rebeccastern.cmswiki.wikispaces.netrebeccastern.cmswiki.wikispaces.net/file/view/Promethe… · Web viewExplore how Brutus constructs his sentences in Act III of Julius Caesar in

Wednesday 5/30 and Thursday 5/31CLASS LEARNING OBJECTIVES HOMEWORK

AP Language

and Compositio

n

Warm-Up: Take 15-20 minutes to read the sample MC passage and select the best answer. Compare answers with a peer. Review correct answers.

Discuss TCITR:-Holden’s sneaky visit back to homeand his discussion with Phoebe-James Castle-Imagined funeral- Holden’s aspirations

Homework Schedule:1. Finish TCITR. 2. STUDY FOR THE FINAL EXAM.

Review rhetorical strategies and thesis formulas.

Thanks Rachel Dunn for mnemonic device!

DJ FITSSDictionJuxtapositionFigurative LanguageImageryTone Style Syntax

Upcoming Dates:6/8 College recommendation paper work due (you must ask me in person before turning in paper work- see wiki)9/17: Pre-addressed and stamped envelopes due.

CLASS

DEBATE I

LEARNING OBJECTIVES

Meet in the classroom. Set a goal(s). Work for forty-five minutes in lab.

Extra Credit Impromptus back in class.

HOMEWORKPRACTICE, PRACTICE, PRACTICE.

- DO NOT FORGET YOUR RUBRICS

- Remember to practice in front of your parent/guardian and have him/her evaluate you, take your time, offer feedback and sign.

- Print out the rubric for me to grade

- FAILURE TO PRINT OUR RUBRICS WILL RESULT IN A DEDUCTION OF POINTS

Friday 5/25 and Tuesday 5/29CLASS LEARNING OBJECTIVES HOMEWORK

AP Language

and Compositio

n

Warm-Up: Choose 2-3 passages that are significant from the text. One passage must come from your assigned chapter, the other passage is up to you. In your response, identify what questions the passage raises and why it is significant.

While you are writing, I will collect the following: 1. GP Portfolios (alphabetize)2. Patterns and Everyday Use

Graded Discussion.

Homework Schedule:5/25 (A) and 5/29 (B): Read Ch.18-235/30 (A) and 5/31 (B): Finish the book.

Upcoming Dates:5/25 (A) and 5/29 Turn in Graduation Project Portfolio, Patterns for College Writing AND Everyday Use.

6/8 College recommendation paper work due (you must ask me in person before turning in paper work- see wiki)9/17: Pre-addressed and stamped envelopes due.

CLASS

DEBATE I

LEARNING OBJECTIVES

-Finish eulogies.

-Go over rubrics and protocol for final.

-2 minute impromptus

HOMEWORKPrepare for Final Speech:-choose text-cut text-start rehearsing

Next class we are in the computer lab.


AP Language

and Compositio

n

Demonstrate understanding of CITR by taking a quiz over Ch.7-12.

-Discuss selected passages for close reading

Homework Schedule:5/23(A) and 5/24 (B): Read Ch.13-175/25 (A) and 5/29 (B): Read Ch.18-235/30 (A) and 5/31 (B): Finish the book.



CLASS

DEBATE I

LEARNING OBJECTIVES

-Go over the rubric and audience participation

- Present eulogies to class

HOMEWORK

PRACTICE, PRACTICE, PRACTICE

Prepare for Final Speech:-choose text-cut text-start rehearsing

Thursday 5/17 and F

Monday 5/21 and Tuesday 5/22

CLASS LEARNING OBJECTIVES HOMEWORKAP

Language and

Composition

-Share extra credit. Turn in.

-Contextualize The Catcher in the Rye

-Demonstrate understanding of Ch.1-6 by taking a quiz. Grade in class.

-Participate in a large group discussion.

Please purchase, borrow or check out a copy of J.D. Salinger’s The Catcher in the Rye.

Homework Schedule:5/21(A) and 5/22(B): Read Ch.7-125/23(A) and 5/24 (B): Read Ch.13-175/25 (A) and 5/29 (B): Read Ch.18-235/30 (A) and 5/31 (B): Finish the book.



CLASS

DEBATE I

LEARNING OBJECTIVESIDENTIFY WHICH EVENT YOU ARE DOING FOR FINALWarm-Up: Read Oprah Winfrey’s eulogy for Rosa Parks. Identify what makes her -Participate in a peer edit and conference with peer.speech effective.

-Practice delivering eulogy to peers.

HOMEWORK

Make necessary changes from peer review session. Practice, practice, practice.

Start working on Final Exam speech.

Thursday 5/17 and Friday 5/18 CLASS LEARNING OBJECTIVES HOMEWORK

AP Language

and Compositio

n

Congrats! You finished the AP Exam.Let’s celebrate (for five minutes )

-Take the AP Language and Composition Debriefing Survey

-Discuss the Graduation Project Portfolio Requirements due 5/25 (A) and 5/29 (B)- See wiki for more details

- Discuss College Recommendation Process- See wiki for template and instructions

- Holden Caulfield Similarity Quiz

Please purchase, borrow or check out a copy of J.D. Salinger’s The Catcher in the Rye.

Homework Schedule:5/17(A) and 5/18 (B): Read Ch.1-6 and extra credit opportunity5/21(A) and 5/22(B): Read Ch.7-125/23(A) and 5/24 (B): Read Ch.13-175/25 (A) and 5/29 (B): Read Ch.18-235/30 (A) and 5/31 (B): Finish the book.

In other words, your homework for 5/17 and 5/18 is to read Ch.1-6. On 5/21(A) and 5/22 (B) we will discuss Ch.1-6 and then you will read Ch.7-12 for homework. The reading is roughly 43 pages in between classes (or about 22 pages per night). Happy Reading!



CLASS

DEBATE I

LEARNING OBJECTIVES

-Finish Award Speeches

-Hand back Radio Broadcasts

- Introduce final exam. Choose an event for next class.

- Introduce eulogy assignment

HOMEWORK

-Choose an event you will present for the final exam. I will ask you to commit to an event next class.

-Write eulogy (see handout on wiki).

Monday 5/15 and Tuesday 5/16CLASS LEARNING OBJECTIVES HOMEWORKAP Language

and Composition

Explore how Brutus constructs his sentences in Act III of Julius Caesar in order to convince the crowd that killing Caesar was good for Rome.

-Annotate Brutus and Antony’s speeches. Identify ethos, pathos, logos, anaphora, antithesis, chiasmus (similar to antithesis)and paralipsis (passively drawing attention to a flaw)

-Practice writing thesis statements

- Last minute review questions

Suggested Homework: Complete Practice Exam #2 in 5 Steps to a 5 (p.213-229). Grade yourself and enter your scores in the Scoring Formula. Predict your score.

TENTATIVE REVIEW SESSIONS (Media Center):Monday 2:30-3:30: HohmanTuesday 2:30-3:30: Stern

CELL PHONE NOTICE: Students cannot bring a cell phone with them – even if it is off. Due to cell phones having cameras, if a phone is in the room (either off or on) all scores will be invalidated. Students must leave their phones at home or in their cars. Asking students to find somewhere to take their phone is causing some exams to start late. Please make sure your students are well aware of this prior to coming to their exams for the remainder of these two weeks.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Introduce the Final- Begin thinking

about what you plan on doing

Go over Audience Participation

Begin Award/Acceptance Speeches

Practice Award Speeches. Begin thinking about final presentation.

Friday 5/11 and Monday 5/14CLASS LEARNING OBJECTIVES HOMEWORKAP Language

and Composition

Go over footnotes and endnotes

Warm-Up: Read the Okefenokee Swamp Prompt Question #1: http://apcentral.collegeboard.com/apc/members/repository/eng_lang_99_6909.pdf

Identify the rhetorical strategies used and how the strategies contribute to purpose. Write a thesis. Complete an outline (subject by subject, point by point, or other variation)

Read the College Board sample and responds to questions.

Suggested Homework: Complete Practice Exam #2 in 5 Steps to a 5 (p.213-229). Grade yourself and enter your scores in the Scoring Formula. Predict your score.


CELL PHONE NOTICE: Students cannot bring a cell phone with them – even if it is off. Due to cell phones having cameras, if a phone is in the room (either off or on) all scores will be invalidated. Students must leave their phones at home or in their cars. Asking students to find somewhere to take their phone is causing some exams to start late. Please make sure your students are well aware of this prior to coming to their exams for the remainder of these two weeks.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Finish Radio Presentations. Complete

Reflection.

Introduce Awards Speech. Pick names.

Type awards speech. See handout for details.

http://apcentral.collegeboard.com/apc/members/repository/eng_lang_99_6909.pdf



Wednesday 5/9 and Thursday 5/10CLASS LEARNING OBJECTIVES HOMEWORKAP Language

and Composition

Practice taking a back-to-back multiple choice test from 5 Steps (begin on p. 179). Grade yourself.


Students cannot bring a cell phone with them – even if it is off. Due to cell phones having cameras, if a phone is in the room (either off or on) all scores will be invalidated. Students must leave their phones at home or in their cars. Asking students to find somewhere to take their phone is causing some exams to start late. Please make sure your students are well aware of this prior to coming to their exams for the remainder of these two weeks.

Review footnotes and endnotes. What are they saying?

Study for your AP Exams. Eat, sleep, and breathe.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Warm-Up: Take 10-12 minutes to work

with partner and make any last minute changes.

Review audience participation and rubric.

Begin radio announcing presentations.

PRACTICE, PRACTICE, PRACTICE.

Monday 5/7 and Tuesday 5/8CLASS LEARNING OBJECTIVES HOMEWORKAP Language

and Composition

Annotate Rhetorical and Argumentative in-class essays following guide

Evaluate student samples and assign a holistic score to each. Review the College Board scores for student samples.

Swap papers with peer and evaluate peer’s responses. Assign a holistic score.

Review MC homework.

BRING 5 STEPS TO A 5 NEXT CLASS. We will practice a multiple choice next session.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Meet in Debate class and then go to

computer lab together as a class. Turn in Radio homework from last class.

Share the articles you brought for homework with your partner (if applicable)

Go to my wiki http://rebeccastern.cmswiki.wikispaces.net/ and visit the Debate I page. Under “Radio Announcing” click on “Blank Template for Radio

PRACTICE BROADCAST!!! Remember every 2 seconds above or below the grace period will result in 1 point deducted from your final score. You’re time must be 3:00 minutes, 6 minutes if DUO

http://rebeccastern.cmswiki.wikispaces.net/

Announcing”.

Use the template to TYPE the necessary components for your radio broadcast. Read the directions carefully.

MAKE SURE TO SAVE OFTEN AND PRINT YOUR FINAL SCRIPT. Bring the script to class next session.

Thursday 5/3 and Friday 5/4CLASS LEARNING OBJECTIVES HOMEWORKAP Language

and Composition

Turn in DOAS paperRubric, Final Copy, Peer Edit SheetRough Draft, Preliminary Outline

Practice writing a rhetorical analysis and argumentative essay back-to-back (80 minutes total)

Turn in prompts (make sure your name is on the prompt). Keep essays for next class.

1)Go to: http://apcentral.collegeboard.com/apc/public/repository/ap-english-course-description.pdf

2) Go to “Sample Multiple Choice Questions” under “The Exam”

2) Scroll to p. 27. Print out Questions 44-55 (and the corresponding passage (page.27-30. It starts with the line “A major attraction at the Paris Expedition of 1867…”

3) Time yourself and then grade yourself (answers are located on p.30).

Please remember to bring 5 Steps to the next few classes.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Turn in radio homework/notes. Scan the news. Print out four

current events that you would be

http://apcentral.collegeboard.com/apc/public/repository/ap-english-course-description.pdf



1) Share commercials

2) Watch http://www.youtube.com/watch?v=iMdp81eRaZE for a brief introduction to Radio Announcing.

3) Practice writing a radio show utilizing three articles given in class. Use your knowledge of the inverted pyramid, lead statements, quote attribution and commercial writing to design your show.

4) Find another pair. Evaluate performances based on checklist in Exercise #2. Remember, the judges are not watching you, only listening. Focus on projecting your voice and personality.

** CHOOSE PARTNERS**

interested talking about.

BRING A USB flash drive or jump drive next class. We will be working in the lab.

Think about if you want to work with a partner or individually.

Tuesday 5/1 and Wednesday 5/2CLASS LEARNING OBJECTIVES HOMEWORK

AP Language and

Composition

Review AP Testing classrooms for 5/16

1. Review the “Peer Review” and break into partners. Evaluate papers and reflect on what changes you will make for next time.

2. Review the2007 Rhetorical analysis and identify which strategies we should abstract from the piece.

Please revise your DOAS paper and staple the final copy in this order:

Rubric (top)- Different than peer editFinal Copy Peer Edit SheetRough DraftPreliminary Outline (bottom)

*Study rhetorical strategies. Be prepared to take two essays in a row next class (argumentative and rhetorical).

http://www.youtube.com/watch?v=iMdp81eRaZE

http://www.youtube.com/watch?v=iMdp81eRaZE

Exit Ticket: Write a thesis statement for the rhetorical analysis.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Demonstrate understanding of

objective and subjective description, types of bias and news writing by taking a quiz. Grade in class.

Practice delivering news stories with a partner

Learn how to write a commercial for the radio

1) Listen to a radio broadcast for six minutes. Do not merely listen to radio stations that only play music, but a station that deliberately fills the time with content.

While you listen, take notes on the following:

1) What topic(s) of discussion does the radio broadcaster choose to highlight?2) Does the broadcaster present the news objectively, subjectively, or both? How do you know?3) Who is the intended audience of this broadcast? How do you know? 4) What types of commercials, if any, are played? If there are no commercials, what type of commercial do you believe would be most fitting based on the broadcast?

Friday 4/27 and Monday 4/30CLASS LEARNING OBJECTIVES HOMEWORK

AP Language and

Composition

Demonstrate understanding of the free-response question by writing a timed in-class essay (40 minutes)

Annotate essays and determine to what degree you achieved each benchmark

Read sample student essays

Assign a holistic score to paper and submit.

1) DOAS essay due 5/1 (A) and 5/2 (B). Print out peer edit from online.

2) Print Question #3 (page 10) from the link below and identify what strategies the speaker uses to praise his subject and move his audience. Come prepared to discuss.

http://www.collegeboard.com/prod_downloads/ap/students/english/ap07_eng_lang_form_b_frq.pdf

Hint: It might be helpful to use your formula sheet to help you identify the strategies.

CLASS LEARNING OBJECTIVES HOMEWORK

DEBATE I Share “Bias Homework” and turn in. Warm-Up: Identify facts and details you expect reporters to include in a breaking news story about a powerful quake or tsunami.

-Explore the Inverted Pyramid and how it is used as a model for news writing

-Demonstrate understanding of the inverted pyramid by organizing a jumbled news story

- Learn how to write lead statements, attribute quotes, and write a news story

1) Look at the article you brought in last class. In 5-6 sentences, establish the 5W’s. Begin with an engaging lead, structure your facts so it reflects the inverted triangle, integrate at least one quote, and tie the story together.

2) Prepare for a quiz next class





AP Language and

Composition

-Check DOAS outline-Review Formula Sheet

Warm-Up: Write three thesis statements for the attached prompt. One thesis should defend the prompt, the other should challenge the prompt , and the last thesis should qualify the prompt. (http://apcentral.collegeboard.com/apc/public/repository/ap10_frq_eng_lang.pdf )

-Choose one of the thesis statements and identify 2-3 examples from literature, history, current events, psychology, etc.

-Evaluate student responses

Watch DOAS cliphttp://www.youtube.com/watch?v=b-nmJH0yKK4

1) Practice writing a thesis statement for Question #3

http://apcentral.collegeboard.com/apc/public/repository/ap11_frq_english_language.pdf

2) Print out Essay formula sheet from wiki

3) Prepare for an in-class argumentative essay next class

Upcoming:DOAS essay due 5/1 (A) and 5/2 (B)

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Introduce Broadcasting

Differentiate between subjective and objective description

Identify what makes “quality” news and the

Search the news tonight. Find examples of three of the five different types of bias and PRINT. Make sure you explain how each piece of evidence represents one of the types of bias. Your responses




http://www.youtube.com/watch?v=b-nmJH0yKK4

http://www.youtube.com/watch?v=b-nmJH0yKK4

http://apcentral.collegeboard.com/apc/public/repository/ap10_frq_eng_lang.pdf



dangers inherent in presenting inadequate journalism

Discuss the role of free press in a democracy

Identify types of bias

should be typed.

Monday 4/23 and Tuesday 4/24CLASS LEARNING OBJECTIVES HOMEWORK

AP Language and

Composition

Demonstrate understanding of DOAS by taking a quiz. Grade in class.

Introduce paper topics and expectations

Compare/Contrast select scenes from the play with our text

Complete the DOAS paper outline

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Finish presentations. Turn in

audience participation.

Impromptu bonus round. Extra Credit opportunity.

Print out an article from a newspaper or online newspaper/magazine relating to one of the following categories:

1) News

2) Entertainment3) Sports

Thursday 4/19 and Friday 4/20CLASS LEARNING OBJECTIVES HOMEWORK

AP Language and

Composition

-Demonstrate understanding of SAT Vocabulary by taking a quiz. Grade in class.of-Read student samples the argumentative essay

-Peer Edit and look for the following:

An effective argument that clearly takes a position (agrees, disagrees or qualifies—to what extent?)

Finish Act II and Requiem. Prepare for a reading quiz and come ready to discuss end of play.

Uses examples from a variety of genres (literary, history, pop culture, science, current events, psychology, etc.)

Addresses the opposing point-of-view

Thoughtfully concludes

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I -Set up note cards

1) Key words of quotation2)Discuss quotation as a whole- likely meaning3) Apply favored meaning to 2-3 examples4) What do examples have in common? How do they relate to each other and your interpretation?

-Review impromptu protocol and audience participation

-Demonstrate understanding of Impromptus by engaging in first round.

Finish reflection


AP Language and

Composition

Demonstrate understanding of DOAS by taking a quiz. Grade in class.

Discuss DOAS:-What role does Ben play in Willy’s life?-What does Linda thing is wrong with Willy? Do you agree with her approach?-Howard/Willy scene

1) Read pages 96-98 of 5 Steps to a 5. Read the practice prompt on p. 98. Time yourself and write a hand-written response. (40 minutes). Bring both 5 Steps and essay to class.

2) Prepare for SAT Vocab Quiz #4. While I will pay particular attention to the last list, all words are fair game.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I -Set up note cards

1) Key words of quotation2)Discuss quotation as a whole- likely meaning3) Apply favored meaning to 2-3 examples4) What do examples have in common? How do they relate to each other and your interpretation?

-Review impromptu protocol and audience participation

-Demonstrate understanding of Impromptus by engaging in first round.

Finish reflection

Wednesday 4/11 and Thursday 4/12 CLASS LEARNING OBJECTIVES HOMEWORK

AP Language and

Composition

AP Tally

1. Demonstrate reading comprehension by taking a quiz on DOAS. Grade in class.

2. Discuss Willy and Linda Loman’s dynamic; Willy’s relationship with Charley and how he views Bernard; the role of flashbacks in the play

3. Review Synthesis Essay: “Fixing a Four”

1. Prepare for Synthesis Essay #2. We will write in class.

2. Finish Act I of DOAS.

Coming Up: SAT Vocab Quiz #4:4/19 (A) and 4/20 (B)

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I 1. Practice dissecting a quotation

for meaning

2. Apply meaning of quotation to a person/ event in history, book or character from literature, and personal experience

3.Connect definition and supporting evidence back to original quotation

4. Practice Impromptu with quotes gathered from homework

Study notes for Impromptu quiz

Monday 4/9 and Tuesday 4/10 WELCOME BACK!CLASS LEARNING OBJECTIVES HOMEWORK

AP Language and

Composition

Warm-Up: What happens to a dream deferred?http://www.poetryoutloud.org/poems-and-performance/listen-to-poetry-Give an answer, a question, or draw your interpretation of what is at stake

-Come back to Langston Hughes “Let America be America again”- Is America “America again” in 2012?

-Read Lauren Sandler’s “The American Nightmare”. Choose 2-3 quotes you would like to support, challenge, and qualify. Be prepared to discuss.

Read the first half of Act I in DOAS. You will end with the scene between Ben and Willy (Charley is observing) and the line “Three years and eleven months.” (p.1-32 in Penguin edition)

Coming Up: Synthesis Essay #2: 4/13 (A) and 4/16 (B)

SAT Vocab Quiz #4:4/19 (A) and 4/20 (B)


http://www.poetryoutloud.org/poems-and-performance/listen-to-poetry



DEBATE I Warm-Up: “If I could” one minute impromptus

-Read “Impromptu Speaking” by Martin Cox and answer reading guide questions

-Practice doing an impromptu with movie titles

Find three quotes that interest you. Type them up and cut into three separate pieces of paper. Each quote can be on a small paper. All quotes should be school appropriate.


AP Language and

Composition

-Review DOAS pre-reading guide and share responses (turn in responses)

-Analyze what America looks like in the eyes of Whitman, Evans and Hughes

-Demonstrate knowledge of how two or more texts from the same time period treat similar topics

-“I hear Ardrey Kell Singing…”

Please purchase a copy of Arthur Miller’s Death of a Salesman. We will start right after Spring Break.

ENJOY YOUR VACATION! Be prepared to hit the ground running when you return

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I -Participate in the second round

of Supplemental DebatesEat breakfast, come energized and prepare to present Supplemental Debates Round #2


AP Language and

Composition

-Turn in TWO copies of Graduation Paper

-Discuss Lars Eighner’s essay “On Dumpster Diving”

-Identify the definition and purpose of four additional modes (exemplification, process, cause/effect, and compare and contrast)

-Writing Activity

Complete Part I and II of the DOAS pre-reading assignment

Please purchase a copy of Arthur Miller’s Death of a Salesman. We will start right after Spring Break

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I -Participate in the second round

of Supplemental DebatesEat breakfast, come energized and prepare to present Supplemental Debates Round #2


AP Language and

Composition

*If you need to make up the essay, please do so during this class.*

Warm-Up: Practice reading visual rhetoric. View the visuals as an assertion. What is the assertion? How do you know? Can you defend, challenge or quantify it?

- Identify problematic areas of the synthesis essay. How do we move from a 4 to a 6? Revise student samples.

-Return Synthesis homework and essays

-Practice SAT Vocabulary

-Prepare for SAT Vocabulary Quiz #3 (drone-philistine)-Revise Graduation Paper

Read “Harrison Bergeron” and answer questions (available online)

Important Dates:3/22 (A) & 3/23 (B): SAT #3 Quiz3/26 (A) & 3/27 (B): Submit two clean copies of the Graduation Paper.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I -Watch a supplemental debate.

Keep track of contentions. Be prepared to discuss.

- Review what makes a contention strong. Revise contentions.

Watch/read the news. Become current on what is going on in the world. This will help you in your evidence section.

Next class we will work on our

-Identify three topics you are interested in debating. Choose three potential opponents. Next class I will release your topic as well as your opponent.

-If time: Generate a list of “Would You Rather” statements and practice coming up with contentions on the spot.

-Return Supplemental Debates Round #1

outlines.


AP Language and

Composition

TURN IN HOMEWORK BEFORE CLASS

Demonstrate understanding of the synthesis prompt by writing an in-class, timed essay.

15 min. – Read Prompts40 min. – Write Essay

-Annotate essay following “Synthesis Checklist”

-Read student sample if time

- Assign a holistic score, provide a rational, and turn in.

-Prepare for SAT Vocabulary Quiz #3 (drone-philistine)-Revise Graduation Paper

Important Dates:3/22 (A) & 3/23 (B): SAT #3 Quiz3/26 (A) & 3/27 (B): Submit two clean copies of the Graduation Paper.


DEBATE I - Participate in a current events around-the-room activity. Identify contentions and resolutions based on the provided passages.

-Generate a list of “Would You Rather” statements and practice coming up with contentions on the spot.

Start thinking of current event topics.

Wednesday 3/14 (PI DAY!) and Thursday 3/15CLASS LEARNING OBJECTIVES HOMEWORK

AP Language and

Composition

-Annotate/Dissect Locavore Response

- Read/Assign scores to student essays

-Peer Edit Locavore responses and assign a score

Next class we will have a timed, synthesis GRADED essay.

Your task is to find four sources/excerpts (nonfiction, fiction, poem, drama, visual text, photo, chart, artwork or cartoon) that defends, challenges or qualifies Martin Luther King’s claim that “Injustice anywhere is a threat to justice everywhere” (“Letter from Birmingham Jail”). Your sources should NOT illustrate the same perspective, but rather show different perspectives. (see “Create Synthesis Prompt” online)

http://thinkexist.com/quotation/justice_denied_anywhere_diminishes_justice/146472.html



Please identify the following with each source*

Full MLA citation (appears underneath the word “Source A”, “Source B”, etc.)

Excerpt from the source (no source should be longer than a page)

Summarize the purpose of the source in 1-2 sentences

Identify if the source supports or negates your position

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I -Demonstrate understanding of

supplemental debates by participating in a one-on-one debate.

-Reflect on debates. What went well? What needs improvement?

Be prepared to participate in the first round of supplemental debates.


AP Language and

Composition

Claim: The government taking property from one private owner to give to another for the creation of further economic development constitutes a permissible “public use” under the Fifth

Warm-Up: Synthesis Sources Debate

-Come to terms with what it means to support, oppose and qualify

-Review “Synthesis Essentials” and “Step by Step”

-Write the first body paragraph with a partner that supports, opposes or qualifies (based on placement in room)

-Discuss responses and evaluate

1. Print out Question #1 (Locavores p.2-9) belowhttp://apcentral.collegeboard.com/apc/public/repository/ap11_frq_english_language.pdf

2) Time yourself:15 minutes- Read and annotate sources A-G40 minutes: Synthesize at least three of the sources and incorporate it into a coherent, well-developed essay that




Amendment. student essays-Return Rhetorical Analysis #2 and SAT vocabulary quizzes

identifies the key issues associated with the locavore movement and examines their implications for the community

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Warm-Up: Spend the seven minutes

of class solidifying notes and making sure your outline is set.

-Review audience participation.

-Demonstrate understanding of supplemental debates by participating in a one-on-one debate.

-Reflect on debates. What went well? What needs improvement?



AP Language and

Composition

Demonstrate knowledge of SAT Vocabulary by taking quiz. Grade in class.

-Share MP flyers. Turn in.

B Day: Review Irony, identify irony in cartoons. Explain the humor. -Analyze controversial Obama cover and Jyllands-Posten Muhammad cartoons controversy

Complete 5 Steps to A 5 worksheet (Guide to Synthesis Essay). Bring 5 Steps to a 5 to class.


DEBATE I -Five minute prep time

-Review audience participation. Begin Debates

-Reflect on debates.


Wednesday 3/7CLASS LEARNING OBJECTIVES HOMEWORK

Warm-Up #1: MLA in-text citations review-Come to terms with the words “modest” and “proposal”

-List typical high school concerns and determine modest and outlandish solutions

-Discuss how Swift uses satire to discuss the problem of poverty in Ireland

-What are the advantages of his plan? How does he use reduction ad absurdum? What is Swift really suggesting?

-Introduce “A Modest Proposal” flyer

-Study for SAT Vocab Quiz next class

-Complete “A Modest Proposal” flyer (B Day). Print rubric and staple to analysis (you only need half of the sheet). Your flyer should be separate as I will hang these on the wall.

-Read Judy Brady’s “I Want a Wife” (505-507) if there is time remaining.


DEBATE I -Demonstrate understanding of supplemental debate by taking quiz

-Assign topics and prepare outline

Careful not to repeat contentions! Choose your best points and predict your opponent’s arguments. Turn in outlines at the end of the class.



-Demonstrate understanding of a rhetorical analysis by writing a timed essay. You will have forty-five minutes to read and analyze the essay. Proofread your work.

- Evaluate sample essays and assign a holistic score

-Review scoring guide and assign a holistic score to essay. Provide a rational as to why you should receive that score. Submit.

1. Read “A Modest Proposal” by Jonathan Swift in Patterns for College Writing (p. 676- 683).

2. Answer the “Purpose and Audience” questions (1-5) on a separate sheet of paper. Come to class ready to discuss. You will need Patterns for College Writing.

Coming Up:SAT Vocabulary Quiz 3/8 (A) and 3/9 (B). You should know (acquiesce- anecdote). Previous lists are always fair game


DEBATE I -Identify contentions for both sides of a resolution

-Examine what makes a contention strong/weak and revise

-Assign Supplemental Debate partners

-Practice preparing and presenting a supplemental debate in small groups

-Choose a topic for formal supplemental debate in class

Prepare for a supplemental debate quiz.

Cut audience participation into squares. We will deliver notes to students next class.


Warm-Up: Listen to the “Warrior Song”. How is war presented in this context? How does the message of this song compare/contrast with Swift and Twain? (http://www.youtube.com/watch?v=lTs6a0ORdQU)

-Review “Voyage to Lilliput” and “War Prayer”

-Review Common Mistakes on Graduation Project paper

-Return Papers

Optional Practice: Complete the essay on p.86-7. Time yourself. Then compare your response to the student responses on p.92-93.Review rhetorical strategies.

Next class we will have another timed-writing test.

Note: If you scored lower than a 69, you have the option to revise and edit your paper for a new grade. If you choose to resubmit, you will need to schedule a conference with me by 3/23. During our conference, you will need to present your edits and show me how you have improved your paper. If I see that you have taken the time to properly edit and revise your paper, I will grade the paper again. The

http://www.youtube.com/watch?v=lTs6a0ORdQU

http://www.youtube.com/watch?v=lTs6a0ORdQU

highest grade you can get is a 73. Do not wait until the last minute. It is your responsibility to schedule a conference ahead of time.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I TURN IN VIDEO REFLECTIONS

-Finish performances

- Read “Supplemental Debate” handout and answer questions

-Practice a sample supplemental debate

Complete sample outline for homework

Thursday 2/23 and Friday 2/24CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

A note about Parent Assist:Until you see your paper with my comments, please do not contact me about your grade. In other words, please do not

Knight Time Roster

-Demonstrate understanding of The Great Gatsby by taking an essay test.

-You should spend about 20-25 minutes on each question (~3/4 - 1 page per question). Use quotes from the text to support your responses.

1. Define satire2. Bring in an image or cartoon that illustrates satire3) Explain what the author is trying to convey in the satire piece?4) Determine whether or not he/she is effective

CHANGE IN PLANS: There is no vocabulary quiz next class. We will resume SAT vocabulary on

contact me when your grade is entered in Parent Assist. Receive feedback first.

3/8 (list #1-2)

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I -Review audience participation

and video reflection guidelines

-Determine order for the day

-Demonstrate understanding of HI/DI/DUO by performing for classmates


Type your one-page, double-spaced, video reflection if applicable (due the next time our class is in session).

Friday 2/17 and Wednesday 2/22CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

A note about Parent Assist:Until you see your paper with my comments, please do not contact me about your grade. In other words, please do not contact me when your grade is entered in Parent Assist. Receive feedback

-Demonstrate understanding of a rhetorical analysis by writing a timed essay. You will have forty-five minutes to read and analyze the essay. Proofread your work.

- Evaluate sample essays and assign a holistic score

-Review scoring guide and assign a holistic score to essay. Provide a rational as to why you should receive that score. Submit.

http://apcentral.collegeboard.com/apc/public/repository/

Identify important quotations, turning points and themes in The Great Gatsby. You will have an essay test next class. Bring your book.

Coming Up:2/23 (A) and 2/24 (B) TGG Test2/27(A) and 2/28 (B) SAT quiz

first. ap10_english_language_q2.pdfCLASS LEARNING OBJECTIVES HOMEWORK

DEBATE I Warm-Up: Evaluate two NFL champions and analyze the way in which they utilize facial gestures, body positioning and voice to portray characters.

-Peer Edit scripts and conference

-Practice performing scripts in small

groups


Bring a video recording device to tape your performance.

Wednesday 2/15 and Thursday 2/16CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

-Demonstrate understanding of Gatsby’s American Dream by participating in a fishbowl discussion

-Assign peers to evaluate. Review format for peer evaluation.

-Submit American Dream response and peer evaluation

-Review rhetorical menu items and “How to Write an AP Rhetorical Essay” (“AP Test Prep” on website). There will be a timed in-class essay next block.

Coming Up:2/23 (A) and 2/24 (B) TGG Test2/27(A) and 2/28 (B) SAT quiz

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Warm-Up: On a scratch piece of

paper, name a famous character, cartoon, athlete, politician or actor. Identify a famous line associated with that person. Turn in.

-Analyze character in a selected text

-Determine the way in which each

character speaks/moves

-Practice positioning

- Practice speaking like character

Bring polished script to next class.

Monday 2/13 and Tuesday 2/14CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

Warm-Up: Compare/Contrast Tom and Gatsby. How are they similar? How are they different? Compose a list of similarities and differences and then write a thesis statement. Do not state the literal or obvious.

-Discuss Ch.6-7 Gatsby’s downfall Gatsby as an invention

1)Finish the book

2) Based on your understanding of The Great Gatsby, analyze Fitzgerald’s conception of the American Dream (1-2 TYPED pages). See handout for more details. Print both sheets of the handout. You will need the second handout for the

Tom/Sloane scene HEAT Nick’s birthday

Fishbowl discussion.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Analyze character in selected

text Determine the way in which

each character speaks/moves Prepare to “cut” script

Meet in C-209 next class. We will work on “cutting” the script in the computer lab.


AND COMPOSITION

- Demonstrate understanding of SAT vocabulary by taking a quiz. Grade quizzes in class.

- Read student essays from 5 Steps to a 5. Holistically score essays.

-Switch papers. Determine how your peer ranks in each of the following categories:9-7 High-Range,6-5 Mid-Range, 4-1 Low-Range___ Understanding and response to prompt___ Understanding and communication of author’s intended effect___ Provides support with specific strategies, devices and elements___ Organization and clarity___ Effectively cites specific references___ Mature style and control of diction and syntax

1)Read Ch. 6-7 in TGG

2) Sign up for the AP exam (due 2/17) and submit to Literary Magazine!

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I -Finish performances and turn in video

reflection.

-Use your body and voice to convey your message

-Practice pantomimed reenactment in order to accurately parallel text

-Work on articulating phrases and sentences slowly and clearly

-Speak with your body and voice

1) Choose a text you would like to do for your next DI/HI/DUO. You should choose a different event than last time. Bring your text to next class.

2) Complete video reflection (if applicable)

Tuesday 2/7 and Wednesday 2/8CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

Warm-Up: Evaluate thesis statements from Ch.1-2 response papers.

-Demonstrate reading comprehension of Ch.4-5 by taking a reading quiz. Grade in class.

-Discuss TGG

1) Study for the SAT Vocab Quiz 2/9 (A) and 2/10 (B)

2) In 5 Steps to a 5, read p.67-72. Write a response to the Truman Capote prompt by hand (p.71, essay on p.72-3). Limit your time to 40 minutes.

3) Bring 5 Steps to a 5 next class.

Sign up for the AP exam (due 2/17) and submit to Literary Magazine!


DEBATE I - Review performances from last class. What went well? What needs work?

-Evaluate performances

Watch your performance. Type your one-paged, double-spaced reflection.

OR


Friday 2/3 and Monday 2/6CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

SUBMIT TO THE LITERARY MAGAZINE!! There is no entry limit. You can submit a short story, poem, essay, art, photos, etc. Please submit to [email protected] or drop off in a submission box in A-206 (Nowacky’s room).

-Demonstrate reading comprehension of Ch.3 by taking a quiz. Edit quizzes.

-Discuss TGG Gatsby as an enigma Nick’s observations Private conversations Nick’s “love” for Jordan Honesty

Read Ch.4-5 in TGG. Prepare for a reading quiz.

Coming up:SAT Vocab Quiz 2/9 (A) and 2/10 (B)

Sign up for the AP exam (due 2/17) and submit to Literary Magazine!

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I

Note about Debate II:You MUST participate in a

-Review HI/DI/DUO rubric. Put your name on rubric and submit. Rubrics will determine presentation order.

Watch your performance. Type your one-paged, double-spaced reflection.

mailto:[email protected]

minimum of 5 tournaments, on weekends during the year, approximately 1 a month. You are graded on your performances at these tournaments, and they are very competitive. Students pay for these tournaments, unless they qualify for free/reduced lunch. You can see Ms. Koller for more information.

- Review audience participation and video reflection

-Evaluate ~15 performances

-Reflect on what makes performances weak/strong

OR


Wednesday 2/1 and Thursday 2/2CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

Warm-Up: What makes a full life?

-Holistically grade peer’s paper based on AP rubric. Turn in.

-Read and analyze Edwin Arlington Robinson’s poetry

-Analyze the impact of author’s choices regarding how to develop and relate elements

-Demonstrate knowledge of how texts from the same period treat similar themes

-Compare and contrast Richard Cory’s, Miniver Cheever’s and Eben Flood’s expectations for life

Read Ch.3 in TGG. Take note of how Nick Carraway gathers information about Jay Gatsby. How does all of this information affect Nick?

Prepare for a reading quiz.


DEBATE I

Note about Debate II:You MUST participate in a minimum of 5 tournaments, on weekends during the year, approximately 1 a month. You are graded on your performances at these tournaments, and they are very competitive. Students pay for these tournaments, unless they qualify for free/reduced lunch. You can see Ms. Koller for more information.

-Practice modified pantomiming (“the art or technique of conveying emotions, actions, feelings, etc., by gestures without speech”) and establishing character

-Evaluate peers in small group performances and provide feedback

-Continue to work on blocking and gestures

-Commit intro to memory

1. Prepare your finalized script

for next class and PRACTICE

2. Please bring something to film your performance (iPhone video, camera, video camera, etc.)

3. You will be completing a video reflection as part of your grade for this performance.

Monday 1/30 and Tuesday 1/31CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

-Review AP packets

-Demonstrate reading comprehension by taking TGG Quiz Ch.1-2

- Discuss the idea of the American dream- is it a dream or reality?

-Engage in close reading in which we analyze Nick, Jay, Tom, Daisy and Jordan

Analyze Fitzgerald’s language in Ch.1-2 by responding to one of the two prompts given (1-2 double-spaced typed pages).

- You will be evaluated on how well you effectively analyze selected rhetorical techniques to achieve Fitzgerald’s purpose.

-Please incorporate at least 2-3

http://dictionary.reference.com/browse/art

examples from the text following the “quote sandwich” model (lead-in, quote, analysis). Do not forget to use in-text citations.

-Read Ch.3 for FridayCLASS LEARNING OBJECTIVES HOMEWORK

DEBATE I -Practice integrating sound effects into script

-Critique structural elements of script with peer

-Define characters (posture, voice, gestures)

-Prepare to deliver speech

-Edit your script based on peer feedback

-Practice performance. Each of your characters should be distinct from one another.


AND COMPOSITION

TURN IN GRADUATION PROJECT PAPERS

-Introduce SAT Vocabulary Thursdays. See words/schedule online.

-Discuss TGG Pre-Reading - Lost Generation- Class Issues- “Affluent America”/materialism

Read Ch.1-2 of TGG. There will be a reading quiz at the beginning of class next period.

Pay attention to any “lavish, descriptive passages”. We will analyze Fitzgerald’s style in addition to content.

- Read epithet at beginning

-Review Semester One Midterm

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I -Analyze character in DI/HI/DUO text

-Determine background information and then become character in “Emotional Party”

-Identify the structural elements of text, and prepare to “cut” script

-Show model of “cut” script

-Review Midterm

-Type 2-3, double-spaced, cut script of DI/HI/DUO. Your script should have a clear beginning, middle and end. See Alice Sebold example on web. Bring script to class next time we meet.


AP LANGUAGE AND

COMPOSITION

Welcome Back! Assign second semester seats.

-Review Graduation Project Peer Edit

- Assign groups of six. Follow peer edit guide and check peer’s introduction, body of essay, student-generated visual, synthesis, Works Cited, and publication issues.

-In addition to using checklist, write constructive feedback on peers’ paper

-Conference with peers and reflect on comments

1. Make necessary changes to Graduation Project Paper and print clean draft. Please make sure you put your name on this draft. When stapling your paper, please put all documents in the following order:TOP: Teacher Rubric (different than the one you used today) Second: FINAL PAPERThird: Peer Edit Sheet. I do not need previous draft. Bottom: Teacher Rubric from First Three Pages. I do not need rough draft.

2. Complete TGG pre-reading homework. Bring TGG.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Welcome Back! Assign second

semester seats.

-Identify the components of Dramatic Interpretation, Humorous Interpretation and DUO Interpretation

-Analyze and observe previous National Forensic League champions

-Practice reading sample monologues

-Review exam

Find a dramatic or humorous event you would like to perform. You might want to bring in a few texts. Bring the actual book(s).

You can find a text in the following places:

1) Your own bookshelf. What do you like to read? Choose literature you love.

2) The library. Tell the librarian what types of stories you want to tell and what kind of characters you’d like to play.

3) www.playscripts.com (this costs money)

Thursday 1/12, Friday 1/13, Tuesday 1/17 and Wednesday 1/18

http://www.playscripts.com/

CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

Demonstrate knowledge of critical reading and thinking by taking the AP Language and Composition Midterm

1. Print “Graduation Project Peer Edit” prior to coming to class 1/24 and 1/25

2.Integrate a self-generated diagram, chart, graph, table, map and/or sketch. See “Graduation Project Handbook” underneath “Graduation Project” on website (p.21-23) for details.

3. Reference the self-generated graph/chart/table in paper.

4. Read and print out “Conclusion Writing” from my website and write an effective conclusion.

5. Your paper needs to be 6-8 pages. Works Cited your reflect Works Cited (8-10 sources)

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I Demonstrate understanding of public

speaking and Debate by taking the Debate I midterm.

STUDY!


AP LANGUAGE AND

COMPOSITION

Assignment Tracker: MC Questions. Turn in assignment tracker when finished. You can add “+2” if you brought in cans.

Turn in paper if applicable.

1) Review correct answers for MC passages

2) Test peer with self-generated answer choices

3) Participate in AP Language and Composition Jeopardy

1. Prepare for Midterm (see website for study guide)

2. Sign up for the AP exam. Please pay online no later than Friday 2/17.https://webpay.easydraft.com/login.aspx?

3. Please purchase a physical copy of The Great Gatsby by F. Scott Fitzgerald. We will read the novel following exams.

CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I 1) Finish storytelling speeches.

2) Identify logical fallacies and label which fallacy matches the correct description.

3) Play Debate I Jeopardy

4) Submit script: (STAPLED)Top: Revised DraftMiddle: Peer EditBottom: Rough Draft

Prepare for Midterm. See study guide checklist on website.

Friday 1/6 and Monday 1/9CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

Assignment Tracker: Revised paragraph with annotations

Warm-Up: Turn to your “America Needs Its Nerds” in class response. Please annotate for the following:

Put a squiggly line under thesis and number strategies (1,2,3) listed.

Circle/label each strategy (based on numbers from above) discussed in body paragraph

Put a star next to each direct quote you used

Underline your analysis in which you state WHY the author made the choice to utilize the strategy you named

- Write thesis statements and revise on Promethean

-Discuss strategies Fridman used to develop his argument

-Refresh “rhetorical menu” notes with additional argumentative strategies

-Review Scoring Rubric

-Look at sample papers(http://apcentral.collegeboard.com/apc/public/repository/ap08_english_lang_form_b_q2.pdf)

- Evaluate papers

-Review Midterm Study Guide

-Individual conferences on Grad Paper (if time)

1. Complete the sample multiple choice questions from the 2008 AP test (two passages- see website). Answer questions 1-10 for the first passage and write possible answer choices for the second passage. In other words, you will have four question stems, write the answer choices. One answer must reflect the correct answer, the other two must be wrong.

2. Prepare for Midterm based on study guide (see website)

3. Sign up for the AP exam. Please pay online no later than Friday 2/17.https://webpay.easydraft.com/login.aspx?

4. Please purchase a physical copy of The Great Gatsby by F. Scott Fitzgerald. We will read the novel following exams.

http://apcentral.collegeboard.com/apc/public/repository/ap08_english_lang_form_b_q2.pdf



CLASS LEARNING OBJECTIVES HOMEWORKDEBATE I 1) Review Storytelling Rubric and

Audience Participation Guide

2) Put your name on storytelling rubric and hand-in. This will determine the order in which speeches will occur.

3) Demonstrate understanding of storytelling, but presenting speech to class

4) Submit script: (STAPLED)Top: Revised DraftMiddle: Peer EditBottom: Rough Draft

Prepare for Midterm. See study guide checklist on website.

I can:___ define ethos, pathos, and logos___ recognize when a speaker is appealing to ethos, pathos, and/or logos ___ identify logical fallacies (red herring, tu quoque, post hoc ergo propter hoc, non sequitur, etc.)___ determine which logical fallacy is apparent when given an example___ identify the norms/protocols for a Public Forum Debate (see handout explaining PFD)___ identify the characteristics of voice (volume, pitch, inflections, rates, pause, enunciation and vocal variety)___ recognize appropriate behavior, gestures, facial expressions during Declamation and PFD___ read a speech and complete a SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, and Tone)___ read about an issue, articulate a resolution and identify pros and cons

Monday 1/2/12 and Tuesday 1/3/12CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

WELCOME BACK and KNIGHT TIME

Warm-Up: Differentiate between active and passive

Print and read “America Needs Its Nerds” (see website). Annotate and write thesis according to handout.

Blue: Identify the mode (narrative, expository, persuasive or satire)

voice.

1. Review comma rules. Identify the appropriate place to insert a comma.

2. Plagiarism Mini Workshop

3. Review multiple choice passages from before break. Clarify areas of confusion.

Yellow: Identify ethos, pathos, and logos (and label accordingly) Red: Mark the tone shift or contrast (At what point does the author shift his point of view?)Green: Identify rhetorical question, repetition, juxtaposition, evidence, analogy, metaphor (if present)

Please purchase a physical copy of The Great Gatsby by F. Scott Fitzgerald. We will read the novel following exams.

DEBATE I Warm-Up: Share stories from winter break utilizing story telling techniques from storytelling unit.

1. Introduce “What things do you carry?”

2. Write story for 25-30 minutes

3. Share stories

4. Formalize and type for next class

Type stories for next class

Thursday12/15 and Friday 12/16CLASS LEARNING OBJECTIVES HOMEWORK

AP LANGUAGE AND

COMPOSITION

Turn in first three pages of Graduation Project (STAPLED)

Warm-Up: Name that fallacy. What is wrong with the paragraph?

2. Review multiple choice passages from Five Steps to a Five. Identify which part of the text corresponds with each question.

3. Complete last MC passage in Diagnostic test (p.27-29)

4. Complete the course survey

Enjoy your vacation

DEBATE I 1. Present story to a select group of peers

2. Evaluate peers based on introduction, projection, vocal variety, delivery and overall effect

3. Conduct a “Story Smack Down”, vote on favorite story and perform in front of entire class

4. Discuss what makes stories/performances effective

5. Complete a class survey

Enjoy your vacation


AP LANGUAGE AND

COMPOSITION

Assignment Tracker: Gary Soto Paragraph

1. Demonstrate understanding of logical fallacies by taking the logical fallacy quiz. Grade in class.

2.Review common errors on first three pages of Grad Project paper

3. Show samples of exemplary students

4. Review Peer Edit (available online)

1. Type first three pages of Graduation Project (double spaced, Times New Roman, 12 pt font). Do not forget to bold your thesis. Please paginate in the upper right-hand corner. Instead of last name use ID number.

2. PRINT out the “Peer Review

first three pages” from my website (underneath “Graduation Project”) and bring to class next class.

DEBATE I - Demonstrate knowledge of Public Forum Debate by participating in formal debate

- Assess peers utilizing the audience participation form

- PFD reflection*Turn in presentation outline and Works Cited after performing. Make sure your name is on everything you turn in.

Bring in a favorite children’s book or story.

Wednesday12/7 and Thursday 12/8CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

1. Identify components of an effective introduction and begin writing

2. Review how to integrate a quote into the body paragraphs

3. Review in- text citations

4. Review Gary Soto annotations

5. Write thesis following thesis formula

6. Write a sample body paragraph analyzing the way in which Soto “recreates the experience of his guilty six-year-old self”

1. Study for Logical Fallacy Quiz

2. Finish Gary Soto analysis paragraph

3. First three pages of Graduation Project paper due 12/13 (A) and 12/14 (B).

DEBATE I -Review PFD procedures

- Demonstrate knowledge of Public Forum Debate by participating in formal debate


*Turn in presentation outline and Works Cited after performing. Make sure your name is on everything you turn in.

PRACTICE PFDS!!!

Do not forget to dress professionally on your performance date.

Thursday 12/1 and FridaMonday 12/5 and Tuesday 12/6


AND COMPOSITION

Hand in Formal Outline and Works Cited (STAPLED)

1. Share logical fallacy projects

2. Identify author’s strategies in each mode of writing (narrative, expository, persuasive, and satire). Learn how to recognize and analyze strategies in an AP passage

3. Examine common archetypes in literature and film

Homework: Read the sample AP passage from Gary Soto. Please annotate based on the guide provided on the archetype worksheet.

Yellow: Identify the mode (narrative, expository, persuasive or satire)Blue: Mark relevant transitional words/punctuation (Which words indicate the author is shifting tones?)Red: Mark the tone shift (At what point does the author shift his point of view?)Green: Identify archetypes (Are symbols or familiar prototypes present?)Orange: Rhetorical devices or tropes that contribute to the overall meaning

Coming up: 4. Logical Fallacy Quiz-

Friday 12/9 (A) and Monday 12/12 (B)

5. First three pages of Graduation Project paper due 12/13 (A) and 12/14 (B)

DEBATE I -Review PFD procedures

- Demonstrate knowledge of Public Forum Debate by participating in formal debate


PRACTICE PFDS!!!

Do not forget to dress professionally on your performance date.

*Turn in presentation outline and Works Cited after performing. Make sure your name is on everything you turn in.


AND COMPOSITION

Warm-Up: Peer Review outline/ Works Cited

1. Identify transitions/ punctuation marks that steer author’s POV

2. Detect when and how authors shift their POV

3. Practice “dissecting” a sample AP passage

1. Complete logical fallacy project. Follow directions!!

2. Revise outline and Works Cited based on peer feedback

Please staple in order (prior to class):

1. Formal Outline (final)2. Works Cited (final)3. Peer Review Sheet4. Initial Formal Outline5. Initial Works Cited

DEBATE I Warm-Up: Identify common errors in contentions and evidence

3. Peer edit contentions, evidence, questions and Works Cited

2. Practice performing pro/con speeches in two minutes

1. Revise PFD outline/ Works Cited

2. PRACTICE!!! Groups 1-3 be prepared

3. Dress professionally on the day of your performance

Knight Time:Tell me about your Best/Worst day. In your response include a synecdoche, metonymy, Periphrasis, Anthimeria and Anadiplosis. Label each in parentheses. Synecdoche= ClapMetonymy= SnapPeriphrasis: hands in the airAnthimeria: Sherlock holmes chin ScratchAnadiplosis: Stand up

Tuesday 11/29 and Wednesday 11/30CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

1. Review multiple choice questions from 5 Steps to a 5 Diagnostic Exam

2. Brainstorm multiple choice strategies and read p.42-47

3. Apply multiple choice strategies to an additional passage. Work with partner to figure out best choice.

4. Introduce the formal outline due next class

5. Introduce the “Logical Fallacy Project”

1. Update Works Cited and include four additional sources (15 total). Remove all thesis statements from Works Cited. Bold primary source.

2. Print formal outline and peer edit checklist from the website. Type formal outline following guidelines for next class. (See “Graduation Project”)

3. Print “Logical Fallacy Project” (See Argumentation). Due 12/5 (A) and 12/6 (B)

4. Bring 5 Steps to a 5 to class

DEBATE I Meet in C-209 today.

-Complete necessary research for PFD- Find PFD outline on website and type formal outline- Create a Works Cited page following format- Determine which student is presenting first and second

Prepare PFD:

1. Complete outline2. Print Works Cited page3. PRACTICE, PRACTICE, PRACTICE

Tuesday 11/22 and Monday 11/28CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

Warm-Up: Read “The Devil and Joe Paterno” by Ross Douthat. Identify the central claim, find a quote that supports this position, and articulate a counterclaim.

-Review what makes strong evidence in an argument

-Evaluate student examples of strong/weak evidence

-Participate in a peer edit and provide feedback on a peer’s argument

1. Complete p.19-20 in Five Steps to a Five (Read the passage and answer multiple choice questions. Bring this book to class next time we meet.)

2. Find four more sources for your Graduation Project. Next source check in 12/1 (A) and 12/2 (B)

-Review Max Shulman’s “Love is a Fallacy”

DEBATE I 1. Read New York Times Op-Ed article “How About Better Parents?”

2. Identify central claim, evidence and counterclaim

3. Identify claims evidence and counterclaims in selected articles

4. Practice communicating ideas in 1 min.

Enjoy your Thanksgiving

Friday 11/18 and Monday 11/21CLASS LEARNING

OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITION

1. Demonstrate understanding of logical fallacies by finding your match.

2. Identify logical fallacies in context

3. Dissect comics and identify logical flaw(s)

4. Hand back schemes/tropes quiz

5. Read “Love is a Fallacy” by Max Shulman

http://www1.asknlearn.com/ri_Ilearning/English/631/elang-ilearning/page3a.htm

6. Complete Argument #2

DEBATE I 1. Review groups, resolutions and expectations for PFD

2. Identify common flaws in logic

3. Test understanding of logical fallacies by looking at specific examples

Find two credible sources (one pro and one con) that support/negate your resolution. Print out articles and highlight/annotate for useful evidence.

Wednesday11/16 and Thursday11/17CLASS LEARNING HOMEWORK



OBJECTIVESAP LANGUAGE

AND COMPOSITION

Turn in Outline #1

1. Demonstrate understanding of schemes and tropes by taking quiz. Spelling matters.

2. Discuss Harper’s Index

3. Review JFK responses. Analyze strong/weak thesis statements and strong/weak scheme and trope analysis.

Please read p.541-543 in Patterns for College Writing and take three-column notes on each logical fallacy. Please record both the English and Latin names if applicable. Your examples should NOT be from the textbook.

Logical Fallacy

Definition Non-textbook example

Begging the QuestionArgument from AnalogyAd Hominem

DEBATE I

1-4 (Group 1)

5-8 (Group 2)

9-12 (Group 3)

13-16 (Group 4)

17-20 (Group 5)

21-24 (Group 6)

25-28 (Group 7)

29-31 (Group 8)

- Pick numbers from a hat and form groups

- Review updated PFD guidelines and schedules

-Within group share articles and resolutions. Identify top three choices and articulate at least one pro and one con for each issue. (submit to Mrs. Stern)

- Analyze charts/data and recognize bias

- Hand back PFDs

No homework

Monday 11/14 and Tuesday11/15CLASS LEARNING OBJECTIVES HOMEWORKAP LANGUAGE

AND COMPOSITION

Collect JFK response papers

-To become aggressive, active readers, capable of looking under the surface of the literal

-To learn that every time something is said, something remains unsaid and every time something is written, something remains unwritten

-To encompass three different questions while reading (What does it say? What does it mean? What does it matter?

-Return tests/Papers

1. Harper’s Index t-chart (complete on worksheet)

2. Complete Outline #1 (available online)

3. Study for tropes/schemes quiz(There will be no word bank. You should know how to spell and recognize examples of each scheme/trope.)

DEBATE I -Continue PFD performances

-Submit PFD outline and Works Cited following your presentation

-Reflection

1. Find three debatable current events articles in the newspaper. Print them out.

2. Write three resolved statements that clearly advocate the solution to a problem by establishing a position

Example:Resolved: North Korea poses a more serious threat to United States national security than Iran.


AP LANGUAGE AND

COMPOSITION

1. Review characteristics of a strong/weak thesis statement

2. Identify errors with faulty thesis statements and fix the error

3. Introduce Toulmin’s model and identify the way in which the claim, evidence and warrant contribute to the overall argument

4. Review counterclaims and practice articulating opposing viewpoints

5. Review JFK’s Inaugural Address and identify each scheme/trope

1. Identify JFK’s purpose and the way in which he utilizes three tropes and/or schemes in his Inaugural Address (Part II on handout). Type your one-page response and submit next class. Follow all directions.

2. Print and complete “Outlining Argument #1” from my website (due Wednesday 11/16 A and 11/17 B)(located underneath “Graduation Project” file)

DEBATE I -Continue PFD performances


-Evaluate presentations

Prepare for your PFD in applicable.


AP LANGUAGE AND

COMPOSITION

Assignment Tracker: Please draw a line on your assignment tracker to indicate the next quarter. Grad Project Source #3 Check.

Warm-Up: Compare and contrast the progression from premise to conclusion (introduce inductive and deductive reasoning)

-Identify examples of deductive and inductive reasoning

- Review and evaluate Rhetoric Test #2

- Interactive Reading: Share Scheme/Trope piece (turn in)

1. Read p.537-540 in Patterns

2. Identify schemes and tropes in JFK’s Inaugural Address (Part I only). Please print from the web.

DEBATE I -Check completion of PFD outline and Works Cited

- Introduce Audience Participation/Review PFD format (highlight whichever team you believe “won”)


Prepare for your PFD in applicable.


AP LANGUAGE AND

COMPOSITION

Demonstrate understanding of diction, grammar, MLA, show vs. tell, schemes, tropes and “says/does” by taking a rhetoric test

1. Find four additional articles for Graduation Project paper. Annotate the articles and update your Works Cited (due next class).

2. Schemes/Trope Writing Assignment due Monday 11/7 (A) and 11/8 (B)

DEBATE I Warm-Up: MLA Practice- Review PFD format and speaker’s “duties”- Discuss “Crossfire” and “Final Focus”- Utilize the evaluation chart on a sample PFD-Share PFD performance dates-Prepare PFD outline -Return tests

1) Finalize PFD outline from class (both sides)

2) Type Works Cited page according to guidelines


AP LANGUAGE AND

COMPOSITION

Turn in Graduation Project graphic organizer

Warm-Up: Demonstrate your understanding of schemes and tropes by finding your match.

-Explain how warm-up examples illustrate each scheme and/or trope

-Identify schemes and tropes using literary examples

-Practice Show vs. Tell“I will never forget him. How could I? This man, despite the fact that I do not even know his name, has left an indelible footprint on my heart”.

1. Study for test next class. See study guide online. -identify the appropriate diction word that characterizes an example-demonstrate understanding of “does” words by performing the function of the word on a sentence (i.e. elaborate or exemplify )- label a grammatical error in a given sentence and fix it (capitalization, underline/quote, subject-pronoun agreement, -dangling/misplaced modifier, verb tense consistency, sentence fragments and run-ons)-identify the different components of an MLA citation-convert a “tell” sentence to “show”-recognize when a scheme or trope is used in a sentence- conduct a says/does analysis

2. Schemes/Trope Writing Assignment due Monday 11/7 (A) and 11/8 (B)

DEBATE I Demonstrate understanding of argumentation on the Argumentation test.

Print and read the Works Cited page off my website. You will need to create a Works Cited page that encompasses the sources you used to collect data*

* Utilize http://www.easybib.com to generate citations

Thursday10/27 and Monday 10/31CLASS LEARNING OBJECTIVES HOMEWORK

AP LANGUAGE AND

COMPOSITION

-Distribute books and label

-Practice writing a Say/Does Analysis on a 2006 AP prompt

- Introduce Schemes/Tropes

-Share Descriptive Essays and turn in

1. Type three-column notes (scheme/trope, definition, non-textbook example)

2. Finish Graduation Project graphic organizer

DEBATE I Warm-up: Plagiarism Mini Lesson*Don’t cheat the system and choose sides prior to coin toss

-Identify words that will make an argument clear, descriptive and argumentative

-Study for Argumentation Test (see checklist for study guide)

Print and read the Works Cited page off my website. You will need to create a Works Cited page that encompasses the sources you used to collect data* (once I return your

http://www.easybib.com/

-Construct an argument utilizing argumentative words

-Review ethos, pathos, logos

-Peer edit claims, evidence and warrants (turn in sheet)

sheet)

* Utilize http://www.easybib.com to generate citations


AP LANGUAGE AND

COMPOSITION

TURN IN ASSIGNMENT TRACKER

Warm-Up: Rate claims based on their effectiveness and revise any weak claims.

-Conduct a peer review of Works Cited page.

1. Compose and type a one-page description following the guidelines on the “Description Assignment” worksheet (on website)

2. Complete graphic organizer (due 11/1 and 11/2

3. Buy 5 Steps to a 5 AP English Language

http://www.easybib.com/

* Don’t forget to bold primary source in Works Cited

- Review Virginia Woolf’s “Death of a Moth” and the Says/Does Analysis

-Introduce description piece. Begin to pre-write.

2012-2013 (we will using this text next quarter)

DEBATE I A Day: Meet in C-108B Day: Meet in C-209

-Identify “Resolved” Statement

-Utilize search engines to obtain data for both the pro/con of the argument (you must use direct quotations in the evidence section and label the source in a parenthetical- see model)

-Construct 3-4 arguments per side, collect CREDIBLE evidence*, and provide warrants to support each claim

Finish Public Forum Debate Research Notes (aim for 3-4 claims per side).

Note: All evidence must be quoted material from CREDIBLE sources. See handout for details.


AP LANGUAGE AND

COMPOSITION

-Find three additional articles that you will incorporate into your paper. By the next source check, you should have seven total. For this source check, your sources MUST include a journal, magazine, and newspaper article.

- Update Works Cited Page to reflect seven sources-Annotate articles and/or make note cards-Complete graphic organizer (due 11/1 and 11/2

-Read each article and underline the main argument(s). Write in the margins what the argument is in your own words. Highlight any quotes or details you believe will be helpful. I will check your articles with your next source check (10/25 A Day, 10/26 B Day). This completed worksheet is due 11/1 (A) and 11/2 (B).

-Use the graphic organizer below to identify your claims/counterclaims. At this point, you should have seven articles to work with. If you do not have enough claims to support your counterargument, you will need to find articles that will provide you information. Remember, you are going to need 15 sources total. Each source should provide data to support your claims listed below.

CAN POLICY CHANGE (by Monday)

DEBATE I -Read “A Guide to Public Forum Debate” and complete reading guide

-Review components of PFD

-Choose groups for PFD (4 per group, 2 per side)

- Choose top three topics stated in “Resolution” format

-Choose top three topics stated in “Resolution” format, turn into Mrs. Stern (most likely completed in class)

If you do not identify topics by the end of the period, email Mrs. Stern by Monday 10/24 (A) or Wednesday (B) before 6:00 PM. If I do not receive topics by 6:00 PM, I will choose for you.

CAN POLICY CHANGE (by Monday)0

Wednesday10/19 and Thursday 10/20 CLASS LEARNING OBJECTIVES HOMEWORK

AP LANGUAGE AND

COMPOSITION

Warm-Up: Review misplaced and dangling modifiers. Find and fix the errors.

1. Share responses from Annie Dillard’s “Living Like Weasels”. Engage in close reading analysis.

2. Analyze Virginia Woolf’s “The Death of a Moth”. Conduct a “says/does” and identify the way in which Woolf constructs her prose with purpose.

Read E.B. White’s “Once More to the Lake” and answer questions 1-7 (see website)

CAN DRIVE CHALLENGE:1 can=candy5 cans= 2 extra credit points on a test*

* Extra credit will only be given once/student. While I would love as many cans as possible, the maximum amount of extra credit per student is two points on a test.

DEBATE I Warm-Up: Doritos vs. Cheetos: Using Tolumin’s model, construct an argument why Doritos are better AND an argument why Cheetos are better.

1. Generate a list of debatable topics.

2. Prepare a 2-3 minute presentation.

3. Conduct an “Active Listening” Debate. -You need to actively listen to everyone’s speech. You may not take written notes.-You may not present your own arguments until you have repeated/summarizedthe arguments of the person who spoke directly before you.-The first person who speaks has the task of repeating the last speaker’s arguments.-This way he/she gets an

No homework

CAN DRIVE CHALLENGE:1 can=candy5 cans= 2 extra credit points on a test* Extra credit will only be given once/student. While I would love as many cans as possible, the maximum amount of extra credit per student is two points on a test.

opportunity to actively listen also.-If the speaker cannot summarize the person’s arguments he/she cannot speak.

4. Reflection

Monday 10/17 and Tuesday 10/18 CLASS LEARNING OBJECTIVES HOMEWORK

AP LANGUAGE AND

COMPOSITION

Turn in Narratives on your way in (papers MUST be stapled in correct order)

Warm-Up: Animal Description (See worksheet)(Place Thesis/Source Check #1 on desk. I will check these during warm-up)

1. Analyze descriptive paragraph

2. Identify characteristics of mode (objective vs.

Read Annie Dillard’s “Living Like Weasels’ and answer questions 1-9

CAN DRIVE CHALLENGE:1 can=candy5 cans= 2 extra credit points on a test*

* Extra credit will only be given once/student. While I would love as many cans as possible, the maximum amount of extra credit per student is two points on a test.

subjective)

3. Review figures of speech (simile, metaphor, personification, allusion)

4. Review misplaced/dangling modifiers

Warm-Up: Share bumper stickers

1. Review Ethos, Pathos, Logos

2. Explore E,P,L in dollar activity and slogan/maxim activity

3. Introduce Toulmin Logic (claim, evidence, warrant)

1. Finish worksheet

2. Look up five AK issues that can be debated. Write them down and bring them to class.

CAN DRIVE CHALLENGE:1 can=candy5 cans= 2 extra credit points on a test* Extra credit will only be given once/student. While I would love as many cans as possible, the maximum amount of extra credit per student is two points on a test.

Thursday 10/13 and Friday 10/14 CLASS LEARNING OBJECTIVES HOMEWORK

AP LANGUAGE AND

COMPOSITION

Warm-Up: What is wrong with words like “nice”, “great”, “terrific”, or “awful”?

1. Review Common Errors in Writing

2. Conduct a Peer Review

3. Evaluate the evaluation

1. Make all necessary changes to your narrative. Please STAPLE the following items for next class (in order) 1. Final Draft of Narrative 2. Rough Draft w/peer’s comments 3. Initial checklist

Don’t forget to give your narrative a creative title and PROOFREAD.

2. Revised Thesis and 1st Source Check

**For photo essays, please include a copy of the photo**

due 10/17 (A) and 10/18 (B). You will need the following:

1. Printed/annotated copies of each source

2. Works Cited Page following handout

3. Revised ThesisFormat: Original Thesis, Revised Thesis, Worked Cited

Warm-Up: Can something as innocuous as a school’s logo be an argument? 1.Review the purpose of argument

2. Differentiate between argument and persuasion

3. Identify types of argument

4. Introduce rhetorical triangle and appeals

1. Find a bumper sticker that captures your eye (school appropriate). Take a picture of it and print out a copy. You can also search the internet and print out a copy.

2. Answer the following questions: What is the bumper sticker’s purpose? What kind of argument is it based on our notes? What appeals does it make to its readers and how?

Be prepared to share in class.

Tuesday 10/11 and Wednesday 10/12 (PSAT DAY)CLASS LEARNING OBJECTIVES HOMEWORK

AP LANGUAGE AND

COMPOSITION

Warm-Up: MLA Citation Review

1. Practice “Says/Does” analysis using “does” words

2. Analyze Matthew

**NO HOMEWORK DUE NEXT CLASS. GOOD LUCK ON PSAT!**

1. Read/Print out MLA Works Cited Page Formatting (located under “Graduation Project” on website)

Soyster’s arrangement in “ Living Under Circe’s Spell” (introduction, organization of body paragraphs, transitions, conclusion)

3. Examine Soyster’s style (sentence structure, verb tense, use of detail, voice and word choice)

4. Conduct a Says/Does Analysis

2. Draft Narrative (due Thursday 10/13 for A Day and 10/14 for B Day)

3. Revised Thesis and 1st Source Check due 10/17 (A) and 10/18 (B)- You will need four different types of sources (pro, con, primary, additional pro or con)- Print out articles and annotate-note cards are optional

Debate I Warm-Up: Share advertisements and the way in which companies try to convince consumers to buy products. Discuss strategies.

2. Practice convincing audience of opinion through “Agree/Disagree” game

3. Differentiate different types of arguments

No homework. Good luck on the PSAT!

Friday 10/7/11 and Monday 10/10/11CLASS LEARNING OBJECTIVES HOMEWORK

AP LANGUAGE AND

COMPOSITION

1. Demonstrate ability to learn from mistakes from last quiz and apply newly acquired knowledge to Quiz #2 (10 Questions). We will grade these in class.

2. Discuss George Orwell’s “Shooting an Elephant”

3. Introduce narrative assignment

4. Begin drafting narrative

1. Draft Narrative (due Thursday 10/13 for A Day and 10/14 for B Day)

2. Revised Thesis and 1st Source Check due 10/17 (A) and 10/18 (B)- You will need four different types of sources (pro, con, primary, additional pro or con)- Print out articles and annotate-note cards are optional

Debate I 1. Demonstrate understanding of Declamation and SOAPSTONE by taking a Declamation quiz. We will grade these in class.

2. Practice convincing audience of opinion through “Agree/Disagree” game

Find an advertisement for a product or a campaign poster that catches your eye (school appropriate). How does the illustrator try to make his/her product/campaign enticing to the audience?

Wednesday 10/5/11 and Thursday 10/6/11


AND COMPOSITION

Warm-Up: Education Memory (see handout)

1)Review Donald Murray homework

2) Identify characteristics of narrative passages and a sample rubric for evaluating a narrative

3) Read an excerpt from Sheman Alexie’s “Indian Education”, analyze how Alexie arranges his story and SHOWS vs. TELLS

4) Discuss Says/Does Analysis #2, review diction questions

1. Study for Diction/Grammar Quiz #2 next class (10 questions)

2. Print and read George Orwell’s “Shooting an Elephant” (on website) and answer questions

3. Bring to class several copies of photographs of you illustrating various moments in your life.

Debate I Warm-Up: Strengthen vocal muscles with Susan Berkley warm-up

-Review “dos/don’ts”

-Finish Declamation Speeches

Turn in:1) Speech 2) Parent/Trusted

Adult/Debate team evaluation

3) SOAPSTONE

Study for Declamation Quiz

-What does a great Declamation include?-What must you know in order to perform a Declamation effectively?- Explain how tone affects the way in which orators present a speech-Effectively complete a SOAPSTone-Write an effective introduction for a given speech

Monday 10/3/11 and Tuesday 10/4/11CLASS LEARNING OBJECTIVES HOMEWORK

AP LANGUAGE AND

COMPOSITION

- Take Diction/Grammar Gift quiz. Grade in class.

- Demonstrate knowledge of “does” words by changing/adding to a given sentence

1. Read Donald Murray’s “The Stranger in the Photo is Me”

2. Answer questions about what Donald Murray DOES in order to create meaning.

Debate I Warm-Up: Strengthen vocal muscles with Susan Berkley warm-up

-Review “dos/don’ts”

-Explain audience participation

-Deliver Declamation Speeches

Turn in:4) Speech 5) Parent/Trusted

Adult/Debate team evaluation

6) SOAPSTONE

None

Thursday 9/29/11 and Friday 9/30/11CLASS LEARNING OBJECTIVES HOMEWORK

AP LANGUAGE AND

COMPOSITION

Warm-Up: Read the excerpt from Moby Dick. Analyze Ishmael’s diction. How does Ishmael analyze whiteness? What is the tone of the passage?

-Introduce a “Says/Does” analysis

-Practice articulating what Donald Murray says/does in given passage

-Review words/phrases that describe what a text might “do”

-Practice a “Says/Does” analysis on Mark Twain’s “Reading the River”

Review diction vocabulary. There will be a quiz next class. It might also be worth your while to review grammar gifts (hint, hint

Debate I Warm-Up: “ABC Lecture”. Practice making eye contact, gesturing for emphasis and moving with purpose

1. Review Declamation Evaluation. Conduct two peer reviews.

2. Individual practice

3. Practice revised speech in small groups

1) Perform speech in front of a trusted adult/ parent/debate team member. Obtain signature.

2) Bring typed, double-spaced speech (with pauses and vocal variety annotations) to next class.

Tuesday 9/27/11 and Wednesday 9/28/11

CLASS LEARNING OBJECTIVES

HOMEWORK

AP LANGUAGE AND

COMPOSITION

-Turn in Progress Reports/ Proposals

- Share PB& J paragraphs

-Read Sandra Cisneros’ “Only Daughter” and conduct a SOAPSTone

- Engage in an “Around the Room” discussion

-Review Summer Reading Tests

1) Complete the “Diction Review” worksheet and look up diction vocab.

2) Find examples that exemplify the specified diction words

3)Prepare for a diction vocab quiz 10/3 (A Day) 10/4 (B Day)

Debate I 1. Examine how tone affects the way a rhetor interprets a speech

2. Demonstrate the “spirit of a piece”

3. Peer Edit SOAPSTone

4. Write Dec Intro and trim speech

1) Type Introduction and trim speech. Double space and insert pauses.

2) Circle which words you will emphasize. Write on your speech where you will be soft/loud and/or build momentum.

3) PRACTICE

Friday 9/22/11 and Monday 9/26/11CLASS LEARNING

OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITION

-Turn in Progress Reports

-Review Grammar Gift (sentence combining, caps and underlining)

-Investigate negative

1. Practice finding diction choices in an AP sample test and show how diction illustrates attitude (worksheet online)

2. Finish PB&J paragraph

3. Graduation Project proposal due 9/27 (A Day) and 9/28 (B Day)

and positive connotations and how word choice affects tone

-Classify diction choices (formal/informal, Latinate vs. Anglo-Saxon, common terms vs. slang)

-Define denotation vs. connotation

Debate I -Identify the characteristics of a Declamation

-Utilize a SOAPSTone to interpret meaning of a speech

-Practice presenting a Declamation

-Evaluate Nomy Lamm(http://www.youtube.com/watch?v=yjoYmWH2dVA)

1. Type SOAPSTone analysis of Declamation Speech

2. Type an analysis paragraph that explains what the speech is saying in your own words (do not use “I”)

Wednesday 9/21/11 and Thursday 9/22/11CLASS LEARNING

OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITION

-Find an argumentative topic that interests you

-Navigate “ProQuest” to research your topic (User ID=ardreykell Password= knights)

-Write an essential question and a working thesis

-Locate one article that supports your position, one article that negates your position, and one primary source

-Complete proposal (Due 9/27 “A Day” and 9/28 “B Day”)

Complete worksheet/proposal by 9/27 (A Day) and 9/28 )B Day)

Debate I -Debate Events and Speaker’s Voice Quiz

- Practice enunciation and Tongue Twisters

-Discuss effective strategies for Public Speaking

- Progress Reports will come out next class

1. Print out a copy of a famous, historical speech.

2. What makes this speech great?

Monday 9/19/11 and Tuesday 9/20/11CLASS LEARNING

OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITION-Summer Reading Test

-Hand Back Rhetoric Test

1) Grammar Gifts “to go” (SEE WEBSITE FOR Worksheet). Look under “Grammar Gifts” for “sentence combining, titles, caps and purpose”

Sentence combining Underlining and quoting titles Capitalization

College Admission Information Night for Junior and Senior ParentsPlease join us for an informative night on the College Admission process. We will have a representative from a four-year public institution, a four-year private institution and a community college. The meeting will be at 6pm on Monday, September 26th in the Auditorium. Please contact Mrs. Sartwell or Mr. Cable in Student Services if you have any questions. We look forward to seeing you.

Debate I -Review audience participation

-Share O.I. with class

- What went well, what needs improvement?

Study for quiz over forensic events (see Ms. Koller’s syllabus from first day of class), characteristics of voice (volume, pitch, inflection, rate, pause, and vocal variety)

Thursday 9/15/11 and Friday 9/16/11CLASS LEARNING

OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITION

-Graded Fishbowl Discussion35 minutes: HF35 minutes: TEWWG

-Hand back tests (if time remaining)

TURN IN QUESTIONS AND DEFENSE

*Turn in Receipt of Information*

Study for the Summer Reading Test(~68 MC questions on both texts)

-No essay component (you are welcome)-NOT open book

Debate I Warm- up: “Did you say that?” (Inflection)

-Identify characteristics of voice (there will be a quiz covering this material)

-Define volume, pitch, inflection, rate, pause, and vocal variety

-Review effective intros

-Practice performing O.I.

1. Practice “oral interpretation”. Be prepared to recite children’s poem or song next class with effective introduction (see rubric)

2. Bring rubric to class. You will need this to perform.

3. Tell parents to email Mrs. Stern a confirmation regarding syllabus. Follow my format for email on syllabus.

Tuesday 9/13/11 and Wednesday 9/14/11CLASS LEARNING

OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITIONTEST #1*Turn in parent’s receipt of confirmation*

1. Print out “Huck Finn Defense” and “Summer Reading Fishbowl Audience Participation” from website (same document, 2 pages)

2. Type Huck Finn Defense (one page)

3. 6 Discussion questions w/passages

Debate I -Conduct a SOAPStone on a piece of poetry-Learn how to present an oral interpretation (O.I.) of a piece-Practice performing an O.I.- Learn how the meaning of a sentence changes based on inflection

4. Choose a favorite children’s poem or song (must be 20 lines) and PRINT. Conduct a SOAPSTone analysis following my model (please type). Be prepared to share in class.

5. Print a copy of Mrs. Stern’s syllabus from her website (see link on handout).

6. Tell parents email Mrs. Stern a confirmation of seeing syllabus. Follow my format for email on syllabus.

Friday 9/9/11 and Monday 9/12/11


HOMEWORK

AP LANGUAGE AND

COMPOSITION

Welcome King’s College!

-Read Shakespeare’s “Sonnet 29” and conduct a SOAPSTone (assignment is on my website)

- How might this poem relate to Jim in Huckleberry Finn? Who might this resonate with in Their Eyes Were Watching God?

Debate I -Index card activity

- Go over audience participation

- Hand back rubric, deliver intro speeches

Finish reflection (only if you perform today)

Wednesday 9/7/11 & Thursday 9/8/11 CLASS LEARNING HOMEWORK

Name:Email:Parent’s Email:Home Phone #:

1. What Mrs. Stern can expect me to bring to Debate:

2. What skills you hope to acquire in Debate:

3: Extracurricular Interests/hobbies:

4. Anything else Mrs. Stern should know:

OBJECTIVESAP LANGUAGE

AND COMPOSITION

-Share Ethos, Pathos, Logos projects

- Introduce the Graduation Project, letter and timeline

- Identify a “social problem”, begin exploring two sides of an issue

-Review main components of Test #1

-Return SOAPStone Remove qualifiers E, P,L –not just “It

makes me feel”… but what is the writer purposefully doing to PERSUADE

Tone, choose one word vs. laundry list

Don’t speculate about author

1)Study for Test #1: See handout

2) Complete the Pre-Media Graduation Project worksheet

3) Please return the receipt of information form

Debate #1 -Introductions

-Interview peer

-Arrangement

-Prepare Introduction Speech (see handout)

Tuesday 9/6/11CLASS LEARNING

OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITION

Grammar Gift: Review subject-pronoun agreement, sentence fragments, and run-ons

-Turn in SOAPSTone analysis of Heymann

-Review E,P,L with $$ example

-Analyze visual rhetoric in political cartoons

-Introduce E,P,L project

-Return “Purpose of Education” papers

1) Ethos, Pathos, Logos Project (see handout)Be prepared to share next class.

2)Written Analysis (1/2 to 1 page TYPED)

3) Finish summer reading. Test on 9/19(A Day) and 9/20 (B Day)

American LiteratureEnglish III

Warm-Up: Write everything that comes to mind when you hear the word “Scapegoat”

-Define concept of a scapegoat, why blame someone else? Who are modern day scapegoats? How do we prevent people from finding a scapegoat?

-Define “Crucible”

-AK Witch Trial

- Begin The Crucible

No homework

Friday 9/2/11


HOMEWORK

AP LANGUAGE AND

COMPOSITION

Grammar Gift: Review subject-pronoun agreement, sentence fragments, and run-ons

-Turn in SOAPSTone analysis of Heymann

-Review E,P,L with $$ example

-Analyze visual rhetoric in political cartoons

-Introduce E,P,L project

-Return “Purpose of Education” papers

1) Ethos, Pathos, Logos Project (see handout)Be prepared to share next class.

2)Written Analysis (1/2 to 1 page TYPED)



Sadlier-Oxford Vocabulary Workshop Level F book check

CMS Test

AK Witch Trial

1) Finish AK Witch Trial Preparation (Friday) Read the Overture in The Crucible (p.138-141)

2) Please purchase a copy of Sadlier-Oxford Vocabulary Workshop: Level F by Jerome Shostak by Friday.

9/1/11CLASS LEARNING

OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITION

Warm Up: Corporate American Flag

Hand out Assignment Tracker, check SOAPStone, review Iliad excerpt

- Analyze the way in which rhetors persuade using pathos, ethos, logos

-Examine what makes an argument effective

-Identify examples of pathos, ethos, and logos and how the appeals affect the reader

1) Read Jody Heymann’s “We Can Afford to Give Parents a Break” (print out article- see link on handout)

2) Conduct a SOAPSTone analysis (chart form-typed) on Jody Heymann’s article. In addition, identify one example of ethos, pathos and logos (use direct quotations) and explain the effect of each of these appeals on the audience.



Complete the Writing Diagnostic

CMS test Friday or Tuesday?

1) Finish AK Witch Trial Preparation (Friday) Read the Overture in The Crucible (p.138-141)



OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITION

Warm Up: Corporate American Flag

Hand out Assignment Tracker, check SOAPStone, review Iliad excerpt

- Analyze the way in which rhetors persuade using pathos, ethos, logos

-Examine what makes an argument effective

-Identify examples of pathos, ethos, and logos and how the appeals affect the reader

1) Read Jody Heymann’s “We Can Afford to Give Parents a Break” (print out article- see link on handout)

2) Conduct a SOAPSTone analysis (chart form-typed) on Jody Heymann’s article. In addition, identify one example of ethos, pathos and logos (use direct quotations) and explain the effect of each of these appeals on the audience.



-Pick a character

Warm up: “Fear breeds superstition. Superstition breeds fear.”-What does this mean?- Where have you seen this in your context?-How does this relate to history?

1. What fuels mob behavior?“Sound of Music- Antwerp” http://www.youtube.com/watch?v=7EYAUazLI9k London violencehttp://www.youtube.com/watch?v=57omOc-35HQ

1) Finish AK Witch Trial Preparation (Friday)


http://www.youtube.com/watch?v=57omOc-35HQ

http://www.youtube.com/watch?v=57omOc-35HQ

http://www.youtube.com/watch?v=7EYAUazLI9k

http://www.youtube.com/watch?v=7EYAUazLI9k

- Provide background on McCarthyism/ Political Cartoon activity-Introduce AK Witch Trial- Review E, P, L in “Sinners” (turn in)


OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITION

-Candy Syllabus Quiz-Share Education Pieces (turn in)-Understand definitions of rhetoric-Define the Aristotelian Triangle (Rhetorical Triangle)-Practice SOAPSTone on excerpt from The Iliad

1) Find and print an editorial from the newspaper and conduct a SOAPSTone analysis



-Review “Upon the Burning of Our House” and “Huswifery” (F,G,7,9)- Define rhetorical appeals (ethos, pathos, logos) and explain the effect on an audience-Analyze Jonathan Edwards’ rhetorical appeals in “Sinners in the Hands of Angry God” and his overall effect on his audience-Research historical ways in which peoples’ actions are motivated by fear

1) Find three examples in history in which peoples’ actions were motivated by fear. Come prepared to discuss.



OBJECTIVESHOMEWORK

AP LANGUAGE AND

COMPOSITION

-Candy Syllabus Quiz-Share Education Pieces (turn in)-Understand definitions of rhetoric-Define the Aristotelian Triangle (Rhetorical Triangle)-Practice SOAPSTone on excerpt from The Iliad

1) Find and print an editorial from the newspaper and conduct a SOAPSTone analysis



Warm Up: - Discuss William Bradford’s “Of Plymouth Plantation”- How did the Puritans view God? How does hardship unit them?- Introduce first notable poets, Anne Bradstreet and Edward Taylor-Review Figurative Language/schemes, analyze poets’ stylistic choices-Determine the meaning of words and phrases and how they are used in context

Please read “Huswifery” (housekeeping) by Edward Taylor in your online textbook (p.120-121) and respond to F, G, 7 and 9. Come ready to discuss.

Documents

rebeccastern.cmswiki.wikispaces.netrebeccastern.cmswiki.wikispaces.net/file/view/Promethe… · Web viewExplore how Brutus constructs his sentences in Act III of Julius Caesar in