11 AP Language & Composition

General Requirements:
1. If homework is not specifically labeled with a "due" date, then surely you must be working on an upcoming assignment, reading, or revising some piece of writing. (You will be working ~45 minutes per night for this course per the Course Selection Guide). The College Board recommends spending 8 hours per week (both inside and outside of class) engaged in reading and writing.
FYI: The PHS English Department Expectations for Homework for an AP Course

= 3-3.5 hours of homework/week (at a minimum) [reading times vary per individual, of course]

2. You will be held accountable for checking this website and Google Classroom as part of your required nightly homework.
--> If you are absent from class, check the web/students shall e-mail me from .net to .net 
3. Your typed essays shall be printed and ready to be collected at the start of class. All essays shall be coded, unless otherwise specified.
4. Your notes shall be handwritten. I'd be happy to provide you with a bank of articles on the cognitive benefits of handwritten notes vs. typed notes. Available upon request.
5. Write in your "Writer's Notebook" on a daily basis. Write in pen, preferably on one side of the page.
6. Any requests for extended time shall be made in advance of due dates and must be in writing.


Welcome!!! Happy September!!! Please note that the chronicle for this course below is based on the 2015-2016 school year and changes will be made accordingly (I add, omit, and amend each year). Check Google Classroom as well for impending deadlines.
Join Google Classroom per my invitation
HW: Compose a Note of Introduction. Include a photo of yourself with or without your dog/pet.
Read the Course Overview and look over the exam materials included (from the College Board).
9/8/16 Multi-genre creative writing activity in class. Make a statement about Junior Year through an interesting genre.

9/9/16 Bring to class (have available electronically) your Writers on Writing booklet (let's see those annotations!) and your journals as you will want to refer to them (and incorporate quotations and evidence) for an in-class essay. These essays will be written in blue or black ink and they will be coded.
9/12 See Google Classroom for Half of a Yellow Sun (HOAYS) work. Finish your brainstorming sheet (Side A); watch the TED Talk; add to your BS sheet (Part B).
9/13/16 You will take a practice AP multiple-choice test (released by College Board) that will be used as a "diagnostic." The score will be entered in Gradebook but weighted as zero.
9/14/16 Due: Completed BS Sheet (Side A & B). You will meet with classmates who have the same Focus (Ones, Twos... Fives) and discuss, add to, and/or amend your BS sheet. Write a reflective journal entry in your NB (self/peer evaluation).
9/15/16 Begin Creative Non-Fiction: Freewriting (Peter Elbow style)
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).
9/16/16 You will re-group with your original Lit Circles from Monday. Graded discussion ensues.
Due 9/19/16 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 - finish for HW.

Due 9/20/16: Have read & annotated "The Stone Horse" by Barry Lopez. This is the last piece photocopied in the AP Booklet I gave you in class on 9/16/16. Again, in your annotations, include labels for narration, description, argument, reflection, and information. Here's a link as well:
Be prepared to discuss "The Stone Horse." In-class, we'll view an excerpt from an interview with Barry Lopez (Bill Moyers interview); write a reaction that includes connections between the interview and the essay.

HW: a few close-reading questions on "The Stone Horse" in Google Classroom due at midnight on 9/21.
9/21/16 Due:  Half of a Yellow Sun Package (all hard copies of paperwork) = (1) Brainstorming sheet (both sides) written on in various colors; (2) Reflection No. 1, peer evaluation, self-evaluation after Common Focus Group Day; (3) Reflection No. 2, peer-evaluation, self-evaluation after Jigsaw Group Day. In your reflections/evaluations, be sure to synthesize your experiences with the book, the TED talk, and the group discussions. More synthesis will be possible in Reflection No. 2 of course.
9/21/16 In-class: Quiet Writing Workshop Day for "creative non-fiction" piece - review definition above (see 9/15). 

9/22/16 Due at the start of class: Printed copy of CNF (minimum 500 words). Syntax analysis in class (handout).
9/23/16 Due by the start of class: 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: Handed out multiple-choice questions and two rhetorical analysis essay options on "Shooting an Elephant" - You will choose a rhetorical analysis prompt for Orwell (focus on paragraph 7 or paragraphs 11-13).
9/26/16 Return & review Summer Reading Assessment on "Writers on Writing" essays. In-class, highlighted our summary, quotations, etc. How much of your piece is analysis? Check your thesis against the prompt. Meta-cognition on the essay & return with real name.

Send me a quick e-mail tonight (or sign up on the whiteboard) to let me know which question you're answering: para. 7 or para. 11-13.
See handout with "Shooting an Elephant" multiple-choice questions and you will see two rhetorical analysis essay options.
9/27/16 Due: Printed copy of better CNF  + syntax analysis chart. 
Yes, you are working on two (different) writing assignments concurrently! Welcome to AP! 
Notes on Rhetorical Analysis (the "fanny pack") Class Notes on Rhetoric

Auburn Schools Rhet. Packet
It might be easier to have a printed copy of the packet for reference. 
In-class, note-taking and drafting formulaic opening using template in "Auburn Schools Packet" (above).
Keith Haring  
9/28/16 In-class, we will review our draft introductions using resources above.
We will be working in class on the graphic organizer found in Google Classroom. 

9/28/16 See shared Google Document called "Something Orwell Introductions"
Paste your 6+ sentence introduction into the shared Google Doc. - finish for HW if needed
*Make sure your thesis statement matches the language of the prompt you've chosen (Para. 7 prompt or Para. 11-13 prompt) even if it sounds formulaic for now.
Begin to work alone or in partners (assigned in class) on the Graphic Organizer in Google Classroom. One per "pair" or "small group."  Divide up some of the work for the graphic organizer. We will do the bulk of the work on the Graphic Organizer in class since we are working together on these pre-writing stages, but be prepared.
9/29 Period 8 has a double period.
I will distribute textbooks and we will have some SSR time.
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). We will keep the Textbooks in class for now. Take a few pictures of what you think is important. 
*I've checked your Orwell introductions at this point. 
In-class: Period 4 will look at Period 8's introductions and vice versa through shared Google Documents.
At this point, you have been assigned a piece of the Graphic Organizer to work on individually. Or, you're completing it all on your own. 
HW: Work on your part of the Graphic Organizer and revise your Introduction!!!
9/30/16 - Some class time to work on your part of the Graphic Organizer. 
At this time, if you are working on paragraphs 11-13, the full text* of those paragraphs has been pasted into your Graphic Organizer.
*Find the full text on your own via Google. 
You have divided up those three paragraphs into 6-9 chunks -- in a way that makes sense.
Look at two released AP Rhetorical Analysis prompts - focus on the language of the prompt - for comparison to what you're doing: 
10/4/16 - Creative Non-Fiction Pieces were returned. Write back to my comments on your edited draft.
If you need more help with this genre, see this website:
"There are no limits to the subject matter as long as it is expressed in a story-oriented narrative way."
Computer Lab A-207 - Writing Time for Graphic Organizer before submission. It's easier to work on tables/charts on a desktop computer.
Graphic Organizer will be due by the end of the period; we can print at the end of the period. You should have your own personal copy of the Organizer.
HW: Let's read something beautiful.

If you're keen to see my notes:
10/5/16 Due: Have read & annotated "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, perhaps about power & imperialism).
In-class reading and language questions on "Araby" -- finish at home, if needed.

10/6/16 Period 4: Socratic Seminar Question on "Eveline" for Friday (double period)
Writing Workshop Time
10/7/16 Due at the start of class: Coded, typed, printed rhetorical analysis essay "first draft" -- includes revised introduction and 2 body paragraphs for peer-edit. Type the prompt verbatim at the top of your paper. Borrow from your graphic organizer.
HW: Read the article I posted in Google Classroom & revise your Orwell analysis essay.
10/10/16 We "bubbled" for the PSAT you will take on October 19th. If you were absent, Lori Rice-Spring has a plan for you.
HW: Review Question 2 posted in Google Classroom for a "scoring workshop" tomorrow. 
10/11/16 We should take a look at some of the AP's released student samples of rhetorical analysis essays (high, middle, and low scores). I'll look for one that is similar to what you're writing. We just have to remember that these samples were written on-the-spot in 40 minutes and yours are not. The last time a memoir was on the test was in 2010. More recently, they have included letters, speeches, and essays. 
10/12/16 Holiday
10/13/16 Due: Revised Creative Non-Fiction (printed) submitted with previous copy so that I can compare drafts. This version should be dripping in description.
Bonus: Label parts [using brackets in colored pencil perhaps?] 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) 
In-class Freewrite on Course Selection Guide's chart of weighted G.P.A. and levels. 
10/14/16 View Charlie Rose's interview segments with Malcolm Gladwell on Outliers (YouTube it) -- connect to discussion on 10/13.
 *If absent, watch at least part 1 of the Interview. 
Next reading:
Mike Rose's narrative essay: "I Just Wanna Be Average" (page 67 in your AP Booklet).
10/16/16 I wasn't able to update the website until now so you may not have seen that I wanted you to read & annotate Mike Rose's narrative essay for Monday, 10/17. Hopefully, you're able to. I'd like you to think about what Mike Rose's "lucky break" was (back to Gladwell's Outliers).  If not, no problem, we can discuss Tuesday. 
10/17/16 In-class we viewed the TED Talk: Do Schools Kill Creativity? (2006) by Sir Ken Robinson. If you were absent, watch the Talk and take notes. Videos may be watched at home.
10/18/16 Due: Typed, printed, and CODED copy of Orwell rhetorical analysis essay w/the prompt typed verbatim at the top of the paper
*You have several resources for this rhetorical analysis essay (articles, textbook notes, graphic organizers, sample student essays, etc.). Use them. 
Answer AP-style multiple-choice questions on Rose's essay (handout)
10/19/16 PSATs  - no Period 1, no Period 7
Period 4 - Orwell essays returned; Mike Rose quiz graded
Period 8 - Brainstorming for AP 2008 (B) Question in five groups of 4
No homework
From Narrative to Argument Essay
10/20 Scattergories-type activity with listing 10 potential "mandatory texts" for all students of high school English (2008 B Synthesis Q)
HW: Read & annotate the first half of Prose's essay...
Period 8: We will start reading Prose's essay in class (pg. 92-98 in the AP Booklet).
Brief review of SOAPSTone technique. http://www.mychandlerschools.org/cms/lib6/AZ01001175/Centricity/Domain/7121/SOAPSTone_Guide.pdf
10/21/16 Period 1: Lynda Barry style sketch of "school" & mini-SOAPSTone for Prose in preparation for comprehensive SOAPSTone due next week.
Narrative, Barry believes, is so hard-wired into human beings that creativity can come as naturally to adults as it does to children. They need only to access the deep part of the brain that controls that storytelling instinct. Barry calls that state of mind “the image world” and feels it’s as central to a person’s well-being as the immune system.
Period 8 will get further along in the SOAPSTone assignment
10/24 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.
Do not generalize.
Do not cut off her paragraph after "...McDonald's employees" -- include "Future corporate board members"

HW: Read and annotate Jerry Jesness's essay "Why Johnny Can't Fail" (right before Prose, on pgs. 88-91 in AP Booklet).
10/25 Due: Jesness^ and typed SOAPSTone printed for me (one per Pod, but include names next to work assigned).
^^Wait for updates^^

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. 

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/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?

Language of the prompt examples:

Argue the extent to which schools should incorporate leveling systems.

Argue the extent to which "college readiness" should be a defined goal of secondary education.



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/ 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.

10/ 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/: 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.
By this point, you have been exposed to three argument analysis strategies: The S.O.A.P.S.Tone, The Toulmin, and The Yes/But.
In Pods, in class, draft a 1-page, 2016 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/ 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.
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
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.
10/27/16 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.
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).
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.
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). 

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.
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.)
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. 
12/23 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.
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.

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
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).


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.
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. 
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! 
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
See the Calendar shared with you. 
Week of May 9th -- transcript of Interview highlights & 3+ journals due
HW: Study for the Test -- you have ample materials in your possession; access AP Central; see Google Classroom.
May 11th Exam Day! - You have abundant materials to review, including your Textbook.
5/11 We created a Project in Noodle Tools (MLA Advanced) for our Annotated Works Cited Pages. 
If you were absent, get someone in class to show you or see me after school.
5/13 Due: 3+ journals & transcripts in Google Classroom
Week of 5/16 - Revise Introduction and write an additional 2+ pages of your paper
May 23rd - Additional 4+ Journals on your book are due in Google Classroom
May 26th - Half of your research paper is due (5+ pages plus annotated Works Cited page) by the end of the period, printed AND in Google Classroom
5/31 Returned all 22 research papers that were submitted in hard copy last week; make sure you've scheduled your 2nd Interview for this week (June 3rd at the latest).
6/1 Meet in Library -- more research
6/2 Library 
6/3 Back in the Classroom. We reviewed our research sections along with Works Cited pages.

June 8th - Final research paper, all components, in MLA format, due by the end of the day (close of business is at 2:55 P.M.) printed and compiled, with all previous drafts & copies/excerpts of your print/web sources, neatly (no staples required).
June 9 - Graduation, No School for Students