Begin reading the first two essays in your Chapter -- these two are due by the end of the period on Thursday:
Gender, pages 347-362
Language, pages 507-539
Sci & Tech., pages 599-615
Popular Culture, pages 707-722
Nature, pages 797-815
2/26 Reading Day
2/27 Reading Day
2/28 Reading Day. Spot Check Journals.
HW: Sign in to Edmodo using the codes to join your group (get them from someone if you were absent) and review the Assignment Guidelines:
3/4 Reading Day
3/5 Due: Dialectical Journals for all required reading in your Chapter (individual)
In-class: Review of Library Databases.
HW: Set up a Google Drive Folder -- see "Sample" below for set up -- and search for supplemental materials.
Go through the "Suggestions for Writing" Section at the end of your Textbook Chapter for some ideas. You are in finding-sources mode; keep track of big names and controversial issues related to your topic. Share what you find on Edmodo.
3/6 In-class work. See edmodo for ideas. Many are posting great links.3/7 Due: Hand in printed copies of 2-3 scholarly articles for me by the end of the period.
-3/10* Due: SOAPSTones for Textbook Readings (divided among group members; label yours by name/preferably printed, but of course in Group Google Doc), draft list of Big Names & Issues
3/12 Due: SOAPTSTones for added "Scholarly Articles" in Google Drive and Dialectical Journal entries for "scholarly articles" in Notebooks.
Cut-off for posting sources on Edmodo. Conversation only from this point forward.
3/14 Due: e-book package due by the end of the period (Library).
3/17 Lesson Plan format: Lesson Plan Template
Returned marked-up copies of e-book packets for review. Any changes you make to your packet should be done in red/different color in Google Drive e-book.
Click on link for Calendar
3/18 Draft Lesson Plans in Google Document, in Folder. HW from Gender Group: Period 2 reads Tannen's essay on "No Unmarked Woman," writes three of her big claims, and answers No. 8. Period 5 Outlines Gould's essay on "Women's Brains"
Period 5 HW:
3/19 Gender Lessons! Period 2 HW: Answer Question No. 5 on pg 393; also, read "Being a Man," (378) & answer Q. 2 & 5, and submit your own, original discussion questions related to the essay on a separate piece of paper for collection.
Exercises 1 & 3 (424) and read Woolf (356).
3/20 Due: Completed Gender Lesson Plan and reflections from Day 1 (see your .net e-mail); I'm on a field trip; Period 5 will be given a handout from Gender.
3/21 Due for Period 2: Answer to Q. 5 on Tannen's essay; have read "Being a Man," (378); answer Q. 2 & 5, and submit your own, original discussion questions related to the piece on a separate piece of paper for collection.
3/21 Due for Period 5: Exercises 1 & 3 (424-425); have read Woolf, "Professions for Women" (356) and AP Prompt Assignment (in-class) for Woolf argument.
3/24 Multiple Choice Practice Test (2 passages)
3/25 In-class: Gender Day 3 (teacher-led). Have your notes prepared.
& Language HW & Lesson Plan Due
Period 2 HW: Read Orwell & answer Discussion Q. 1 & 5 & Rhetoric Q. 1
3/26 Language Begins (student-led) Period 2 HW: Read "Bilingualism in America" (592) and craft three of your own discussion questions (to be collected). Period 5: Read excerpts from Thiong'o (547-553), Hayakawa (562-567), and article on bilingualism (link on Ms. Quinzi’s website) http://www.cnn.com/2014/03/04/opinion/carter-bilingual-education/
3/27 Language Day 2.
3/28 Due: Outlining for 2002 (Form B) AP rhetorical analysis prompt on Julius Caesar. Do not cheat and look at released items. I will distribute my outline & yours will be collected.
Nature HW & Lesson Plan Due
Period 2 Nature HW:
Read Rachel Carson's "Silent Spring"
"Questions for Discussion" 1 & 6
"Questions on Rhetoric and Style" 3 & 5
- Familiarize yourself with the sources of the synthesis question handed out in class on 3/28.
3/31 Period 2 HW
Read Wendell Berry’s “An Entrance into the Woods”
Write down his main claim(s) about mankind’s/human society’s connection with nature (quote him). Be prepared to discuss these tomorrow in class.
Answer "Exploring the Text" questions 1, 2, and 4.
How to prepare for tomorrow's discussion:
Period 5 HW: Go to 9/19 on this website above and print the packet found there.
Read and take notes on essay by Wendell Berry (pgs. 825-833)
Only read by Oates (pgs. 841-847). Students can take notes on this one only if they want to.
OPTIONS FOR NOTETAKING: Students can either A) take free-formed notes, with a focus on the author's/ humanity's role in and perception of nature, or B) answer questions 1, 3, 5,and 7 for Berry (pgs. 833-4).
4/1 Period 2 HW: Print the packet from 9/19. Re-familiarize yourself with the Synthesis Question (key issues that leaders should...global warming...). We will take a look at the theses statements you crafted in class.
4/1 Period 5 HW: Print the packet from 9/19. Using the AP 2004 (B) prompt we worked with in class, write an introductory paragraph that - at a minimum - follows the format provided in the packet.
Form to be completed by Nature Pod members:
4/2 Test Prep. Period 2 worked on 2013 Synthesis Question (factors to be considered for monuments). Period 5: Timed Write, Rhetorical Analysis.
4/4 Due: Science & Technology & Pop Culture Lesson Plans
4/8 Introduced the topic of Education. "Freewrite" on "Levels" at PHS. HW: Read Francine Prose's essay, "I Know Why the Caged Bird Can't Read" in the Textbook (89-99).
4/9 Due: Have read Prose. Bring your as-is Creative Non-Fiction piece to class with you (marked-up drafts). You may or may not have revised these since last we worked on them. Period 5 HW: Write a claim in response to the synthesis prompt handed out in class [2008 AP (Form B) Question 1] and send it to me via e-mail (rtmsd.net). Include which 3 sources you will use (add Prose as Source G).
4/11 Evaluated openings written by Period 2 in response to the 2008 AP (Form B) Synthesis Question on English texts.
4/22 Science & Technology Day One.
4/24 Poem in Your Pocket Day
Due: Your I-Search Person & Book (title, author, date of publication). Ideally, you will have a copy of the book with you.
AP Language & Composition Exam
Schedule your Interview for this weekend or early next week.
HW: Craft your 20-25 interview questions - tailored to your person - using the generic List and the ones you wrote on 5/9. Type introductory script and questions into a Google Document and share with me. Please title your Google Document thus: Period #, Name, I-Search Interview.
I Search Generic Questions Menu
5/13 In-class: Info Card distributed; started narrative opening of I-Search paper
HIs descriptions of his classmates and teachers are models for your I-Search.
Executive decision: Let's keep everything in one I-Search Google Document.
5/14 Due: Add I-Search Info (from Info Card) as a heading in your I-Search Google Document (up to and including date of publication).
5/14 In-Class: We created a Noodle Tools account; Works Cited; book & interview entries. Go to Noodle Tools on Library's Homepage; Mrs. Host's Research Guide; and then "Citing Sources." Choose MLA Advanced. Create Project. Create Citations.
Transcribe "interview highlights" (you should do this within 2-3 days of Interview); type into your Interview Google Doc. Add +Transcript.
5/15-5/17 Continue to read book/write paper.
*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.
5/20 Due at the start of class: Printed, typed, copy of I-Search, Parts I and II.A (~2 pages), for peer-editing, syntax analysis.
MLA format basics = double-spaced, 12-point font, 1-inch margins.
*Your Transcript "highlights" should be added to your Google Doc. (You should spend ~2 hours on this). Add "+Transcript" when finished.
Schedule your Interview #2 for ~5/28. (Return to Transcript Highlights for follow-up questions.)
5/20 In-class: Reviewed MLA format. Remember: Your I-Search paper is not included in the Google Document you've shared with me. The Google Document houses your ancillary products. HW: Continue reading/writing
5/21 Work day
5/22 Read aloud from Richard Wright's autobiography (1945). This piece serves as a model for illustration and example in your writing. Richard Wright Narrative
Due: Printed, typed, revised I-Search (I-IIA. and some of IIB.) unless you want to deliver it to me during homeroom or place it in my faculty mailbox on Pride Day.
5/23 Due: Printed, typed, revised I-Search (I-IIA. and some of IIB.)
5/28 Finish Book & provide "evidence of reading" (show me Journal Entries and Post-Its)
Schedule Interview No. 2 for later this week/early next week. You'll want to have some research done before your "book chat."
5/28-5/29 Library days: You are looking for anything that expands your knowledge of your book, i.e. criticism, praise, analysis.
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
Conduct Interview No. 2 on or before June 4.
Update Noodle Tools
5/30 Due: Come to class with at least two printed reviews/critiques of your book and/or sources on your author, etc. We worked on the Annotated Works Cited page due tomorrow (created citations in Noodle Tools). http://owl.english.purdue.edu/owl/resource/614/01/
5/31 Due: Printed copy of your Annotated Works Cited page w/your five sources (including your second Interview, if possible) -- 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, 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.
6/3 Return to research: Revise Annotated Works Cited. Print new & improved. Look for one more source, if needed. 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.
6/10-6/11 In-class: I-Search Semi-Impromptu Report-Outs. Bring your I-Search books as props.