zz-AP+Language+and+Composition-Spring+2014


 * Link for AP Test Registration**

AP Total Registration


 * Essential Documents for AP Language Notebook**

Syllabus

AP Language Essay Rubric/Grading Scale AP Essay Template AP Language tone list Rhetoric Notes SOAPSTONE Template Writing Notes from First Semester Core Rhetorical Terms 1 -5


 * Week # 1 - 1/27/14 - 1/31/14**


 * Monday - 1/27/14**


 * Start Up:**

1. “Write to express not Impress” Either qualify or reject this statement in 3-5 sentences. Please use supporting evidence to substantiate your claim.


 * make sure to place your phones and electronic devices in your group’s container.
 * find your assigned seats
 * copy down your HW assignment for the night.


 * Guided Learning:**

1. Assign Books and return any missing work.

2. Review Syllabus and PPT.



3. Review Reader’s Notebook.

4. Allow students to copy down their HW assignment.

5. Multiple Choice Monday

6. Allow students to start working on their HW.


 * 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.


 * Week # 2 - 2/3/14 - 2/7/14**


 * Due Dates:**


 * -2/06/14 - Notebook Check**
 * -2/07/14- Timed Writing**
 * -2/07/14- Reader’s Notebook due**


 * Monday - 2/3/14**


 * Start Up:**

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


 * have your homework ready to be checked.


 * Guided Learning:**

1. Review the HW. Have students come up with the most valuable piece of information and share it as a group.

2. Review Reader’s Notebook Processes with students and have them copy down their HW for the night.

3. Give students the rubric for the binder check and briefly review this. If students want to reclaim any of their missing work from last semester, they need to do it by Wednesday, or else it will be trashed.

4. Review the close reading protocol. Allow twenty minutes to complete this assignment.

5. Allow students fifteen minutes to Complete test corrections. Brief justification statements. Remind students that when they are finished. Have students submit which question they want to review the most.

6. Show students how to use the text. Have students locate biographical information on Words and Thoreau 1222 and 1239…. Read aloud and briefly discuss.


 * 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.


 * Tuesday - 2/04/14**


 * 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. What strategies did you acquire yesterday in our text annotation exercise that you can apply to our future work with difficult passages?


 * Guided Learning:**


 * Have students writ down their HW assignment and preview this work with them.


 * Review the Start – Up


 * encourage students to make modifications and annotations to their work as they listen to discussion questions.

1. Have three volunteers share their responses to homework assignment # 1 and facilitate a brief discussion.

2. Review the questions with students for homework assignment # 2. -have three students share their answers to question # 1. -have two examples of metaphors from question # 2. -Have students share their full responses for question # 2. -Have a volunteer share their response to question #3.


 * Review one multiple choice question from the previous day.

3. Allow students to vote on which assignment they would like to complete. This assignment will go in the RNB, directly under the HW.

Activity # 1 Choose one of the entries from either author that you think is the most memorable.

-Analyze the language of this entry. -Identify how the structure or the figurative language of the excerpt contributes to its “memorability.”

Activity # 2 Mimicking Style: --- completion of this will depend on time

- Take five minutes to compose a journal entry on the topic of cell phones. Yet… do this as if you were Thoreau. -When you are done identify examples of how your work is similar to Thoreau’s.


 * While we don’t know much about him as a person, we are becoming familiar with his style.

4. Binder organization session.


 * HW:**

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

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

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

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


 * Wednesday - 2/05/14**


 * Start Up:**

1. When somebody refers to a writer’s style, what exactly are they referring to? In answering this question, please provide at least three supporting examples.

2. What was your favorite reading from the “Album of Styles” last night? What made this text particularly memorable?


 * Guided Learning:**


 * Preview HW.

-importance of fully addressing “Is Style Meaning?” questions in their entirety. -paragraph responses for the Keillor Segment.

1. Discuss start – up 2. Discuss Homework Responses 3. Have students complete this in the notes section of their binder: - Read “An Album of Styles” – pgs. 551 – 552 -Read through this text once -Skim the text and identify the five most important pieces of information from this reading. -explain the phrase: “style is the person” in regards to what we have just read.


 * remind students - purpose is important, but the style is what gets us there. Look closely at the work.

4. Start “Is Style Meaning?” worksheet – Let students know that this will be their first project grade.


 * HW:**

1. Finish "Is Style Meaning?" worksheet

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

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


 * Use TRIAC template, but avoid the excessive repetition and wasted words. Also, include multiple “IAs” if necessary.


 * Prepare for Binder Check tomorrow


 * Thursday - 2/06/14**


 * Start Up:**

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

2. “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?

3. 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?


 * make sure you have your rubric for the binder check today.


 * Guided Learning:**


 * Preview HW


 * Review the Start – Up

1. Review HW:

-Review the Keillor work first. -Review the remaining questions from the “Is Style Meaning?” worksheet

2. Have students grade their own binders. Assign students to partners for this process.

3. Have students read through writing notes and answer any questions that they have about this.

4. Review Grading Rubric with students

5. Review Essay Template and discuss what needs to be done when completing a rhetorical analysis.


 * have students add that they can use TRIAC and TRIACAC if they need to, but they need to avoid excessive repetiton and redundancy or else they will be graded down for style and usage.

7. Have students place the essential analysis notes in their binder. Have the students review these notes, and discuss these rules with the students.

8. Allow students to begin working on their HW.


 * HW:**

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

1. identify the author’s purpose for this essay and how he achieves this purpose through either, figurative language, imagery, diction, pacing repetition, syntax

In answering the above question, choose one of the listed literary devices and write one paragraph in TRIAIAC form.


 * think of this as practice for your analysis essay tomorrow.

2. Complete any missing Reader’s Notebook assignments


 * Friday - 2/07/14**


 * Start Up:**

1. What was the Soto’s intended effect/purpose in this essay?

2. What word signals a semantic “shift” in the text? Briefly justify your response.

3. What is the significance of this “shift” and how does it contribute to the author’s desired effect?


 * If you have made additions to your Reader’s Notebook or have completed a missing assignment, make sure that you notify me of this with a highlighter, and a “give me credit please.”


 * Guided Learning:**

1. Discuss the Start – Up and have students turn in their work.

2. Preview students’ homework for the weekend.

3. Discuss Homework, and take up Reader’s Notebooks.

4. 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.

5. 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.

6. Have students identify 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 **six** of the passages from the “Album of Styles” section of your //Norton Reader// (pgs. 551 – 567) For each reading you need to:

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


 * Week # 3 - 2/10/14 - 2/14/14**


 * Due Dates:**

-2/14/14 - Reader's Notebook Due -2/14/14 - Timed Writing


 * Monday - 2/10/14**


 * Start Up:**

1. List ten techniques, devices, or structures that contribute to style.

2. Write down three that you are most comfortable discussing in relation to writer’s effect/purpose. For these three devices, why is this the case?

3. What is one element of style that you do not feel comfortable discussing in relationship to meaning? For this device, why is this the case?

4. If you were a punctuation mark, what would you be and why? Please justify your choice in 2 -3 sentences.


 * When grading HW, I am looking for responses to 6 pieces of writing. They are worth five points each.


 * Guided Learning:**

1. Multiple Choice Monday. - discuss how to break the work up and - allow students twenty minutes to complete:

2. Review Start – Up:

3. Review HW:

4. Return students work – Have them glue their Reader’s notebook grades in their binders.

5 . In students’ RNB, have them respond to the following prompt: From your reading over the weekend, which selection did you like best? Why? Identify and analyze those aspects of style that create that positive impression. Please answer in TRIAIAC form.

6. Briefly discuss students’ responses.

7. Work through questions 6 -9 through in “Is Style Meaning?” worksheet


 * HW:**

1. Complete questions 10 -12 of “Is Style Meaning?” worksheet in your notes section of your binder. Each response should be in paragraph form.


 * this is where all of your answers should be for this assignment. While, you will be completing this in your notes section, you will get a stamp in your RNB.


 * Tuesday - 2/11/14**


 * Start Up:**

Of the three passages from the “Is Style Meaning?” work sheet, which writer utilized elements of style most effectively to communicate meaning. Please answer in paragraph form.


 * Use TRIAC if you need to.


 * Locate the Multiple Choice Practice Handout.


 * Guided Learning:**

1. review and preview homework

2. review strategies for MC

3. Complete Multiple Choice Passage analysis activity. -Staple the analysis and the answer sheets together. -Make sure to answer the questions in the correct places. -take ten minutes to analyze each passage -looks for the metaphors and analogies. -break down the readings in chunks of 20 lines. -have students share out their responses.

4. Allow students to complete justifications and corrections for their multiple choice.


 * HW: **

1. Read “Playing the Dozens” – John Tierney pgs. 516 – 518 and answer the following question in paragraph form:

Snapping, Tierney writes, is “more egalitarian than status competitions based on money or clothes or sports ability” (paragraph 12). Do you think that verbal ability is more equally distributed than athletic ability? Or is it just easier to acquire through practice?

2. Read “The His’er Problem” pages 518 – 522. Answer questions 1 -2 in paragraph format.


 * Friday - 2/14/14**


 * Start Up:**

1. Of the two articles that you read for homework, which one did you enjoy the most? Briefly justify your response.

2. What do you think my rationale was behind me having you read the “Playing the Dozens” article?


 * Guided Learning:**


 * Return Work
 * Preview HW

1. Discuss start – up

2. Review HW
 * quick debate based off of the question presented in the article.

3. Have students take notes – Writing Notes Part 5.

4. Review Passive Voice notes with students. -have students annotate the notes. -Let students know that even with good analysis, you will be stuck in the 5/6 range with passive voice. -have students rewrite the passive sentences while keeping the verb tense the same. -have students write correct responses on their boards.

5. Have students identify at least five examples of passive voice in their essays and highlight them. -students will then rewrite these in the active voice in their notes section of their binder.

6. Review Excerpt from Model Essay.

-identify what was effective about the introduction.

-two things you would like to “steal” from this essay.

7. Get started on HW.


 * HW:**


 * //Self Revision Activity://**

1. Read through Essential Analysis Essay Tips 2. Read through your essay. 3. For each of the nine pieces of advice, state whether or not you successfully followed the advice. Then show textual evidence of what you did correctly in your essay. If you didn’t follow the advice, copy down an example of an error, and briefly state what you will do to prevent these types of mistakes in the future.


 * complete this assignment in your analysis section of your writing binder.


 * If you have not completed your timed writing, your assignment is to read the the prompt, annotate the prompt, and create an essay outline.**


 * Week # 4 - 2/17/14 - 2/21/14**


 * Due Dates:**

-2/18/14 – Writing Notes Part 5 Quiz -2/18/14 – Multiple Choice Practice -2/21/14 – Reader’s Notebook # 3 due -2/21/14 – Timed Writing


 * Monday - 2/17/14**


 * Start Up:**

1. Identify three examples of the passive voice in your first essay. 2. Copy these examples down. 3. Then, re-write these examples using the active voice 4. What are three specific things that you are going to try and do differently as you approach your re-write today?


 * If you were absent on Friday, please see me about obtaining a copy of notes on Passive Voice.


 * Remember that I am taking up your Reader’s Notebook’s today. Make sure to clearly call my attention to any work that you completed after stamping.


 * Guided Learning:**

1. Preview HW and Review Start – Up
 * show students how to make a chart for their HW assignment

2. Collect Reader’s Notebooks -Remind students to leave a space for their graded rubric.

3. Review Soto Model Paragraph Assignment -have students read through the instructions and the model. -review most important information with students and have them underline this important information. -have students re-write their best body paragraph using their best supporting evidence. -briefly review with students how this felt.

4. Allow students forty minutes to complete their re-write.

-Reiterate the importance of technique and writing goals. -Make sure you staple your re-write to your first draft.

5. Have students give themselves a grade for their new essay. Then have students switch with a partner so they can grade the work as well.

6. Pass back returned work and have students “glue” in their graded Reader’s Notebook Rubrics.


 * HW:**

1. Study for Writing Notes Part 5 Quiz

2. Read “The Nature of Symbolic Language” - Erich Fromm pages 534 – 540

*for question # 1, please create a graphic organizer or chart to adequately complete the task.
 * question # 2 only needs to be a paragraph in length.


 * Tuesday - 2/18/14**


 * Start Up:**

1. “Books must be read as deliberately as they were written.” - Henry David Thoreau

Please qualify or reject the above statement in 3 -5 sentences.

2. When we are reading pre twentieth century prose, why is there such a prevalence of biblical allusions? Please justify your response with substantiating evidence.

Once you have completed this, please pull out both of your essays and staple them together. Then…

3. Give your re-write a grade using the “Soto Essay Rubric.” Please write a brief justification statement citing the language from the rubric.

4. Then answer the following three questions on your essay:

-What did I do to improve upon my first draft? -What did I learn from this process? -What do I still need to work on?


 * Guided Learning:**

1. preview HW

2. review Start – Up

3. return any and all student work.

4. writing Notes Part 5 Quiz

- rewrite rules 1-7 in your own words - Turn this passive sentence into an active sentence: Imagery was utilized by Gary Soto to recreate a sense of guilt. -how do you correctly punctuate the title of an article? -how do you correctly punctuate the title of a novel or memoir when writing by hand?

5. review HW from previous night

6. have students answer “Symbolic Language” questions in their Reader’s Notebooks -students will receive a stamp upon completion. -when students are done, they can start working on their HW.

7. Briefly discuss students responses to these questions.


 * HW:**

1. Finalize “Symbolic Language Questions”

2. Read “Observation” – Henry David Thoreau pgs. 232 – 233

- Identify Thoreau’s central argument, and two assertions that he makes in order to support this argument. Your response should be in paragraph form.

- Identify what you think is the most powerful statement in the excerpt. Then, copy this statement down, explicate it, and explain either the stylistic or semantic elements that contribute to its power.


 * Complete these writings as if you were composing a “9.


 * Wednesday - 2/19/14**


 * Start Up:**

1. Either qualify or refute the following statement by Henry David Thoreau.

“ Under a government which imprisons any unjustly, the true place for a just man is also a prison.”

Your response should be in paragraph form.


 * Guided Learning:**

-Preview HW -Discuss HW -Discuss Start – Up

1. Multiple Choice -briefly review what an apostrophe and anaphora are and let students know that it is not one of the answer choices. -allow students ten minutes to analyze the text and identify the primary argument being made. -then give students ten minutes to answer the question. -grade these as a class.

2. Assign American Readers -Have students writer their names on the inside cover. Show students the protocol for this.

3. Civil Disobedience Introductory Exercise – Read pages 125 – 126 of American Reader – This assignment will be completed in the RNB.

- Provide a definition of Transcendentalism and describe Thoreau’s role in The Transcendentalist Movement.

- What point was Thoreau trying to make by not paying his poll tax?

- Briefly explain the cultural legacy of Thoreau’s “Civil Disobedience.”

4. Introduction to “Civil Disobedience” Assignment. -While you will be completing this in class and for homework, it will count as a project grade. -You should answer in paragraph form in your Reader’s Notebooks.

5. Start the reading process -have students preview the questions -remind students that their answers should be in paragraph form. -complete a straight read where students are taking personal notes and making observations: 45 minutes


 * HW:**

1. Answer questions 1 - 5 from “Civil Disobedience” in paragraph form in your RNB.


 * you will have thirty minutes in class tomorrow to work on questions 5 – 10, so don’t stress yourself out trying to work ahead.


 * Thursday - 2/20/14**


 * Start Up:**

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?


 * hint reread page 125 of American Reader.


 * Guided Learning:**


 * Preview HW

1. Multiple Choice:

-briefly review what an apostrophe and anaphora are and let students know that it is not one of the answer choices. -allow students ten minutes to analyze the text and identify the primary argument being made. -give students ten minutes to answer the question. -grade these as a class… apply curve to raw score.

2. Review Prompt Analysis Sheet

3. Review HW questions.

4. Allow students the remainder of the class period to complete their “Civil Disobedience” assignments.


 * HW:**

1. Answer questions 6 – 10 from “Civil Disobedience” in your RNB.

2. Review all writing notes in preparation for your timed writing tomorrow.


 * Friday - 2/21/14**


 * Start Up:**

1. What are some techniques that writers use to develop their arguments?

2. If you had to describe the term antithesis in your own words, how would you do this?

3. What effect is achieved when writers use short sentences in their work?


 * Guided Learning:**

1. Preview the HW assignment for the weekend, read the preface, and have students turn in their RNB.

2. Calibration Activity: -students will read the essay prompt and question (remind them that one of the essays is a two). -students will grade the sample response essays -we will then discuss the scores that they gave

3. Preview devices students can write about in their essay. -contrast, contrasting statements/antithesis, syntax, compelling examples, diction, tone, vivid description, imagery, references (remember allusions and references are a bit different, analogy, repetition, syntax, etc. -Make sure that students know they have to identify the arugment and how the author develops this argument throughout the text.

4. Have students complete Timed Writing.

5. Discuss “Civil Disobedience” and allow students to work on their homework assignment.


 * HW:**


 * Think of these writing assignments as practice for developing the quality of your prose.

1. In a complete paragraph, answer the following question:

In your view, how effective is civil disobedience in causing positive change in the world?

2. 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.


 * Week # 5 - 2/24/14 - 2/28/14**


 * Due Dates:**


 * -2/27/14 - Binder Check**
 * -2/28/14 - Reader's Notebook**
 * -2/28/14 - Timed Writing**


 * Start Up:**

“No man e’er was glorious, who was not laborious” – Ben Franklin

Defend or challenge the previous statement in paragraph form. In doing this, support your argument with specific references to your reading, observation, or experience


 * Guided Learning:**

1. Essay Grading Activity/Protocol

-Pull out Analysis Essay tips - Switch papers with a partner -Write checked by on the paper. -Take five minutes for a close reading. If you finish early, read it again. -Write down three things that the students did well (according the the AP Language Rubric and the Advice Notes) -Using the Analysis Essay tips, identify two things that your partner could improve upon. -Give your partner a grade.


 * Need to identify the argument being made and discuss how devices contributed.


 * If you were absent on Friday, you have to sit quietly and read the prompt along with sample essays. You will then score these sample essays and write a brief justification statement.

2. Multiple Choice Monday -Review Techniques with students. -Allow students to complete a seven minute paraphrase and close reading activity. -Allow students twelve minutes to answer the questions. -Grade the students’ responses. -Review any of the questions that the students have.

3. Review Start – Up

4. Review HW.

5. Preview the homework. -explain that the Henry Speech is an excerpt, and that I am giving them the additional part of the speech to use as a book mark and as a means to understand the rhetorical situation to the fullest.

6. Review SOAPSTONE Analysis Template

-complete a model activity with Civil Disobedience.

7. Allow Students to start working on their HW.


 * HW:**

1. Find Examples of Ethos, Logos and Pathos in “Civil Disobedience.”

-two examples of each and briefly explain how they contribute to his argument or help him advance his argument for his audience.


 * It might be of benefit for you to create a chart to organize your information.

2. In your //American Reader//, read “Speech to the Second Virginia Convention” - Patrick Henry, pages 33 – 36. Complete a full SOAPSTONE Analysis.


 * Use the SOAPSTONE template in your notes section as a guide for your analysis.


 * Tuesday - 2/25/14**


 * Start Up:**

1. At this point, do you feel that you are going to take the AP exam? Please justify your choice in three to five sentences.

2. What did you think of Patrick Henry’s speech? If you were present at the Second Virginia Convention, would you have been moved by his words?


 * Phones need to be placed in the box upon Mrs. Wilson’s arrival.


 * Guided Learning:**

1. Mrs. Wilson’s Presentation. 2. Preview HW, review details for Benjamin Franklin Quotation Quiz and discuss start – up

-when reviewing HW, show students the Patrick Henry model

3. Quick Review of Ethos, Logos, and Pathos 4. Have students take extended notes on ELP 5. Discuss homework from the night before. 6. Assign Groups elements of the rhetorical triangle to locate in Patrick Henry’s Speech. -make sure students relate how the devices contribute to the author’s argument by writing this information down on the back of the poster. -have students briefly share their work.


 * HW:**

1. In your //American Reader//, read “The Declaration of Independence” - Thomas Jefferson pages 37 – 41. Complete a full SOAPSTONE Analysis.


 * Use the SOAPSTONE template in your notes section as a guide for your analysis.

2. Find Examples of Ethos, Logos and Pathos in “The Declaration of Independence.”

-two examples of each and briefly explain how they contribute to his argument or help him advance his argument for his audience.


 * It might be of benefit for you to create a chart to organize your information.


 * Wednesday - 2/26/14**


 * Start Up:**

1. Identify what you think is the most powerful statement in “ The Declaration Of Independence.” Please provide a 3-5 sentence justification of why this is som.

2. How would you describe Jefferson’s diction? Please support this statement with substantiating information.

3. List three different facts that you learned about Jefferson while completing the reading last night.


 * Guided Learning:**


 * Make sure to return work… with the exception of the most recent multiple choice.

1. Preview HW. 2. Discuss Start – Up and HW. 3. Assign Groups elements of the rhetorical triangle to locate in “The Declaration of Independence.” -make sure students relate how the devices contribute to the author’s argument by writing this information down on the back of the poster. -have students briefly share their work. 4. Allow student to begin working on their HW.


 * HW:**

1. In your //American Reader//, read “Common Sense” - Thomas Paine pages 45 – 50. Complete a full SOAPSTONE Analysis.


 * Use the SOAPSTONE template in your notes section as a guide for your analysis.

2. Find Examples of Ethos, Logos and Pathos in “Common Sense”

-two examples of each and briefly explain how they contribute to his argument or help him advance his argument for his audience.


 * It might be of benefit for you to create a chart to organize your information.

3. Provide two examples of “telling” diction (positive/negative connotations) and their immediate effect in the work.


 * Thursday - 2/27/14**


 * Start Up:**

1. What are the characteristics that make Paine’s voice distinctive?

2. Of the Henry, Jefferson, and Paine pieces, which one did you enjoy the most? Please provide a brief justification.

3. What is the difference between a reference and an allusion?


 * Guided Learning:**


 * Preview HW
 * Discuss Start – Up
 * Discuss HW

1. In your reader’s notebook please complete the following task: write a full paragraph in which you identify one of Paine’s most effective rhetorical techniques and how he utilizes this technique to advance his argument.

2. Modification to Analysis Essay advice.

3. Discuss Prompt Analysis Techniques and Planning techniques

4. Lord Chesterfield Activity:


 * remind students that they need to discuss how rhetorical strategies reveal his own values.

-allow five minutes to read -three minutes to plan -six minutes to write an introduction

5. Have students work in partners to assess the quality of the introduction

6. As a class, locate examples of effectively used rhetorical techniques in Lord Chesterfield’s Letter to his son.

7. Allow students to start working on their HW.


 * HW:**

1. In your Norton Reader, read both the early draft and the final draft of the “Declaration of Independence” – Thomas Jefferson – 871 -877.

a. Identify three differences between the two different drafts of the text. Then explain why these changes were made to serve Jefferson’s purpose. b. Answer question # 1, but you only need to find one example of deductive argument. c. Answer question # 2.

2. In your Norton Reader, read “Declaration of Sentiments and Resolutions” - Elizabeth Cady Stanton – pages 878 – 880.

a. Complete a brief SOAPSTONE analysis of this text. b. Answer Question # 1


 * Friday - 2/28/14**


 * Start Up:**

1. List as many devices and techniques that you can discuss when writing an essay about rhetoric.


 * Guided Learning:**

1. Preview HW

2. Timed Writing -Remind students about paragraph structure. -Don’t be afraid to focus on details… like the fact that he constantly calls Jefferson sir. -Give students an eight- minute planning period.

3. Calibration activity Have students identify the strength and weaknesses of the essays.

4. Have students grade their own work.

5. Work on HW.


 * HW:**


 * Assignment # 1:**


 * 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.

1. Identify the title, author, and page #

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

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

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


 * Remember… I am taking these items into consideration when structuring future reading assignments. Also, this activity will serve as a **project grade.**


 * Assignment # 2**

1. In your //Norton Reader//, read pages 903 – 904. Write down the five most important/useful pieces of information from this passage in your RNB.

2. Choose two of the speeches from pages 905 – 923 and perform the following tasks in your RNB:

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.


 * Week # 6 - 3/03/14 - 3/07/14**


 * Due Dates:**

-3/5/14 - Signed Progress Report Due -3/6/14 - Registration for Turnitin.com -3/7/14 – Timed Writing -3/7/14 – Reader’s Notebook due


 * Monday - 3/03/14**


 * Start Up:**


 * In your opinion, can failure lead to success? Or is failure simply its own experience?**


 * respond in paragraph form, and while it is alright to base this off of your opinion and experience, avoid using the first person.
 * Have your project turned in, and your HW ready to be stamped.
 * if you were absent on Friday, make sure that you get your Start – Ups and Reader’s Notebooks graded from last week.


 * Guided Learning:**

1. Have students give themselves a grade on their projects. 2. Review HW – especially introductory information from speech section 3. Review Start – Up 4. Have students grade each other’s papers from last week:

-Pull out Analysis Essay tips - Switch papers with a partner -Write checked by on the paper. -Take five minutes for a close reading. If you finish early, read it again. -Write down three things that the students did well (according the the AP Language Rubric and the Advice Notes) -Using the Analysis Essay tips, identify two things that your partner could improve upon. -Give your partner a grade.


 * Need to identify the argument being made and discuss how devices contributed.


 * If you were absent on Friday, you have to sit quietly and read the prompt along with sample essays. You will then score these sample essays and write a brief justification statement.

5. Review strategies for the ACT writing section

[]


 * avoid first person statements of opinion or belief whenever possible.

6. Allow students thirty minutes to plan and compose their essays.

7. Have students grade their work using the ACT rubric and give a brief justification statement.

[]


 * HW:**


 * Assignment # 1**


 * 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.


 * Assignment # 2**

Choose two more of the speeches from pages 905 – 923 and perform the following tasks in your RNB:

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.


 * Tuesday - 3/04/14**


 * ACT**


 * Wednesday - 3/05/14**


 * Start Up:**

1. Please correct and re-write the following sentences.

a. Banneker’s purpose is to argue the allowance and implementation of slavery.

b. By doing this Banneker allows himself to expand and hint at the idea of hipocracy that Jefferson faces.

c. Banneker purpose calls attention to the slim victory over the Great Britain army America earned.

d. Banneker states, “suffer me to remind you of the tyranny of the Brittish”.


 * Guided Learning:**

-Preview HW – Twain PPT
 * -** Review Start – Up

1. Multiple Choice Practice -have students paraphrase in 20 line chunks of text (five minutes) -identify the author’s argument -Allow students sixteen to answer the questions. -Explain to students what pious means.

2. Grade the multiple choice, and answer one question that students have as a class.

3. Have students partner up and share their projects with their partners.

4. Have students grade their projects and pass their work up.

5. Another appendage to the advanced analysis notes.


 * Provide the SOAPS, and in doing this make a natural transition to your thesis! This is a sure way to get off to a good start on these types of essays.

6. Return student work


 * HW:**

1. Of the four speeches you have worked with for this unit, I want you to choose the one that you think was the most effective. You will then write a full paragraph explaining its effectiveness.


 * You must mention the rhetorical strategies and the relationship to theses strategies and the rhetorical situation (SOAPSTONES)

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


 * answer “Advice to Youth” analysis questions


 * Start Up:**

1. 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:**

-Preview HW

-Review Start – Up

1. In groups, identify three pieces of serious advice that Twain offers and notice where and how he begins to turn each one upside down.

-When students are done, have them briefly share out their responses.

2. Briefly discuss the HW from the night before.

3. Review Argument Essay Notes -Have students read through the notes once. -Have students highlight what they perceive to be the most pertinent information. -I will review the notes with the students and show them what they need to highlight and pay attention to.

4. Review the Argument Prompt with students. Show them how to break the prompt down and allow them to start planning their essay. :

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.

5. Have students review some of the model essays and complete calibration activities.


 * HW:**

1. Complete a basic outline and a full practice argument essay in the Argument section of your binder.

-When you are finished, give yourself a grade and a brief justification statement. -Identify three “things” you did well and one thing that you need help with.


 * This homework assignment is worth 50 Points.


 * Friday - 3/07/14**


 * Start Up:**

1. What does AEA mean in regards to the argumentative essay?

2. Read pages 387 – 289 in the Norton Reader and answer the following questions:

1. What are the defining characteristics of an Op –Ed? 2. Where do these types of writing derive their name? 3. What purpose do they serve in today’s society?


 * Guided Learning:**

-Discuss Start – Up. -Preview Homework

1. Analyze the Prompt 2. Complete the Calibration exercise 3. Students will complete their timed writing 4. Students will grade their own essays and provide a brief justification statement.


 * HW:**


 * Assignment # 1**


 * Weekend Project/“Cool Hunting” Activity # 2–** Skim through the //Norton Reader// or //The American Reader// 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.

1. Identify the title, author, and page #

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

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

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


 * Remember… I am taking these items into consideration when structuring future reading assignments. Also, this activity will serve as a **project grade.**


 * Assignment # 2**

1. In your //Norton Reader//, re- read pages 387 - 389. Write down the five most important/useful pieces of information from this passage in your RNB.

2. Read “Get a Knife, Get a Dog, but Get Rid of Guns” – Molly Ivins - pgs. 389 – 390 and perform the following tasks:

a. SOAPSTONE analysis b. Identify a strong example of ethos, logos, and pathos. c. Identify the most effective assertion the author makes and how this supports her arugment. d. answer question # 1

3. Read “Why Colleges Shower Their Students with A’s” - Brent Staples – pgs. 390 – 392 ad perform the following tasks:

a. SOAPSTONE analysis b. Identify a strong example of ethos, logos, and pathos. c. Identify the most effective assertion the author makes and how this supports her arugment. 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.


 * think about first year math and science courses at UNC and NC State and what you have heard about the grading policies.


 * Week # 7 - 3/10/14 - 3/14/14**

-3/14/14 – RNB Due -3/15/14 – Timed Writing -3/21/14 – Registration for AP Exam – 6 PM


 * Start Up:**

1. Of the two Op – Ed articles that you read over the weekend, which one interested you the most? Please briefly justify your response.

2. Of the two Op – Ed articles, which presented the strongest argument? Please provide supporting detail from the text.


 * Guided Learning:**

-Preview HW -Review Start – Up -Review HW

1. Have students read model essay and complete the associated calibration activity.

2. Have students grade each other’s papers from last week:

-Pull out Analysis Essay tips - Switch papers with a partner -Write checked by on the paper. -Take five minutes for a close reading. If you finish early, read it again. -Write down three things that the students did well (according the the AP Language Rubric and the Advice Notes) -Using the Analysis Essay tips, identify two things that your partner could improve upon. -Give your partner a grade.

3. Cool Hunting Activity: -Partner up. -Recommend a reading to your partner. -Take fifteen minutes to read -Discuss the following questions when done:
 * What did you like about the article?
 * What did you learn?
 * How could we use this article for class
 * Could you use information from this reading for the argument essay on the AP exam?

4. Allow students to begin working on their HW.


 * HW:**

1. Read “American Fat” by Russell Baker – pgs. 394 – 396 Then complete the following tasks:

a. Identify the most effective assertion the author makes and explain how he supports this assertion with an example and analysis.

b. Answer questions 1 -3


 * every response should be a paragraph in length.


 * Tuesday - 3/11/14**


 * Start Up:**

1. Please revise the following sentence:

Certain businesses are straying away from big franchises and, starting to become indivitually owned and ran.

2. If you were going to rewrite your essay from Friday, how many supporting examples would you use? Also, what would these examples be and why?

3. Do you think facilitate is a “fat” word? Please justify your response.


 * Guided Learning: **

-Preview HW -Discuss Start – Up -Discuss Homework Questions.

1. Discuss Multiple Choice strategies. 2. Have students Complete Multiple Choice 3. Watch short video from Good Will Hunting 4. Allow students to begin working on their HW assignment


 * HW:**

1. Read “College Is a Waste of Time and Money” by Caroline Bird

a. Complete a brief SOAPSTONE analysis b. Identify the author’s central argument c. Identify three of the author’s assertions and supporting examples. d. Imagine that you had to write an essay about this author’s essay. Would you Defend, Challenge or Qualify the author’s argument? For practice, write an introductory paragraph in response to this question.


 * Wednesday - 3/12/14**

1. Paines characterization of America still holds true in today’s society of America.
 * Start Up:**

2. The wealthiness of a man does not determine his moral value as a person.

3. Back in the 1700s, Thomas Paine described America as a “melting pot”.

4. Thomas Paine’s “Rights of Man” is calling attention to the diversity America is made up of.

5. America was founded by the rejects of countries that have already been established.


 * get prepared to share out some of your model introductions.


 * Guided Learning:**

1. Review Start – Up


 * Have students collaborate as a group and consolidate their responses

2. Preview HW

3. Watch Goodwill Hunting clip before discussing the Homework (First Only).

4. Discuss HW from previous night

5. Multiple Choice Review

-have students identify central argument.

-have students identify explain two assertions that support the central argument.

-have students answer questions: 13, 21, and 27 and explain why their choice is the most correct answer.

Passage 2:

-have students identify central argument.

-have students identify explain two assertions that support the central argument.

-have students answer questions: 29, 33, 41


 * Assign Practice Essay

-Break down the writing prompt.

-Have students complete Outline and Introduction for HW.

-Have students write practice essay in class.

-Work on practice essay in class.

6. Review Essay Prompt:


 * Question # 3 – 2009 **

Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant. —Horace

Consider this quotation about adversity from the Roman poet Horace. Then write an essay that defends, challenges, or qualifies Horace’s assertion about the role that adversity (financial or political hardship, danger, misfortune, etc.) plays in developing a person’s character. Support your argument with appropriate evidence from your reading, observation, or experience.

7. Have students break down the essay prompt and then compose an outline.


 * HW:**

1. Finish Essay Outline

2. Read “College Pressures” by William Zinsser – pgs. 442 – 448

- Answer questions 1 – 3 in paragraph form. For question # 3, write about your high school experiences.


 * Thursday - 3/13/14**


 * Start Up:**

In a paragraph, Defend, qualify or challenge the following statement:

Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant.

—Horace


 * Guided Learning:**

-Preview HW. -Briefly discuss students’ HW responses from previous night.

1. Return student work. Return students essays. 2. Take writing notes on their argument notes. 3. Break down the essay prompt:
 * Question # 3 – 2009 **

Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant. —Horace

Consider this quotation about adversity from the Roman poet Horace. Then write an essay that defends, challenges, or qualifies Horace’s assertion about the role that adversity (financial or political hardship, danger, misfortune, etc.) plays in developing a person’s character. Support your argument with appropriate evidence from your reading, observation, or experience.

4. Brainstorm… 5. Calibrate 6. Write introductions and have students share out.


 * HW:**

1. Finalize practice argument essay


 * Friday - 3/14/14**


 * Start Up:**

1. What is one major cultural, social, or political issue that you are currently interested in? Why are you interested in this topic? What would you like to learn about this topic?


 * finalize all of your RNB work.
 * If you have your MLA reference sheet from Junior Project, please access that now.


 * Guided Learning:**

-Review Start – Up -Have students grade and submit their start – ups. -Review HW for the night.

1. Introduce Current Event Journal (CEJ) process -have students bookmark the OWL Purdue site in their phone -have students bookmark NYTIMES and NPR in their phones -pass out MLA reference sheets as needed.

Remind students: -CEJ sheet should go in the Argument section of your binder. -Limited Computer Access - we can obtain hard copies and I have some available -Check out a good magazine from the library

Rationale: -Have to know MLA -Have to get used to summarizing quickly and preparing a defense, challenge and qualification.

2. Pass out timed writing prompt and rubric, and allow students to begin.

3. Have students grade their responses when done.


 * HW:**


 * Task 1:** Complete CEJ # 1 on a separate sheet of paper. Remember that this is a project grade.


 * Task 2:**

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

1. Complete a SOAPSTONE analysis 2. Answer questions 1 – 4 in paragraph form


 * Week # 8 - 3/17/14 - 3/21/14**


 * Due Dates:**


 * 3/20/14 – CEJ # 2 is due (Ethics)**
 * 3/21/14 – Timed Writing**
 * 3/21/14 – RNB is due**


 * Start Up:**

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

2. Identify Chief Seattle’s central argument.


 * on page 611 of NR
 * If you were absent, please obtain a CEJ assignment sheet and read through the directions.
 * Have signed progress report on your desks.


 * Guided Learning:**

-Preview HW for the night -Discuss start – up
 * -**Discuss students’ responses to the reading… Specifically questions # 1 and # 3.

1. CEJ Activity -Have students pull out MLA guide and CEJ assignment sheet -Allow students five minutes for students to complete a Think Pair Share with their partner. -Have a few students share out what their partner’s article was about. -Allow five minutes for partners to grade the assignments. Remind students to multiply the raw score by two. -Answer any questions that students have about this process.

2. Have student complete calibration activity for essay.

3. Have students grade each other’s papers from last week: -Pull out argument essay notes. -Switch papers with a partner -Write checked by on the paper. -Take five minutes for a close reading. If you finish early, read it again. -Write down three things that the students did well (according the the AP Language Rubric and Argument Notes) -Using the Argument Notes identify two things that your partner could improve upon. -Give your partner a grade.

4. Have students complete the same process with a different partner.

5. Allow students to get started on their Homework.


 * HW:**

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

-answer questions 1 -3 in paragraph form.

2. CEJ # 2 is due on Wednesday


 * Tuesday - 3/18/14**


 * Start Up:**

1. When someone says defend, challenge, or qualify the author’s statement, what does the phrase “qualify” mean?

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”


 * make sure that you turn in any CEJs from last week that you might have forgotten.
 * have signed progress reports on your desk.


 * Guided Learning:**

-Preview HW -Discuss students’ responses to the start – up. -Discuss students answers to HW.

1. Students will have twenty five minutes to complete their multiple choice practice assignment for the week. Questions 29 – 49.

2. Have students come up with a list of words to add to the word wall.

3. Pass back returned work


 * HW:**

1. Finalize CEJ # 1

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. Defend, challenge, or qualify the author’s central argument using supporting evidence.


 * Wednesday - 3/19/14**


 * Start Up:**

Choose one powerful assertion from last night’s article and defend, challenge, or qualify, the position in paragraph form using supporting evidence.


 * page 675


 * Have signed Progress Report on your desk if you have not turned this is yet.


 * Guided Learning:**

-preview HW -discuss start – up -review HW questions from previous night.

1. Practice Essay Assignment -read model essay -discuss strengths of model essay -discuss strategies and techniques. -review rubric -have students plan their essay, and have a brief discussion. -allow students forty minutes to compose their essay.

2. Have students grade their own essay and give themselves critical feedback using a different color pen.

3. Allow students to begin working on their HW.


 * HW:**

1. Finalize CEJ # 1

2. Read “The Terrifying Normalcy of Aids” – Stephen Jay Gould pgs. 720 -723 a. answer questions 1 -3 in paragraph form b. identify five “SAT” words from the passage, and provide a brief definition. c. Identify Gould’s strongest assertion and explain how this assertion relates to his central argument.


 * Thursday - 3/20/14**


 * Start Up:**

Read “Maxims and Morals” pgs. 737 – 738

1. write down five most important facts 2. create a working definition of a maxim. 3. how and why are maxims beneficial


 * Guided Learning:**

-Preview HW. -Discuss Start – Up -Discuss HW

1. CEJ - THINK PAIR SHARE -When students are done, have them use their rubric and grade these items.

2. Pass back graded work.

3. Allow students 25 – 30 minutes to finalize their essays.

4. Have students grade their own papers -annotate strengths and weaknesses of paper. -three specific pieces of feedback -provide a grade and a justification statement.


 * HW:**

1. Read through the different maxims and truisms in pages 739 – 752.

2. Choose five of these maxim/truisms, and for each one: a. copy down the statement, the author, and the page # b. compose a paragraph in which you either defend, challenge, or qualify your chosen statements using supporting evidence.

3. Memorize one of the maxims that you think you could use in one of your essays.


 * Friday - 3/21/14**


 * Start Up:**

//It’s better to be a good person that a famous person –// Jenny Holzer

In paragraph form, defend, challenge or qualify the following statement. In doing this, use the AEA format, and label each part of the paragraph.


 * get prepared for your verbal quiz.
 * make sure to turn in your CEJS
 * have your start – ups prepared to be turned in.


 * Guided Learning:**


 * Verbal Quizzes

1. Have students complete their timed writing.

2. Allow students to work on their HW assignment.


 * HW:**

1. Complete CEJ # 3 on a separate sheet of paper.

2. 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. Identify what you think is the most powerful assertion in the article, and briefly justify why this is so. c. Answer questions 1 -4.


 * be prepared to share your responses to # 4.


 * Week # 9 - 3/24/14 - 3/28/14**


 * Due Dates:**

-3/25/14 – CEJ # 4 – Environmental -3/25/14 - Argument Essay -3/26/14 - Analysis Essay -3/27/14 – Multiple Choice -3/27/14 – RNB Due -3/28/14 – CEJ # 5 – Environmental


 * Monday - 3/24/14**


 * Start Up:**

There will be no start – ups this week. Instead, I want you to use this time to review your argument notes, review your previous argument essays, and organize your binder.


 * If you were absent on Friday, please turn in your start – up and give me your RNB to grade once you have copied down HW.


 * Guided Learning:**

-Preview HW.

1. Discuss student’s HW responses.

2. Grade essays:

a. review model essay for calibration purposes b. discuss the scores students give. REVIEW the RUBRIC c. have students take five minutes to read their own essay and give feedback throughout. d. give constructive feedback – compliment sandwich. e. give grade and justification statement.

3. Have students review notes on the argument essay and their work…

-have students identify two things they are doing well, and one thing that they need to improve upon.

-have students share their responses.

4. CEJ Activity -have students pull out MLA guide and CEJ assignment sheet -allow students five minutes for students to complete a Think Pair Share with their partner. -have a few students share out what their partner’s article was about. -allow five minutes for partners to grade the assignments. Remind students to multiply the raw score by two. -answer any questions that students have about this process.

5. Return all graded work.

6. Allow students to get started on their HW.


 * HW:**

1. Complete CEJ # 4 (Environmental) on a separate sheet of paper.

2. Read “The Trouble with Wilderness” by William Cronon – pgs. 617 – 621 a. Identify Cronon’s central argument and three powerful assertions he makes to support his argument. b. In a full paragraph, clearly identify Cronon’s claim and either challenge, defend or qualify using specific evidence. c. Answer questions 1 -2.


 * Tuesday - 3/25/14**


 * Start Up:**

1. Revisit the Argument Essay Notes and read through these one more time.

2. Identify two things they are doing well, and one thing that they need to improve upon. Be prepared to share your responses.


 * If you were absent, get any and all of your work turned in to me.


 * Guided Learning:**

-briefly discuss HW. -have students grade their CEJs. -return students’ work

1. Students will complete first portion of their midterm – The Argument Essay

2. Students will have a classmate grade their essay. They will then grade their own and average the two scores.


 * Give out Progress Reports at the end of class


 * HW:**

1. Study argument notes, organize the argument section of your binder, and review essays that you have written.

2. Read an excerpt from “Tides” by Rachel Carson – pgs. 568 – 570.
 * You can complete the entire reading if you are interested in this topic.

a. write down five things that you learned about either tides or history through reading this excerpt. b. Complete a stylistic analysis by answering questions 1-4 on page 567. c. In this excerpt, what is Carson’s claim, and how does she successfully make her claim through stylistic and rhetorical techniques.


 * Wednesday - 3/26/14**


 * Start Up:**

On a scratch sheet of paper, please complete the following tasks.

1. Please explain what AEA stands for. 2. Do you think that you can use AEA for an analysis paper? Briefly explain your answer.

Then…

3. Review your analysis notes, and prepare any questions that you might have. 4. Review past analysis essays.


 * Guided Learning:**

-Review Start – Up -Preview HW - Briefly discuss HW.

1. Verbally review analysis notes. -Reiterate the importance of addressing the claim and the rhetorical situation. -Make sure to plan and prioritize examples. 2. Allow students forty minutes to complete part two of their midterm. 3. Have students grade both of their essays and write justification statements. -students will submit the essays of the two that they would like to be graded on.


 * HW:**

1. Defend, Challenge, or Qualify the following claim.


 * "Civilization is a limitless multiplication of unnecessary necessities." **


 * - Mark Twain **

Your response should be one full paragraph in length and include all elements of AEA. Then, you must correctly identify them in your response.

2. Explain a common natural phenomenon like tides using research or personal knowledge or both.

*Your response should be at least two paragraphs in length. In doing this, you must provide supporting examples, your work must be interesting, original, and should be appropriately descriptive.


 * Thursday - 3/27/14**


 * Start Up:**

1. Finalize your homework responses in preparation for sharing to the entire class.

2. Organize your binders, especially your writing section.

3. Start memorizing another maxim.


 * Guided Learning:**

-Return Graded Work -Preview HW -Review HW

1. Discuss strengths and weaknesses of essays yesterday. -make sure to address the central argument and relate all analysis to the central argument.

2. Have students complete their multiple choice.

3. Allow students to work on their homework.


 * HW:**

1. Complete CEJ # 5

2. Memorize another maxim from a reliable and widely known source that you could use for your essay.


 * be original in your choices.

3. Defend, Challenge, or Qualify the following claim.


 * Success seems to be largely a matter of hanging on after others have let go.**


 * -William Faulkner**

Your response should be one full paragraph in length and include all elements of AEA. Then, you must correctly identify them in your response.


 * Friday - 3/28/14**


 * Start Up:**

1. Finalize memorization of your quote. 2. Organize notebook. 3. Prepare to share homework responses from the past two days.


 * Guided Learning:**

1. Maxim recitation quiz. 2. Preview HW. 3. Review HW. 4. Review and grade CEJ # 4 4. Grade Multiple Choice 5. TED TALK Group Analysis roles: -SOAPSTONE (team) -PATHOS -ETHOS -LOGOS -CENTRAL ARGUMENT
 * []**


 * HW:**

1. Complete CEJ # 6 (Education) 2. 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 # 10 - 3/31/14 - 4/4/14**


 * Due Dates:**

- 4/3/14 – CEJ # 7 (Education) - 4/4/14 – RNB # 10 - 4/4/14 – Timed Writing


 * Monday - 3/31/14**


 * Start Up:**

Please correct the following sentences:

1. Athletics and cell phones have become the most popular forms of entertainment and has the potential to “ruin” society ever more than it already has.

2. Another Rhetorical appeal that came across during Rachel’s passage was ethos.

3. She had an effect on the audience with her arguement.

4. Carson is using a variety of resources to establish her credability.

5. Carson uses rhetoric to advance her claim.


 * Guided Learning:**

-review start – up -preview HW -review HW

1. CEJ # 6 – Think – Pair – Share -when students are done, they will grade each other’s responses.

2. Return any and all graded assignments.

3. Return Midterms and have students come up with their composite score.

4. Review the Carson Prompt with students. -have them read and identify the author’s central argument. -reiterate that all of their analysis has to be in regards to author’s central argument.

5. Review the Schopenhauer Prompt -focus on having students only complete what is asked of them in the prompt.

6. MC Review: -choose the passage that the class struggled with the most. -have them break down the passage and answer some of the more difficult passages.

7. Allow students to work on their HW.


 * HW:**

Read “Clamorous to Learn” – Eudora Welty pgs. 413 – 417

a. Explain the ignorance of the title in relation to the meaning of the excerpt. b. Answer questions 1-2.


 * Tuesday - 4/1/14**


 * Start Up:**

Please correct the following sentences:

1. Nowadays many students think that they can actually learn stuff from books.

2. Pesticides have the ability to effect our future.

3. Rachel Carson stated, “the problem could have been solved easily by a slight change in agricultural practice”.

4. Rachel Carson proves that pesticide usage has many unintended affects.

5. The bouquet of flowers have arrived at the front desk.


 * Guided Learning:**

-Review Start – Up -Preview HW -Review HW

1. Return Midterms and have students come up with their composite score.

2. Review the Carson Prompt with students. -have them read and identify the author’s central argument. -reiterate that all of their analysis has to be in regards to author’s central argument.

3. Review the Schopenhauer Prompt -focus on having students only complete what is asked of them in the prompt.

4. Have students complete their Multiple Choice Assignment for the week. -have students review the questions to make sure they understand them.

5. Officially introduce Core Rhetorical Terms Part 2.

6. JFK Inaugural Address – pgs. 906 – 908 -Find an example of everyone of our new rhetorical devices, and copy this device down along with the page #.

7. Have students write down examples of their devices on posters and share with the class.


 * HW:**

1. Revisit the Speeches in pages “903 – 919”

a. Identify an example of every rhetorical term except for allegory. In doing this, copy the example down and identify the page number.


 * can’t use JFK’s “Inaugural Address” for this assignment

2. Work on CEJ # 7


 * Wednesday - 4/2/14**


 * Start Up:**

1. What is the difference between anaphora and repetition?

2. What is the difference between asyndeton and polysyndeton?

3. Explain the difference between allusion and allegory.

4. Provide an example of a popular colloquialism.


 * Guided Learning:**

-Preview HW -Review HW.
 * -**Review Start – Up.

1. Have students locate examples of their terms from their readings. -assign groups two terms a piece and have them identify examples. -students will write their responses on poster board and share out to the rest of the group.

2. Review Multiple Choice Passage from yesterday. -have students identify the author’s purpose. -break down paragraphs for meaning. -answer three of the most commonly missed questions.

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

4. Read information from page 145 from //LOC//.

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

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

-Remind students that they can use the second page of notes and that we will be visiting these when we are done with our first essay.

7. 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.

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


 * HW:**

1. Finalize CEJ # 7

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.

3. Study synthesis notes.


 * Thursday - 4/3/14**


 * Start Up:**

1. In your opinion, what is the most significant factor that contributes to the quality of your education?


 * Guided Learning:**

-Review Start – Up -Preview HW -Briefly discuss HW from last night

1. Discuss and Grade CEJs.

2. Finish analyzing and discussing sources.


 * HW:**

1. Research an interesting, yet appropriately challenging non-fiction book that you can use for an upcoming independent reading project. Excellent Options


 * I will have a suggested list available for you by tomorrow.

2. 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.


 * Friday - 4/4/14**


 * Start Up:**

1. Provide a working definition of the verb “synthesize.”

2. Define the noun synthesis.

3. Now, explain why the essay we are writing is called a synthesis essay.


 * If you are having trouble, please visit page # 2 of your Synthesis Notes.

4. If you have any questions about this, write them down and don’t forget to ask them when the time comes.


 * Have your Reader’s Notebook Ready for submission.


 * Guided Learning:**

-Review Start – Up -Preview HW -Discuss HW

1. Revisit the essay question at hand, and have a student read the assignment aloud.

2. Read through the sample essay in the packet.

-Pay special attention to how the author cites the sources and incorporates them into their argument.

-Give it a grade based off of the rubric and a brief justification statement.

3. Discuss sample essay

4. Review expectations for integrating and citing quotes.

-When quoting, remember to address either the author or the source letter directly. Yet, when directly quoting or paraphrasing, make sure to cite the source letter.

5. Have students review Synthesis Notes and ask any questions.

6. Allow students ten minutes to plan their essay.

7. Allow students to begin working on the essay.

Writing notes:

-address the issue in its complexity. -formulate a nuanced or critical position (more than likely this will be a qualification) -Use the sources to strengthen your own argument. -Most beneficial way to integrate quotes is by inserting them into your own sentences. -cite both paraphrases and quotes -You can refer to the source as Source A or you can refer the article through its title and author.

8. Stop periodically to discuss introduction and body paragraphs.


 * HW:**

1. CEJ # 8 – Education


 * I want to encourage to engage in critical issues. The Huffington Post has strong critical commentary on educational issues.

2. Might be best to take this on next week.

“We Have What We Need: The Next Steps in Educational Technology” by Marcus T. Wright (graduate students at University of Pennsylvania) []

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.


 * Week # 11 - 4/7/14 - 4/11/14**


 * Due Dates:**

-4/09/14 – Reader’s Notebook due -4/09/14 – Synthesis Essay – Timed Writing -4/10/14 – Multiple Choice


 * Start Up:**

1. Grade your CEJ. 2. Pull out any needed materials so that you can finalize your synthesis essay. 3. Copy down these important notifications and reminders:

-4/09/14 – Reader’s Notebook due -4/09/14 – Synthesis Essay – Timed Writing -4/10/14 – Multiple Choice

-If I am interested in checking out a book from Mr. Jarman, I can do so now, but I will need to fill out a book receipt. -Mr. Jarman has after school tutoring on Tuesday and Wednesday. -My decision for the Independent Reading Project has to be finalized by tomorrow afternoon. -If I am going to be absent this week, I need to let Mr. Jarman know now. -If I have any questions about my schedule, I need to make an appointment with a guidance counselor. -I will get specific information about the Independent Reading Project tomorrow. -If I have a book outside of Mr. Jarman’s recommendation list I will need to get it approved by him.


 * Guided Learning:**

-Preview HW.

1. Allow students 25 minutes to complete their essay, and grade their work. 2. Review the books that I have available. 3. Review rules and expectations for the library. Head to the Media Center for the Nonfiction Speed Dating Activity


 * HW:**

1. Finalize your selection for your Independent Reading Project.

2a. “Education is the ability to listen to almost anything without losing your temper or your self-confidence.” -Robert Frost

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

2b. “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.


 * Tuesday - 4/8/14**


 * Start Up:**

1. Organize your binder -focus on writing sections and important notes/handouts 2. Finalize book selection

-return and organize student work -preview HW
 * Guided Learning:**

1. Have students read through information for the IRP and review rubric.

2. Answer any questions students have about the process. 3. Open work session: -IRP, turn in American Readers, and writing conferences


 * 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. Work on your IRP


 * Wednesday - 4/9/14**


 * Start Up:**

1. Finalize work for your RNB. 2. Review synthesis notes 3. Copy down these pieces of feedback on a blank sheet of paper: -Make sure that you answer the question clearly in your introduction. -If you introduce a quote using the author’s name, you still need to cite the source letter parenthetically. -Try to use a source in every body paragraph. -If you are paraphrasing information from a source, you still need to cite it parenthetically.


 * Guided Learning:**

-Have students turn in their Reader’s Notebooks -Have students turn in their American Readers -Examine rubric before beginning


 * Remind students:

-if marking on the prompt, do so lightly. -your argument is primary… use the sources and the knowledge gained from the sources to support your argument.

1. Have students complete the activities outline on their synthesis notes during the 15 minute reading period.

2. Allow students to complete essay – 40 mins.

3. Work on Independent Reading Project.


 * HW:**

Work on Independent Reading Project


 * Thursday - 4/10/14**


 * Start Up:**

N/A


 * Guided Learning:**

1. Multiple Choice Practice

2. Review students’ responses

3. Open work shop:


 * -**MC corrections, re-writes, IRP, make up work


 * HW:**

-Work on IRP… Read at least sixty pages.


 * Friday - 4/11/14**

Open Workshop on IRP.


 * Week # 12 - 4/21/14 - 4/25/14**


 * Due Dates:**


 * -4/23/14 - CEJ # 9 - Visual Image (Satire)**
 * -4/24/14 - Nonfiction IRP**
 * -4/25/14 - Timed Writing**


 * Start Up:**

1. Please give me an update on how your IRP is going. You can discuss successes, things that you have found interesting, and how you are going to ensure a high grade on this assignment.


 * If you have any questions, please write them down.

2. Please write a short anecdote about some component of your spring break.


 * Guided Learning:**

1. Discuss the IRP elements and the rubric with students.

2. Twenty minute open workshop on the IRP.

3. Review Synthesis Essay and notes with students. -Have students read through the notes and continue to process the information.

Remind students:

-Remember that your argument is central. -Avoid Passive voice. -Do not be afraid to engage with the visual sources.

4. Pass back the essay prompt. -Have students read through the question and the background information.

5. Give students their essay back. Have them read through their essays and answer the following questions:

- Do I agree with the grade that I received? Why or why not?

-Did I answer the essay question?

-How could I have used the sources better.

6. Have students brainstorm how they could have used the visual sources better.

-Opportunities missed: standardized tests.


 * HW:**

1. Read through the “Multiple Choice Strategies “ document located on the AP Language and Multiple Choice Resources tab of my website.

2. Take a full page of notes from this document in your Reader’s Notebook.


 * Please know that these tips are useful for all of your AP Exams.

3. Work on your IRP.


 * Tuesday - 4/22/14**


 * Start Up:**

1. Pull out your CEJ sheets.


 * get prepared for practice with Satire analysis


 * Guided Learning:**

1. Review start – up and walk students through how to complete a CEJ analysis of a visual image.

2. Review expectations for CEJ. -for the summary, you will be describing the image. -for the commentary you will be commenting on the image.

3. Have students share out tips that they found to be most helpful.

4. Review a few of the key elements of the advice (final steps 1 -5).

5. Have students preview the footnotes and briefly explain them.

6. Allow students fourteen minutes to complete the assessment.

7. Revisit questions that students are struggling with.

8. Review Key elements of the IRP project via student examples.

9. Allow students to work on their IRPs, CEJs, or HW.


 * HW:**

Either Moving Along or

1. Read “Little Lightnings” – John Updike – pages 1085 -1087.

-What is Updike’s primary mode of discourse (narration, argumentation, description, process analysis, etc.) -Identify Updike’s purpose. Then using AEA, Identify Updike’s purpose and one way that he achieves it in this short essay.


 * all of this is practice for your rhetorical analysis essay.


 * Wednesday - 4/23/14**


 * Start Up:**

1. Please provide a definition of modest and then put this word into a complete sentence.

2. Please provide a definition of dubious and put this word into a complete sentences.

3. If someone is making a “modest proposal,” what does that mean?

4. Provide a working definition of the term satire.


 * Guided Learning:**

-Review HW -Review Start – Up.

1. Allow student to work on multiple choice questions 1 -10. – - Give students ten minutes to partner up and discuss what the right answers are with classmates. - Review answers

2. Have students on MC questions 11 – 14.

-Remind students that they need to look at the questions before dealing with the passage. -Review answers.

3. Have students partner up and share their CEJ activities.

4. Practice with visual satire analysis.


 * HW:**


 * Study Synthesis notes.

1. Explain the five most important “things” that you need to do tomorrow in order to be successful on your Synthesis essays.

2. Read “Moving Along” – John Updike – pages 1087 -1089.

-What is Updike’s primary mode of discourse (narration, argumentation, description, process analysis, etc.) -Identify Updike’s purpose. Then using AEA, Identify Updike’s purpose and one way that he achieves it in this short essay.


 * Thursday - 4/24/14**


 * Start Up:**

1. When writing a synthesis essay, What should you always cite? – The author’s name or the source letter?

2. How many sources should you use throughout the course of your essay?

3. In a Synthesis essay, your thesis statement should always be…


 * Reader’s Notebooks are due today, so make sure to get them finalized.


 * Guided Learning:**

-Review HW -Review Start – Up

1. Visual analysis to warm up for the synthesis essay 2. Read advice from PR book. 3. Have students complete Synthesis essay. 4. Grade the essays.


 * HW:**

1. Finalize IRP.


 * Friday - 4/25/14**


 * Start Up:**

1. What went well for you yesterday?

2. What did you struggle with?

3. What are you going to try and do the same or differently today?


 * Guided Learning:**

-Discuss Start – Up -Brief discussion

1. Have students formally grade their essays from yesterday (encourage accuracy and a whole number) -Get students to switch their papers with a partner as well.

2. Complete the second synthesis essay.

3. Have students grade this essay and discuss students’ thoughts on the Synthesis essay.


 * HW:**

1. In forty minutes you must:

Question # 3 -

-read and annotate prompt -make a brief outline of your essay (on the prompt) -write practice essay

2. When you are done please give yourself a grade and write a 2 -3 sentence justification statement.


 * When you are done, feel free to look at the college board samples.

[]


 * AP Exam Preparation Week - 4/28/14 - 5/02/14**


 * Due Dates:**

-4/29/14 – Pre- administration for AP Exam -4/29/14 - after school tutoring/review -5/01/14 – after school tutoring/review -5/02/14 – RNB due


 * Monday - 4/28/14**


 * Start Up:**


 * If you have completed your practice essay, I will stamp this in your RNB.

1. In regards to preparing for the AP Exam (MC, Analysis, Synthesis, Argument) what do you feel are your strengths? Please explain why.

2. What are your weaknesses? Please explain why?

3. What can you do independently that will help you overcome areas of weakness?

4. What can I do to help you develop your strengths and overcome your weaknesses?


 * locate your argument notes.
 * locate your synthesis notes.


 * Guided Learning:**

1. Review Model essay from last week’s prompt.

-review the prompt. -analyze a few of the sources as a group. -have students grade. -final discussion about the synthesis essay. -answer any questions that students have about the process.

2. Review HW from weekend -review prompt. -review rubric -Have students grade the essays. -grade essays


 * First Period--- Need to review argument notes.

3. Multiple Choice:

- Questions 15 -33 -Have students partner up to finalize responses.
 * have students take their highest grade and then apply the curve.


 * HW:**

1. Read through Argument notes and identify the five most important pieces of information.

2. Find one powerful quote from a reputable sources, copy it down, and explain how you could use this on an Argument essay.


 * 1st period:

1. In forty minutes you must:

[] - question # 3

-read and annotate prompt

-make a brief outline of your essay (on the prompt)

-write practice essay

2. When you are done please give yourself a grade and write a 2 -3 sentence justification statement.

*When you are done, feel free to look at the college board samples.

[]


 * Tuesday - 4/29/14**


 * Start Up:**

1. Is it a good idea to use examples from literature to support your argument?

2. Provide a brief description of your AP Readers

3. Is it alright to use the first person for your argument essay? Please explain why or why not.


 * Guided Learning:**

1. Review Argument Notes and Strategies.

2. Timed Writing - Argument

3. Review Prompt -have students grade -discuss the process -instruction based off of student needs.

4. Practice with AEA or reviewing terms on the quizlet


 * HW:**

Get mentally prepared for the exam...


 * Wednesday - 4/30/14**


 * Start Up:**

1. For the argument essay, is it acceptable to use just one example and fully develop it throughout?

2. Why is good to consistently, clearly, and appropriately indent throughout your essays?


 * First Period, I need to check your HW.


 * Guided Learning:**

1. Short MC Activity.

2. Allow students to partner up and consolidate answers.

3. Timed Writing - Argument Prompt - 2013

4. Review student approaches to the assignment.


 * HW:**

1. Review and annotate the Condensed Rhetorical Analysis Notes. Also, write down the five most helpful pieces of information for this assignment.

2. Review Advanced Analysis Notes. Write down the five most important pieces of information from here as well.

3. Review AP Language Terms on course quizlet.


 * Thursday - 5/1/14**


 * Start Up:**

1. What do I mean when I say, think about your essay writing as an opportunity?

2. When quoting an author, should we say, “the writers states” or “the writer stated”

3. What is a good and useful formula for writing an effective introduction for a Rhetorical Analysis essay?

4. In your thesis statement, is it ok to say the author uses pathos? Why or why not… If not, what could you say as well…


 * Remind me to return work.


 * Guided Learning:**

1. Review Start – Up 2. Review Rhetorical Analysis Notes with students. -focus on intro paragraph -avoiding technical language -looking at the passage as a whole -making sure to identify the author’s purpose/message. 3. Give the students ten minutes to read, analyze and plan their essay. 4. Brief conversation about the text. 5. Allow students to finish writing their essay.


 * HW:**

1. Read the 2011 Rhetorical Analysis Prompt - question # 2

-analyze -annotate -make an outline -write an introduction and underline the thesis.


 * Do not take more than 20 minutes!


 * Friday - 5/2/14**


 * Start Up:**

1. When you are quoting a passage for your rhetorical analysis, do you need to cite it?

2. What color pens are you allowed to use on the exam?

3. What was something that went well for you yesterday?

4. In regards to the Rhetorical Analysis Essay, what do you need help with?


 * Remind me to return graded work.
 * Prepare your RNB for grading


 * Guided Learning:**

1. Review Start – Up and Review Homework from Previous night

2. Have students switch essays with a partner and have them grade the Kennedy essay from the day before

3. Have students “huddle up” and review the model essay.

4. Give the students ten minutes to read, analyze and plan their essay - Question # 2 - 2013

5. Brief conversation about the text.

6. Allow students to finish writing their essay.


 * HW:**

1. Review AP Language Quizlet 2. Review all of your writing notes 3. Study your core rhetorical terms


 * Week # 14 - 5/5/14 - 5/9/14**


 * - 5/9/14- AP Exam**


 * Monday - 5/6/14**


 * Start Up:**

On a separate sheet of paper, please answer the following questions:

1. At this point, which essay (argument, synthesis, analysis) do you feel the most confident writing? Why?

2. Which essay do you feel the least confident about? Why?

3. How prepared do you feel for the multiple choice section? What can you do to finalize your preparation.

4. If you had to choose between preparing for the synthesis, argument, analysis, or multiple choice, which would you choose? Why?


 * turn in books that you no longer need.


 * Guided Learning:**

1. MC activitiy – questions 23 – 33 -allow students to partner up. -discuss a few of the post challenging questions.

2. Practice outlining an argument essay. -outline and introductory paragraph -strong and clear thesis

3. Practice outlining an analysis essay -outline and introductory paragraph -strong and clear thesis

4. Another MC activity


 * HW:**

1. Review AP Language Quizlet 2. Review all of your writing notes 3. Study your core rhetorical terms


 * Tuesday - 5/6/14**


 * Start Up:**

1. What is the first task you will complete on the exam? What does this consist of, and how long will it take?

2. When will you have your break?

3. How long is the reading period?

4. After the reading period, how much time do you have to write your essays?

5. What is the order in which the essays are presented to you?

6. How much time should you allow for each essay?

7. How much time should you take to plan the argument and analysis essays


 * look through all of your notes


 * Guided Learning:**

1. Pass back synthesis essays
 * remind students to focus on clarity in all aspects of their writing.
 * make their indentions more visible
 * discuss the importance of correct citation of sources and direct/indirect references to sources.

2. Review MC strategies with students.

3. Have students complete multiple choice activity.
 * write down words or terms that they were unfamiliar with as they work.


 * HW:**

1. Review AP Language Quizlet 2. Review all of your writing notes 3. Study your core rhetorical terms


 * Wednesday - 5/7/14**


 * Start Up:**

1. To you, what are the seven most important writing rules to remember?


 * feel free to talk about different rules for different styles of essays.

2. At this point, what do you feel is the best way to prepare for the exam?


 * Guided Learning:**

-Review HW -Have students share out their responses to the start – up.
 * -**Review notes on writing.

1. Review What AP Readers Want to See Document.

2. Return argument and briefly discuss…

3. Outline a synthesis essay – 25 minutes -annotate -outline -introduction -thesis that answers the directive


 * have students share out

4. Outline analysis essay

-annotate -outline -introduction -thesis that answers the directive


 * have students share out

5. Outline an argument essay

-annotate -outline -introduction -thesis that answers the directive


 * have students share out

6. Review quizlet terms


 * HW:**

1. Review AP Language quizlet 2. Review all of your writing notes 3. Study your core rhetorical terms


 * Thursday - 5/8/14**


 * Start Up:**

On the scratch sheet of paper, please answer the following questions.

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 ge your desired score?


 * list three techniques

Ideal score… why? What are you going to do to get this score


 * Guided Learning:**

1. Review the Ten Commandments of AP and have the students write one of their own for themselves.

2. Review word choice notes from “Survival Sheet”

3. Outline analysis essay

-annotate -outline -introduction -thesis that answers the directive


 * have students share out

4. Outline an argument essay

-annotate -outline -introduction -thesis that answers the directive


 * have students share out

5. Have students visualize their way through the test and discuss strategy as a group.


 * HW:**

1. Rest 2. Review Notes 3. Look at your quizlet


 * Friday - May 9th**


 * AP Language Exam**


 * Week # 15 - 5/12/14 - 5/16/14**


 * Due Dates:**

5/16/14 – Senior Project Brainstorm
 * Start asking for people to write letters of rec
 * Start asking for SP mentors and advisors


 * Monday - 5/12/14**


 * Start Up:**


 * Please answer the following questions in complete sentences on a 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?


 * Guided Learning:**

1. Review start – up with students.
 * Review common acceptance for AP scores
 * Discuss my high expectations

2. Continue discussion of test, AP courses, and college acceptance of AP Credit


 * HW:**

1. Brainstorming for Senior Project


 * Tuesday - 5/13/14**


 * Start Up:**

1. Identify one problem with society, your life, or school that bothers you. Is there a feasible solution? If so, what?

2. Is there anything that you can personally do to participate in the solution?


 * 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. Have students brainstorm ideas for what to draw on their post cards. Show students the basic elements of a post card. []
 * identify five best pieces of advice


 * HW:**

1. Senior Project brainstorm 2. Secure letter of recommendation 3. Brainstorm post card design


 * Wednesday - 5/14/14**


 * Start Up:**

What snacks or food items could you bring tomorrow, and if not tomorrow, what about our other film viewing days? If you can step up, we can have some fun, and really maximize this process.

absent students… see me about letter writing assignments from yesterday…


 * Guided Learning:**

1. Read “Post Cards” – Garrison Keillor – 525

-short reading quiz

2. Show students layout of post card. Allow students thirty minutes to design their post card.

3. Collect post cards.

4. Review Film Guide

5. Start film.

-http://writerobinson.com/how-and-why-to-write-a-postcard/


 * HW:**

- Senior Project Brainstorm


 * Thursday - 5/15/14**


 * Start Up:**

1. How would you describe the relationship between Edward and his son?

2. In what ways have we already been introduced to the metaphor of the big fish?

3. Generate a question that you have about the film thus far.


 * See me about postcard activtit if you were absent yesterday.


 * Guided Learning:**

1. Review film guide with students. 2. Continue watching Big Fish and have students complete their guide with group members.


 * HW:**

1. Finalize Senior Project Brainstorm


 * Friday - 5/16/14**


 * Start Up:**

1. Write down two questions that you have about the content of the film or the narrative structure.

2. Identify two ways in which the metaphor of a “big fish” is extended throughout the film either through narrative and visual


 * Have Senior Project brainstorm on your desk.


 * Guided Learning:**

1. Finish //Big Fish// and have students complete the viewing guide.


 * HW:**

1. Brainstorm for your brag sheet


 * Week # 16 - 5/19/14 - 5/23/14**


 * Due Dates:**

- 5/23/14- Brag sheet completed and submitted to turnitin.com - 5/23/14 –Recommender secured for Letter of Recommendation


 * Final Course Calendar**


 * Start Up:**

1. Identify the theme of //Big Fish// and justify your response in paragraph form.


 * If you were absent on Friday, please see about what to do in order to get this assignment made up.


 * Guided Learning:**

1. Review Brag Sheet process with students.

-importance of length and quality of the responses. -importance of keeping the items saved.

2. Have students check out the computers and get started on this process.


 * HW:**

1. Secure Recommenders 2. Brag Sheet

3. Make sure you are registered for turnitin.com


 * Tuesday - 5/20/14**


 * Start Up:**


 * Bildungsroman ** - is a genre which focuses on the psychological and moral growth of the protagonist from youth to adulthood.

Keeping this definition in mind, do you think that the film //Big Fish// could be associated with this genre? Please justify your response with specific references to the film.


 * Guided Learning:**

1. Review start – up 2. Answer any questions that students have about Brag Sheet 3. Allow students to continue working on their sheets. 4. Allow students to start working on college essay if finished with brag sheet.


 * HW:**

1. Secure Recommenders 2. Brag Sheet 3. Make sure that you are registered for turnitin.com 4. Book mark design


 * Wednesday - 5/21/14**


 * Start Up:**

N/A


 * Guided Learning:**

Creating Book Marks

Steps:

1. Sand 2. Draw (pencil first) 3. Stain 4. Repeat until you have a perfect bookmark

1. Secure Recommenders 2. Brag Sheet 3. Make sure that you are registered for turnitin.com
 * HW:**


 * Thursday - 5/22/14**

1. Start viewing //Across the Universe// 2. Complete analytical viewing guide 3. Complete Brag Sheet


 * HW**

1. Complete Brag Sheet


 * Friday - 5/23/14**


 * Start Up:**

How/why is color a more effective in conveying meaning as opposed to traditional narrative techniques?


 * think about evolution when developing your response.


 * Guided Learning:**

1. Review College Essay Prompts 2. Answer any questions that students have about college essays and or brag sheet 3. Continue viewing //Across the Universe// and the associated viewing guide.


 * HW:**

1. Brainstorm for college essays 2. Submit Brag Sheet


 * Week # 17 - 5/27/14 - 5/30/14**


 * Due Dates:**


 * -College Essay - 5/30/14- via turnitin.com**


 * Tuesday - 5/27/14**


 * Guided Learning**

1. Allow students 20 minutes to finalize //Across the Universe// questions. 2. Introduce college essay assignment -focus on questions you can best answer -brainstorm for all responses -maintain authenticity throughout - be extraordinary


 * HW**

1. Work on College Essay


 * Wednesday - 5/28/14**


 * Reminders:**

turn in any missing assignments wear tennis shoes tomorrow and a change of clothes. can bring a towel too


 * Guided Learning**

1. Answer questions students have 2. Have a composition derby with their selected topic. (typed) 3. Have students continue working on their college essay


 * Homework**

College Essay


 * Thursday - 5/29/14**

field day


 * Friday - 5/30/14**

working on college essays


 * HW**

finish college essays


 * Week # 18 - 6/2/14 - 6/6/14**

5/4/14 – Resume due to turnitin.com 5/4/14 – Have all course texts turned in 5/6/14 – End of Grading Period
 * Due Dates:**


 * Monday - 6/2/14**


 * Start Up:**

1. Check out a computer and go the GSD section of my website. 2. Prepare to receive a great deal of work back.


 * turn in any course texts


 * Guided Learning:**

1. Return graded student work. -discuss protocols for final grades, course final, optional final, etc.

2. Review Resume writing tips (especially verb tense and formatting)

3. Have students work independently on their resume.


 * HW: **

Work on resume


 * Tuesday - 6/3/14**


 * Start Up:**

1. How/why is color a more effective in conveying meaning as opposed to traditional narrative techniques?


 * think about evolution when developing your response.

2. Turn in any missing course texts

3. Let me know if you are interested in the taking the course final.


 * Guided Learning:**

1. View //GWH//


 * HW: **

1. Work on Resume 2. Complete any missing assignments


 * Wednesday - 6/4/14**


 * Start Up:**

1. What are some manifestations Will’s trauma that you observed yesterday? 2. In what ways are Sean and Will parallel characters?


 * turn in any assigned course texts


 * Guided Learning:**

1. Finish Viewing GWH 2. Allow students time to finalize their responses to the viewing guide


 * HW:**

Finish Resume and submit to turnitin.com


 * Thursday - 6/5/14**

1. Service Learning Activity


 * HW:**

1. Turn in any missing assignments


 * Friday - 6/6/14**

1. Complete Letter Writing Assignment to future students 2. Final words