Mimma Rotella

Notes:
1. If "homework" is not specifically labeled with a "due" date, then you must be working on an upcoming assignment, reading, revising some piece of writing, or studying for the AP Exam on May 11. (You will be working about 45 minutes per night for this course per the Course Selection Guide).
2. 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/e-mail me/message me.
3. Your typed essays shall be printed for my class. Your notes shall be handwritten. I'd be happy to provide you with a bank of articles proving that the research is in on the cognitive benefits of typing vs. writing, and writing is the clear winner. Available upon request.
4. All essays shall be coded.
5. Write in your "Writer's Notebook" on a daily basis.

FYI: Department Expectations for Homework:

AP: 3 to 3.5 hours of homework/week (minimum) [reading times vary per individual, of course]

 
*Email me at fquinzi@rtmsd.net (not .org)
 
9/9 Join Google Classroom w/Code yx94t4s
HW: Compose a Note of Introduction. Include a photo of yourself with or without your dog/pet.
 
9/10 Multi-genre creative writing activity in class. Make a claim (implicit or explicit) about junior year through an interesting genre.
Today's entry in your Writer's Notebook: your own brainstorming in class.
 
9/11 Bring to class (have available electronically) your Writers on Writing booklet (let's see your annotations!) and your journals as you will want to refer to them (and incorporate quotations and evidence) for an in-class written response.
Read the Course Overview and look over the exam materials included (from the College Board).
9/15 You will take a practice AP multiple-choice (College Board) test that will be used as a "diagnostic."
 
Due 9/16 Have read & annotated "Chicxulub" by T.C. Boyle from The New Yorker (annotate aggressively - in your annotations, include labels for narration, description, argument, reflection, and information).
In class: close-reading questions
 
Due 9/17: Have read & annotated "The Stone Horse" by Barry Lopez - in your annotations, include labels for narration, description, argument, reflection, and information.
Be prepared to discuss "The Stone Horse." In-class, we'll listen to an excerpt from an interview with Barry Lopez; write a reaction.
HW: See Google Classroom for a few close-reading questions.
 
9/18 In-class, Creative Non-Fiction writing. Creative Non Fiction Defined 
In NB: 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).
 
9/21 Quiet Writing Workshop Day for "creative non-fiction" piece - see definition above. 
Since it's a double period, we will have time to start reading Orwell together as a class. 
9/22 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. 
Big Post-It Note Classwork in 7 Groups.
Handed out two rhetorical analysis essay options on "Shooting an Elephant" - you will choose one and respond.
9/24 Due: Printed copy of CNF (minimum 500 words). Syntax analysis in class (handout).
9/25 Due: Printed copy of better CNF than yesterday (750 word min.) + syntax analysis chart. 
In-class: You will choose a rhetorical analysis prompt for Orwell (see handout). Groups will present their Post-Its.
 
Notes on Rhetorical Analysis: Notes on Rhetoric

Auburn Schools Rhet. Packet
Have a printed copy of the resource above. 
 
9/28 In-class: Metacognition on CNF & drafted introduction to Orwell rhetorical analysis using resources above. See shared Google Document called "Orwell Introductions 2015." Paste your 6+ sentence introduction into the shared Google Doc.
*Make sure your thesis statement matches the language of the prompt you've chosen (Para. 7 prompt or Para. 11-13 prompt).
 
9/29:
HW: Read closely Chapter 2 in the Textbook, specifically pages 35-48 (look at 58-59!). Take notes in your Writer's Notebook (would satisfy "daily observation" requirement). You do not need to bring the Textbook to class until further notice. Take a few pictures of what you think is important. 
Send me a quick e-mail tonight and let me know which question you're answering (para. 7 or para. 11-13). This way I can assign pods. Thank you!
9/30
We will be working in class on the graphic organizer found in Google Classroom.
 
10/1 Due: Coded, typed, printed rhetorical analysis essay "half-draft" -- includes revised introduction and 1-2 body paragraphs. Borrow from your graphic organizer.
Important:
Type the Prompt verbatim at the top of your paper.
Finish Graphic Organizer
 
10/2 Due: Let's read something beautiful. Read & annotate "Araby" & "Eveline" (in the AP Booklet p. 50), prepare to explain how "Araby" -- similar to "Shooting an Elephant" -- is a narrative with an epiphany (about human nature, about power & imperialism). 
If you're keen to see my notes:
I will return your CNFs. 
Classwork: on an index card, write one "Socratic Seminar" style question on one of the short stories and write one of the most beautiful lines from "Araby" on the other side. 
 
Monday, October 4 Extended Period 7 - Writer's Workshop for half of the period. You're working on two pieces of writing. You should be busy.
Viewed interview segment with Malcolm Gladwell on Outliers.  
Look at two released AP Rhetorical Analysis prompts for comparison: 
10/6 In-class Freewrite on Levels (AP-4). See Course Selection Guide Class Rank guidelines. 
 
10/7 Due: Typed, printed copy of coded Orwell rhetorical analysis essay w/the prompt typed at the top of the paper.
Make sure you have your AP Booklets in class.
Next reading we will start in class:
Mike Rose's narrative essay: "I Just Wanna Be Average" (page 67 in your AP Booklet).
AP-style multiple-choice questions on Rose.
HW: Finish reading the Rose piece.

10/8 Brainstorming for 2008 (Form B) FRQ on "specific texts that all students of high school English must read." 
 
10/9 Due: Revised, finished Creative Non-Fiction: Label parts [use brackets?] by predominance of "information"/"description"/"narration"/"reflection"/"persuasion" (for example, in colored pencil, next to a paragraph of mostly description, add "Desc" in the margin) 
 
From Narration to Argument...
10/9 We will start reading Prose in class (pg. 92 in the AP Booklet).
10/13 Have read & annotated 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.
 PROSE PODS established. Divide up the work. Create a comprehensive SOAPSTone.
If you try to generalize my girl Francine you will fail. If you didn't read to the end of her piece, you will fail. If you cut off her paragraph after "...McDonald's employees" and don't include "Future corporate board members," you will fail.

You may help each other, and share the work, but you are individually responsible for your segments.
Be Quality Control. Don't fix anything for someone else, but feel free to make a comment. 
HW: Read and annotate Jerry Jesness's essay "Why Johnny Can't Fail" (right before Prose, on pgs. 88-91 in AP Booklet).
10/14 Continue working on Prose SOAPSTone until it's Prose-worthy.                             
10/15 Due:
Typed Prose SOAPSTone, printed for me (one per Pod, but include names next to work assigned).
Read and annotate Flannery O'Connor's very brief essay in the AP Booklet. Check her page numbers; the photocopy is out of order.
In-class: Introduced The Toulmin model. If you are absent, find a source on-line that explains it.
HW: Do an abbreviated Toulmin for Jesness's argument (Claim, Data, Warrant, Qualifier). And make sure you're caught up in your reading. At this point, we've read four arguments on the topic of education (specifically English education at the secondary level) by Rose, Prose, Jesness, & O'Connor. 
 
10/16 Double period.
We did "The vacant ice looked tired" multiple-choice practice and we searched for graphics (statistics/charts/graphs) for our Education Synthesis Assignment.
Go to AP Central and look at released synthesis questions
See Synthesis Questions 2012, 2011, 2011(B), 2010, 2009 (B)

10/19 Draft Your Claim & (working backwards) Synthesis Question:
In your Notebook, write out your claim(s). 
In-Class Pod-Brain-storming for "Craft-Your-Own Synthesis Question" based on released questions (handouts).
Decide on the language of your prompt. Which of the released questions (see photocopy I gave you) will you use as a template for your question?

 
Synthesis
 
 
 
 
 
 
 
Language of the prompt examples:

Take a position on the effects of standardized testing…

Argue the extent to which schools should incorporate leveling systems.

Argue the extent to which moving onto college should be a defined goal of secondary education.

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 or more from our core list (Gladwell, Robinson, Jesness, Prose, Rose, O’Connor, Gitlin, Percy)

3 or fewer of your own, including 2 graphics
10/20 Due: Todd Gitlin's essay on "The Liberal Arts in an Age of Info-Glut" (AP Booklet) 
In-class, we will do a Gitlin Toulmin (all parts, if possible). 
See the shared document entitled "Education Synthesis Pre-Writing" and add your name, idea for prompt & draft personalized claim. 
 

HW: Read The Language of Composition Textbook

Chapter 3 on “Synthesizing Sources”

Read pages 61-67

Read pages 72-74 on “The Synthesis Essay”

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

*Note: The language of the questions in our shared document is still not AP style! Use those released questions as templates.
 
10/21 Prepare to discuss Todd Gitlin's essay. You have read the textbook chapter & have added to the shared document.
Next up:
Walker Percy. He's a genius.

Due 10/22: Have read & annotated Walker Percy's "The Loss of the Creature" in the AP Booklet. 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 at least two days to get through the piece in its entirety and fully understand it.
In-class: the "Yes/But" technique with Percy.
On-going Homework: Go to AP Central and scrutinize released Synthesis Questions in their entirety. This will be enormously helpful in crafting your own (and answering your own) Synthesis Question.
 
10/23 Nothing Due
By this point, you have been exposed to three argument analysis strategies: S.O.A.P.S.Tone, The Toulmin, and the Yes/But.
 
In Pods, in class, draft a 1-page, 2015 AP (Form "Your initials or Pod name") Synthesis Question (with Directions, Introduction, Assignment, & Potential List of Sources).*Remember these Introductions shall be neutral & objective, without opinion or questionable "facts."
You should know which of our authors you will include as "sources" (at least 3).
 
10/26 In class:
Pasted your Introduction & Assignment into the shared Google Doc. We will look at the intros in class.
On-going Homework
Start our next big job: excerpting and formatting 6-7 sources, including 1 numbers thing.
& Continue to look for sources to help you frame your argument and/or support your argument.

10/27 Due: Printed copies (due at the start of class) of your 1-page (hopefully it fits onto 1 page) 2015 AP ® English Language and Composition Free-Response Synthesis Question 1. See notes in shared Google document for revision.
Note: The List of Sources (A-F or A-G) shall include the names of the authors of the excerpts you plan to attach.
Remember:
It should look and read exactly like it was published by the College Board (formatting and style identical with the exception of 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
 
Doisneau  
 
10/28 PSAT/NOPE - 7th period will not meet for juniors. HW: Fix your question. Yikes.
Reminder about Sources

3 or more from our core list (Gladwell, Robinson, Jesness, Prose, Rose, O’Connor, Gitlin, Percy or TEXTBOOK)

3 or fewer of your own, including 2 graphics
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.
 
10/29 Lynda Barry Sketch of "School" - look her up if you were absent. We also wrote a descriptive/narrative paragraph as a possible introduction to our Education essays. HW: Excerpt your sources. Adhere to formatting. Citations in text boxes shall be accurate.
 
10/30 Readers' Theater - Report to Auditorium
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.
11/2
Hand out "brainstorming" sheet for argument. I know this "brainstorming chart" will seem pedestrian to you, but, just try it.
In-class work on a Toulmin for your own education argument essay.
See Google Classroom for assignment.
*I've already made several notes in your Google Classroom Toulmin documents. Get in there.
11/3 In-Service
11/4: Final Synthesis Question, printed, for submission to Mrs. Sweeney. These will be 7-8 page documents. Please adhere to the formatting requirements. [Only one copy per Pod is needed.]
Your Toulmin lives in Google Classroom (at least Claim, Data, Warrant, Qualifier finished by 10 a.m. on 11/4)


Review the Toulmin approach to argument analysis.

11/5 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
I'll have made notes in all of your Toulmins by later today.
 
HW: Read Textbook pages 167-173 and complete Exercise 5 on 173.
11/6 In-class: In Pods, craft one AP-style Multiple-Choice question on Said's essay. I provided the stem.
Type up your question (one person gets this job) and share it with me by 11/10 at 10 a.m.
 
11/9 Due: Decent Draft of Printed, Typed, Coded Education Synthesis Essay (minimum of 600 words).
Pay special attention to organization: do not organize the piece by source. HW: Submit Said questions and Revise essay
Notes on Structure:

1. Introduction – clear thesis

2. Statement of the case – story behind the argument; background information so we understand the context of the issue

3. Refutation – acknowledges opposition and refutes or minimizes those ideas

4. Development of your argument with support

5. Conclusion – call to action (kairos)

 

Check your argument for the following appeals:
Reason (logos): facts, definitions, statistics, examples, and reasoned hypotheticals

Ethics (ethos): you are fair, honest, well-informed; allude to big names; consider morality; avoid complaining, avoid over-use of negative words; don’t whine (“explain, don’t complain”)

Emotion (pathos): an emotional appeal; narrates an anecdote, uses description; makes the reader experience an emotion *happiness, pride, anger, etc.

  
11/10 Due: Student created AP Multiple-choice questions shared with me. HW: Revise essay
Introduced Susan Sontag (responses to interview in Writer's Notebook).
 
Your photographic image that you believe needs no caption for class viewing.
The picture should meet her criteria of making something more "real" to you -- an image with moral force, one that affects your conscience. 
 
In-class, we began an interrupted reading of Sontag's first few paragraphs from her chapters in the AP Booklet (pgs. 118-129).
 
11/11 (Double period) Quiet Writer's Workshop time in the Library. You will print and submit your Coded Education Synthesis essays with updated Synthesis Prompts (use your initials as Codes on your questions).
11/12 Read Sontag's chapters closely. She makes it cool to argue with yourself.
 
Susan Sontag  

11/13 Have finished reading/annotating Sontag's chapters from Regarding the Pain of Others (2003). In-class viewing & note-taking on Chris Hondros's photographs & the photos you sent to me.
 
We are going to get very in-depth with Sontag's chapters; you should re-read them.
Next:
11/16 Viewed Student Selected Photos. Assigned Sontag Take-home Quiz in Google Classroom (you are able to work with a partner, and only one partner). I took your Writer's Notebook.

11/17 Meet in Library for Poetry Out Loud. I'll be there already for my 6th Period.
Have read & annotated the excerpt from Chris Hedges's book War Is a Force that Gives Us Meaning in the AP Booklet entitled "The Destruction of Culture."
 
11/18 Sontag Quiz due at midnight per Google Classroom; discuss Hedges. I'll give you some class time to review his piece. Consider his organizational pattern of assertion/justification (or, assertion/example). 


Hedges  
Recognize this book cover?
 
11/18 Submit Sontag Quiz by 11:59 p.m.
Begin to read Tim O'Brien's "How to Tell a True War Story" (c.f. Elie Wiesel's "Why I Write").
11/19 Scoring Workshop using the 2010 Synthesis Question.
11/20 Have read all three pieces well enough to analyze. Viewed an Interview with Tim O'Brien on Big Think.
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."
Nine groups of three = 27.
Pick your own Pod.
11/23 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, HOWs & WHYs for your part of the SHO Chart

11/24 In-class: Look at my Chart Notes
Figure out a way to show/highlight similarities (side-by-side?) Look for textual support.
 
HW: Finish your part of the Chart (a few of you are working alone due to absences; you'll have to contact me).  
 
11/25 Eric Holder speech in preparation for upcoming Supreme Court decision on Fisher v. University of Texas (2015). Did the U.S. Court of Appeals for the Fifth Circuit properly hold that the University of Texas’ use of race as a consideration in the admissions process did not violate the Equal Protection Clause of the Fourteenth Amendment?
In 2013, the Supreme Court decided that the Equal Protection Clause of the Fourteenth Amendment does permit the consideration of race in undergraduate admissions decisions.
 
11/30 Chart due in Google Classroom. In-class Timed Write: bring a blue or black non-bleeding-through-the-paper pen & an inspiring code name.
No HW. Break after Timed-Write
 
12/1 In class reading of "None of This is Fair" in the AP Booklet (pg 64-66); Review Content #3 & #5; Strategies/Structures #2. (A definition of "Division and Classification" as a rhetorical strategy: to divide the subject into parts and classify each into an existing category of the writer's invention.)
See Paragraph 21: What are the antecedents for "them" and "they." Why end the essay with this simile/image?
12/2 No class due to Keystone Testing Schedule
 
12/3 Nadine Gordimer Short Stories (fiction!) see below.
In-class, research some basics on "Affirmative Action" & court cases: Regents v. Bakke (1977); Grutter v. Bollinger (2003); Fisher v. University of Texas (2013) and (2015?)Review Plessy v. Ferguson, Brown v. Board of Education, and the Civil Rights Act of 1964
OYEZ.org is a great website.
Listen to segments of Fisher argument (min. 25:00-30:47; 57:50-64:03).
Bring your earbuds!
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.


12/7 Begin fictional short stories by Nobel-Prize winning South African author, Nadine Gordimer (1923-2014): "Six Feet of the Country," "Good Climate, Friendly Inhabitants," read these 2 for 12/8
12/8 In-class, "Quiz" answers in Notebook.
HW: "A Chip of Glass Ruby," & "Country Lovers" read for 12/9
Prepare Socratic Seminar Questions.
Gordimer  
12-10-15
Read the articles and some of the comments.
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 "None of This is Fair" (later incorporated into Hunger of Memory).
In-class: We wrote the conclusion to our 2004 argument essays (certain required phrases: "apartheid," "Supreme Court" etc.)
12/11
Read "A Modest Proposal" by Jonathan Swift for Monday, 12/14 (It's in your textbook, pgs. 914-921)
Bring your Textbooks with you to class from now on or have an electronic version of "A Modest Proposal".
 
12/14 Have read "A Modest Proposal" in the "Politics" section of your Textbook. In-class, Multiple-Choice Test-Prep.
You will be crafting your own "modest proposal" about a contemporary issue. If you don't want to bring the textbook, bring images of the pages of Swift's satirical essay from the textbook. I'd like to work with the same version.
Brainstorm some ideas. Do some fact-checking.
HW: See Google Classroom; you will be breaking down "A Modest Proposal" into the parts of the Ciceronian Oration (see below) in preparation for writing your own "Modest Proposal" - a Swiftian satirical Ciceronian Oration.
12/16 Writing Time. HW: Type up what you wrote in class (editing along the way). I will do the same.
12/17 Peer edited drafts; continue revising & writing
12/18 Ted Talk on Compassion by Daniel Jay Goleman (PhD from Harvard) and a look at an argument FRQ (a pros & cons style)
12/21 Double-period. Bring your textbooks!! We will read "The Singer Solution to World Poverty" in class. In-class, freewriting on the pros and cons of Singer's "solution." HW: Finish your Swiftian satire proposing a solution to a contemporary issue of our time. 
12/22
12/23 Due: Your Coded, Typed, Printed Swiftian Ciceronian Oration. Minimum two pages. 
 
1/4/16 Rhetorical Analysis Refresher using Dr. King's "I Have a Dream" speech.
In-class: Listed the complaints (4-5 in your Notebook) of the Clergymen in their letter to Dr. King. 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 by Wednesday.
1/5 Continue Reading LfBJ
1/6 Due: Letter from Birmingham Jail in the textbook (261-). In-class work with Dr. King's Letter.
Remember
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]

1/6 You have been assigned an aspect of the Letter and you will teach the class about the rhetorical strategy in general and how this strategy strengthens Dr. King's arguments. Your objectives are to help students

·      Analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques.

·      Apply effective strategies and techniques in their own writing.

 Banksy
1/7 Rhetorical Analysis Practice (handout); write one rhetorical analysis body paragraph on Para. 14 of LfBJ. 20 minutes to work on Lessons. 
1/8 By the end of the period, have shared a Google Doc with me (don't use Google Classroom unless Drive isn't working) that includes your work and a draft lesson plan in the format provided.
HW: I should be commenting on your work, and you should be replying.
 
1/11 Revised Lesson Plans completed; send me specific directions on anything you need.
1/12 Lessons Begin in the following order: Syntax & Pathos (Pathos assigns homework)
HW: Read closely and annotate the "Why We Can't Wait" Prompt handed out in class -- in preparation for an in-class body paragraph timed write on 1/13. 
 
1/13 Re-group - finish up Pathos as needed. Return to body paragraph written in class on Paragraph 14.
1/14  Lessons: Appeal to Religion, Allusions/References,
1/15 Figurative Language, Logos
As teachers, you should be collecting and commenting on work. 
We will plan on having two lessons per day. Rubric for Lesson
 
MLK
 
Your "homework" is to study for your final exam, which is 1/5th of your semester grade. Utilize AP Central.
1/21 Logic Group Assigned HW.
Take the multiple-choice practice test in your AP Booklet in preparation for your exam on Wednesday.
1/22 In-class: review for midterm. The Onion prompt & Richard Rodriguez prompt. Reviewed Quizlet (AP rhetorical devices and The Language of Composition).
 
1/26 In-class: Using the prompt on Rodriguez's passage, write an introduction w/a clear thesis statement. Time in class to review for midterm. Go to AP Central and look at released essays (high, mid, low). Study AP Language test terms. 
1/27 Bring your Textbooks to class!
 
1/28/16 Midterm Exam in A-222 @ 7:45. This will be an abbreviated AP Exam, including released AP multiple-choice questions and a released FRQ (rhetorical analysis): A 40-minute essay and approximately 20 multiple-choice questions (two reading passages).

Fibonacci


Bring textbooks to class daily or find the pieces we are reading on line and print those.
2/2 Continue Unit on "Community" (Chapter 6, pages 259-346) in The Language of Composition (2008).
HW: Read Quindlen (pgs. 296-299). Write 4-5 dialectical-journal-type entries for her piece. See pg. 42 in your textbook.



Due 2/4: Have read Thoreau's "Where I Lived, and What I Lived For" (c.1854) (pgs. 276-281).
Make a list of ~5 of Thoreau's positions that you support (with qualifiers, if necessary)
2/5  In-class writing assignment on Thoreau in Google Classroom. Bring your charged iPads.
Due: Have read "In Search of the Good Family" by Jane Howard. What is her thesis? She restates it; quote those lines as well. 
Use the Community Notes Page I will provide in class on Friday for Howard
In-class drawing of continuum from Individualism to Communitarianism (Me--->We)
2/8 Due: Thorough Thoreau Paragraph in Google Classroom
In class work with AP 2003 Scott Russell Sanders FRQ "defend, challenge, or qualify Sanders's ideas about the relationship between the individual and society in the US"
We wrote a claim capturing Sanders' ideas. Example: Our humanity depends on people caring about each other; therefore, communities are vulnerable if the majority of members are withdrawn or not invested.
 
2/9 Due: "The New Community" by Amitai Etzioni & complete any four questions on the Community Notes Page (the same ones you did for Howard). I'll share with you in Google Classroom.
See the document I shared with you in Google Drive
In class, write your claim in response to the hypothetical synthesis prompt: To what extent should the individual place the needs and interests of his community above his own needs and interests.
HW: Continue working on claim and choosing sources from our list: King, Singer, Quindlen, Howard, Sanders, Etzioni, Thoreau
2/10 Writing Workshop
 
Ideas to Consider:
See also "Suggestions for Writing" on pages 345-346. This section will help with ideas. It will be a bit easier to look for your supplemental sources if you have a somewhat more narrow focus than just "community."
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 community service? (See Textbook pages 72-83)
  2. Take a position on the effectiveness of insular communities that are based on features such as wealth, gender, race, religion, language, or political affiliation.
  3. Geographical, physical, neighborhood communities are no longer necessary.
  4. Social media encourages weak community ties rather than strong ties. (Gladwell)

Some "big names" to search: Ellen Goodman, Robert D. Putnam, Scott Brown (Friendonomics), Malcolm Gladwell (about Social Media).
Research databases & gather a few sources. 
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.'



2/11 Mrs. Douglass-Garrett for Course Selection
2/16 We'll analyze two graphics for "community" (one advertisement and one cartoon). If you're so inspired, look up Norman Rockwell's paintings in response an FDR speech..."In 1942, Rockwell painted one of his most overtly political and important pieces. In response to a speech given by President Franklin Roosevelt, Rockwell made a series of paintings that dealt with the Freedom of Speech, Freedom of Worship, Freedom from Want, and Freedom from Fear. Throughout the mid-1940s these paintings traveled around the country being shown in conjunction with the sale of bonds. Viewed by more than a million people, their popularity was considered an important part of the war effort at home."
New Pods for Units in the Textbook
2/17 Your typed, printed ~2 pg draft of Synthesis Essay on "Community" prompt.
Brainstorming Page in your Notebook: 4 items. Narrow your personal focus.
Go through the "Suggestions for Writing" Section at the end of your Textbook Chapter for some ideas.
Uber  
2/17 HW: Make corrections suggested by peer-editor today; revise
 
Before we read our chapters:
Journals may be handwritten neatly in ink on only one side of a page (easier for me to read them) or typed in ONE Google Sheet. Choose ONLY ONE method for ALL journals.
2/18 See the Getting Started Document shared with you -- read one of your major pieces in your Chapter tonight & complete your journal entries on that piece.
2/19 Work Day
2/22 Ted Talk viewing & discussion
 
Make sure you're updating your Biggie's Document where appropriate. How would each author respond to the Textbook essential question or any of your group's essential questions. 
2/23 Work Day; Last chance to view Slides in Google Classroom for Synthesis Essay
Due Wednesday, 2/24: Community Synthesis Essay (Coded, Typed, Printed)
2/24 In-class: Updated "Biggies" and sketched your topic in your NB.
2/25 Reading Day: See Calendar shared with you in Google Drive
2/26 Due: Dialectical Journals for first 3 required readings in your Textbook Chapter (individual grade).
In-class: rhetorical precis (handout) for one textbook piece you've read. 
HW: Send me an e-mail on your "group dynamics" -- include introspective discourse -- how do you see yourself and how do you see others?  These emails will fulfill the 'blog' posts on the calendar.
2/29-3/2 Reading mode. See the Uber Calendar & the "Getting Started" Document shared with you. 
 
TO-DO
Sign up in the shared Google Document called "Checklist." Consider how you will break up tasks.
 
3/3 Guidance returns for Course Selection. Bring your charged iPads. 
See Calendar & other documents shared with you. 
3/18 Good draft of Packet due
Any revisions to packet would have been provided by 4/1.
 
4/4 Timed Write 
4/5 Science & Technology -- see Calendar 
4/6 Due: The Bird and The Machine. You don't have to write dialectal journals but please answer question #4 under Suggestions for Writing in 1-2 paragraphs. Also take a look at the questions on the page before because we will be discussing them in class
4/6 HW: Read Super-Toys (fiction), but only read up to page 669, line 89. 
4/7 HW: Read pgs. 529-533 (Orwell) & journals
4/8 Language Day One!
Due Monday: Have read the pages Amy assigned on Friday. Just read.
See this post from College Board
End of the Marking Period! 
 
Notice  
See Notice above^ 
4/11 In-class, Language and Perception & Power
HW: Read "Corn-Pone Opinions" (717-720) and journal.
4/12 Pop Culture Day One. See Calendar for upcoming events. It's also shared with students in Google Drive.
 
4/19 HW: Read Textbook pgs. 862-866 ("It's Easy Being Green") and finish 2013 AP Prompt Intro w/thesis & outline (handout).
4/20 Nature, Continued
4/21-4/25 Textbook Chapter on "Gender"

Journal Check from 4/5-4/25

Journals would all have headings and elements per Journal Requirements

  1. DNA as Destiny - journals

  2. “The Bird and the Machine” Question #4 in 1-2 paragraphs handed in to Group

  3. “Super-Toys” (up to page 669 or end) - journals optional*

  4. Read pgs. 529-533 (Orwell) & journals

  5. Read "Corn-Pone Opinions" (717-720) and journal

  6. Rachel Carson Journals

  7. Tannen journals for Gender due 4/25

  8. “On Being a Man” journals "

 
4/26 The I-Search Assignment Requirements have been shared with you in Google Drive.
4/27 HW: See Google Classroom for two assignments: evaluation document & I-Search form.
Hit "Submit" when you are finished your evaluation form!
&
Read the I-Search document shared with you. Prepare questions. 
4/28 See above^
4/29 Due: See above^ In-class, we wrote interview questions. See handout.
See Google Classroom for Assignments
Interview must be scheduled for week of 5/2-5/6
Continue to view the CALENDAR that is shared with you.
5/2 Interview Questions completed
5/3 Introduction to I-Search (1.5-2 pages)
Have your book in hand, with you in class, daily.
5/4/16 Argument Prompts document shared with you. Read them. 
5/5/16 Read your I-Search book today
5/6/16 
Week of May 9th -- transcript of Interview highlights
May 11th Exam Day! - You have abundant materials to review, including your Textbook.
May 20th - 10 Journals on your book are due
May 26th - Half of your research paper is due
 
 
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