I can't believe I'm typing up the last few agendas for the class this year. It was truly and honor and a privilege to facilitate such an exceptional and interesting group of students. I often joked about "the four-hour version of the class" and my (optimistic? quixotic? bloated?) lesson plans are a reflection of how much I enjoyed reading, writing, and being involved in discussions with you.
Okay, on with the agenda:
TUESDAY, MAY 31: Journal
warm-up. Read sample college essays that have worked and discuss each
sample. Go through Common App and UC prompts and match them with your
completed brainstorm sheet. Which questions allow you to present
anecdotes that are highly personal and reflect your best attributes?
More brainstorming/narrowing down. Last half of class: type up very
rough draft in the computer lab.
For this assignment, the minimum requirement is one of the following:
1. One of the Common App prompts (650 words max.)
2. Two of the four required UC prompts (350 words max. for each)
3.
A community college, art school, or vocational tech school prompt
(please include the link and prompt at the top of your essay).
Due: Completed brainstorming sheet from last week. Think about which prompt(s) you may want to answer before class.
Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library.
Homework:
Complete a very rough draft of your essay for the Common App or 2 short
answers from the UC prompts. Don't worry about word count at this
point. Make sure you can access your drafts electronically so you can
work on them in class on Thursday/Friday.
Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library.
THURSDAY, JUNE 2: Journal warm-up. Read more sample essays and discuss. Go through the
final checklist for drafts: push for details, remove cliches, fix any
diction/syntax issues. Work time on laptops.
Due: Full rough draft typed out and accessible online (Googledocs, latest version in e-mail, etc.)
Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library.
Journals will also be collected at the end of class.
Homework:
Polish up your draft with the Final Checklist and make sure it is
within the word count parameters. Have others read it, set it aside,
them come back and read and revise it again.
Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
MONDAY, JUNE 6: (shorter class) Volunteers will share their essays and the class will give helpful feedback. Debate and discuss the college application process, reading several short opinions on the topic. More work time on laptops for drafts.
Due: Be able to access your essay drafts electronically, and have them nearly completed.
Homework: Be prepared to upload your final draft of the last assignment by Wednesday, June 8 at 12:00. You will have at least one full hour of work time in class with laptops.
Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library.
WEDNESDAY, JUNE 8: Short, anonymous class evaluation so I can keep what you liked and also improve the section next time. Discuss summer plans and share leads/ideas and contact information, if desired. Work time on laptops and direct, one-on-one feedback for final drafts during the class period.
Your final version is due to Turnitin.com on Wednesday, June 8 at 12:00 p.m.
Please
note, due to how far along we are in the semester and the fact that
this is your final for the class, NO LATE WORK WILL BE ACCEPTED. Thanks for understanding.
Saturday, May 28, 2016
Wednesday, May 25, 2016
May 23-27
Welcome! This is an extremely short week for our class (see below).
TUESDAY: CAASPP testing, final day.
UPDATE!!! THURSDAY: Journal warm-up. College essay brainstorming exercise: speed-dating style interviews in class to fill out questionnaire. Choosing a topic: things to consider.
Due: n/a
Homework: Finish the brainstorming questionnaire you began in class.
Read the UC prompts and the Common Application prompts. Begin to narrow down your topic for the college essay/narrative we'll write next week.
Bring any English textbooks to the classroom or back to the library asap!
TUESDAY: CAASPP testing, final day.
UPDATE!!! THURSDAY: Journal warm-up. College essay brainstorming exercise: speed-dating style interviews in class to fill out questionnaire. Choosing a topic: things to consider.
Due: n/a
Homework: Finish the brainstorming questionnaire you began in class.
Read the UC prompts and the Common Application prompts. Begin to narrow down your topic for the college essay/narrative we'll write next week.
Bring any English textbooks to the classroom or back to the library asap!
Have a wonderful three-day Memorial Day weekend!
Tuesday, May 17, 2016
May 16 - 20
This week, CAASPP testing will take place in English class. Please follow the link for additional information:
http://pvhigh.com/california-assessment-of-student-performance-and-progress-caaspp/
MONDAY: CAASPP testing.
WEDNESDAY: (no late start) CAASPP testing.
FRIDAY: CAASPP testing.
http://pvhigh.com/california-assessment-of-student-performance-and-progress-caaspp/
MONDAY: CAASPP testing.
WEDNESDAY: (no late start) CAASPP testing.
FRIDAY: CAASPP testing.
Monday, May 9, 2016
May 9-13 Exam Week!
As you are all aware, Wednesday, May 11 is the AP English Language and Composition exam date. Our class has written 10 challenging essays (take home and in-class) and completed a term paper so far this year. I truly believe that the class is more than ready to tackle the exam this Wednesday morning.
Here's what we have for the week:
TUESDAY: Journal warm-up. Review homework. Calibrate argument essay from practice exam, peer grading. Last portion of class: AP exam review baseball.
Due: Read Scoring Guidelines (rubric) and College Board samples of the Monument prompt and finish self-scoring. Bring your Monuments prompt to class with you on Tuesday with a score.
Complete one multiple choice passage and its questions.
Generate an outline and some examples for this argument prompt (ownership).
Read the rhetorical analysis prompt and SOAPS it. Pick 1-2 words that describe its tone, and come up with 2-3 rhetorical devices you could write about.
Homework: Review your notes, the AP exam essay tips on this website, and most importantly, get a good night's sleep.
WEDNESDAY: Join your classmates at 7:00 a.m. in Room 509 for coffee, snacks and a little camaraderie before the exam. I promise to limit the number of times I draw the linear AGREE/DISAGREE graph and nag you about outlining. We will walk over to the AP exam area at 7:25ish and be there on time.
THURSDAY: Journal warm-up. Discuss/reflect on the exam and the year so far. Last 30 minutes of class will be spent listening to the performance lesson for CAASP beginning next Monday.
Due: n/a
Homework: n/a. I'd suggest making sure you have a journal entry for each of the days you were in class and we weren't having a current events quiz. I'll collect the journals the week after CAASP.
Here's what we have for the week:
TUESDAY: Journal warm-up. Review homework. Calibrate argument essay from practice exam, peer grading. Last portion of class: AP exam review baseball.
Due: Read Scoring Guidelines (rubric) and College Board samples of the Monument prompt and finish self-scoring. Bring your Monuments prompt to class with you on Tuesday with a score.
Complete one multiple choice passage and its questions.
Generate an outline and some examples for this argument prompt (ownership).
Read the rhetorical analysis prompt and SOAPS it. Pick 1-2 words that describe its tone, and come up with 2-3 rhetorical devices you could write about.
Homework: Review your notes, the AP exam essay tips on this website, and most importantly, get a good night's sleep.
WEDNESDAY: Join your classmates at 7:00 a.m. in Room 509 for coffee, snacks and a little camaraderie before the exam. I promise to limit the number of times I draw the linear AGREE/DISAGREE graph and nag you about outlining. We will walk over to the AP exam area at 7:25ish and be there on time.
THURSDAY: Journal warm-up. Discuss/reflect on the exam and the year so far. Last 30 minutes of class will be spent listening to the performance lesson for CAASP beginning next Monday.
Due: n/a
Homework: n/a. I'd suggest making sure you have a journal entry for each of the days you were in class and we weren't having a current events quiz. I'll collect the journals the week after CAASP.
Sunday, May 1, 2016
May 2-6
Take a deep breath...a lot of you are really feeling the pressure and intensity of junior year AP exam season. I can't speak for all of your classes, but most of you are well equipped for the AP English Language & Composition exam.
Many of you will be out on Monday for other AP exams, so we'll cover the full practice exam we took on Wednesday and Friday.
MONDAY: Journal warm-up. View previous multiple choice passage by William Faulkner and answer the questions together as a class. Current event - view videos, read and analyze article by a Maryland lawmaker arguing for legal injection site to combat heroin overdose deaths in the Northeast. Discuss pros and cons of this idea, class vote. If time, vocab story round activity in groups.
Due: Learnerator: Ralph Waldo Emerson, Self Reliance
Section 1: Rhetoric
Section 2: Author's Meaning and Purpose
Homework: n/a - too many people out today.
WEDNESDAY: Journal warm-up. Go over Flamingo rhetorical analysis essay in detail, viewing College Board samples and anonymous excerpts from previous classes as well. Go over the multiple choice from the homework and on the practice exam.
Due: Multiple choice - 1 passage, read and answer questions.
Homework: Read government/green living synthesis prompt and draft an outline about how you would respond.
FRIDAY: Journal warm-up. Vocab quiz (last weekly quiz of the year!) Go over synthesis homework in groups, then share responses with the whole class. Begin self-scoring Monuments prompt.
Due: Read government/green living synthesis prompt and draft an outline about how you would respond.
Homework: Read Scoring Guidelines (rubric) and College Board samples of the Monument prompt and finish self-scoring. Bring your Monuments prompt to class with you on Tuesday with a score.
Complete one multiple choice passage and its questions.
Generate an outline and some examples for this argument prompt (ownership).
Read the rhetorical analysis prompt and SOAPS it. Pick 1-2 words that describe its tone, and come up with 2-3 rhetorical devices you could write about.
Many of you will be out on Monday for other AP exams, so we'll cover the full practice exam we took on Wednesday and Friday.
MONDAY: Journal warm-up. View previous multiple choice passage by William Faulkner and answer the questions together as a class. Current event - view videos, read and analyze article by a Maryland lawmaker arguing for legal injection site to combat heroin overdose deaths in the Northeast. Discuss pros and cons of this idea, class vote. If time, vocab story round activity in groups.
Due: Learnerator: Ralph Waldo Emerson, Self Reliance
Section 1: Rhetoric
Section 2: Author's Meaning and Purpose
Homework: n/a - too many people out today.
WEDNESDAY: Journal warm-up. Go over Flamingo rhetorical analysis essay in detail, viewing College Board samples and anonymous excerpts from previous classes as well. Go over the multiple choice from the homework and on the practice exam.
Due: Multiple choice - 1 passage, read and answer questions.
Homework: Read government/green living synthesis prompt and draft an outline about how you would respond.
FRIDAY: Journal warm-up. Vocab quiz (last weekly quiz of the year!) Go over synthesis homework in groups, then share responses with the whole class. Begin self-scoring Monuments prompt.
Due: Read government/green living synthesis prompt and draft an outline about how you would respond.
Homework: Read Scoring Guidelines (rubric) and College Board samples of the Monument prompt and finish self-scoring. Bring your Monuments prompt to class with you on Tuesday with a score.
Complete one multiple choice passage and its questions.
Generate an outline and some examples for this argument prompt (ownership).
Read the rhetorical analysis prompt and SOAPS it. Pick 1-2 words that describe its tone, and come up with 2-3 rhetorical devices you could write about.
Tuesday, April 26, 2016
Reminder: Please fill out AP Packs
Students need to complete the AP student pack in person outside the Associate Principals' offices anytime between now and end-of-day Thursday, April 28th.
Sunday, April 24, 2016
April 25 - 29: Full Practice Exam
This week, we'll complete a full practice AP exam. I'll grade one of the essays (but I'm not going to tell you which one) :-) and you'll peer-grade and self-grade the other two when we review next week.
I'm not giving out a lot of homework this week so that you can focus your energy in class during our two sessions.
TUESDAY: Timed, multiple choice practice exam for one hour. After a short break, you'll then read and annotate a rhetorical analysis prompt and write that out next.
Due: Read and review AP exam essay tips and tricks sheet.
Review your own rhetorical analysis terms/rhetorical analysis essay notes before Tuesday's class.
Learnerator:
1. Section One - Rhetoric, please complete "A Meditation Upon a Broomstick" by Jonathan Swift, 1-10.
2. Section Two - Author's Meaning and Purpose, please complete "On the Origin of Species" (excerpt) by Charles Darwin, 1-10.
Homework: rest and go over your own notes for argument and synthesis essays, as well as the AP exam essay tips and tricks sheet.
THURSDAY: Timed argument essay prompt in-class, followed by the synthesis prompt. You'll have the entire period to read, annotate, and write these out (113 minutes, minus about 5 minutes to set up and get everybody going.)
During the actual exam, you'll have 15 minutes to read and annotate the synthesis prompt plus 40 minutes to write out each essay (95 minutes). Here, I'll call time after 95 minutes so you know about how long you'll have on the exam, but you'll have the remainder of the class period to finish (about 10 - 15 extra minutes). Receive vocab sheet for next week.
Due: n/a
Homework: Reflect upon your performance on the practice exam, be ready to discuss next week.
Learnerator: Ralph Waldo Emerson, Self Reliance
Section 1: Rhetoric
Section 2: Author's Meaning and Purpose
I'm not giving out a lot of homework this week so that you can focus your energy in class during our two sessions.
TUESDAY: Timed, multiple choice practice exam for one hour. After a short break, you'll then read and annotate a rhetorical analysis prompt and write that out next.
Due: Read and review AP exam essay tips and tricks sheet.
Review your own rhetorical analysis terms/rhetorical analysis essay notes before Tuesday's class.
Learnerator:
1. Section One - Rhetoric, please complete "A Meditation Upon a Broomstick" by Jonathan Swift, 1-10.
2. Section Two - Author's Meaning and Purpose, please complete "On the Origin of Species" (excerpt) by Charles Darwin, 1-10.
Homework: rest and go over your own notes for argument and synthesis essays, as well as the AP exam essay tips and tricks sheet.
THURSDAY: Timed argument essay prompt in-class, followed by the synthesis prompt. You'll have the entire period to read, annotate, and write these out (113 minutes, minus about 5 minutes to set up and get everybody going.)
During the actual exam, you'll have 15 minutes to read and annotate the synthesis prompt plus 40 minutes to write out each essay (95 minutes). Here, I'll call time after 95 minutes so you know about how long you'll have on the exam, but you'll have the remainder of the class period to finish (about 10 - 15 extra minutes). Receive vocab sheet for next week.
Due: n/a
Homework: Reflect upon your performance on the practice exam, be ready to discuss next week.
Learnerator: Ralph Waldo Emerson, Self Reliance
Section 1: Rhetoric
Section 2: Author's Meaning and Purpose
Sunday, April 17, 2016
April 18 - 22
I had a couple of students stop by after writing out the essay on Thursday and ask about the schedule for the rest of the semester. FYI, we have 3.5 weeks where we will be reading, annotating, discussing, and writing to get ready for the AP exam on Wednesday, May 11.
This week, we will meet three days and will continue with our environmentally-themed unit and begin to review all three types of essay prompts and the mindset and skills you'll need to successfully navigate each. Next week, the class will complete a full practice exam on Tuesday and Thursday: a full one-hour multiple choice followed by rhetorical analysis essay on Tuesday, and one argument and one synthesis prompt on Thursday to get a feel for timing and to build up stamina. Those will be the last in-class essays you'll write this year.
Hang in there. We have almost "scaled the mountain." You guys are doing a great job! :-)
MONDAY: Journal warm-up: packaged oranges at Whole Foods tweet. View Peter Menzel's photo essay from the book Hungry Planet that goes along with the other articles you read over the weekend about sustainable eating. Analyze the photo essay as a class and then review a student essay about the photos. Including this extra source, discuss the weekend reading and annotations and work in small groups to address the prompt:
Imagine that there is a grassroots campaign developing that wants Congress to legislate against in-vitro meat production. Write an editorial for your school newspaper that supports or challenges this proposed ban. Refer to three of the sources in the packet as you support your argument.
Due: Read and annotate a variety of articles about sustainable eating. Be prepared for class on Monday with your annotated packet and some opinions and ideas about how to answer the following prompt:
Imagine that there is a grassroots campaign developing that wants Congress to legislate against in-vitro meat production. Write an editorial for your school newspaper that supports or challenges this proposed ban. Refer to three of the sources in the packet as you support your argument.
Homework: Read through "environmentalists vs." rhetorical analysis prompt and annotate it. Try to identify rhetorical strategies that the author uses from memory of our rhetorical analysis lessons in the fall.
Keep up with current events e-mails in advance of the quiz this week.
WEDNESDAY: Journal warm-up. Review rhetorical analysis prompt from homework and go over rhetorical analysis terms. Look at Crumb's "A Short History of America" and analyze. Periodic sentences: definition and group activity.
Due: Read through "environmentalists vs." rhetorical analysis prompt and annotate it. Try to identify rhetorical strategies that the author uses.
Homework: Study for current events quiz on Friday.
FRIDAY: Current events quiz. Go over last in-class synthesis essay results. Periodic sentences - share, go over effects of syntax choice. Multiple choice tips. Activity: deconstruct prompts and note exactly what is being asked. Rhetorical analysis of a satirical piece (review) - how to approach.
Due: n/a.
Homework: Read and review AP exam essay tips and tricks sheet.
Review your own rhetorical analysis terms/rhetorical analysis essay notes before Tuesday's class.
Learnerator:
1. Section One - Rhetoric, please complete "A Meditation Upon a Broomstick" by Jonathan Swift, 1-10.
2. Section Two - Author's Meaning and Purpose, please complete "On the Origin of Species" (excerpt) by Charles Darwin, 1-10.
This week, we will meet three days and will continue with our environmentally-themed unit and begin to review all three types of essay prompts and the mindset and skills you'll need to successfully navigate each. Next week, the class will complete a full practice exam on Tuesday and Thursday: a full one-hour multiple choice followed by rhetorical analysis essay on Tuesday, and one argument and one synthesis prompt on Thursday to get a feel for timing and to build up stamina. Those will be the last in-class essays you'll write this year.
Hang in there. We have almost "scaled the mountain." You guys are doing a great job! :-)
MONDAY: Journal warm-up: packaged oranges at Whole Foods tweet. View Peter Menzel's photo essay from the book Hungry Planet that goes along with the other articles you read over the weekend about sustainable eating. Analyze the photo essay as a class and then review a student essay about the photos. Including this extra source, discuss the weekend reading and annotations and work in small groups to address the prompt:
Imagine that there is a grassroots campaign developing that wants Congress to legislate against in-vitro meat production. Write an editorial for your school newspaper that supports or challenges this proposed ban. Refer to three of the sources in the packet as you support your argument.
Due: Read and annotate a variety of articles about sustainable eating. Be prepared for class on Monday with your annotated packet and some opinions and ideas about how to answer the following prompt:
Imagine that there is a grassroots campaign developing that wants Congress to legislate against in-vitro meat production. Write an editorial for your school newspaper that supports or challenges this proposed ban. Refer to three of the sources in the packet as you support your argument.
Homework: Read through "environmentalists vs." rhetorical analysis prompt and annotate it. Try to identify rhetorical strategies that the author uses from memory of our rhetorical analysis lessons in the fall.
Keep up with current events e-mails in advance of the quiz this week.
WEDNESDAY: Journal warm-up. Review rhetorical analysis prompt from homework and go over rhetorical analysis terms. Look at Crumb's "A Short History of America" and analyze. Periodic sentences: definition and group activity.
Due: Read through "environmentalists vs." rhetorical analysis prompt and annotate it. Try to identify rhetorical strategies that the author uses.
Homework: Study for current events quiz on Friday.
FRIDAY: Current events quiz. Go over last in-class synthesis essay results. Periodic sentences - share, go over effects of syntax choice. Multiple choice tips. Activity: deconstruct prompts and note exactly what is being asked. Rhetorical analysis of a satirical piece (review) - how to approach.
Due: n/a.
Homework: Read and review AP exam essay tips and tricks sheet.
Review your own rhetorical analysis terms/rhetorical analysis essay notes before Tuesday's class.
Learnerator:
1. Section One - Rhetoric, please complete "A Meditation Upon a Broomstick" by Jonathan Swift, 1-10.
2. Section Two - Author's Meaning and Purpose, please complete "On the Origin of Species" (excerpt) by Charles Darwin, 1-10.
Sunday, April 10, 2016
April 11-15
Welcome back! I hope everyone had an enjoyable and rejuvenating break. (I can definitely say I'm feeling much better than I was the week before break!)
As you know, the AP exam is on May 11 and it is now just one month away. We're in a really good place as far as our timeline for the year. There is a slightly more complex version of the synthesis essay that we'll cover this week, and then you'll have practiced all of the variations of essay prompts and multiple choice questions that you could receive on the exam itself.
NOTE: All of the take-home college synthesis essays are in Aeries and also there are many notes for each essay on Turnitin.com. (Comments within the essay and also detailed comments under the "Comments" tab on the right next to the essay.)
This week also is the official beginning of a brief unit with shorter readings and prompts with the theme of "Man's Relationship with Nature" including Henry David Thoreau, Rachel Carson, Charles Darwin, and others.
TUESDAY: Journal warm-up/review. Cover schedule for next month. Go over Walden reading, "discussion web" style activity about the reading. Go over results of first take-home synthesis essay, review steps. Discuss slightly more complex variation on the synthesis essay and how to approach it. (Instead of "take a position" the prompt asks "discuss the most important factors.") Analyzing visual texts: Robert Crumb's A Short History of America (cartoon) as a class.
Due: Read Walden excerpt posted here on the website and bring answers to the questions to class.
Homework: Read and annotate the environmentally-themed synthesis prompt and be ready to write the essay out synthesis-style on Thursday.
THURSDAY: 1:00 - 1:30 p.m. Special preview: Joseph and the Amazing Technicolor Dreamcoat. Brief review of the process of tackling a synthesis prompt and things to remember. Take out prompt and notes from Tuesday's handout and spend the rest of the period writing out the essay.
Due: Synthesis prompt read and annotated.
Homework: Read and annotate this packet of articles about sustainable eating. (Don't answer the questions after each article, just be ready to discuss.) Be prepared for class on Monday with your annotated packet and some opinions and ideas about how to answer the following prompt:
Imagine that there is a grassroots campaign developing that wants Congress to legislate against in-vitro meat production. Write an editorial for your school newspaper that supports or challenges this proposed ban. Refer to three of the sources in the packet as you support your argument.
As you know, the AP exam is on May 11 and it is now just one month away. We're in a really good place as far as our timeline for the year. There is a slightly more complex version of the synthesis essay that we'll cover this week, and then you'll have practiced all of the variations of essay prompts and multiple choice questions that you could receive on the exam itself.
NOTE: All of the take-home college synthesis essays are in Aeries and also there are many notes for each essay on Turnitin.com. (Comments within the essay and also detailed comments under the "Comments" tab on the right next to the essay.)
This week also is the official beginning of a brief unit with shorter readings and prompts with the theme of "Man's Relationship with Nature" including Henry David Thoreau, Rachel Carson, Charles Darwin, and others.
TUESDAY: Journal warm-up/review. Cover schedule for next month. Go over Walden reading, "discussion web" style activity about the reading. Go over results of first take-home synthesis essay, review steps. Discuss slightly more complex variation on the synthesis essay and how to approach it. (Instead of "take a position" the prompt asks "discuss the most important factors.") Analyzing visual texts: Robert Crumb's A Short History of America (cartoon) as a class.
Due: Read Walden excerpt posted here on the website and bring answers to the questions to class.
Homework: Read and annotate the environmentally-themed synthesis prompt and be ready to write the essay out synthesis-style on Thursday.
THURSDAY: 1:00 - 1:30 p.m. Special preview: Joseph and the Amazing Technicolor Dreamcoat. Brief review of the process of tackling a synthesis prompt and things to remember. Take out prompt and notes from Tuesday's handout and spend the rest of the period writing out the essay.
Due: Synthesis prompt read and annotated.
Homework: Read and annotate this packet of articles about sustainable eating. (Don't answer the questions after each article, just be ready to discuss.) Be prepared for class on Monday with your annotated packet and some opinions and ideas about how to answer the following prompt:
Imagine that there is a grassroots campaign developing that wants Congress to legislate against in-vitro meat production. Write an editorial for your school newspaper that supports or challenges this proposed ban. Refer to three of the sources in the packet as you support your argument.
Saturday, March 26, 2016
March 28 - April 1
It's the last week before Spring Break; I'm noticing the wear and tear the semester is taking on many of the students. Hang in there!
This week, we'll continue with Synthesis, finish Gatsby and enjoy the movie, and begin reading for the next "Man and Nature/The Environment" unit. There will be some Learnerator and reading/annotating homework at the end of the week, but I'm hoping the students have a chance to rest up for the weeks after Break right before AP exam(s).
MONDAY: Journal warm-up. Current event discussion. Gatsby discussion - Chapters 7 and 8 with movie clips. Gatsby AP multiple choice practice passages and questions. Strategies for multiple choice.
Due: Gatsby Chapters 7 and 8 read.
Synthesis College essay due to Turnitin.com last Saturday, March 26 by 11:00 p.m.
Homework: Finish Gatsby, (Chapter 9). Have journals ready for a journal check. Bring books to class.
WEDNESDAY: Turn in journals for journal check. Watch The Great Gatsby movie (2013), bring food to share.
Due: Turn in journals, Gatsby books.
Homework: n/a
FRIDAY: (minimum A Day) Announcements/homework. Enjoy the end of the movie The Great Gatsby (2013).
Due: Any outstanding Gatsby books.
Homework: Read and annotate excerpts from Walden by Henry David Thoreau, and answer questions 1,3,7 and 20. This pdf isn't the best quality; please do your best to work with it, printing it out or turning your tablet/laptop/pc/phone as needed.
This week, we'll continue with Synthesis, finish Gatsby and enjoy the movie, and begin reading for the next "Man and Nature/The Environment" unit. There will be some Learnerator and reading/annotating homework at the end of the week, but I'm hoping the students have a chance to rest up for the weeks after Break right before AP exam(s).
MONDAY: Journal warm-up. Current event discussion. Gatsby discussion - Chapters 7 and 8 with movie clips. Gatsby AP multiple choice practice passages and questions. Strategies for multiple choice.
Due: Gatsby Chapters 7 and 8 read.
Synthesis College essay due to Turnitin.com last Saturday, March 26 by 11:00 p.m.
Homework: Finish Gatsby, (Chapter 9). Have journals ready for a journal check. Bring books to class.
WEDNESDAY: Turn in journals for journal check. Watch The Great Gatsby movie (2013), bring food to share.
Due: Turn in journals, Gatsby books.
Homework: n/a
FRIDAY: (minimum A Day) Announcements/homework. Enjoy the end of the movie The Great Gatsby (2013).
Due: Any outstanding Gatsby books.
Homework: Read and annotate excerpts from Walden by Henry David Thoreau, and answer questions 1,3,7 and 20. This pdf isn't the best quality; please do your best to work with it, printing it out or turning your tablet/laptop/pc/phone as needed.
Sunday, March 20, 2016
March 21 - 25
After an introduction to the Synthesis essay last week, we'll charge full speed ahead and draft the first take-home essay this week. We will also spend some time with The Great Gatsby.
TUESDAY: Journal warm-up. Go over outlines for the College Synthesis essay, view samples. Begin reading Chapter 6 of Gatsby and acting it out in class.
Due: Read Gatsby, Chapter 5 and read, annotate, and outline a response to a new synthesis prompt about college (use question one only from the link).
Homework: Finish Gatsby, Chapter 6 for Thursday. NOTE: There will be Gatsby questions on the quiz this week!
Finish draft of Synthesis essay and upload to Turnitin.com by Saturday, March 26 at 11:00 p.m.
THURSDAY: Journal warm-up. Vocab/grammar/Gatsby quiz. Gatsby - begin reading Chapter 7 out loud in class and acting it out. Check-in and work time for first take-home synthesis essay.
Due: Gatsby, Chapter 6 finished.
Homework: Finish reading Gatsby, Chapter 7 and 8 for Monday.
Finish draft of Synthesis essay and upload to Turnitin.com by Saturday, March 26 at 11:00 p.m.
TUESDAY: Journal warm-up. Go over outlines for the College Synthesis essay, view samples. Begin reading Chapter 6 of Gatsby and acting it out in class.
Due: Read Gatsby, Chapter 5 and read, annotate, and outline a response to a new synthesis prompt about college (use question one only from the link).
Homework: Finish Gatsby, Chapter 6 for Thursday. NOTE: There will be Gatsby questions on the quiz this week!
Finish draft of Synthesis essay and upload to Turnitin.com by Saturday, March 26 at 11:00 p.m.
THURSDAY: Journal warm-up. Vocab/grammar/Gatsby quiz. Gatsby - begin reading Chapter 7 out loud in class and acting it out. Check-in and work time for first take-home synthesis essay.
Due: Gatsby, Chapter 6 finished.
Homework: Finish reading Gatsby, Chapter 7 and 8 for Monday.
Finish draft of Synthesis essay and upload to Turnitin.com by Saturday, March 26 at 11:00 p.m.
Sunday, March 13, 2016
March 14-18
It's already mid-March, and almost everyone has signed up for the AP exam - thank you for being so conscientious. This week we'll get into Gatsby and begin the third type of essay in preparation for the AP exam: synthesis.
MONDAY: Journal warm-up - Gatsby argument prompt. Review a new "claim of policy" type argument prompt as a class. Review Chapters 1 and 2 of Gatsby - view 3 film versions of Myrtle's introduction (1974, 2000, and 2013), and (using rhetorical devices) discuss which is the best version, vote. Character song activity - share, caucus, share group decisions for class for a song that best matches each character. Begin reading Chapter 3 of Gatsby.
Due: Chapters 1 and 2 of Gatsby read. Character song assignment.
Homework: Finish Gatsby, Chapter 3. Read sample essays for the last in-class argument prompt from the College Board and score them for Wednesday, including a reason for the score (3-5 sentences).
WEDNESDAY: Journal warm-up. Review in-class argument essays from last week. Notes: Intro to the Synthesis Essay - the third and last type of essay you'll write at the AP exam. Gatsby casting exercise. If time: rhetorical analysis of Super Tuesday II speeches as a class.
Click here for a sample Synthesis prompt (question 1)
Due: Finish Gatsby, Chapter 3. Read sample essays for the last in-class argument prompt from the College Board and score them for Wednesday, including a reason for the score (3-5 sentences).
Homework: Read Gatsby, Chapter 4 and be ready to discuss the controversial Wolfsheim character - what do you think Fitzgerald's intentions are with this character?
Study for Current Events Quiz.
FRIDAY: 5 minutes of study time for the Current Events Quiz. Current Events Quiz. Receive vocab sheet for next week. Go through sample synthesis prompt as a whole class and read sample essays. Discuss Gatsby, Chapter 4 and begin reading and acting out Chapter 5.
Due: Read Gatsby, Chapter 4 and be ready to discuss the controversial Wolfsheim character - what do you think Fitzgerald's intentions are with this character? Study for Current Events Quiz.
Homework: Read Gatsby, Chapter 5 and read, annotate, and outline a response to a new synthesis prompt about college (use question one only from the link).
MONDAY: Journal warm-up - Gatsby argument prompt. Review a new "claim of policy" type argument prompt as a class. Review Chapters 1 and 2 of Gatsby - view 3 film versions of Myrtle's introduction (1974, 2000, and 2013), and (using rhetorical devices) discuss which is the best version, vote. Character song activity - share, caucus, share group decisions for class for a song that best matches each character. Begin reading Chapter 3 of Gatsby.
Due: Chapters 1 and 2 of Gatsby read. Character song assignment.
Homework: Finish Gatsby, Chapter 3. Read sample essays for the last in-class argument prompt from the College Board and score them for Wednesday, including a reason for the score (3-5 sentences).
WEDNESDAY: Journal warm-up. Review in-class argument essays from last week. Notes: Intro to the Synthesis Essay - the third and last type of essay you'll write at the AP exam. Gatsby casting exercise. If time: rhetorical analysis of Super Tuesday II speeches as a class.
Click here for a sample Synthesis prompt (question 1)
Due: Finish Gatsby, Chapter 3. Read sample essays for the last in-class argument prompt from the College Board and score them for Wednesday, including a reason for the score (3-5 sentences).
Homework: Read Gatsby, Chapter 4 and be ready to discuss the controversial Wolfsheim character - what do you think Fitzgerald's intentions are with this character?
Study for Current Events Quiz.
FRIDAY: 5 minutes of study time for the Current Events Quiz. Current Events Quiz. Receive vocab sheet for next week. Go through sample synthesis prompt as a whole class and read sample essays. Discuss Gatsby, Chapter 4 and begin reading and acting out Chapter 5.
Due: Read Gatsby, Chapter 4 and be ready to discuss the controversial Wolfsheim character - what do you think Fitzgerald's intentions are with this character? Study for Current Events Quiz.
Homework: Read Gatsby, Chapter 5 and read, annotate, and outline a response to a new synthesis prompt about college (use question one only from the link).
Sunday, March 6, 2016
March 7 - 11
This week, we'll write our third argument essay and begin The Great Gatsby. Be sure to register for the AP English Language and Composition exam between March 7 and March 12 to avoid late fees! (See sidebar for details and link on March 7.)
TUESDAY: Journal warm-up reviewing for argument essay. Go over evidence/example worksheet. Fifty-five minutes: in-class argument essay. Quiet work time until the time is up.
Feedback, pass back papers.
Due: Learnerator for the following sections:
Section One: Rhetoric: Of Studies by Francis Bacon, 1-10
Section One: Rhetoric: Civil Disobedience by Henry David Thoreau, 1-10
Homework: Learnerator: Sections One: Rhetoric: The Story of My Life by Hellen Keller, 1-10
Section Two: Author's Meaning and Purpose: The Story of My Life by Hellen Keller, 1-10
Study for vocab quiz.
THURSDAY: Journal warm-up. Vocab quiz. Gatsby intro, pick up The Great Gatsby from the library, character song assignment handed out. Go over multiple choice from last week, evidence and example worksheet.
Due: Learnerator: Sections One: Rhetoric: The Story of My Life by Hellen Keller, 1-10
Section Two: Author's Meaning and Purpose: The Story of My Life by Hellen Keller, 1-10
Homework: Finish reading Chapter 1 and 2 of The Great Gatsby. Complete Character Song Assignment.
SIGN UP FOR THE AP ENGLISH LANGUAGE & COMPOSITION EXAM BEFORE SUNDAY, MARCH 13 TO AVOID LATE FEES, PLEASE! (See sidebar for link to signup.)
TUESDAY: Journal warm-up reviewing for argument essay. Go over evidence/example worksheet. Fifty-five minutes: in-class argument essay. Quiet work time until the time is up.
Feedback, pass back papers.
Due: Learnerator for the following sections:
Section One: Rhetoric: Of Studies by Francis Bacon, 1-10
Section One: Rhetoric: Civil Disobedience by Henry David Thoreau, 1-10
Homework: Learnerator: Sections One: Rhetoric: The Story of My Life by Hellen Keller, 1-10
Section Two: Author's Meaning and Purpose: The Story of My Life by Hellen Keller, 1-10
Study for vocab quiz.
THURSDAY: Journal warm-up. Vocab quiz. Gatsby intro, pick up The Great Gatsby from the library, character song assignment handed out. Go over multiple choice from last week, evidence and example worksheet.
Due: Learnerator: Sections One: Rhetoric: The Story of My Life by Hellen Keller, 1-10
Section Two: Author's Meaning and Purpose: The Story of My Life by Hellen Keller, 1-10
Homework: Finish reading Chapter 1 and 2 of The Great Gatsby. Complete Character Song Assignment.
SIGN UP FOR THE AP ENGLISH LANGUAGE & COMPOSITION EXAM BEFORE SUNDAY, MARCH 13 TO AVOID LATE FEES, PLEASE! (See sidebar for link to signup.)
Sunday, February 28, 2016
AP Exam Sign-up - Information Only
The English Language and Composition AP exam begins on Wednesday, May 11 at 8:00 a.m. Please plan to be at school early; we'll have a gathering in the classroom at 7:00 a.m. with coffee and snacks and walk over to the testing area at 7:30 a.m.
Click here for the AP exam schedule
The 2016 PVHS AP Test fee is $100 per test
Click here for the AP exam schedule
The 2016 PVHS AP Test fee is $100 per test
- Students will be able to register for AP exams online from March 7 – March 19, 2016.
- Late Fee of $50.00 will apply to students who register between March 13- March 19, 2016.
- Students will register for exams online through Total Registration.net. The actual site for PVHS will be emailed to parents and students and made available on pvhigh.com on March 7th.
February 29-March 4
We're heading into March! This month we'll complete our Supreme Court unit and pick up Gatsby, at the same time completing another in-class argument essay and move into our final essay type: synthesis.
MONDAY: Journal warm-up. Whole class practice outline for argument essay. Work time to meet with groups re: Supreme Court Project. At 1:55 p.m. students will go to Junior Conferences at the counseling office to sign up for their senior year schedules.
Due: draft of Supreme Court one-page research write-up.
Homework: Final draft of one-page Supreme Court write-up.
WEDNESDAY: Journal warm-up. Brief, five-minute presentations by groups about their Supreme Court case, immediately followed by open note quiz. (This is in place of the regular vocabulary quiz this week.)
Due: Final draft of one-page Supreme Court write-up.
Homework for Tuesday, March 8: Learnerator for the following sections:
Section One: Rhetoric: Of Studies by Francis Bacon, 1-10
Section One: Rhetoric: Civil Disobedience by Henry David Thoreau, 1-10
FRIDAY: Full multiple choice exam practice - students will take a multiple choice exam in one timed hour and then assess their performance in small groups. Work on Evidence/Example Worksheet in small groups. Receive vocab list for next week.
Due: n/a
Homework for Tuesday, March 8:
Add to the Evidence/Example Worksheet and bring to class on Tuesday.
Going through your notes from this unit, create a one-page "cheatsheet" about how to tackle an AP argument prompt. We will write an argument essay on Tuesday.
Learnerator for the following sections:
Section One: Rhetoric: Of Studies by Francis Bacon, 1-10
Section One: Rhetoric: Civil Disobedience by Henry David Thoreau, 1-10
Get ready to sign up for the AP exam beginning March 6.
MONDAY: Journal warm-up. Whole class practice outline for argument essay. Work time to meet with groups re: Supreme Court Project. At 1:55 p.m. students will go to Junior Conferences at the counseling office to sign up for their senior year schedules.
Due: draft of Supreme Court one-page research write-up.
Homework: Final draft of one-page Supreme Court write-up.
WEDNESDAY: Journal warm-up. Brief, five-minute presentations by groups about their Supreme Court case, immediately followed by open note quiz. (This is in place of the regular vocabulary quiz this week.)
Due: Final draft of one-page Supreme Court write-up.
Homework for Tuesday, March 8: Learnerator for the following sections:
Section One: Rhetoric: Of Studies by Francis Bacon, 1-10
Section One: Rhetoric: Civil Disobedience by Henry David Thoreau, 1-10
FRIDAY: Full multiple choice exam practice - students will take a multiple choice exam in one timed hour and then assess their performance in small groups. Work on Evidence/Example Worksheet in small groups. Receive vocab list for next week.
Due: n/a
Homework for Tuesday, March 8:
Add to the Evidence/Example Worksheet and bring to class on Tuesday.
Going through your notes from this unit, create a one-page "cheatsheet" about how to tackle an AP argument prompt. We will write an argument essay on Tuesday.
Learnerator for the following sections:
Section One: Rhetoric: Of Studies by Francis Bacon, 1-10
Section One: Rhetoric: Civil Disobedience by Henry David Thoreau, 1-10
Get ready to sign up for the AP exam beginning March 6.
Sunday, February 21, 2016
February 22-26
We will end our Gender Unit with a debate on Tuesday about whether or not women should be required to sign up for the draft. Students will draw cards to see which side they'll be debating, then we'll vote and note how we could use the evidence and examples provided in an essay.
TUESDAY: Journal warm-up/debate prep check-in. Dr. Park will give a brief presentation about CAASPP. Draw cards, move into two opposing sides of the room. Opening arguments, rebuttals, open popcorn-style debate. Reflect on debate and begin homework (on the back of the Debate Prep Worksheet).
Due: Debate Prep Worksheet - front side, T-chart and 2 annotated sources.
Homework: 4 Questions on the back side of the Debate Prep Worksheet.
Study for Current Events Quiz covering e-mails from TheWeek.com from Sunday, February 21 through Wednesday, February 24, (see side bar under "Class Handouts" on Wednesday morning for a Word document containing copies of these e-mails).
THURSDAY: Journal warm-up. Current Events Quiz. View outlines from Debate Prep Worksheet - how you would answer an essay prompt based on the debate prompt? Begin Supreme Court Cases Project in class: groups of 4 will each research one aspect of a significant case, bringing in a one-page write-up for next Monday, presenting on Wednesday of next week. There will be an open-note quiz on the presented cases in lieu of a vocab quiz. (These well-known Supreme Court cases make great examples/evidence for argument and synthesis essays.)
Due: 4 Questions on the back side of the Debate Prep Worksheet
Homework: Complete your portion of Supreme Court Case write-up/research, (approximately one page), and have an opinion about the case.
TUESDAY: Journal warm-up/debate prep check-in. Dr. Park will give a brief presentation about CAASPP. Draw cards, move into two opposing sides of the room. Opening arguments, rebuttals, open popcorn-style debate. Reflect on debate and begin homework (on the back of the Debate Prep Worksheet).
Due: Debate Prep Worksheet - front side, T-chart and 2 annotated sources.
Homework: 4 Questions on the back side of the Debate Prep Worksheet.
Study for Current Events Quiz covering e-mails from TheWeek.com from Sunday, February 21 through Wednesday, February 24, (see side bar under "Class Handouts" on Wednesday morning for a Word document containing copies of these e-mails).
THURSDAY: Journal warm-up. Current Events Quiz. View outlines from Debate Prep Worksheet - how you would answer an essay prompt based on the debate prompt? Begin Supreme Court Cases Project in class: groups of 4 will each research one aspect of a significant case, bringing in a one-page write-up for next Monday, presenting on Wednesday of next week. There will be an open-note quiz on the presented cases in lieu of a vocab quiz. (These well-known Supreme Court cases make great examples/evidence for argument and synthesis essays.)
Due: 4 Questions on the back side of the Debate Prep Worksheet
Homework: Complete your portion of Supreme Court Case write-up/research, (approximately one page), and have an opinion about the case.
Monday, February 15, 2016
February 15 - 19
Welcome to the final full week of our gender unit. Next week, we'll end the unit with a formal debate and continue on to the AP argument "claim of policy" essay prompt type.
WEDNESDAY: Journal warm-up. Share improved Score 5 essays - Paine. Discuss Virginia Woolf's "Professions for Women" and turn in questions. Read "I Want a Wife" essay in class. Perform rhetorical analysis. Is this dated or not? What will you expect of your spouse or partner? Yourself? Read Elizabeth Cady Stanton's "The Declaration of Sentiments."
Due: Read Virginia Woolfe's "Professions for Women" and answer the questions at the end.
Rewrite the score 5 essay from the argument essay prompt and be ready to share.
Homework: Learnerator: Under the 2nd section, "Author's Meaning and Purpose," please complete "Elements of Argument," and under the 3rd section, "Main Idea," please complete "Ain't I a Woman" by Sojourner Truth.
Study for Vocab quiz on Friday.
Please bring the Huckleberry Finn textbook to class by Friday.
FRIDAY: Journal warm-up. Vocab quiz. Discussion about the gender pay gap and possible reasons for it, view statistics. Read blog entry from a young professional about what she wishes she'd known about negotiating her salary (beneficial for everyone in class, not just the girls). Speaking and listening: small group activity - improve the blogger's suggestions for phrases that could be used during a conversation with a potential employer that are respectful and helpful in negotiations of salary, terms, etc. when accepting a position. Whole class discussion. Straw man fallacy - last one added to list.
Extension: If you have time, click here for a challenging and informative video from the Stanford Business School about negotiation. I learn something new every time I watch the lecture.
Due: Learnerator: Under the 2nd section, "Author's Meaning and Purpose," please complete "Elements of Argument," and under the 3rd section, "Main Idea," please complete "Ain't I a Woman" by Sojourner Truth.
Homework: Complete the "Debate Prep Worksheet" and bring it to class next week. We will debate whether or not women should be required to sign up for the draft like men do at age 18.
WEDNESDAY: Journal warm-up. Share improved Score 5 essays - Paine. Discuss Virginia Woolf's "Professions for Women" and turn in questions. Read "I Want a Wife" essay in class. Perform rhetorical analysis. Is this dated or not? What will you expect of your spouse or partner? Yourself? Read Elizabeth Cady Stanton's "The Declaration of Sentiments."
Due: Read Virginia Woolfe's "Professions for Women" and answer the questions at the end.
Rewrite the score 5 essay from the argument essay prompt and be ready to share.
Homework: Learnerator: Under the 2nd section, "Author's Meaning and Purpose," please complete "Elements of Argument," and under the 3rd section, "Main Idea," please complete "Ain't I a Woman" by Sojourner Truth.
Study for Vocab quiz on Friday.
Please bring the Huckleberry Finn textbook to class by Friday.
FRIDAY: Journal warm-up. Vocab quiz. Discussion about the gender pay gap and possible reasons for it, view statistics. Read blog entry from a young professional about what she wishes she'd known about negotiating her salary (beneficial for everyone in class, not just the girls). Speaking and listening: small group activity - improve the blogger's suggestions for phrases that could be used during a conversation with a potential employer that are respectful and helpful in negotiations of salary, terms, etc. when accepting a position. Whole class discussion. Straw man fallacy - last one added to list.
Extension: If you have time, click here for a challenging and informative video from the Stanford Business School about negotiation. I learn something new every time I watch the lecture.
Due: Learnerator: Under the 2nd section, "Author's Meaning and Purpose," please complete "Elements of Argument," and under the 3rd section, "Main Idea," please complete "Ain't I a Woman" by Sojourner Truth.
Homework: Complete the "Debate Prep Worksheet" and bring it to class next week. We will debate whether or not women should be required to sign up for the draft like men do at age 18.
Monday, February 8, 2016
February 8-12
Welcome to another short week. This week we'll continue our gender
unit, going through the rest of the "man" articles and then looking at
essays and a video about women. We've only just begun the gender unit
and it's been a real pleasure to hear students' opinions and the
discussion around the first activity and essay.
TUESDAY: Journal warm-up. Receive the argument essay back, graded. Review prompt and samples. Discuss the "man packet" articles. Evidence/example groups.
Due: Articles in "Man Packet" read and questions answered (see last week's entry and/or Class Handout section on sidebar).
Learnerator "Ain't I a Woman" by Sojourner Truth questions 1-10 in the Rhetoric section (first section).
Homework: Read "There is No Unmarked Woman" by Deborah Tannen and answer the questions.
Study for current events quiz covering e-mails from TheWeek.com from Sunday, February 7 - Wednesday, February 10.
THURSDAY: Current events quiz. Receive vocab list for next week. Finish evidence/example group presentations. Intro: beauty ideals. Video "Killing Me Softly," view current event articles about new weight/BMI minimums in place for fashion models in France and new Barbie dolls with different body types. Think/Pair/Share discussion.
Due: Read "There is no Unmarked Woman" by Deborah Tannen.
Homework: Read Virginia Woolfe's "Professions for Women" and answer the questions at the end.
Rewrite the score 5 essay from the argument essay prompt and be ready to share.
FRIDAY: No school - it's the beginning of a long, four-day Presidents' Weekend. Enjoy!
TUESDAY: Journal warm-up. Receive the argument essay back, graded. Review prompt and samples. Discuss the "man packet" articles. Evidence/example groups.
Due: Articles in "Man Packet" read and questions answered (see last week's entry and/or Class Handout section on sidebar).
Learnerator "Ain't I a Woman" by Sojourner Truth questions 1-10 in the Rhetoric section (first section).
Homework: Read "There is No Unmarked Woman" by Deborah Tannen and answer the questions.
Study for current events quiz covering e-mails from TheWeek.com from Sunday, February 7 - Wednesday, February 10.
THURSDAY: Current events quiz. Receive vocab list for next week. Finish evidence/example group presentations. Intro: beauty ideals. Video "Killing Me Softly," view current event articles about new weight/BMI minimums in place for fashion models in France and new Barbie dolls with different body types. Think/Pair/Share discussion.
Due: Read "There is no Unmarked Woman" by Deborah Tannen.
Homework: Read Virginia Woolfe's "Professions for Women" and answer the questions at the end.
Rewrite the score 5 essay from the argument essay prompt and be ready to share.
FRIDAY: No school - it's the beginning of a long, four-day Presidents' Weekend. Enjoy!
Monday, February 1, 2016
February 1-5
Here we are, about to finish Huckleberry Finn and writing our first in-class argument essay. We have just over three months until the AP exam and the class is in really good shape. Soon, we'll be tackling the easier types of AP argument prompts (claims of policy rather than value) and enjoying many discussions and debates in class.
MONDAY: Journal warm-up. Huck Finn discussion and summary, read the last chapter in class. Read two opposing viewpoints about the age that minors should/could be tried as adults, four corner debate.
Due:
Huck Finn Chapters 24-31, page 159-219.
Homework:
Go through argument notes. On February 3, (Wednesday), we will write our first in-class argument essay.
Read two opposing articles about including Huckleberry Finn in school curriculum and answer the questions for Wednesday.
Bring Huckleberry Finn book by the end of the week to turn in.
WEDNESDAY: Journal warm-up. Discuss Huck Finn articles briefly. Argument essay review - how to approach a prompt. In-class argument essay - 50 minutes.
Due: Answers to Huck Finn For and Against Assignment.
Homework: Study for quiz, bring Huckleberry Finn book to class (unless you're going for the extra credit).
FRIDAY: Vocabulary/grammar/Huckleberry Finn quiz. Intro: brief, two-week unit about gender. Read "Being a Man" essay by Paul Theroux and discuss. In small groups, take a position about whether you agree or disagree with Theroux's viewpoint and brainstorm evidence and examples to support your case. Whole class discussion.
Due: Huckleberry Finn book turned in.
Homework: Read assigned articles in the "man packet" including "Why Johnny Won't Read," "Just Walk on By," and "Putting Down the Gun." Finish the questions after each article.
Learnerator:
"Ain't I A Woman" by Sojourner Truth - first section "Rhetoric," questions 1-10
MONDAY: Journal warm-up. Huck Finn discussion and summary, read the last chapter in class. Read two opposing viewpoints about the age that minors should/could be tried as adults, four corner debate.
Due:
Huck Finn Chapters 24-31, page 159-219.
Homework:
Go through argument notes. On February 3, (Wednesday), we will write our first in-class argument essay.
Read two opposing articles about including Huckleberry Finn in school curriculum and answer the questions for Wednesday.
Bring Huckleberry Finn book by the end of the week to turn in.
WEDNESDAY: Journal warm-up. Discuss Huck Finn articles briefly. Argument essay review - how to approach a prompt. In-class argument essay - 50 minutes.
Due: Answers to Huck Finn For and Against Assignment.
Homework: Study for quiz, bring Huckleberry Finn book to class (unless you're going for the extra credit).
FRIDAY: Vocabulary/grammar/Huckleberry Finn quiz. Intro: brief, two-week unit about gender. Read "Being a Man" essay by Paul Theroux and discuss. In small groups, take a position about whether you agree or disagree with Theroux's viewpoint and brainstorm evidence and examples to support your case. Whole class discussion.
Due: Huckleberry Finn book turned in.
Homework: Read assigned articles in the "man packet" including "Why Johnny Won't Read," "Just Walk on By," and "Putting Down the Gun." Finish the questions after each article.
Learnerator:
"Ain't I A Woman" by Sojourner Truth - first section "Rhetoric," questions 1-10
Monday, January 25, 2016
January 25-29: Second Semester!
Thank you for a terrific first semester. You wrote two take-home essays, two in-class essays, and a term paper in addition to numerous outlines, journals, and of course in-class skits.
This week, we will continue through the Argument essay and Huckleberry Finn. We have been through the most challenging argument essay type and the essays you wrote for Part II of your final were outstanding - some really terrific evidence and examples. Looking ahead, I'm excited about The Great Gatsby, units about gender and the environment, and transitioning into Synthesis, our final type of essay prior to the AP exam on May 11.
MONDAY: Journal warm-up. Vocab/grammar overview. Go over multiple choice, Part I of final. Go over certainty vs. doubt essays (Part II of final). Induction vs. deduction. Argument example using induction/deduction. Go through your certainty essay - inductive, deductive, or a combination?
Due: n/a
Homework: Read Huck Finn, Chapters 22 and 23 (page 136-152) and take notes. What is Mark Twain implying about our need for entertainment and how to capture the interest of a crowd?
WEDNESDAY: Journal warm-up. Discuss Huck Finn reading. The Declaration of Independence as an argument - read through and note how the argument is constructed, look for logos, ethos, pathos.
Due: Huck Finn, chapters 22 and 23.
Homework:
Huck Finn Chapters 24-31, page 159-219
Go through argument notes. On February 3, (Wednesday), we will write our first in-class argument essay.
FRIDAY: No school for students. Professional Day for teachers and staff. Enjoy :-)
This week, we will continue through the Argument essay and Huckleberry Finn. We have been through the most challenging argument essay type and the essays you wrote for Part II of your final were outstanding - some really terrific evidence and examples. Looking ahead, I'm excited about The Great Gatsby, units about gender and the environment, and transitioning into Synthesis, our final type of essay prior to the AP exam on May 11.
MONDAY: Journal warm-up. Vocab/grammar overview. Go over multiple choice, Part I of final. Go over certainty vs. doubt essays (Part II of final). Induction vs. deduction. Argument example using induction/deduction. Go through your certainty essay - inductive, deductive, or a combination?
Due: n/a
Homework: Read Huck Finn, Chapters 22 and 23 (page 136-152) and take notes. What is Mark Twain implying about our need for entertainment and how to capture the interest of a crowd?
WEDNESDAY: Journal warm-up. Discuss Huck Finn reading. The Declaration of Independence as an argument - read through and note how the argument is constructed, look for logos, ethos, pathos.
Due: Huck Finn, chapters 22 and 23.
Homework:
Huck Finn Chapters 24-31, page 159-219
Go through argument notes. On February 3, (Wednesday), we will write our first in-class argument essay.
FRIDAY: No school for students. Professional Day for teachers and staff. Enjoy :-)
Monday, January 18, 2016
Finals Week: January 19-22
It's finals week! Below is everything you need to know for 3rd period:
TUESDAY: (meet with each class for 45 minutes) Part I of the final: Multiple choice. There will be 3 Huckleberry Finn questions, then 2 AP-style passages and questions following each (approximately 25, for a total of 28 multiple choice questions). Once you finish, please work quietly until the class period is over (feel free to work on Part II of the final, the argument prompt, or to study for another final).
Journals will be collected in the bin at the end of class. If you were absent on any given day, just put the date at the top with a note that says "Absent."
Due:
Huckleberry Finn reading, Chapters 18-21 (through page 136).
THURSDAY at 10:05 a.m. Work time for the argument essay prompt provided in class last Thursday. This will be due to Turnitin.com by 12:00 p.m. (noon), the end time of the 3rd period final. There will be time in class to work on the essay and upload (approximately 2 hours). The laptop cart will be in the room for you to use.
Good luck during finals week! Rest up over the weekend (hopefully) and I look forward to continuing our Argument unit on Monday, January 25.
TUESDAY: (meet with each class for 45 minutes) Part I of the final: Multiple choice. There will be 3 Huckleberry Finn questions, then 2 AP-style passages and questions following each (approximately 25, for a total of 28 multiple choice questions). Once you finish, please work quietly until the class period is over (feel free to work on Part II of the final, the argument prompt, or to study for another final).
Journals will be collected in the bin at the end of class. If you were absent on any given day, just put the date at the top with a note that says "Absent."
Due:
Huckleberry Finn reading, Chapters 18-21 (through page 136).
THURSDAY at 10:05 a.m. Work time for the argument essay prompt provided in class last Thursday. This will be due to Turnitin.com by 12:00 p.m. (noon), the end time of the 3rd period final. There will be time in class to work on the essay and upload (approximately 2 hours). The laptop cart will be in the room for you to use.
Good luck during finals week! Rest up over the weekend (hopefully) and I look forward to continuing our Argument unit on Monday, January 25.
Monday, January 11, 2016
January 11-15, 2016
It's the last week before finals! We've already worked hard to lay the foundation of the argument unit, and students are outlining and brainstorming challenging prompts. We'll continue with Huckleberry Finn, the argument unit, and preparing for the final.
TUESDAY: Journal warm-up. Red herring fallacy video. Discuss Huckleberry Finn reading, through Chapter 17. There will be two Huck Finn questions included on the current events quiz this week. Go over Boorstin prompt outlines, read sample essays. Revise a student's Boorstin essay. Review fallacies, act out a few more group scenes. Learn 3 more fallacies.
Due: Boorstin outline. Huck Finn through Chapter 17.
Homework:
Revise one paragraph of the Boorstin student essay provided in class for Thursday.
Read and mark up Martin Luther King Jr.'s "I Have a Dream" speech for Thursday, looking for rhetorical devices/appeals.
Study for Current Events Quiz for Thursday, January 14 covering Sunday, January 10 through Wednesday, January 13. The e-mails are here.
Make sure you're caught up with the Learnerator homework from Winter Break. I'll be updating the Gradebook with completion credit.
THURSDAY: Journal warm-up - review rhetorical analysis terms. Current events/Huck quiz. Look at Boorstin rewrites. Receive argument essay prompt that will count as the final. Read and discuss i class briefly. Read article about the writing of the "I Have a Dream" speech. Look at student notes/annotations for Martin Luther King Jr.'s "I Have a Dream" speech. View the delivery of the speech. Working in groups, write a practice rhetorical analysis outline about the speech (contest).
If time, read and analyze Robert Kennedy's "Remarks on the Assassination of MLK" speech.
Due:
Mark up Martin Luther King Jr.'s "I Have a Dream" speech with annotations, noting rhetorical devices/appeals.
Boorstin essay revisions - will be turned in for credit with your own outline.
Homework: read Huckleberry Finn, Chapters 18-21 (through page 136). There will be three Huck Finn questions on the first part of the final, given Tuesday, January 19. Part I will include multiple choice questions for two passages. (50% correct = full credit on the multiple choice.)
Work on the argument essay prompt provided in class. This will be due to Turnitin.com by Thursday, January 21 at 12:00 p.m. (noon). There will be time in class to work on the essay and upload (approximately 2 hours). The laptop cart will be in the room for you to use.
Journals will be collected at the end of Tuesday's class for participation credit. If you were absent on any given day, just put the date at the top with a note that says "Absent." No need to find out what the prompt was for that day.
NOTE: The final will be given in 2 parts:
Part I: Tuesday, January 19: Multiple Choice
3 Huckleberry Finn questions
2 multiple choice passages followed by questions. (50% correct = full credit)
Part II: Thursday, January 21
Argument take-home essay due to Turnitin.com by noon. You will have time during the two-hour final to complete the essay and laptops will be provided.
Enjoy the three-day Martin Luther King, Jr. Holiday! I look forward to seeing everyone on Tuesday.
TUESDAY: Journal warm-up. Red herring fallacy video. Discuss Huckleberry Finn reading, through Chapter 17. There will be two Huck Finn questions included on the current events quiz this week. Go over Boorstin prompt outlines, read sample essays. Revise a student's Boorstin essay. Review fallacies, act out a few more group scenes. Learn 3 more fallacies.
Due: Boorstin outline. Huck Finn through Chapter 17.
Homework:
Revise one paragraph of the Boorstin student essay provided in class for Thursday.
Read and mark up Martin Luther King Jr.'s "I Have a Dream" speech for Thursday, looking for rhetorical devices/appeals.
Study for Current Events Quiz for Thursday, January 14 covering Sunday, January 10 through Wednesday, January 13. The e-mails are here.
Make sure you're caught up with the Learnerator homework from Winter Break. I'll be updating the Gradebook with completion credit.
THURSDAY: Journal warm-up - review rhetorical analysis terms. Current events/Huck quiz. Look at Boorstin rewrites. Receive argument essay prompt that will count as the final. Read and discuss i class briefly. Read article about the writing of the "I Have a Dream" speech. Look at student notes/annotations for Martin Luther King Jr.'s "I Have a Dream" speech. View the delivery of the speech. Working in groups, write a practice rhetorical analysis outline about the speech (contest).
If time, read and analyze Robert Kennedy's "Remarks on the Assassination of MLK" speech.
Due:
Mark up Martin Luther King Jr.'s "I Have a Dream" speech with annotations, noting rhetorical devices/appeals.
Boorstin essay revisions - will be turned in for credit with your own outline.
Homework: read Huckleberry Finn, Chapters 18-21 (through page 136). There will be three Huck Finn questions on the first part of the final, given Tuesday, January 19. Part I will include multiple choice questions for two passages. (50% correct = full credit on the multiple choice.)
Work on the argument essay prompt provided in class. This will be due to Turnitin.com by Thursday, January 21 at 12:00 p.m. (noon). There will be time in class to work on the essay and upload (approximately 2 hours). The laptop cart will be in the room for you to use.
Journals will be collected at the end of Tuesday's class for participation credit. If you were absent on any given day, just put the date at the top with a note that says "Absent." No need to find out what the prompt was for that day.
NOTE: The final will be given in 2 parts:
Part I: Tuesday, January 19: Multiple Choice
3 Huckleberry Finn questions
2 multiple choice passages followed by questions. (50% correct = full credit)
Part II: Thursday, January 21
Argument take-home essay due to Turnitin.com by noon. You will have time during the two-hour final to complete the essay and laptops will be provided.
Enjoy the three-day Martin Luther King, Jr. Holiday! I look forward to seeing everyone on Tuesday.
Sunday, January 3, 2016
Happy New Year!
Happy 2016! I'm excited to come back to such an interesting and excellent group of students. I've done a lot of reading over the break - for myself, but also many, many essays! I should have the term paper grades posted in about a week. So far, they have been of very high quality and a pleasure to read.
This week, we will "re calibrate" by looking at a rough schedule for the remainder of the year and going over the structure of the AP exam coming up in May. We'll then continue with the Argument unit and check in with Huckleberry Finn.
MONDAY: Journal warm-up. Receive vocabulary words for the quiz on Friday. Re-calibrate - rough overview of units left in the year and AP exam structure. Learnerator feedback from students. Argument unit notes: claims of fact, claims of value, claims of policy. Read sample argument, annotate and discuss. Go over Huckleberry Finn through Chapter 11.
Due:
1. Learnerator, please complete the following:
Under the sections "Rhetoric" and "Author's Meaning and Purpose" complete "Was the World Made for Man" by Mark Twain.
2. Please read Huckleberry Finn through Chapter 11 and be ready to discuss the book's style and content.
Homework: Identify the different types of claims in the Quindlen argument handout.
Finish Huckleberry Finn raft project for Wednesday, January 6.
WEDNESDAY: Journal warm-up. Go over Quindlen argument handout and review. Read over previous AP argument essay prompts and analyze structure and evidence used.
Due: Huckleberry Finn raft project.
Homework: Read Huckleberry Finn, chapters12-14. Why do you think Twain included the conversation between Jim and Huck about people speaking French vs. cats and cows communicating differently? How can we tell what Huck thinks of Jim, and how Jim thinks of Huck?
FRIDAY: Vocabulary quiz. Go over evidence/examples as a whole class. Argument - fallacy notes. Fallacy exercises. Check in/discuss Huckleberry Finn.
Due: Huckleberry Finn, chapters 12-14. Be ready to discuss the following: Why do you think Twain included the conversation between Jim and Huck about people speaking French vs. cats and cows communicating differently? How can we tell what Huck thinks of Jim, and how Jim thinks of Huck?
Homework: Using notes from class this week, create a detailed outline for your response to Boorstin's quote in the "dissent vs. disagreement" argument prompt including examples and evidence. Be prepared to share on Tuesday.
Read Huckleberry Finn Chapters 15-17.
This week, we will "re calibrate" by looking at a rough schedule for the remainder of the year and going over the structure of the AP exam coming up in May. We'll then continue with the Argument unit and check in with Huckleberry Finn.
MONDAY: Journal warm-up. Receive vocabulary words for the quiz on Friday. Re-calibrate - rough overview of units left in the year and AP exam structure. Learnerator feedback from students. Argument unit notes: claims of fact, claims of value, claims of policy. Read sample argument, annotate and discuss. Go over Huckleberry Finn through Chapter 11.
Due:
1. Learnerator, please complete the following:
Under the sections "Rhetoric" and "Author's Meaning and Purpose" complete "Was the World Made for Man" by Mark Twain.
2. Please read Huckleberry Finn through Chapter 11 and be ready to discuss the book's style and content.
Homework: Identify the different types of claims in the Quindlen argument handout.
Finish Huckleberry Finn raft project for Wednesday, January 6.
WEDNESDAY: Journal warm-up. Go over Quindlen argument handout and review. Read over previous AP argument essay prompts and analyze structure and evidence used.
Due: Huckleberry Finn raft project.
Homework: Read Huckleberry Finn, chapters12-14. Why do you think Twain included the conversation between Jim and Huck about people speaking French vs. cats and cows communicating differently? How can we tell what Huck thinks of Jim, and how Jim thinks of Huck?
FRIDAY: Vocabulary quiz. Go over evidence/examples as a whole class. Argument - fallacy notes. Fallacy exercises. Check in/discuss Huckleberry Finn.
Due: Huckleberry Finn, chapters 12-14. Be ready to discuss the following: Why do you think Twain included the conversation between Jim and Huck about people speaking French vs. cats and cows communicating differently? How can we tell what Huck thinks of Jim, and how Jim thinks of Huck?
Homework: Using notes from class this week, create a detailed outline for your response to Boorstin's quote in the "dissent vs. disagreement" argument prompt including examples and evidence. Be prepared to share on Tuesday.
Read Huckleberry Finn Chapters 15-17.
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