Paul Strand
The dates will be updated as we move forward (We move things around -- adding and omitting -- each year). 
1. If "homework" is not specifically labeled with a "due" date, then you must be working on an upcoming assignment, reading, or revising some piece of writing. (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.
*Email me at (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).
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!
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.
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?

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.



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.
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:
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.
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)
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).  
If you scored a "6" or lower, you MUST revise your Education Synthesis essay.
11/30 Chart due. Timed Write: bring a blue or black non-bleeding-through-the-paper pen & an inspiring code name.

Later:  Eric Holder's speech & discussion.
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?
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.
Listen to segments of Fisher argument (min. 25:00-30:47; 57:50-64:03).
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.

In-class: AP Test Prep (rhetorical analysis prompt)
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."

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).
Socratic Seminar for Gordimer stories. Have formally prepared two questions for our Seminar. Nadine Gordimer Quiz
Gordimer Take-home quizzes or you turned them in to me individually before break.
We wrote the conclusion to our 2004 argument essays (certain required phrases: "apartheid," "Supreme Court" etc.)
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.
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" via e-mail:
  • 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.
4/7 Period 6: Packets returned. See shared homework document in the "Period 6 Uber Folder" - Add your group's homework.
4/8 Period 6 Gender begins
4/9 Period 2 Gender begins - See shared homework document in the "Period 2 Uber Folder" - Add your group's homework.
4/10 Period 2: Gender Day 2
Any changes you make to your packet after 3/18 should be done in red in Google Drive e-book. If need be, print a new version.
4/13 Wrap-up day - one month until AP Language Exam
4/14 Period 2: Pop Culture / Period 6: Science & Technology. See homework document.
4/15 "
4/16 "
4/17 See Facebook Group Post & homework page. Get a head start on upcoming homework.
4/20 Complete your Nature homework.
4/21 Nature begins
4/24 Read Metamorphosis by Franz Kafka - due 4/30
4/27 Test Prep
Tasks completed for AP test-prep: 
Traditional Argument Question Test Prep (handouts, including all argument prompts).
Complete Thesis and Outline for 2010 Synthesis Question [technology & schools] 
Practice w/2006 Question 3
Practice with 2003 AP (Audubon and Dillard passages)  
H.L. Mencken prompt on artist's relationship with society (handout - Period 6)
4/28 Period 2 Language                          / Period 6 Pop Culture
4/29 Period 2 Language                        / Period 6 Ms. Quinzi
4/30 Period 2 discuss Metamorphosis / Period 6 Pop Culture (Day 6: double period)
5/1 Period 2 Science & Tech              / Period 6 Language
5/4-5/5 Period 2 Sci & Tech               / Period 6 Language

Continue to check the Homework Document for your class for shared items.
5/6 Announced the I-Search (junior year research paper). Choose your Person & request a Book Title.
MC Escher  

5/7 Schedule your Interview for next week.
HW: You should have a commitment from your I-Search Subject. Book titles due Monday, 5/11.
5/8: In your class period "Uber Folder" you will find an "I-Search Master List." Please update. 
Period 6 HW: One multiple-choice practice passage (from the 2014 exam) handed out in class. Time yourselves: 20 minutes. 
Craft your 20-25 interview questions - tailored to your person - use the generic list I showed you in class (see above) SPARINGLY.  Introductory script (your thank you & opening remarks, etc.) and list of questions live in a Google Document you will share with me. Please title your Google Document thus: Period #, Name, I-Search Interview.
5/11 Due: Book title(s) provided by your I-Search Subject. In-class, AP Test Prep.

Suggested that students go to Naviance, About Me, Resume. It's time to think about asking for college recommendation letters.  
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.
In class read-aloud from Richard Wright's autobiography (1945), an excerpt 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
5/12 Due: Interview Questions 
Add relevant I-Search Info as a heading in your I-Search; since I have so many of these to read, it's easier for me if the information is part of the heading of the papers.
5/13 AP Exam
5/14 Due: Book (print or electronic copy) to show me in class
5/15 Due: Typed Introduction - minimum 1.5 pages (typed, double-spaced, 12-pt TNR font - write "do not share" if needed)
Create project in Noodle Tools for I-Search Works Cited page. Sign in, Create Project, Choose MLA & Advanced, Description is "I Search" -- create citations for book and personal interview (use the drop down lists).
5/18 Work Day; you may use the class time for transcription if you bring ear-buds. 
5/19 Due: Interview Should Be Completed
Transcribe "interview highlights" (you should do this within 2-3 days of Interview).
Your Transcript "highlights" (~1500 words) should be added to the I-Search Interview Google Doc you've shared with me. Add "+Transcript" to the document title. (You should spend ~2 hours total on typing the interview).
HW: Read your book.
Thank-you cards! I will bring some generic ones in.
5/19 Create & share a Google document titled: Period #, I-Search Journal #1
Format this document with your I-Search info heading: Your Name, Subject, Book Citation, and Reading Stage (example: 50% finished; I'm on page 150/300)
See the I-Search assignment sheet, Part II.B., and write 100+ words in response, taking care to establish "evidence of reading."
5/20 Period 2 will do the above with the addition of two citations. Period 6 will add two in-text citations.
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:
5/21: If you would like me to take a look at a draft of your paper over the weekend, leave a clean copy for me in my mailbox.
Due 5/22* [This is electronic so the fact that we don't meet in class should be irrelevant]: Interview Transcript. Font must not be smaller than 11 nor larger than 12. Single spaced is fine, but please vary the text so that I can tell the difference between the ask-er and the answer-er.
Remember: Your I-Search paper itself is not shared with me since the formatting requires such precision that it must be printed when I read it.

5/26 Due: Evidence of reading and of almost-completing your book.
Work Day
Schedule Interview #2 for the first week of June: 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 also want to have a good deal of research done before your Interview No. 2.
Finish your book by 5/27. We will move on to Secondary Sources, Part III of your I-Search.
Part III: Secondary Sources
5/27 Meet in Library for Mrs. Host's Magical Marvelous research-your-book/find-a-book-review mini-session. You are looking for anything that expands your knowledge of your book, i.e. criticism, praise, analysis.
5/28 Back in the Library to annotate secondary sources found on 5/27; add annotations to the space provided in Noodle Tools. 
Go to the link below for instructions on what to include in your annotations:
5/29 [Library] Due at the end of the period: Annotated Works Cited page.
*Note* Period 2 did not have enough time in the Library after the Junior Book Awards. 
RE: Printed copy of your Annotated Works Cited page -- 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.
"Guess and Check" as Paul says. 
Notes from last year:
Fine-tune your 5-10 discussion questions/follow-up questions/conversation starters for Interview No. 2.
Week of June 1st: Conduct Interview No. 2 
Due Monday, June 1st: Printed installment of I-Search paper (~4 pages, formatted correctly): revised Intro, all of Part II.A. & II.B w/a printed annotated Works Cited page (see above)
6/1 We are back in "The A-218" with our printed papers (one-inch margins, people). Check the grading rubric below. This will help you prepare questions for Interview 2. Look where your paper needs to go and craft questions/discussion starters accordingly.
Update "About me" "Resume" in Naviance. Time in class provided.
6/2 Library Day - you should use the computers there. Continue writing Part III of your research paper. 
Familiarize yourself with the OWL website:
6/3 Back to the classroom for the rest of the week. I've returned Annotated Works Cited pages for revision. Make sure you're following the directions on the OWL website for summarize/assess/reflect.
Use the "tweak this manually" function in Noodle Tools if you have to.
6/4 I'll return the papers I still have: many student papers are lacking the cogency and flow I'm looking for. Are your chronicles of the interview and the book organized appropriately? See the order on the assignment sheet. For instance, at the end of the interview, you asked your person about the book (end of II.A.). This should be a nice segue into your discussion of the book (beginning of II.B.).
6/5  Due: Printed version for peer edit. Include revised Parts I & II & a good chunk of Part III & your Annotated Works Cited page (~6 pages). Formatting shall be perfect.
6/8 Due at the start of class: a typed, printed I-Search for me. Must include Parts 2 & 3 & Annotated Works Cited page = minimum of 5 pages. I will be using the applicable portions of the grade sheet. If your conclusion is missing, that's OK, because I won't have time to read it.
If you haven't been checking this website and reading the instructions, now would be a good time to do that
Do's & Don'ts from last year: Class Notes June 
Work Day
6/9 Return papers. Work Day.
I returned everything I possibly could. 
6/10 Due: [a Day 2] Printed, Final I-Search, all parts, in MLA format, w/Annotated Works Cited, w/all previously edited drafts - no exceptions and no staples.
And then...
Report Outs!
Choose a background picture for the screen behind you, and some soft background music for your impromptu presentation.
Bring a copy of your book to refer to.