The dates will be updated as we move forward (I move things around -- adding and omitting -- each year).
*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 (not .org)

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.
9/30 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.
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. 

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.
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
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.



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:
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).
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!

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 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.
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. Nadine Gordimer Quiz
12/18 Substitute collected Gordimer Take-home quizzes or you turned them in to me individually before break.
12/19 We wrote the conclusion to our 2004 argument essays (certain required phrases: "apartheid," "Supreme Court" etc.)
12/22 Affirmative Action essays due for peer-edit. Revise over Break.
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.
1/5 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.
1/6 Continue Reading LfBJ
1/7 Due: Letter from Birmingham Jail in the textbook (261-). In-class work with Dr. King's Letter.
See the document shared with you in Google Docs.
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]

You have been assigned 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.  
1/8 By the end of the period: Have shared a Google Doc with me that includes your work and a draft lesson plan. I should be commenting on your work, and you should be replying (hope, hope).
1/9 Lesson Plans completed; send me specific directions on anything you need.
1/12 Lessons Begin in the following order: Arrangement, Allusions, Ethos & Pathos, Logos, Figurative Language (tropes), Syntax (schemes). We will plan on having two lessons per day. Rubric for Lesson
1/12-1/21 Your "homework" is to study for your final exam, which is 1/5th of your semester grade. Utilize AP Central.

Exam (technically, a "final exam" for the semester). 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).


Welcome to Semester II. Note that dates will change weekly to reflect the current calendar. Year of the Goat, I believe.
Continue Unit on "Community" (Chapter 6, pages 259-346) in The Language of Composition (2008).
Bring textbooks to class daily or find the pieces we are reading on line and print those. I am returning the extra textbooks in my room to the Book Room.
1/26 HW: Read Quindlen (pgs. 296-299). Write 4-5 dialectical-journal-type entries for her piece. See pg. 42 in your textbook.

Period 6: the Toulmin approach to argument analysis. See 

1/29 Due: 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)
In-class work on argument

1/30 Due: "In Search of the Good Family" by Jane Howard. What is her thesis? She restates it; quote those lines as well. 
2/2 Due: "The New Community" by Amitai Etzioni
Period 6: In-class overview of the AP exam format, introduced Synthesis Question. Period 6: e-mail me a few choices of students with whom you would like to work for a collaborative assignment: name names.
Period 1 has already chosen small groups.
2/3 Guidance Visit regarding Course Selection; HW: Community Notes Page for Etzioni
2/4 Announce:
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."
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)
2/5 HW: Work individually on your Community Synthesis Assignment.
Some "big names" to search: Ellen Goodman, Robert D. Putnam, Scott Brown (Friendonomics), Malcolm Gladwell (about Social Media).
Research databases & gather a few sources. 
In-class drawing of continuum from Individualism to Communitarianism (Me--->We)
2/5 or 2/6 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.'

Craft Synthesis Introduction and Assignment language.

2/9 Have read Peter Singer's entire essay (page 319-). Be prepared to discuss the ethical claims made by Singer. Graded discussion on "The Singer Solution to World Poverty." If you did not get a chance to speak in class, feel free to send me an e-mail with something substantive that wasn't already said in class. 
HW: The language of your question (Introduction + Assignment) needs work. And formatting needs to be completed. You do not want to format on your iPad. Research for sources. Try Scoop It. 
2/10 By the end of the period I need your "AP 2015 Community Synthesis Question" completed with as many sources listed as possible.

2/11 Still working on finessing the language of our prompts; write your thesis statement and one body paragraph in response to your group's Synthesis Question

Continue to evaluate your sources and your prompt. The more released Synthesis Questions you review, the better off you will be.
2/12 Due: Printed copy of your complete Synthesis Question package; we are going to the Library for a brief period tomorrow for speed-dating ("Blind date with a book") so, if needed, you can print in the Library if there are issues printing at home. Try your best to get the formatting right.

HW: Read your Blind Date Book & enjoy!

2/18 Mrs. Douglass-Garrett returned for Course Selection; Period 2: Consider which of the five Chapters you are most interested in covering for our next unit. E-mail me at .net what your top 2 choices are & I will do my best. Period 5: Revise your Synthesis Questions; keep in mind the obstacles you had writing your thesis statement and a body paragraph.
2/19: Timed Write--bring a blue or black ink pen that doesn't smudge and a new code name/moniker/alias/nom de plume.
2/20: In-class, reviewed some of the common errors in the arguments written on 2/19.
New Pods for Five Units in the Textbook.
2/20 HW: See this document: Uber Unit Must Reads Getting Started
& read the first "must-read" essay in your chapter (for most of you, it's the first piece in the chapter; not so for Language).
Gender, pages 347-362
Language, pages 507-539
Sci & Tech., pages 599-615
Popular Culture, pages 707-722
Nature, pages 797-815

2/23 Castle sketch; Introduction to Lynda Barry. If you want to know more about her, see:
Reading Day/Time to journal
Journals may be handwritten neatly in ink on only one side of a page (easier for me to read them) or typed in a Google document. Choose one method for journals, please.
*Keep track of big names and controversial issues/"hot topics" related to your subject.
See the shared Google Document for up-to-date "Must-Reads"
HW: Reading #2
2/24 In-class brainstorming for Big Issues. HW: Reading #3
2/25 HW: Reading #4
2/26 Reading Day
Due 2/27 end of the period: Dialectical Journals for first four required readings (20-30 pages) in your Textbook Chapter (individual grade).
3/2 Work Day
Go through the "Suggestions for Writing" Section at the end of your Textbook Chapter for some ideas. You are in finding-sources mode. 
3/3 In-class: rhetorical precis (template shared in Google Drive) for one textbook chapter. Sign up in the shared Google Document called "Checklist" for one rhetorical precis. Consider how you will break up the other tasks as well.
HW: Continue journals for textbook readings due this week. Review the Uber-Unit Explanation document shared with you also.
3/4 Meet in Library: Mrs. Host will review her Library Databases. If you were absent, or need to review, watch the video tutorial.
Sign up for an Edmodo account & join the group for your topic.
Edmodo Codes  
3/5 Meet in Library. Due: Hand in printed copies of 2-3 scholarly articles (per group) for me by the end of the period. If printing is not possible, share the articles with me (include links so I can see source information).

3/8* Update on student-selected sources: Print for class tomorrow & share on Edmodo since that seems to avoid the issue of links not working. 
3/9 Due:  Draft List of Big Names & Big Issues
In-class Freewrite, - See "Uber Explanation" for details on everything.
What is the "essential question" of your Topic? What questions will guide your Instruction? See the Textbook chapter for help. 
1. Agree on three external sources for your Topic (group)
2. Journal on those three sources (individual)
3. Assign "snapshot" for sources (add titles of articles into Google Doc Checklist; where it says "external source one," type in the name of the article) (divide up among group members)
HW: Read & journal for 3 external sources; take advantage of resources posted on Edmodo.
3/10 Refining list of issues (are these facts/policies/values) and names 
3/13 In-class AP Test Prep (multiple-choice passages); assigned adding MLA citations to precises. Use Noodle Tools for help. If you have an external source from a Library database, the MLA citation will be at the bottom of the article.
3/16 In-class: Reminded students about Edmodo responsibilities; reminded students about the requirements for List of Names and Issues related to topic. The paragraphs for these two Lists should be written by more than one person. Please follow the instructions provided in the the Explanation document.
3/17 Share a document with me called "Period # [Your Topic] Packet" (Example: Period 2 Nature Packet)
or Share a folder with me called "Period # [Your Topic] Unit" and put the above document within the folder. The folder option would be in case you already have a folder for your group. 
3/19-3/20 Revisit Uber Explanation Requirement, "Journal"
  • Journal: Each entry should log what you accomplished, what successes and difficulties you met along the way, what questions or concerns you have, what has been interesting to you.  It should serve three roles:

      • To log your work and keep you on track (and me in the loop!)

      • To reflect meta-cognitively on the material and the process

      • To seek clarification or express any difficulties

3/20 In-class: "Scoring Workshop" handout for Milan Kundera prompt (2002). Compile your test-prep materials on Argument (you have several handouts at this point). HW: Period 2 send me an e-mail with a "journal entry" as described above. 

3/23 In-class time to work on instructional component to unit; decide on an area of interest that you will be individually responsible for presenting/teaching. Consider activities such as analyzing a passage of a text (structure, evidence, style). Consider a debate-style activity where students must pursue opposing sides of an issue. See Ms. Lobitz's posts in Edmodo: ideas for instruction.

3/24 1. If I responded to your journal e-mail and you did not respond to me, we are going to have a problem. 2. Edmodo next steps: Respond to a post (several students have posted their ideas/questions for instruction phase) AND write a post, include your individualized topic (questions or comments) and mention your group's larger plan/whole class activities. 3. Return to your faux syllabus (on wall).

3/25 Lesson plan "story board"
Your Lesson must include daily opportunities for us to: write; read; discuss; refer to text; complete homework that results in a product
Your overall Lesson must include: reading the night before Day 1; a "hook" (provocative opening activity); practice with an AP Prompt; a grammar exercise; checks for understanding (something must be collected/you will provide feedback); and a closing or culminating activity.
Any changes you make to your packet after 3/18 should be done in red in Google Drive e-book.

Tasks to be completed for AP test-prep: subject to change.
Outlining for 2002 (Form B) AP rhetorical analysis prompt on Julius Caesar.

Complete Thesis and Outline for 2010 Synthesis Question [technology & schools] - to be collected.
Traditional Argument Question Test Prep (handout).

In-class review of 2006 AP Questions 1 & 3.

Announce the I-Search (research paper). Choose your Person & request a Book Title.
MC Escher  
Tell me who your I-Search Person is.
AP Language & Composition Exam
Schedule your Interview for next week.
HW: You should have a commitment from your I-Search Subject. Book titles due
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. 

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:
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.
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.