The dates will be updated as we move forward (I move things around -- adding and omitting -- each year).
Notes:
*If "homework" is not specifically labeled with a "due" date, then you must be working on an upcoming assignment. (You will be working about 45 minutes per night for this course per the Course Selection Guide).
*You will be held accountable for checking this website as part of your required nightly homework. If you are absent from class, check the website.
 
*Email me at fquinzi@rtmsd.net (not .org)
 

Welcome!
HW: Compose a Note of Introduction in your personal Google Drive folder that was created for you by me. Include a photo of yourself and/or your dog. I will grade the photo on cuteness.
9/3 Introductions; I will read aloud to you and you will write a response.
If you do not have a "Writer's Notebook," please obtain one.
9/4 Multi-genre creative writing activity in class. Make a claim (implicit or explicit) about junior year through an interesting genre.
9/5 Have available to you your Writers on Writing booklet and your journals as you will want to refer to them and incorporate quotations and evidence. You will write one essay on the pieces in the Smr. Reading packet.
9/8 You will take a practice AP multiple-choice (released by College Board) test that will be used as a "diagnostic."
 
Any multi-genre "Junior Year" papers need to be turned in ASAP.
Due 9/9 Have read & annotated "Chicxulub" by T.C. Boyle from The New Yorker (annotate aggressively - in your annotations, include labels for narration, description, argumentation, reflection, and information).
9/9 In class: close-reading questions (shared with you) answered in NB.
Tonight's HW: Read & annotate "The Stone Horse" by Barry Lopez - in your annotations, include labels for narration, description, argumentation, reflection, and information.
9/10 Be prepared to discuss "The Stone Horse." In-class, we'll listen to an excerpt from an interview with Barry Lopez; write a reaction. Handed out AP Booklet of readings. Read the Course Overview and look over the exam materials included (from the College Board). 
9/11 Continue with Barry Lopez's essay "The Stone Horse."
9/12 Due: Have read & annotated "Shooting an Elephant" by George Orwell (p. 58-61) in the AP Booklet). This story is about power and imperialism. It's not merely a narrative with an epiphany, but be able to explain both his epiphany and his thesis.
In-class Notes on Rhetorical Analysis: Notes on Rhetoric
9/15 Writing Workshop Day for "creative non-fiction" piece (see bottom of page 9 in AP booklet).
Brainstorm recent "events" in your life/ideas for your non-fiction piece. *You may not submit a piece that you have already received credit for from any other class (see Academic Integrity Policy).
Period 8 - double period - Grammar Diagnostic Quiz
HW: Read & annotate "Araby"
9/16 Due: "Araby" (in the AP Booklet p. 50), prepare to explain how this piece -- similar to "Shooting an Elephant" -- is a narrative with an epiphany (about human nature, about power & imperialism). 
9/17 Due: Printed copy of "creative non-fiction" (minimum 500 words).
9/18 Period 1 did the Bedford Grammar Diagnostic; syntax analysis on Creative Non-Fiction.
HW: Read "Eveline" (after "Araby") and craft 2 close-reading, Socratic-seminar-type questions -- see my questions on "Araby" as an example).
See also Orwell photocopied handout w/multiple-choice questions we did in class. 

Auburn Schools Rhet. Packet
Have a printed copy of the resource above, if possible.  We will begin work on a rhetorical analysis.

9/19 In-class AP multiple-choice practice; choose a rhetorical analysis prompt from the four options. 
Independently, draft your Introduction for your Rhetorical Analysis essay.
 
9/21 I will return paper copies of Creative Non-Fiction. You will write on them.
 
9/22 HW Tonight: Read closely Chapter 2 in your Textbook, specifically pages 35-48 (look at 58-59!). Take notes in your Writer's Notebook (would satisfy "daily observation" requirement). Also, tonight, anonymously paste your Rhetorical Analysis Introduction into the shared eponymous Google Document for your class period.
9/23 In-class review of AP Central website, specifically:
Rhetorical Analysis "Materials" - 2008 Free Response Question 2; Sample Responses A, B, C.
HW Tonight: Continue to revise Creative Non-Fiction. 
In progress: Introduction of Orwell or Joyce Rhetorical Analysis. 
We will be working in class on the graphic organizer. Print a version or save a version where you can access it in class.
 
9/26 Due: Second Revised Draft of Creative Non-Fiction. Label parts by predominance of "information"/"description"/"narration"
Some help for those of you writing on "Araby" or "Eveline," if you're keen to see my notes. Period 8 in-class: Viewed interview segment with Malcolm Gladwell on Outliers.
9/29
9/30 Due: Printed Graphic Organizer for your prompt. 
 
10/1 Due: Coded, typed, printed rhetorical analysis essay half-draft: includes revised introduction and 2 body paragraphs.
Important:
Type the Prompt verbatim at the top of your paper.
In-class: Brief review of SOAPSTone technique. HW: Read and annotate Jerry Jesness's essay "Why Johnny Can't Fail" (pg. 88 in AP Booklet). 
10/2 Due: Jesness (have jotted down some notes for S.O.A.P.S. Tone).
HW: For the advanced, find ten words/terms/names to look up. Vocabulary study!
10/3 Due: Have read and annotated Mike Rose's narrative essay: "I Just Wanna Be Average" (page 67 in your AP Booklet). In-class: 8 AP-style multiple-choice questions on Rose. Second half of Gladwell's interview on Charlie Rose.
10/6 In-class: Writing Workshop time for Mike Rose imitative writing exercise (paragraph 11) and creative non-fiction revision (last revision). HW: Francine Prose's essay "I know why the caged bird cannot read." *You're going to need to read her piece more than once to be able to SOAPSTone it.
10/7 In-class modified "graphic organizer" (in your Writer's Notebook) for a few chunks of Prose's essay.                                   
10/8 In-class Timed Write: AP rhetorical analysis prompt. Bring a blue or black pen that doesn't smudge & a code name. NO HW.
10/9 Writer's Workshop time: Revisit Joyce or Orwell Rhetorical Analysis prompt. Revise in class.
10/10 Period 2: Scoring Workshop. Period 8: Detailed, collaborative SOAPSTone on Prose's essay. You were assigned a Pod, and you split up the work.
10/13 Continue with Prose SOAPSTone.
10/14 Due: Coded, completed, printed-out rhetorical analyses on Joyce/Orwell.
In-Class, Finish Prose SOAPSTone (your parts)
10/15 NMSQT/PSATs; Period 8 choose Poetry Aloud Poems

10/16 Period 1: Choosing Poetry Aloud Poems. In-class work on the 2008 (B) AP Q. HW: Read and annotate Flannery O'Connor's very brief essay in the AP Booklet.
10/17: Make sure you check your Pod members' work on the Prose SOAPSTone. Be Quality Control. Don't fix anything for someone else, but make a comment. 10/20 Due: Typed Prose SOAPSTone, printed for me (one per Pod, but include names next to work assigned).
In-class: Introduced Toulmin model. If you were absent, find a source on-line that explains it.
Synthesis Questions (only first page of each): 2012, 2011, 2010, 2009 (Form B) -- announce plan to craft our own Education Synthesis Question.

10/20 Collect Prose SOAPSTones & read Todd Gitlin's essay on "The Liberal Arts in an Age of Info-Glut" (AP Booklet)

10/21 I am chaperoning a trip to D.C. with foreign exchange students. 

Todd
Do a Gitlin Toulmin (all parts, if possible). You will have some class time to read Walker Percy. He's a genius.
10/22 Due: Have read & annotated Walker Percy's "The Loss of the Creature" in the AP Booklet up to and including pg 113 (his page 56; at the break is a number "2"). Answer: What are the four ways that "it" can be recovered? And what exactly does he mean by "it."
This is probably the toughest piece you'll read. (There are two sections in this excerpt. One pertains to travel and the other to education. Of course, they go together.) It will take you two days to get through the piece in its entirety and fully understand it.

10/22 In-class: "Yes...But" Handout on Percy (paper copy).
HW: Finish Walker Percy's "The Loss of the Creature" - Section 2.
10/23
In-Class Brainstorming for "Craft-Your-Own Synthesis Question" based on 2008 (Form B).
You will also need to search for at least one graphic-type source and, most likely, one additional source on your own.
Topics as follows:
-Student's impact on his own education
-Fixed v. floating standards (Jesness, Rose)
-Factors that influence student motivation (Gladwell)
-Emphasis on certain subjects (Gitlin)
-Literature Curriculum
-Teaching Methods
-Standardized Testing
-Consumer education (Percy)
-Moral/values education
-Leveling/Tracking/Grouping
10/24 BRING YOUR TEXTBOOKS TO CLASS, PLEASE!! See chapter on Education. Look for sources to supplement your argument. Try Scoop It!
In your Notebook, write out your claim. 
Decide on the language of your prompt. Which of the released questions I photocopied for you will you use as a template for your question?

10/27 Hand out "brainstorming" sheet for argument. I know this "brainstorming chart" will seem pedestrian to you, but, just try it.
Continue to look for sources to help you frame your argument or support your argument. Remember: You are going to have to craft the language of the prompt too.
This week's assignment: Draft a 1-page, 2014 AP (Form "Your initials") Synthesis Question (with Directions, Introduction, Assignment, List of Sources).
10/28 In-class: Focus on the "Introduction" for your Synthesis Question. Type and paste your coded introduction into the shared Google Doc.
*Remember these Introductions should be neutral & objective, without opinion or questionable "facts."

10/29 11:59 p.m. due: Your Introduction lives in the shared Google Doc for review. Brainstorming completed. 

10/30: We will review your introductions. Revise in class & at home. Period 2: Complete that chart. Period 8, Revise yours.
 On-going Homework: Go to AP Central and scrutinize released Synthesis Questions in their entirety. This will be enormously helpful. Revise your Synthesis Question.
10/31 Started our next big job: excerpting and formatting 6-7 sources, including one graphic.
Language of the prompt examples:

Take a position on the effects of standardized testing…

Argue the extent to which schools should incorporate leveling systems.

Take a position on the value of extrinsic vs. intrinsic motivation for high school students.

Evaluate the most important factors that a school should consider before…

Evaluate the most important factors that a teacher should consider when instructing and/or implementing curriculum and/or assessing students.

 

Sources

3 from our core list (Jesness, Prose, Rose, O’Connor, Percy, Gitlin)

3 of your own, including one graphic
Monday, 11/3 Due: Printed copies (due at the start of class) of your 1-page (hopefully it fits on 1 page) Synthesis Question. It should look and read exactly like it was published by the College Board (formatting should be identical), not including the dastardly little acorn since "Use of any College Board trademark is not permitted without express written consent." See: https://www.collegeboard.org/guidelines-college-board-trademarks
 
Homework: Chapter 3 of the Textbook, specifically

Read pages 61-67

Read pages 72-74 on “The Synthesis Essay”

Skim until pages 84-85 on “Incorporating Sources” – read closely.

11/5: Period 8 Poetry Out Loud!
11/6: Collaborative time
11/7: Period 2 Poetry Out Loud! 
 
11/7 Due: Final Synthesis Question, printed, for submission to Mrs. Sweeney. These will be 7-8 page documents. Please adhere to the formatting requirements. At this point, it is crucial for each of you to have a personal copy of your Synthesis Question to work with as we construct our argument essays.
11/10 In-class work on Toulmin for your own education argument essay.
11/11 Due: Have read Edward Said's essay "The Loss of Precision" in the AP Booklet, pages 104-107. You are reading his piece for content, but specifically annotate for the structure of an argument (since you are going to be writing one yourself).
Said  
In-class: Released AP Multiple-choice practice (Amy Tan passage)

11/12 HW: Read Textbook pages 167-173 and complete Exercise 5 on 173.

11/13 Due: Typed, coded Introduction w/one body paragraph. I will also collect typed Toulmin for your own argument (Claim, Data, Warrant, Qualifier)
11/17 Classwork & homework: Complete two AP-caliber multiple-choice questions on assigned paragraph(s) of "The Loss of Precision" and post them into the shared Google document for your class period. Include your real names next to your questions.
Period 8: Double-period: Introduced Susan Sontag (responses to interview in Writer's Notebook).
HW: Student-created questions in shared Google Doc. 
11/18 You will need your released AP Multiple-Choice packets (from the Amy Tan passage, page 4 to page 19).
11/19 Reviewed Toulmins & Synthesis Prompts in preparation for tomorrow's deadline. Period 2: Introduced Susan Sontag.
11/20 Due: Revised, Printed, Typed, Coded Education Synthesis Essay (minimum of 600 words).
Pay special attention to organization: do not organize the piece by source.
Bring your AP Booklets to class (you will not need your Textbooks). In-class, we will begin an interrupted reading of Sontag's chapters in the AP Booklet (pgs. 118-129); finish for HW.
Susan Sontag  
11/21: Have finished reading/annotating Sontag's chapters from Regarding the Pain of Others (2003).
In-class viewing & note-taking on Chris Hondros's photographs. If you are absent, e-mail me to make this up.
We are going to get very in-depth with Sontag's chapters; you should re-read them.
Due 11/24: Your photographic image that you believe needs no caption for class viewing. I think the best thing will be to e-mail the image to me (.net) as a jpeg. If you have a better idea - I'm sure you do - please let me know!
11/24 In-class & finish for HW: Sontag Take-home Quiz (you are able to work with a partner, and only one partner). Typed answers due tomorrow. 
11/25 Due: Quiz.
8th Period meets in Library for Poetry Aloud!

Hedges  
 
11/26 Assigned reading & annotating the excerpt from Chris Hedges's book War Is a Force that Gives Us Meaning in the AP Booklet entitled "The Destruction of Culture."

12/1 Period 8 will have a double-period; we'll view our student-selected images.
Interrupted reading of Tim O'Brien's "How to Tell a True War Story" (c.f. Elie Wiesel's "Why I Write"). Finish reading O'Brien's piece on your own.
12/2 Have read all three pieces well enough to analyze. 
 
Assign Text Analysis Chart for Sontag's chapters (2003/Vietnam, Sarajevo, Afghanistan), Hedges's chapter (2002/Middle East, Bosnia, 9-11), and O'Brien's chapter (1990/Vietnam). You will submit a collaborative "S/H/O Text Analysis Chart."

Work on linking the three authors together by subject, writing strategy/argument technique, and purpose. Where are there similarities despite the authors' backgrounds & experiences?
List possible WHATs and HOWs for your SHO Chart
12/3 In-class: Look at my Chart Notes
HW: Finish your part of the Chart (a few of you are working alone due to absences; you'll have to contact me).  
12/4 Timed Write: bring a blue or black non-bleeding-through-the-paper pen & an inspiring code name.
HW: Collaborate on how the Chart looks once it is put together.
12/5 Bring one printed copy of your Pod's Text Analysis Chart to class for me (one per Pod). In-class, Eric Holder's speech & discussion.
HW: Revise your Education Synthesis essay. Apply what you have learned from the "HOWs" on your Text Analysis Chart to your own writing. Due next week.
 
12/9 Due: 
Have read & annotated "None of This is Fair" in the AP Booklet (pg 64-66). In class, we will review Content #3 & #5; Strategies/Structures #2. (A definition of "Division and Classification" as a rhetorical strategy: Divide the subject into parts and classify each into an existing category of the writer's invention.)
Paragraph 21: What are the antecedents for "them" and "they." Why end the essay with this simile/image?
 
Week of 12/8 In-Class research some basics on "Affirmative Action" & court cases: Regents v. Bakke (1977); Grutter v. Bollinger (2003); Fisher v. University of Texas (2013)Review Plessy v. Ferguson, Brown v. Board of Education, and the Civil Rights Act of 1964
OYEZ.org is a great website.
12/9-12/10 Listen to segments of Fisher argument (min. 25:00-30:47; 57:50-64:03).
12/11 Time to research some basics on court cases: Regents v. Bakke (1977); Grutter v. Bollinger (2003); Fisher v. University of Texas (2013)Review also Plessy v. Ferguson, Brown v. Board of Education, and the Civil Rights Act of 1964. Notes should be in your Writer's Notebook.
Reviewed the 2004 AP Question 2, which we will write a response to next week.

12/12 Due: Synthesis Essay on Education, Revised
In-class: AP Test Prep (rhetorical analysis prompt)
 
12/15 Begin short stories by Nobel-Prize winning South African author, Nadine Gordimer (1923-2014): "Six Feet of the Country," "Good Climate, Friendly Inhabitants," "A Chip of Glass Ruby," & "Country Lovers." Socratic Seminar on Wednesday, 12/17. Prepare Questions.
Gordimer  
 
See the College Board's advice on writing a response to the 2004 FRQ:

"The most successful essays responded to this prompt fully, intelligently, and fluently in four ways. First, they focused on a topic about which the student had something informed and concrete to say, eschewing broad generalizations in favor of specific facts, details, and perspectives. Second, they usually characterized both sides of the controversy equitably, trying their best to explain why the supporters and detractors of each position believe and act as they do. Third, they explained a solution that might actually solve the controversy or described a compromise that genuinely calls for both sides to give a bit in order to accommodate the opposition. Fourth, they generally evinced a strong, effective style characterized by full, clear, complete sentences and distinctive, appropriate diction."

12/16 Begin essay in response to 2004 FRQ using the topic of Affirmative Action. Writing workshop time. Incorporate facts you've gleaned from court cases as well as arguments from Rodriguez's article (later incorporated into Hunger of Memory).
12/17 Socratic Seminar for Gordimer stories. Have formally prepared two questions for our Seminar. 
12/18
12/19 
12/22 Affirmative Action essays due
 
----------------------
The "Letter from the 8 Clergymen to Dr. King dated April 1963." Print a copy (it is two pages with the signatures), and bring it to class. If any trouble printing, do not worry. You could also have a copy saved on your iPad (without needing WiFi please).

1/5/15 Due: Bring your Textbooks with you to class from now on.
 
Dr. King  
1/6 In-class: Listed the complaints of the Clergymen in their letter to Dr. King. Reading Day: Dr. King's "Letter from Birmingham Jail" in The Language of Composition Textbook (p. 261). HW: Finish reading Dr. King's letter in its entirety.
1/7 Due: Letter from Birmingham Jail in the textbook (261-). In-class work with Dr. King's Letter. Notebook entry.
1/8 Bring Textbooks to class. Continue rhetorical analysis of MLK LfBJ.
1/9 See Document in your Google Drive.

You have chosen an aspect of the "Letter" and you will teach the class about the concept in general and how this strategy strengthens Dr. King's arguments.  
By the end of the period on 1/10: Have created and shared a Google Doc with me that includes your work and a draft lesson plan. I should be commenting on your work.

Lessons Begin in the following order: Arrangement, Allusions, Ethos & Pathos, Logos, Figurative Language (tropes), Comparisons, Syntax (schemes). We will have two lessons per day. Rubric for Lesson

 
The parts of a Ciceronian Oration:
1. exordium (introduction) - beginning
2. narratio (narration) - provide background information, account of what has happened
3. propositio (proposition) - present thesis; “to put forth”
4. partitio (partition) - outline steps of argument
5. confirmatio (confirmation) - arguments supporting the proposition
6. refutatio (refutation) - refute any possible opposing viewpoints; easier to remember "refutation" than "confutation") con-fute (verb) = to prove wrong.
7. digressio (digression) - discuss related points through anecdote, narrative, metaphor, etc. di-gress = “stepped away” in Latin
8. peroratio (peroration) - conclude/call for action; conclusion [per-orate (verb) = to speak at length]
 
1/24: Midterm Exam (technically, a "final exam" for the semester). 

Fibonacci
1/29: Welcome to Semester II. Go back to the start of the year and follow the first two assignments: write your Note of Introduction -- I'll give you more specifics on this in class on Wednesday -- & read & annotate T.C. Boyle's short story in the New Yorker magazine.
1/30 In-class: Answered close-reading questions (handout collected).  
1/31 Brainstorm recent "events" in your life/ideas for your Creative Non-Fiction piece (*modeled after "Chicxulub" & following the description of Creative Non-Fiction). *You may not submit a piece that you have already received credit for from any other class (see Academic Integrity Policy).
2/3 Snow Day
HW: Begin Creative Non-Fiction. A minimum of 1-page, typed, double-spaced, printed.
2/4 Begin Unit on "Community" (Chapter 6, pages 259-346) in The Language of Composition (2008). Bring textbooks to class daily. Freewrite: MLK quote.
HW: Read Quindlen (pgs. 296-299). Write 4-5 dialectical-journal-type entries for her piece. See pg. 42 in your textbook.


2/7 Complete the in-class assignment on King & Quindlen:

Collaborate in Pods; write individually in your notebooks

 [Left side of NB] Go back into King’s Letter and find his major claim about community (directly quote him; don’t try to put him in your own words). Find a supporting quote as well.

(2 quotes, always with paragraph #s, page #s)

 [Right side of NB] Go back into Quindlen's speech and find her major claim. If you put it in your own words, support with a direct quote. Find a supporting claim as well. (2 quotes).

In-class: Started reading Thoreau, "Where I Lived..."

2/10 Due: Have read Thoreau's "Where I Lived, and What I Lived For" (1854) (pgs. 276-281).
In-class: Make a list of Thoreau's positions that you support (with qualifiers, if necessary) & answer Discussion Questions. The list of Thoreau's claims take the place of your previous "well-written sentences" in your Writer's NB. 

2/11 Due: "In Search of the Good Family" by Jane Howard. What is her thesis? She restates it; quote those lines as well. 
In-class Community Pod Activity: A Big Claim for each author that is neither too broad nor too specific. For example: 

King:

~We are part of a brotherhood of humanity, regardless of race, geography, or religion. We should work to uplift human personality in whatever way we can, as ‘co-workers with God.'

HDT:

~Be ‘unhurried and wise.’ “Petty fears and petty pleasures are but the shadow of reality.”

 
2/12 Due: Revised Creative Non-Fiction (include prior draft). Minimum of 2.5 typed pages (1-inch margins, 12 font). 
2/13 Due: "The New Community" by Amitai Etzioni
2/18 Big Post-It
2/19 Due: Work for the Big Post-It completed; Course Selection return visit

2/20 In-class work refining claims on Post-Its. Label each author's claim as an argument of fact, value, or policy. If absent, get the definitions from a classmate. 

2/24 Scoring workshop with released essays to the 2003 (B) prompt.
Due: 2/25 Have read Peter Singer's entire essay (page 319-). Be prepared to discuss the ethical claims made by Singer.
2/25 In class: Singer discussion, 2005 AP FRQ on Singer, Toulmin Notes
Scroll down to "Uber Project"
 
See also "Suggestions for Writing" on pages 345-346. This section will help with ideas for your Synthesis Question. It will be a bit easier to look for your supplemental sources if you have a somewhat more narrow focus than just "community."

Some "big names" to search: Ellen Goodman, Robert D. Putnam, Scott Brown (Friendonomics), Malcolm Gladwell (about Social Media).
Craft Synthesis Introduction and Assignment language.
Research databases & choose sources.

 

Suggestions from your textbook:
"How can an individual maintain integrity and pursue personal dreams while contributing to the overall society? This is the central question facing every community."


  1. To what extent should institutions require/manufacture diversity?
  2. To what extent should institutions require community service?
  3. Take a position on the effectiveness of insular communities that are based on features such as wealth, gender, race, religion, language, or political affiliation.
  4. Geographical, physical, neighborhood communities are no longer necessary.
  5. Social media encourages weak community ties rather than strong ties. (Gladwell)

 

Due by the end of the period: at least two hard copies of all sources -- one for me and at least one for your Pod. Source citation information must be noted for your outside-the-texbook sources since the College Board requires a text box with source information. HW: Continue to evaluate your sources and your prompt. The more released Synthesis Questions you review (from AP Central), the better off you will be.
Back to classroom to complete Synthesis Prompt Matrix. This is a tool to help you revise (think re-vision), and eliminate and replace non-viable sources. Finalize wording of Synthesis Question (Introduction & Assignment). Synthesis Prompt Matrix
Introduction to the 2007 AP Question 3 (handed out in class today and available on AP Central) shared via Google Doc.
 

2/25 the Toulmin approach to argument analysis. See http://owlet.letu.edu/contenthtml/research/toulmin.html 
2/26 New Pods for Five Units in the Textbook. [Drawing on board of what Journal should look like]
See Required Readings: Uber Unit Must Reads

Follow the dialectical journal example in your Textbook (page 42).
Begin reading the first two essays in your Chapter --  these two are due by the end of the period on Thursday:
Gender, pages 347-362
Language, pages 507-539
Sci & Tech., pages 599-615
Popular Culture, pages 707-722
Nature, pages 797-815

2/26 Reading Day
2/27 Reading Day
2/28 Reading Day. Spot Check Journals.
HW: Sign in to Edmodo using the codes to join your group (get them from someone if you were absent) and review the Assignment Guidelines:
3/4 Reading Day
3/5 Due: Dialectical Journals for all required reading in your Chapter (individual)
In-class: Review of Library Databases.
HW: Set up a Google Drive Folder -- see "Sample" below for set up -- and search for supplemental materials.
Sample
See SOAPSTone instructions: SOAPTStone
Go through the "Suggestions for Writing" Section at the end of your Textbook Chapter for some ideas. You are in finding-sources mode; keep track of big names and controversial issues related to your topic. Share what you find on Edmodo.
3/6 In-class work. See edmodo for ideas. Many are posting great links.
3/7 Due: Hand in printed copies of 2-3 scholarly articles for me by the end of the period.
-
3/10* Due: SOAPSTones for Textbook Readings (divided among group members; label yours by name/preferably printed, but of course in Group Google Doc), draft list of Big Names & Issues
3/12 Due: SOAPTSTones for added "Scholarly Articles" in Google Drive and Dialectical Journal entries for "scholarly articles" in Notebooks. 
Cut-off for posting sources on Edmodo. Conversation only from this point forward. 
 
3/14 Due: e-book package due by the end of the period (Library).

3/17 Lesson Plan format: Lesson Plan Template
Returned marked-up copies of e-book packets for review.  Any changes you make to your packet should be done in red/different color in Google Drive e-book.
Click on link for Calendar
3/18 Draft Lesson Plans in Google Document, in Folder. HW from Gender Group: Period 2 reads Tannen's essay on "No Unmarked Woman," writes three of her big claims, and answers No. 8. Period 5 Outlines Gould's essay on "Women's Brains"

 

3/19 Gender Lessons! Period 2 HW: Answer Question No. 5 on pg 393; also, read "Being a Man," (378) & answer Q. 2 & 5, and submit your own, original discussion questions related to the essay on a separate piece of paper for collection.
Period 5 HW: Exercises 1 & 3 (424) and read Woolf (356). 
3/20 Due: Completed Gender Lesson Plan and reflections from Day 1 (see your .net e-mail); I'm on a field trip; Period 5 will be given a handout from Gender.
3/21 Due for Period 2: Answer to Q. 5 on Tannen's essay; have read "Being a Man," (378); answer Q. 2 & 5, and submit your own, original discussion questions related to the piece on a separate piece of paper for collection.
3/21 Due for Period 5: Exercises 1 & 3 (424-425); have read Woolf, "Professions for Women" (356) and AP Prompt Assignment (in-class) for Woolf argument.
3/24 Multiple Choice Practice Test (2 passages)
3/25 In-class: Gender Day 3 (teacher-led). Have your notes prepared.
& Language HW & Lesson Plan Due
 
Period 2 HW: Read Orwell & answer Discussion Q. 1 & 5 & Rhetoric Q. 1
Period 5 HW: Read Orwell excerpt, pages 531-534 and Political Correctness article (link on Ms. Quinzi’s website) http://canadafreepress.com/index.php/article/55444/ & do Grammar Lesson One, #1-15 odd
3/26 Language Begins (student-led) Period 2 HW: Read "Bilingualism in America" (592) and craft three of your own discussion questions (to be collected). Period 5: Read excerpts from Thiong'o (547-553), Hayakawa (562-567), and article on bilingualism (link on Ms. Quinzi’s website) http://www.cnn.com/2014/03/04/opinion/carter-bilingual-education/
3/27 Language Day 2.
3/28 Due: Outlining for 2002 (Form B) AP rhetorical analysis prompt on Julius Caesar. Do not cheat and look at released items. I will distribute my outline & yours will be collected.
Nature HW & Lesson Plan Due
Period 5 Nature HW: 
  • Page 897 grammar exercises 1 and 2--only do ODD questions for both exercises

Period 2 Nature HW:
  • Read Rachel Carson's "Silent Spring"

  • "Questions for Discussion" 1 & 6

  • "Questions on Rhetoric and Style" 3 & 5

  • Familiarize yourself with the sources of the synthesis question handed out in class on 3/28.
3/31 Period 2 HW
  • Read Wendell Berry’s “An Entrance into the Woods”

  • Write down his main claim(s) about mankind’s/human society’s connection with nature (quote him). Be prepared to discuss these tomorrow in class.

  • Answer "Exploring the Text" questions 1, 2, and 4.

  • How to prepare for tomorrow's discussion:

    • Pay attention to Berry’s use of descriptive detail, mood changes, anaphora, and similes/metaphors.

    • (You will discuss this tomorrow) How do these rhetorical devices further the effect of his claims?
Period 5 HW: Go to 9/19 on this website above and print the packet found there.
  • Read and take notes on essay by Wendell Berry (pgs. 825-833)

  • Only read by Oates (pgs. 841-847). Students can take notes on this one only if they want to.

  • OPTIONS FOR NOTETAKING: Students can either A) take free-formed notes, with a focus on the author's/ humanity's role in and perception of nature, or B) answer questions 1, 3, 5,and 7 for Berry (pgs. 833-4).

4/1 Period 2 HW: Print the packet from 9/19. Re-familiarize yourself with the Synthesis Question (key issues that leaders should...global warming...). We will take a look at the theses statements you crafted in class.
4/1 Period 5 HW: Print the packet from 9/19. Using the AP 2004 (B) prompt we worked with in class, write an introductory paragraph that - at a minimum - follows the format provided in the packet.
Form to be completed by Nature Pod members:
Self-Evaluation 
4/2 Test Prep. Period 2 worked on 2013 Synthesis Question (factors to be considered for monuments). Period 5: Timed Write, Rhetorical Analysis.
4/4 Due: Science & Technology & Pop Culture Lesson Plans

4/8 Introduced the topic of Education. "Freewrite" on "Levels" at PHS. HW: Read Francine Prose's essay, "I Know Why the Caged Bird Can't Read" in the Textbook (89-99).
4/9 Due: Have read Prose. Bring your as-is Creative Non-Fiction piece to class with you (marked-up drafts). You may or may not have revised these since last we worked on them. Period 5 HW: Write a claim in response to the synthesis prompt handed out in class [2008 AP (Form B) Question 1] and send it to me via e-mail (rtmsd.net). Include which 3 sources you will use (add Prose as Source G).
4/10 Due: Have read Mike Rose's piece on being "Average" at http://userwww.sfsu.edu/mmartin/rose.pdf
4/11 Evaluated openings written by Period 2 in response to the 2008 AP (Form B) Synthesis Question on English texts.
 
4/21 Reading the assigned pieces from Sci & Tech.
Period 2: Read Huxley's essay on Scientific Investigation (answer Questions for Discussion 1 & 6) and read the article online entitled "1/4 of Americans don't know that the Earth orbits the Sun." Connect Huxley's piece and the article from iflscience.
Period 5: Read Pinker's essay on The Blank Slate (complete 5 dialectical journal entries and write a 2-sentence summary). Also, grammar exercises 3 & 5.
"Sign up" for your "Poem in Your Pocket" Poem by telling me/emailing me which poem from the Poem in Your Pocket website you will recite: http://www.poets.org/page.php/prmID/406
4/22 Science & Technology Day One. HW: Read "Super-Toys Last All Summer Long." Period 2 answers Q. 3 & 5 (and 7 if you're up for the challenge). Period 5 finds three quotes to support the author's purpose/point.
4/23 Sci & Tech Day Two. Period 2 HW: Complete Thesis and Outline for 2010 Synthesis Question [technology & schools] - to be collected. Remember this prompt can be found on AP Central.
4/24 Due: A copy of your poem for Poem in Your Pocket Day & Period 2 HW.
4/25 Due: Pop Culture Lesson Plans & assigned homework announced by the end of the period.
In-class, Test Prep: Use this time to study vocabulary, terms, etc. There are also a stack of test-prep books that I will set out on my front table.
 
4/28 Sci & Tech: See 4/1 for Evaluation Form; Traditional Argument Question Test Prep (handout)
HW Period 2: "Corn Pone" by Mark Twain (pg. 717); Questions for Discussion: 1 and 2.
HW Period 5: read teen movies answer questions 1,7,11,12 
4/29 Pop Culture Day One

HW Period 2: Read "Watching TV Makes You Smarter" by Steven Johnson (pg 766); Answer Discussion Question 3 and identify 3 of his major claims. HW Period 5: Read and annotate "Make Room, Socrates, for Lady Gaga and Beyonce" by Jenna Ross, freewrite for a few minutes on the topic & complete grammar exercises 1 & 3 on pages 793-794   

4/30 Pop Culture Day Two; Pop Culture needs to complete Evaluation form (see above)
5/1 Timed Write: Blue or Black Ink, please.
5/2 Work day. Period 2: Argument Test Prep with the H.L. Mencken passage; Period 5 already received this. Packet of multiple-choice questions handed out.
5/5 In-class review of 2006 AP Questions 1 & 3.

5/6 Announce the I-Search (research paper). Choose your Person & request a Book Title.
MC Escher  
5/8 Tell me who your I-Search Person is.
5/9/14 AP Language & Composition Exam
Schedule your Interview for next week.
HW: You should have a commitment from your I-Search Subject. Book titles due Tuesday, 5/12.
 
5/12 HW: Craft your 20-25 interview questions - tailored to your person - using the generic list and the ones you wrote in class/on your own.  introductory script and questions live in a Google Document shared with me. Please title your Google Document thus: Period #, Name, I-Search Interview.
In-Class: We created or revisited our Noodle Tools accounts; Works Cited; book & interview entries.
Go to Noodle Tools. Choose MLA Advanced. Create Project. Create Citations.
(Matt: you didn't even need to remind me!) Library passwords: http://www.rtmsd.org/cms/lib/PA01000204/Centricity/Domain/239/Passwords%20for%20online%20databases%20Spring%202014.pdf

5/13 In-class: Info Card distributed; started narrative opening of I-Search paper (Period 2 did not meet this day)
Obtain and bring to class the book recommended to you by your mentor
Re-visit Mike Rose's narrative essay: Mike Rose Narrative
HIs descriptions of his classmates and teachers are models for descriptive/narrative writing about important people.
5/14 Due: Interview Questions 
Add I-Search Info (from Info Card) as a heading in your I-Search Google Document (up to and including date of publication). Make sure your opening remarks are also scripted there.
5/15 Due: Book (print or electronic copy) in class
Write the introduction (Period 5 started this on 5/13)
 
5/16 Period 5, Due at the start of class: a printed copy of your Introduction
5/19 Due: Interview Completed
Transcribe "interview highlights" (you should do this within 2-3 days of Interview).
Your Transcript "highlights" should be added to the I-Search Google Doc you've shared with me. Add "+Transcript" to the document title. (You should spend ~2 hours total on typing the interview).

5/19 Period 5: Your introductions were returned.
Work Day:
Thank-you cards!
Read your book, keeping up with journal entries/"evidence of reading" requirement
Transcribe your interview "highlights"
5/20 Period 2, Due at the start of class: a typed, printed copy -- MLA format, please -- of your Introduction
update your Info Card - how far are you in your reading?
*In-Text Citations -- you will be quoting your mentor in your paper. Cite those quotations in MLA format. You will also be quoting from your book; you'll cite those lines as well. See the Purdue OWL Website: http://owl.english.purdue.edu/owl/resource/747/01/
5/22 Due: Printed, Typed Interview Transcript. Font should not be smaller than 11 nor larger than 12. Single spaced is fine, but please vary the text so that I can tell who is asking and who is answering. 
 
Remember: Your I-Search paper is not shared with me since the formatting requires such precision.....
5/22: In class read aloud of an excerpt from Richard Wright's autobiography (1945) entitled "The Power of Books." This piece serves as a model for illustration and example in your writing. It was also the impetus (years ago) for the specific research paper we are doing in this class. Feel free to quote from it/reference it in your research paper.
The Power of Books
5/23-5/24 Work Day
I'm reading your Transcripts & returning them as soon as I can.
5/27 Due: Next installment of I-Search paper (~4 pages, formatted correctly): revised Intro, IIA. & ~half of IIB.
 
5/28 Go to the Library's web page and look up your author in the "Contemporary Authors" database. You may find something useful.
Citing the Contemporary Authors Database in Noodle Tools: Create citation; choose "database"; choose "original content"; fill in title of entry, which is the author's name, and the copyright date. If you have trouble finding your author through the Library database, let me know. 
HW: Schedule your Interview #2 for the middle or end of next week.
5/30 Due: Evidence of reading and of completing your book (journal entries, typed or handwritten). Drop off in my mailbox or my classroom.
Interview #2: Return to your Interview No. 1 Transcript Highlights for follow-up questions and craft new questions now that you've read the book and done some research. You'll want to have some research done before your Interview No. 2.
HW: Craft your questions for Interview No. 2 & create a new Google Document entitled "Period #, Name, Interview No. 2" and don't forget Info Card information as heading.
Secondary Sources
6/2 You are looking for anything that expands your knowledge of your book, i.e. criticism, praise, analysis. Library on-line databases: InfoTrac: Literature Resource Center (I forgot to tell 2nd period about that one) SIRS, New York Times, etc.
Conduct Interview No. 2 this week
Update Noodle Tools and work on your Annotated Works Cited page. Go to the link below for instructions:
HW: Continue to research & fine-tune your 5-10 discussion questions/follow-up questions/conversation starters for Interview No. 2.
6/3 Library
Updates: There were not enough desktop computers in the Library, so if you still need to print your sources, you may do so on Wednesday at the start of class. Period 5: change of venue for tomorrow.
 
6/4 Period 2 in Library/Period 5 in A-203 (since the Library's computers are booked).
Come to class with at least two printed reviews/critiques/articles of or relating to your book (other than Contemporary Authors).

6/5 Due: (Back to the classroom.) Printed copy of your Annotated Works Cited page w/your five+ sources (including your second Interview) -- only add annotations for secondary sources.
Use the "PRINT/EXPORT" button in Noodle Tools to generate your Annotated Works Cited page in a Word document.
Then, once in a Word document, check the margins, and just add your last name in the upper right-hand corner via a header. Then print. It must be perfect. I do not understand not wanting it to be perfect. If your Works Cited Page citations do not match the "source citation (MLA 7th Edition)" at the end of your printed source, something is amiss.
 

6/9 Due at the start of class: a typed, printed I-Search, Section IIB (the book) & III (the research). There will likely be overlap between sections. Peer-edit session.
Mobius  
Return Textbooks any day this week. Please make sure your name is in the book.
6/10 Due: All of the following must be printed and in MLA format: (1) Revised Sections IIB & III (2) Peer-edited copy of Sections II & IIIB from 9 June (3) Revised Annotated Works Cited page. This should take you about an hour. If you have an issue getting to a printer, come see me before homeroom.
*Period 2 met in Ms. Lobitz's room on 6/10 due to senior final exams in my room. 
Have you had your Interview No. 2 yet? You should have.
6/11 Returned all drafts with minimal comments. Suggested students go to Naviance, About Me, Resume. It's time to think about asking for college recommendation letters.   
Do's & Don'ts: Class Notes June 
 
6/13 Due: Printed, Final I-Search, in MLA format, w/Annotated Works Cited, w/all previously edited drafts - no exceptions and no staples.
6/13 & 6/16 In-class: I-Search Semi-Impromptu Report-Outs. Bring your I-Search books as props.