rhetorical Terms -Quotes -Multiple Choice – first three passages.


 * HW:**

1. Complete Comprehensive Outline for Essay Questions. Then compose a model introductory and body paragraph.


 * Thursday - 3/26**


 * Start Up:**

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 and Spring Break Assignments

2. Review Handout for Project

3. Grade RNB

4. Timed Writing


 * HW:**


 * Spring Break Assignments**

CEJ # 11 – Ethics


 * Spring Break RNB**

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

a. answer questions 1 -3 in paragraph form.

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

a. Complete a SOAPSTONE analysis

b. Identify the author’s central argument.

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

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


 * Week # 10 - 4/6 - 4/10**

-4/8 - Independent Work on Documentary Project -4/9 - RNB # 10 is due -4/9 - Introduction to Synthesis Essay -4/13 - Documentary Project via Turnitin.com


 * Monday - 4/6**


 * Start Up:**

1. In one full paragraph, describe your Spring Break. Feel free to focus heavily on the most memorable and enjoyable aspects.

2. In paragraph form, defend or challenge the following statement using evidence from personal experience - “No profit can be made except at another’s expense”


 * Guided Learning:**

1. Briefly Review Start – Up 2. Review, Grade, and Discuss CEJ # 11 with students 3. Discuss Montaigne reading 4. Discuss Levin reading Choose one powerful assertion from last night’s article and defend, challenge, or qualify, the position in paragraph form using supporting evidence. 5. Essential Questions for Discussion: How do these works apply to the course, and how do they apply to our life in a larger sense.
 * have students share out articles that they find to be compelling


 * HW:**

Defend, challenge or qualify the following statement: //It’s better to be a good person than a famous person –// Jenny Holzer

Give yourself 20 minutes

1. Create a working outline 2. Write a model introduction 3. Write a model body paragraph


 * Tuesday - 4/7**


 * Start Up:**

What “ethical” issue is most important to you? Please identify this issue and explain its importance in a fully developed paragraph.


 * Guided Learning:**

1. Finalize discussion of Levin Piece -telling diction, central argument, etc.

2. Discuss and grade CEJs.

3. Share some of the introductions and paragraphs aloud.

4. Specifically review project and elements.


 * HW:**

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 3. Write a model body paragraph


 * Wednesday - 4/8**


 * Start Up:**

1. Write down the eight courses that you are planning to take next year, and your rationale for taking all of these courses.


 * Guided Learning:**

1. Multiple Choice

2. Review Project Details

3. Independent Work on Documentary Project


 * HW:**

1. Defend, challenge or qualify the following statement: "Civilization is a limitless multiplication of unnecessary necessities."

- Mark Twain

Give yourself 20 minutes

1. Create a working outline 2. Write a model introduction 3. Write a model body paragraph


 * Thursday - 4/9**


 * 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?


 * What steps could you take to ensure that your essay questions are formatted in an identical way to the AP prompts?

Reminders: Your essays need to be formatted just like the college board essays. Remind me to talk about AP Central – AP Essays
 * If you did not turn in your RNB, please get this turned in as soon as possible.


 * Guided Learning:**

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. 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.

2. Study synthesis notes.


 * Friday - 4/10**


 * Start Up:**

1. We have no official Start – Up for today. Yet, please give yourself a grade for each day (4 points per day) and a brief justification of your grade. Then place your Start-Up on the blue rectangle.

2. Read through the Documentary Project handout to make sure you are on the right track with your assignment.


 * Guided Learning:**

1. Review the Documentary Project in great detail.

2. Read the model essay and give students a chance to practice

3. Read LOC – page 145 aloud.

4. Give the Students a chance to compose their practice essay. -focus on turning the question

5. When students are done, allow them to get started on their HW.


 * HW:**

1. Work on your Documentary Project


 * Week # 11 - 4/13 - 4/17**


 * Due Dates:**

4/13 – Documentary Project is due (11:59 via turnitin.com) 4/15 – Timed Writing – Synthesis 4/15 – CEJ # 12 – American Education (purpose or history) 4/17 – RNB # 11 is due


 * Monday - 4/13**


 * 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?


 * Guided Learning:**

1. Review and grade synthesis essays. 2. Independent work on the documentary projects


 * HW:**

1. Finalize Documentary Project and submit to turnitin.com before 11:59 PM.


 * Tuesday - 4/14**


 * Start Up:**

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

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


 * Guided Learning:**

1. Review Start – Up 2. Review Multiple Choice from Previous Week (review 4 questions) 3. Assign each group 1 question 4. New Multiple Choice 5. Pull out synthesis notes (5 things you have to do on synthesis essay)


 * 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.


 * Wednesday - 4/15**


 * 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. 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.

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


 * HW:**

1. Read “The Privilege of Public Education”

[]

a. Complete a soapstone analysis. b. Identify the author’s central argument, and in a full paragraph qualify, challenge, or defend this argument. When doing this, make sure to use AEA and identify these elements.

2. Complete CEJ # 12 – American Education (History and Purpose)


 * Thursday - 4/16**


 * Start Up:**

1. If you are short on time, do you think it is alright to blend your last body paragraph into your conclusion? Please justify your response.

2. If someone did not stay focused on one issue when making their argument yesterday, what do you think is the highest grade they should be allowed? Justify your response.


 * Guided Learning:**

1. Review Model Synthesis Essay. Grade and briefly justify. Review our synthesis essays.

2. Have students grade their synthesis essays and then have partners grade them as well.

3. Discuss and grade CEJ

4. Review Douglass Reading.

5. Discuss OP – ED HW


 * 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 # 13 – Visual Image – 4/20


 * 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.


 * Guided Learning:**

1. In your NR, read “Good Readers and Writers” – Vladimir Nabokov pgs. 1025 -1029. a. Complete a SOAPSTone analysis. b. Answer questions 1-2. c. Generate three discussion questions.

2. 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.


 * answer in fully developed paragraphs.

3. Read “College Is A Waste of Time and Money” - Caroline Bird. pgs. 429.

a. Complete a SOAPSTone Analysis. b. Generate five discussion questions, either directly from the article or the subjects. c. Identify Bird’s central argument. Then in a fully developed paragraph, either defend, challenge or qualify it.


 * HW:**

CEJ # 13 – Visual Image – 4/20


 * Week # 12 - 4/20 - 4/24**


 * Due Dates:**

-4/20 - CEJ # 13 – Visual Image -4/22 -CEJ # 14 – Food -4/22 –Synthesis Essay -4/22 – RNB is due


 * Monday - 4/20**


 * Start Up:**

Please continue on with your Start – Up sheet from last week.

1. Of the three articles from Friday, which did you like best? Why? Please fully justify your response.

2. Do you think we should use Mrs. Poland as a sub in the future? Please briefly justify your answer.


 * Guided Learning:**

1. Discuss CEJ # 13 2.Brief Discussion of Reading -have students share out their discussion questions 3. MC Review – brief review of questions from last week. 4. Complete multiple choice practice


 * HW:**

1. Read “Marshland Elegy” by Aldo Leopold – pgs. 613 – 617

a. Explain the significance of the title in relationship to the larger meaning of the passage. b. Answer questions 1 -3 in paragraph form.

2. CEJ # 14 – food - 4/22


 * Monday - 4/21**


 * Start Up:**

1. What would you say is the most distinct feature of Leopold’s writing? Give a brief piece of textual evidence to support your answer.

2. How would you describe Leopold’s tone? Give a brief piece of textual evidence to support your answer.


 * Guided Learning:**

1. Discuss Marshland Elegy 2. Review yesterday’s passage through the lens of the Housing Around Protocol. 3. Have students read through and identify words or key terms that they are unsure of and find the definitions.

4. 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.


 * HW:**

1. CEJ # 14 – Food

2. Review Synthesis notes and previous prompts at: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2001.html


 * Start Up:**

1. 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.


 * Guided Learning:**

1. Review students’ approaches to synthesis essay. 2. Students will complete synthesis essay.


 * HW:**

Find a good book to read. Write down the title and why you are interested in reading it in your Reader’s Notebook. If you are currently in the middle of a book, that will suffice.


 * Thursday - 4/23**


 * Start Up:**

1. Re-write your favorite quote from the ones you memorized for midterms.

Also, remember that you can use your quotes to support your argument when completing your synthesis essay.

2. Of the two synthesis prompts (education and space exploration), which one did you “like” the most? Please explain why.


 * Guided Learning:**

1. Review Rubric and prompt

2. Review model essays and grade them.

3. Have students review their own and their partners’ essays.

4. Have students submit which essay they want me to grade.


 * HW:**

1. Develop a reading log on the very last page of your Reader’s Notebook, and bring your book to class tomorrow. Read for 30 minutes, preferably outside.

2. []

Study tone words A-C (abstract – cynical)


 * There will be a quiz next Tuesday on these words.


 * Start Up:**

1. Please describe what is happening in your book right now.

2. I want our class goal to be that you read 4 books by the end of the year. What are some things that we can do to make sure this happens?

3. What do you think is my rationale behind this independent reading that we are now doing?


 * Guided Learning:**

1. Discuss Food CEJ

2. Multiple Choice Practice

3. Allow students to work independently on their HW.


 * HW:**

1. In your NR, read “The Trouble with Wilderness” – William Cronon – pgs. 617 – 621

a. Identify his central argument and two assertions he makes to support his argument. b. Identify the most powerful statement he makes and explain why it resonates so much with the audience. c. Questions 1-2.

2. Read for an hour and log it in your reading log.

3. CEJ # 15 – Organic Farming or Pesticide Use - 4/28

4. []

Study tone words A-C (abstract – cynical)


 * There will be a quiz next Tuesday on these words.


 * Week # 13 - 4/27 - 5/1**


 * Due Dates:**

-4/28 - Timed Writing (synthesis) -4/29 - Tone Quiz A-C -4/30 - Timed Writing (analysis) -4/30 - RNB is due -4/30 - CEJ # 15 - Organic Farming or Pesticide Use -5/01- Tone Quiz D-I -5/01 - Read for at least two hours and log it in your RNB (3.5 hours total) -5/01 - Deadline for Mockumentary or Essay Re-writes


 * Monday - 4/27**


 * Start Up:**

1. What are some things that you can do as an individual to prepare for your AP exam?

2. What are some things that we can do as a class to prepare for the AP exam?


 * Guided Learning:**

1.Review Tutoring Schedule and have students sign up. 2.Pass back graded work 3.Review Synthesis Essay Feedback:

-Don’t overly rely on rhetorical questions -Try to incorporate 3 sources + 1. -Don’t over introduce your source with excessive background information. Remember, the reader knows more everything about the source already. -Don’t be afraid to use a source as the basis for a compelling conclusion. -Remember to “converse” with the sources. -Correctly punctuate your parenthetical citation at the end of a sentence. -Cite the source even if you refer to it indirectly. -Always follow the directive of the prompt. AKA answer the question.

4. Multiple Choice


 * HW:**

1.Review Synthesis Essay Notes 2. Study vocabulary A-C [] 3. READ and keep your book with you at all times.


 * Tuesday - 4/28**


 * Start Up:**

1. Review Synthesis Notes and Feedback from yesterday. Then, copy down the single most important thing to remember about this essay.


 * Guided Learning:**

1. Briefly review the start - up with students. 2. Tell students that they will have only 55 minutes to complete the synthesis essay, that they will need three sheets of paper, and a blue or black pen.

3. Pass out Synthesis Prompt. Once students have this, allow students 15 minutes to plan and annotate on a separate sheet of paper.
 * please use a timer and hold them accountable for their use of time.

4. After the 15 minutes has passed, please allow students 40 minutes to compose their essay.

5. When the students are done, have them staple their work and turn it in to you.

6. Students should independently read their novels when they are done or study for their tone vocabulary quiz tomorrow.


 * HW:**

1. Study Vocabulary A-C []

2. Read independently


 * Wednesday - 4/29**


 * Start Up:**

1. How was the Pre-Registration? Does everyone have everything they need? 2. How is your book going? Give me a general update.


 * study for tone word quiz


 * Guided Learning:**

1. Vocab Quiz 2. Grade, Review, Evaluate 3. Review Analysis Notes 4. Carson work for HW, but start early if we can


 * HW:**

1. Complete CEJ # 15 - Organic Farming or Pesticide Use

2. Study tone words (D-I)


 * Thursday - 4/30**

Review your analysis notes, and copy down the five most important things to do while completing an analysis essay.
 * Start Up:**


 * Guided Learning:**

1. Review Analysis Notes

2.Review Analysis Notes and give my specific advice.

3. Timed Writing

4. Grade


 * HW:**

1. Study tone words (D-I) in preparation for your vocabulary quiz. []

2. Independent Reading


 * Friday - 5/1**


 * Start Up:**

1. What aspect of the AP Exam do you feel the most confident about? Be as specific as possible

2. What aspect of the AP Exam are you worried about the most? Be as specifc as possible.

In answering these questions, feel free to talk about the different styles of essays and types of MC passages and questions.


 * I need to come around and check off your reading log. I am looking for 3.5 hours. Also, make sure to have your book on your desk.


 * Guided Learning:**

1. Review and grade CEJ.

2. Nuts and Bolts/Study

3. Vocabulary Quiz

4. Revisit the Carson Prompt from yesterday [|**http://apcentral.collegeboard.com/apc/public/repository/ap04_frq_english_lang_35921.pdf**]

a. Identify her central argument and her tone.

b. Identify the three most powerful statements that she makes in this excerpt. Briefly explain why they are powerful.

c. Identify the three most important rhetorical strategies that Carson uses. Give brief textual examples.

d. If you were going to write a rhetorical analysis of this excerpt, describe the approach you would take.

5. Extra MC Practice


 * HW:**

1. Read, Plan and write a practice Analysis Essay (2011 Form B Question # 2)

[]


 * 40 minutes

2. Read for an hour (4.5 hrs total)

3. Study your remaining words (J-Z) in preparation for your quiz next Wednesday, 5/6


 * Week # 14 - 5/4 - 5/8**


 * Due Dates:**

-5/6 - Tone Word Quiz * (J-Z) -5/6 - Full MC Practice -5/7 - Full Practice Essay -5/7- Read two hours (6.5 hrs total)


 * Study your midterm quotes
 * Study writing notes and past essays
 * Study tone words
 * Study Core Rhetorical Terms


 * Monday - 5/4**


 * Start Up:**


 * Please pull out your essay from homework.

1. What were the three things that you wrote about while completing your rhetorical analysis? 2. Do you think it would be easier to write about the argument chronologically, or to talk about separate elements? Please justify your response.


 * If you were absent on Friday, please turn in your start - up and your CEJ.


 * Guided Learning:**

1. Review prompt from HW and students’ approaches. Make sure that students are answering the actual essay question. 2. Two Part Multiple Choice Passage 3. Review multiple choice questions.


 * HW:**

1. Complete full outline, introduction, and first body paragraph for the 2010 Argumentative Prompt (Question # 3): []

2. Study your remaining words (J-Z) in preparation for your quiz next Wednesday, 5/6 []

3. Read independently


 * Tuesday - 5/5**


 * Start Up:**

1. Develop one counter example that you would use to answer the question from last night’s prompt. Briefly explain how you could use these in making your argument.

2. What was your most powerful example or point that you were planning to argue for this essay?

3. Could you have used any of the quotations from your midterm to answer the question?


 * Guided Learning:**

1. Have students share out their introductions and body paragraphs. 2. Complete two sections from the AP Practice Test. -encourage students to choose which passage they want to begin with first. -preview the questions first -make sure that your answers are grounded in textual evidence.


 * HW:**

1. Complete full outline, introduction, and first body paragraph for the 2009 Analysis Prompt (Question # 2): []

2. Study your remaining words (J-Z) in preparation for your quiz next Wednesday, 5/6 []

3. Study your midterm quotes and your core rhetorical terms.


 * Wednesday - 5/6**


 * Start Up:**

1. Copy down what you think are the ten most important tone words from our current list.
 * this should be based off of your experiences with the SAT and AP Practice Assignments


 * When you are done, turn your start - up in to be graded (blue rectangle)
 * Have your reader’s notebooks prepared to be checked.


 * Guided Learning:**

1.Review Start - Up 2. Tone Words Quiz 3. Review practice essay 4. Multiple choice


 * HW:**

1. REVIEW ARGUMENT AND ANALYSIS NOTES!


 * Thursday - 5/7 **


 * Start Up:**

N/A


 * Guided Learning:**

Complete Question # 2 and # 3 from 2014 AP Exam

[]


 * HW:**

1. In your Norton Reader, read a “Modest Proposal” by Jonathan Swift – pgs. 857 – 863 -Answer questions 1-4. *This is an early exemplar of satire.

2. Find 2 examples of parallel structure and copy them down.

*APUSH Kids --- Good Luck Tomorrow!


 * Friday - 5/8**


 * Start Up:**

N/A


 * Guided Learning:**

1. Students can work on their HW or Multiple Choice Practice 2. Individual writing conferences with students


 * HW:**

1. In your Norton Reader, read a “Modest Proposal” by Jonathan Swift – pgs. 857 – 863 -Answer questions 1-4. *This is an early exemplar of satire.

2. Find 2 examples of parallel structure and copy them down.


 * Week # 15 - 5/11 - 5/15**

-5/13 - AP Exam - be there by 7:45 AT THE LATEST. -5/15 - Read for three hours (9.5 hours total)
 * Due Dates:**


 * Start Up:**

1. What aspect of the AP Exam do you feel the most confident about? Be as specific as possible

2. What aspect of the AP Exam are you worried about the most? Be as specific as possible.

3. What are you going to do for the next few days to prepare for the exam?

In answering these questions, feel free to talk about the different styles of essays and types of MC passages and questions.


 * Guided Learning:**

1. Review Swift HW.

2. 2014 Synthesis Prompt []

Complete the following task on a separate sheet of paper:

-Plan, Introduction, first body paragraph,
 * try to cite at least two sources before you are done.

3. Give General Feedback on the essays

[]

4. Provide brief definitions of the following key terms:

Inductive Reasoning

Deductive Reasoning

Mode of Discourse

Exposition

Process Analysis

Passive Voice


 * HW:**


 * 1. Question # 2.** annotate, outline, and write an introduction and first body paragraph. Make sure to use the handout on strong verb choice.

[|**http://apcentral.collegeboard.com/apc/public/repository/ap2012_frq_eng_language.pdf**]

-Review Core Rhetorical Terms -Review Tone Vocabulary -Review Writing Notes -Obtain a wristwatch for Wednesday’s test


 * Tutoring**

1. Practice Essay - Synthesis 2. Full MC if students want it. 3. Individual writing or MC feedback


 * Tuesday - 5/12**


 * Start Up:**

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

2. Why do you want this score?

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

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

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


 * No matter what, make sure you put an answer choice for the MC. You are not penalized for guessing.


 * Guided Learning:**


 * Discuss Start - Up

1. Review the prompt from homework. Write the directive as a question.
 * emphasize the importance of connecting your analysis to purpose.

2.Review Essay Feedback from previous day

3. Review Parallel Structure and the following key terms: Provide brief definitions of the following key terms:

Inductive Reasoning, Deductive Reasoning, Mode of Discourse, Exposition, Process Analysis, Analogy (think about how this is different from a metaphor).

4. Review the Commandments of AP Testing

5. Review What AP Readers Long to See

6. Walk students through the test and preparing for tomorrow.


 * HW:**

Review Core Rhetorical Terms Review Tone Vocabulary Review Writing Notes Obtain a wristwatch for Wednesday’s test


 * Wednesday - 5/13**


 * AP Exam --- Good Luck! You will all do amazing.**


 * Thursday - 5/14**


 * Start Up:**

1. What are a few things that we can do over the next few weeks that will prepare your for a successful future that are also enjoyable?


 * Write your name on a scratch sheet of paper, put it in the inside cover of your book, and turn your American Reader in.


 * Guided Learning:**

A. Reflection on AP Exam

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 College Essay Prompts


 * HW:**

1. In your Reader’s Notebook, complete a full brainstorm for Question # 1 and Question #2. -take a free-write approach. -fill up a full page for each question.


 * Friday - 5/15**


 * Start Up:**

1. Where are you at with your reading? How close are you to our goal of 9.5 hours?

2. What are some things that I could do to hold you accountable for meeting our reading goals?


 * Prepare your RNB to be graded.


 * Guided Learning:**

1. Discuss the last three essay questions and have students complete their brainstorms. 2. Independent Reading (preferably outside).


 * HW:**

1. Finalize brainstorm for college essays (questions 3-5) 2. Read 1.5 hours - 11 hours total 3. CEJ # 16 - Amazing College Essay
 * does not have to be current


 * Week # 16 - 5/18 - 5/22**

-5/21 - First college essay due via turnitin.com - 11:59 PM -5/22 - Read for 4 hours (15 hours total) -5/22 - Secure two recommenders for Letters of Recommendation -5/26 - Brag Sheet is due via turnitin.com -5/28 - Second college essay is due.
 * Due Dates:**
 * We will have the computers on Monday and Wednesday


 * Monday - 5/18**


 * Start Up:**

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


 * Looking for 2-3 sentences.


 * Have your college essay brainstorm responses out. I need to stamp them.


 * Guided Learning:**

1. Have students grade their own CEJs and submit them to me. 2. Introduce students to the brag sheet. 3. Review Requirements for college essay.


 * HW:**


 * Bring “Outdoor” Clothing - Weather permitting, we will be completing a service project for part of the class period.

1. Work on College Essay # 1 2. Work on Brag Sheet 3. Independently read


 * Tuesday - 5/19**


 * 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. Reminders: - you can have both essays answer the same question, but you can write about it in a different way. -Feel free to have others look over your work. -Have a draft prepared for tomorrow.

2. Review Model Essays 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?

3. Independent Reading

4. Outdoor clean up. Assign groups for: plastic, paper, and general trash.


 * HW:**

1. Work on College Essay # 1 2. Work on Brag Sheet 3. Independently read

-Have a working rough draft of your college essay so we can complete peer reviews tomorrow.


 * Wednesday - 5/20**


 * Start Up:**

1. As of right now, what are your five top college choices. Briefly justify each choice.


 * 4th Period students, let me know if you are interested in helping out with a debate tomorrow.
 * Please let me know if you will be volunteering in the EC Buddies Field Day tomorrow.
 * Sign up for event tomorrow.


 * Guided Learning:**

1. Reminders: - you can have both essays answer the same question, but you can write about it in a different way. -Feel free to have others look over your work.

2. Brief Peer Review

3. Open workshop


 * HW:**

1. Work on College Essay # 1 2. Work on Brag Sheet 3. Independently read

-Have a working rough draft of your college essay so we can complete peer reviews tomorrow.


 * Thursday - Friday - 5/21 - 5/22**

Work on film imagery assignment.


 * HW**


 * Submit College Essay # 1 to turnitin.com - 5/21

1. Work on College Essay # 2 2. Work on Brag Sheet 3. Independently read for 2 hours (17 hours total)


 * Week # 17 - 5/26 - 5/29**


 * Due Dates:**

-5/26 - Brag Sheet is due via turnitin.com -5/28 - Second college essay is due via turnitin.com -5/28 - 18 hours of reading completed and logged (taking it up). -5/29 - Resume is due via turnitin.com (template is located on the GSD section of Website) -5/29 - Kickball against Calculus students. -6/02 - Senior Project Brainstorm is due

-tutoring on Tuesday and Thursday -Sign up for a time if you want me to take a close look at your college essay.


 * Tuesday - 5/26**


 * Start Up:**

1. How is your independent reading going? 2 sentences.

2. How should I assess your reading and reading logs on Thursday?


 * Remind me to talk about what the reading logs should look like.
 * Turn in your American Reader if you have not done so.


 * Guided Learning:**

1. Finalize film imagery assignment 2. Work independently on any aspect of the GSD Project


 * HW:**

1. Catch up on your independent Reading 2. Submit your bragsheet to turnitin.com 3. Bring your Norton Readers and independent novel.
 * Turn in your American Reader if you have not done so.


 * Wednesday - 5/27**


 * 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).


 * Guided Learning:**

1. Discuss start – up/ senior project brainstorm 2. Have students read “How to Write a Letter” – Garrison Keillor pgs. 522 – 524 3. Show students proper letter writing format [] 4. Students can choose between: -letter to a friend -letter to a parent -letter to a teacher -letter to future self 5. Show students how to correctly label an envelope. 6. Students have to show me their letters and their correctly addressed envelopes in order to receive credit. 7. Independent Reading
 * identify five best pieces of advice


 * HW:**


 * Bring athletic clothing for tomorrow. If you committed to bringing snacks, follow through.

1. Catch up on your Independent Reading and complete reading log. 2. Work on college essay # 2 and resume.


 * Thursday - 5/28**


 * Start Up:**

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.


 * When you are done with your start - up, please give yourself a grade out of 20 along with a brief justification.


 * Prepare your reading log for submission


 * 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.


 * Also, have students identify what they think is the most important of the rhetorical questions.*** and explain why**


 * 3. Review rules of volleyball. Then, head outside for outdoor learning time.**

HW:


 * 1. Submit College Essay # 2**
 * 2. Work on resume**

Friday - 5/29


 * Field Day**

HW


 * Submit your resume to turnitin.com**

Week # 18 - 6/1 -6/5

Due Dates:


 * -6/3- GWH film assignment due**
 * -6/3- Senior Project Brainstorm due**
 * -6/3 - 18 hours of reading correctly and ethically logged.**

Monday - 6/1

Start Up:


 * 1. Write down two potential topics that you could explore for your senior project.**


 * 2. With one of these topics, identify a potential product that you could develop.**

Guided Learning:


 * 1. Review final due dates and expectations**


 * Requirements for Senior Project Brainstorm:**


 * a. Research Paper Topic and a paragraph long justification- In doing this, write about how you will collect your research, who you will interview, and how you can connect it to your product. Also, you might want to explain how this product connects to your personal interests and will prepare you for future endeavors.**


 * b. Research Product and a paragraph long justification - In doing this, make sure to explain the connection between your product and your research paper, who can potentially serve as your mentor, and whether or not the product will be feasible. Also, you might want to explain how this product connects to your personal interests and will prepare you for future endeavors.**


 * 2. Begin GWH film viewing and associated assignment.**

HW:


 * 1, Work on Senior Project Brainstorm.**
 * 2. Turn in any course texts that you have failed to submit.**

Tuesday - 6/2

Start Up:


 * 1. List three similarities that exist between Will and Sean.**


 * 2. What are some experiences that Sean has had that are revealed indirectly?**

Guided Learning:


 * Work on //GWH// assignment**

HW:


 * 1. Complete Senior Project Brainstorm**
 * 2. Finalize any and all missing assignments.**
 * 3. Finalize 18 hours of reading and your reading log as well.**