The assigned tasks on this website are no longer accurate due to the mandate to use Schoology. Some of the links are still useful, and some of the information is still relevant. The dates are from last year's course.
     AP Language & Composition
    General Requirements for this course:
    1. If homework (heretofore referred to as "HW") is not specifically labeled with a "due" date, then surely you must be working on an upcoming assignment, reading, and/or revising some piece of writing. (You will be working ~45 minutes per night for this course per the Course Selection Guide). The College Board recommends spending 8 hours per week (both inside and outside of class) engaged in reading and writing.
    FYI: The PHS English Department Expectations for Homework for an AP Course:

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

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


    HW: Compose a Letter of Introduction.
    Read the "Course Overview" and the exam materials included (from the College Board).
    Multi-genre creative writing activity in class. Make a statement about Junior Year through an interesting genre.
    Creative Non-Fiction: Freewriting (Peter Elbow style)
    In NB: Brainstorm recent "events" in your life/ideas for your non-fiction piece. *You may not submit a piece that you have already received credit for from any other class (see Academic Integrity Policy).
    Have read & annotated "Chicxulub" by T.C. Boyle from The New Yorker (annotate aggressively - in your annotations, include labels for narration, description, argument, reflection, and information).
    In class: close-reading questions - finish for HW.
    Due 9/20/16: Have read & annotated "The Stone Horse" by Barry Lopez. This is the last piece photocopied in the AP Booklet. Again, in your annotations, include labels for narration, description, argument, reflection, and information. Here's a link as well:
    Be prepared to discuss "The Stone Horse." In-class, we'll view an excerpt from an interview with Barry Lopez (Bill Moyers interview); write a reaction that includes connections between the interview and the essay.
    HW: a few close-reading questions on "The Stone Horse" in Google Classroom due at midnight on 9/21.
    Writing Workshop Day for "creative non-fiction" piece - review definition above (see 9/15). 
    9/22/16 Due at the start of class: Printed copy of CNF (minimum 500 words). Syntax analysis in class (handout).
    9/23/16 Due by the start of class: Have read & annotated "Shooting an Elephant" by George Orwell (p. 58-61 in the AP Booklet). This story is about power and imperialism. It's not merely a narrative with an epiphany, but be able to explain both his epiphany and his thesis. 
    In-class: Handed out multiple-choice questions and two rhetorical analysis essay options on "Shooting an Elephant" - You will choose a rhetorical analysis prompt for Orwell (focus on paragraph 7 or paragraphs 11-13).
    9/26/16 Return & review Summer Reading Assessment on "Writers on Writing" essays. In-class, highlighted our summary, quotations, etc. How much of your piece is analysis? Check your thesis against the prompt. Meta-cognition on the essay & return with real name.

    Send me a quick e-mail tonight (or sign up on the whiteboard) to let me know which question you're answering: para. 7 or para. 11-13.
    See handout with "Shooting an Elephant" multiple-choice questions and you will see two rhetorical analysis essay options.
    9/27/16 Due: Printed copy of better CNF  + syntax analysis chart. 
    Yes, you are working on two (different) writing assignments concurrently! Welcome to AP! 
    Notes on Rhetorical Analysis (the "fanny pack") Class Notes on Rhetoric
    Auburn Schools Rhet. Packet
    It might be easier to have a printed copy of the packet for reference. 
    In-class, note-taking and drafting formulaic opening using template in "Auburn Schools Packet" (above).
    9/28/16 In-class, we will review our draft introductions using resources above.
    We will be working in class on the graphic organizer found in Google Classroom. 
    9/28/16 See shared Google Document called "Something Orwell Introductions"
    Paste your 6+ sentence introduction into the shared Google Doc. - finish for HW if needed
    *Make sure your thesis statement matches the language of the prompt you've chosen (Para. 7 prompt or Para. 11-13 prompt) even if it sounds formulaic for now.
    Begin to work alone or in partners (assigned in class) on the Graphic Organizer in Google Classroom. One per "pair" or "small group."  Divide up some of the work for the graphic organizer. We will do the bulk of the work on the Graphic Organizer in class since we are working together on these pre-writing stages, but be prepared.
    9/29 Period 8 has a double period.
    I will distribute textbooks and we will have some SSR time.
    Read closely Chapter 2 in the Textbook, specifically pages 35-48 (look at 58-59!). Take notes in your Writer's Notebook (would satisfy "daily observation" requirement). We will keep the Textbooks in class for now. Take a few pictures of what you think is important. 
    *I've checked your Orwell introductions at this point. 
    In-class: Period 4 will look at Period 8's introductions and vice versa through shared Google Documents.
    At this point, you have been assigned a piece of the Graphic Organizer to work on individually. Or, you're completing it all on your own. 
    HW: Work on your part of the Graphic Organizer and revise your Introduction!!!
    9/30/16 - Some class time to work on your part of the Graphic Organizer. 
    At this time, if you are working on paragraphs 11-13, the full text* of those paragraphs has been pasted into your Graphic Organizer.
    *Find the full text on your own via Google. 
    You have divided up those three paragraphs into 6-9 chunks -- in a way that makes sense.
    Look at two released AP Rhetorical Analysis prompts - focus on the language of the prompt - for comparison to what you're doing: 
    10/4/16 - Creative Non-Fiction Pieces were returned. Write back to my comments on your edited draft.
    If you need more help with this genre, see this website:
    "There are no limits to the subject matter as long as it is expressed in a story-oriented narrative way."
    Computer Lab A-207 - Writing Time for Graphic Organizer before submission. It's easier to work on tables/charts on a desktop computer.
    Graphic Organizer will be due by the end of the period; we can print at the end of the period. You should have your own personal copy of the Organizer.
    HW: Read something beautiful.
    If you're keen to see my notes:
    10/5/16 Due: Have read & annotated "Araby" & "Eveline" (in the AP Booklet p. 50); prepare to explain how "Araby" -- similar to "Shooting an Elephant" -- is a narrative with an epiphany (about human nature, perhaps about power & imperialism).
    In-class reading and language questions on "Araby" -- finish at home, if needed.

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


    HW: Read and annotate Jerry Jesness's essay "Why Johnny Can't Fail" (right before Prose, on pgs. 88-91 in AP Booklet).
    10/25 Due: Jesness^at the start of class, and SOAPSTone (one per Pod, but include names next to work assigned) in Google Classroom by midnight.
    In-class, an abbreviated Toulmin for Jesness's argument (Claim, Data, Warrant, Qualifier) in our Notebook
    Discussed the "grade floor" at Penncrest
    10/26 Due: Have read Todd Gitlin's essay on "The Liberal Arts in an Age of Info-Glut" (AP Booklet)  
    Surprise AP Practice:  "The vacant ice looked tired" multiple-choice 
    10/26 & 10/27 HW: Make sure you're caught up in your reading. At this point, we've read (and listened to) several arguments on the topic of education (including English education at the secondary level) by Ken Robinson, Malcolm Gladwell, Mike Rose, Francine Prose, Jerry Jesness, Todd Gitlin.
    *See Google Classroom for a look ahead. 
    10/27 Readers' Theater in the Auditorium. Period 4 and Period 8 meet me there. I'll tell you where to sit when Mr. Grouzes tells me.
    10/28/16 Brainstorming for our Education Arguments; see Google Classroom. When you research via Google, add the words "scholarly articles" to your keyword search. For example, Google: "students choose their own classes scholarly articles" and you will eliminate some of the chaff.

    Read The Language of Composition Textbook

    Chapter 3 on “Synthesizing Sources”

    Read pages 61-67

    Chapter 4 on "Education"
                Read pages 87-88 and 173-175
    HW: See the shared document entitled "Education Synthesis Pre-Writing" and add your name, ideas for prompt & draft personalized claim. 
    10/31: Have added the names of our core authors next to your blurb. At least three of our core authors (including any of the Textbook Chapter's authors as well) shall inform your argument. This includes Walker Percy whom we haven't read yet.
    Period 4: In-class, we looked at the AP 2007 FRQ on incentives (+freewrite) for argument practice. Reviewed blurbs. +Add authors.
    Period 8: Returned Orwell rhetorical essays; reviewed Period 4's blurbs and responded to one on paper; make sure your own blurbs are complete. +Add authors.
    HW: Continue to add to/edit your blurb. 
    Start reading and annotating
    Walker Percy. He's a genius.

    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.

    See also Chapter 4 on "Education" and look for potential sources.
    Take pictures, find the pieces on the Internet, so you don't need to take the books home. 

    Due 11/2/16: Have read & annotated Walker Percy's "The Loss of the Creature" in the AP Booklet.
    Also 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. 
    Period 4 - Walker Percy assignment in Google Classroom
    Period 8 - 2007 AP FRQ on incentives (freewrite) for argument practice.
    11/3/16 Writing Workshop Time - come to class prepared to write/type.
    We wrote Introductions based on openings by Rose or Jesness. 


    Sources required for your synthesis essay

    3 or more from our core list ("core" includes Gladwell, Robinson, Jesness, Prose, Rose, Solnit, Gitlin, Percy or TEXTBOOK readings)

    3 or fewer of your own
    1 graphic (required)
    = 6 total (min.)
    Search for graphics (statistics/charts/graphs/artwork) for your Education Synthesis Assignment.
    Go to AP Central and look at released synthesis questions.
    11/4/16 Toulmin practice for your argument. See Google Classroom. Remember: We want claims of policy!
    11/9/16 Due at the start of class: Printed Copy of Your Toulmin for Peer Review
    11/10/16 Period 4 & Period 8 - write in the computer lab (A-207)
    11/11/16 Good Draft of Coded, Printed, Typed, Education Synthesis due on Friday at the start of class.
    If you will miss class/think you might miss class -- feel free to drop off your coded paper and we will have it peer-edited for you in class.
    Pay special attention to organization: do not organize the piece by source.
    Consider The Classical Argument Model
    Check your argument for the following appeals:
    Reason (logos): facts, definitions, statistics, examples, and reasoned hypotheticals

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

    Emotion (pathos): emotional appeal; narrate an anecdote, use description; make the reader experience an emotion *happiness, pride, anger, etc.

    Peer-edited papers are on my front table. 
    Sources required for your synthesis essay

    3 or more from our core list ("core" includes Gladwell, Robinson, Jesness, Prose, Rose, Solnit, Gitlin, Percy or TEXTBOOK readings)

    3 or fewer of your own
    1 graphic/chart (required)
    = 6 total (min.)
    Search for graphics (statistics/charts/graphs/artwork) for your Education Synthesis.
    Go to AP Central and look at released synthesis questions for help.
    ^The above directives have been posted on this website since 11/3/16. 
    See Google Classroom announcements and add your list of 6 sources to the top of your argument essay. 
    11/15/16 Viewed a few minutes of an Interview with Susan Sontag to introduce our new unit on "Politics and Art" (see Chapter 13 of your Textbook).
    HW all week: Your essay
    Hold off on the Craft-Your-Own-Question part:
    (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).
    Due: Printed copies (due at the start of class) of your 1-page (hopefully it fits onto 1 page) 2017 AP ® English Language and Composition Free-Response Synthesis Question 1. See notes in shared Google document for revision.
    Note: The List of Sources (A-F or A-G) shall include the names of the authors of the excerpts you plan to "attach."
    It should look and read exactly like it was published by the College Board (formatting and style identical with the exception of the dastardly little acorn since "Use of any College Board trademark is not permitted without express written consent.") See: https://www.collegeboard.org/guidelines-college-board-trademarks
    Your photographic image that you believe needs no caption must live in the Google Slides document.
    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 viewing & note-taking on Chris Hondros's photographs & the photos you sent to me.
    We began interrupted reading of Sontag's chapter in the AP Booklet (pgs. 118-129).
    11/18/16 Due: Printed, Coded (newly coded), Complete Argument Essay on "The American High School" (with List of Sources). You will have synthesized those sources into your essay.

    Susan Sontag  
    11/18 Read Sontag's chapters closely. She makes it cool to argue with yourself and to not be able to make up your mind sometimes.
    11/21 Have finished reading/annotating Sontag's chapters from Regarding the Pain of Others (2003).
    Due at midnight:
    Sontag partner quiz in Google Classroom (you are able to work with a partner, and only one partner).
    11/22/16 Have read & annotated the excerpt from Chris Hedges's book War Is a Force that Gives Us Meaning (2002) in the AP Booklet (pages 130- 140). He is writing from the perspective of a war correspondent.
    His chapter is entitled "The Destruction of Culture." In your annotations, pay attention to his organizational pattern of assertion/justification (or, assertion/example).
    He also includes narrative segments. Label those. 


    Recognize this book cover?

    View an Interview with Tim O'Brien on Big Think.
    11/28 Reading Day: Read Tim O'Brien's "How to Tell a True War Story"
    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" in Google Classroom
    List possible WHATs, HOWs & WHYs for your part of the SHO Chart
    11/29 We will work on a closer reading of O'Brien's chapter from The Things They Carried.
    Have read all three pieces well enough to analyze.
    Work on linking the three authors together by subject, writing strategy/argument technique, and purpose. Where are there similarities despite the authors' backgrounds & experiences?
    Figure out a way to show/highlight similarities (side-by-side) Look for textual support.

    11/30 Computer Lab A-207 ^See above
    12/1/16 Printed Charts for me - one per Pod.

    12/2/16 One practice multiple-choice passage with 10+ questions in your AP Booklet.

    The 2011 FRQ we looked at last week directed us to a discussion of race (when we listed why Thomas Paine's characterization of America does not hold true today, we mentioned racial discrimination as a factor). 
    View & listen to Eric Holder speech & Freewrite
    If you want to do some preparation for where politics meets race, check out the recent Supreme Court decision on Fisher v. University of Texas (2016) and the original Fisher v. University of Texas decision (2013). 
    In 2013, the Supreme Court decided that the Equal Protection Clause of the Fourteenth Amendment does permit the consideration of race in undergraduate admissions decisions.
    12/5/16 Eric Holder's speech (first ~9 minutes) https://www.youtube.com/watch?v=jCiUFE5QTYI
    Write a response in your NB.
    12/6/16 Listened to segments of 2013 Fisher oral argument (min. 25:00-30:47; 57:50-64:03).
    12/7/16 Bring your earbuds!
    In-class, research some basics on "Affirmative Action" & court cases: Regents v. Bakke (1977); Grutter v. Bollinger (2003); Fisher v. University of Texas (2013) and (2016)
    Review Plessy v. Ferguson, Brown v. Board of Education, and the Civil Rights Act of 1964
    OYEZ.org is a great website.
    Share your debate finds in Google Classroom.
    HW: Continue to research for your impending argument essay on the Affirmative Action controversy using the language of the 2004 FRQ.
    We need to do one of these soon: In-class Timed Write where you bring a blue or black non-bleeding-through-the-paper pen & an inspiring code name.

    12/8  In-class reading of "None of This is Fair" in the AP Booklet (pg 64-66); it lends itself to being read aloud.
    Review Content #3 & #5; Strategies/Structures #2. (A definition of "Division and Classification" as a rhetorical strategy: to divide the subject into parts and classify each into an existing category of the writer's invention.)
    See Paragraph 21: What are the antecedents for "them" and "they." Why end the essay with this simile/image?
    Notes should be in your Writer's Notebook.
    HW: See Google Classroom for some "Brainstorming" questions to answer.

    12/9 Returned to discussion. Your assignment in Google Classroom is due tonight unless you turned in your work on Notebook paper in which case it was due today at school. Hit "Submit" when completed. Thanks!
     HW: Continue to research your topic/prompt.
    --Choose what facts/information/definitions we must include in our arguments (ethos/logos).
    --I think a take on the Rogerian Argument Model might work for this piece. (The Classical worked better for the Education argument.)
    Begin essay in response to 2004 FRQ using the topic of Affirmative Action. Incorporate facts you've gleaned from court cases as well as arguments from Rodriguez's "None of This is Fair" (later incorporated into Hunger of Memory) and arguments you have consumed (in class and outside of class) via credible media sources.
    12/12/16 Time to write. Let's write the conclusion first!? See also the Nadine Gordimer readings listed below.
    12/13 Due: Printed, coded argument paper for peer-edit --> intro + two paragraphs (one of the paragraphs could be the conclusion you wrote in class on 12/12!)
    12/14 Computer Lab A-207 to write/type
    12/12 I will hand out physical copies of Six Feet of the Country.
    Begin fictional short stories by Nobel-Prize winning South African author, Nadine Gordimer (1923-2014): "Six Feet of the Country," "Good Climate, Friendly Inhabitants" due Thursday, 12/15
    "A Chip of Glass Ruby," & "Country Lovers" due Friday, 12/16
    “There are things that blacks know about whites that we don’t know about ourselves, that we conceal and don’t reveal in our relationships — and the other way about.”
     -Nadine Gordimer
    Rhetorical Analysis Refresher using an AP Prompt
    12/15 & 12/16 Nadine Gordimer Close-Reading Questions -- bring your own interesting questions.
    Susan Sontag said that there is ethical power in fiction. We will consider this notion.
    12/15 Period 4 lost some time due to Hi-Q; we worked in Pods on Gordimer Close-Reading Questions - write Socratic Seminar questions for homework
    Period 8 did a Timed Write (rhetorical analysis of a narrative prompt)
    12/19/16 Due: A complete coded, printed Affirmative Action essay for peer-review (4th Period)/me-review (8th Period)
    12/20 Due for 4th Period: A complete, coded, printed Affirmative Action essay. 
    Period 4 worked on Rodriguez rhetorical analysis prompt.
    Period 8 read student responses to AP prompt.
    12/21 Period 4 will read student responses to AP prompt. 
    Next up:
    12/21 at 11:59 PM Due for Period 8: Nadine Gordimer Pod Work from last week in Google Classroom.
    12/22 Period 8 Quizzo competition
    Happy New Year!
    Learn this:
    The parts of a Ciceronian Oration:
    1. exordium (introduction) - beginning
    2. narratio (narration) - provide background information, account of what has happened
    3. propositio (proposition) - present thesis; “to put forth”
    4. partitio (partition) - outline steps of argument
    5. confirmatio (confirmation) - arguments supporting the proposition
    6. refutatio (refutation) - refute any possible opposing viewpoints; easier to remember "refutation" than "confutation") con-fute (verb) = to prove wrong.
    7. digressio (digression) - discuss related points through anecdote, narrative, metaphor, etc. di-gress = “stepped away” in Latin
    8. peroratio (peroration) - conclude/call for action; conclusion [per-orate (verb) = to speak at length]
    1/3/2017 Rhetorical Analysis Refresher using Dr. King's "I Have a Dream" speech.
    Bring your Textbooks to class for the next good while. (Sorry! I know they're heavy but you can do bicep curls and get a jump on your resolution to exercise more...)
    1/4 Listed the complaints (4-5 in your Notebook) of the Clergymen in their letter to Dr. King.
    Begin reading Dr. King's "Letter from Birmingham Jail" in The Language of Composition Textbook (p. 261).
    1/5 Due: Have read the entire Letter from Birmingham Jail in the textbook (261-). There are only two textbooks in my room. If you have not signed out a Textbook, you need to let me know so I can get more Textbooks from the Book Room (it's a secret place).
    In-class, rhetorical analysis body paragraph on Paragraph 14 (handout on 2006 AP Hazlitt FRQ)
    1/6 In-class: Test prep AP multiple-choice questions on LfBJ
    You have been assigned an aspect of the Letter and you will teach the class about the rhetorical strategy in general and how this strategy strengthens Dr. King's arguments. Your objectives are to help students:

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

    ·      Apply effective strategies and techniques in their own writing

    1/9 Period 8: By the end of the double period, your Pod work in Google Classroom.
    HW: I should be commenting on your work, and you should be replying/revising. 
    1/10 Period 4: By the end of the period, your Pod work in Google Classroom.
    Send me specific directions on anything you need.
    1/11 Begin Lessons.
    Period 4 Lessons Begin in the following order: Syntax & Diction; Logos; Allusions; Pathos; Figurative Language
    Period 4 HW: Rewrite the body paragraph on the Syntax & Diction group prompt. Submit for scoring on 1/12. 
    Period 8 Lessons Begin in the following order: Allusions; Logos; Fig. Lang; Syntax & Diction; Pathos
    Your on-going "homework" is also to study for your "final" exam on 1/25/17, which is 1/5th of your semester grade.

    Utilize AP Central. You have given (and/or will give) the College Board lots of money. They owe you.
    Go to AP Central and look at released essays (those that scored high, mid & low). 
    Take the multiple-choice practice tests in your AP Booklet. I also have test-prep books you may borrow.
    Review Quizlet (Search "AP rhetorical devices" and "The Language of Composition" or AP Language test terms). 
    1/17/17 Continue Lessons & see above^ 
    1/18 Last day for Lessons
    1/19 Argument practice - another released AP prompt which will require you to consider opposing sides. Your argument essay must include the same rhetorical strategies we've studied in Dr. King's Letter from Birmingham Jail.
    1/23/17 Bring your AP Lang & Comp Course Description (2014) booklets to class. Read. Ask me questions. Make comments.
    See Google Classroom for prep materials and directives. Help one another. Be a community.
    1/25/17 Semester Final Exam: This will be an abbreviated AP Exam, including released AP multiple-choice questions (on two reading passages) and a released FRQ (rhetorical analysis).  

    Continue Unit on "Community" (Chapter 6, pages 259-346) in The Language of Composition (2008).
    1/31/17 Have read The Singer Solution in your Textbook (319-323).
    Bring textbooks to class daily or find the pieces we are reading on line and print those.
    HW: read "Lifeboat Ethics" (324-333) for Wednesday, 2/1.
    2/1/17 Viewed Daniel Goleman's Ted Talk: "Why aren't we more compassionate?"
    Current Writing Assignment
    Singer Solution-Prompt-Inspired Essay addressing the claim that we should donate "whatever money [we're] spending on luxuries, not necessities." 
    Occasion: "The urgent need for food and medicine in many parts of the world."
    2/2/17 Computer Lab A-203 to write. See Google Classroom.
    2/3/17 Bring a coded/printed/typed copy of your draft to class for workshop. 
    2/6/17 - In-class activity on "defining" community. See Google Classroom.
    2/7/17 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)
    See if you can add Thoreau somewhere in your Singer Solution essay (discussion of luxuries, perhaps). 
    In-class drawing of continuum from Individualism to Communitarianism (Me--->We)
    2/8 Due: Have read Quindlen (pgs. 296-299).
    HW: Work on your essays! 
    Prompt we've been addressing throughout this Community unit: To what extent should the individual place the needs and interests of his community above his own needs and interests.
    See also "Suggestions for Writing" on pages 345-346. This section will help with ideas. It will be a bit easier to look for your supplemental sources if you have a somewhat more narrow focus than just "community."
    Suggestions from your textbook:
    "How can an individual maintain integrity and pursue personal dreams while contributing to the overall society? This is the central question facing every community."
    1. To what extent should institutions require community service? (See Textbook pages 72-83)
    2. Take a position on the effectiveness of insular communities that are based on features such as wealth, gender, race, religion, language, or political affiliation.
    3. Geographical, physical, neighborhood communities are no longer necessary.
    4. Social media encourages weak community ties rather than strong ties. (Gladwell)
    2/10/17 Coded, printed Singer Solution essay due
    Sign up for one added essay on Community. 

    2/13/17 Have read "In Search of the Good Family" by Jane Howard.
    Complete the Community Notes Page in Google Classroom for Howard
    In-class, practice with an FRQ

    2/14 Course Selection Visit
    Make a checklist in your Notebook for your Chapter Readings. List the titles and authors of all of the pieces in your Chapter (including the "Conversation" section) and create a column for you to mark "date read." If you want to type this up and glue it into your notebook, that would be lovely. I'd like to see something like this.
    2/15 Due: Have read "The New Community" by Amitai Etzioni & complete a Community Notes Page (the same one you did for Howard). I'll share a blank with you in Google Classroom.
    2/16: Notes page for the piece you signed up for in Google Classroom. 
    This week:
    We'll analyze graphics for "community" (one advertisement, one cartoon, one painting). I will put them in Google Classroom.
    If you're so inspired, look up Norman Rockwell's paintings in response an FDR speech..."In 1942, Rockwell painted one of his most overtly political and important pieces. In response to a speech given by President Franklin Roosevelt, Rockwell made a series of paintings that dealt with the Freedom of Speech, Freedom of Worship, Freedom from Want, and Freedom from Fear. Throughout the mid-1940s these paintings traveled around the country being shown in conjunction with the sale of bonds. Viewed by more than a million people, their popularity was considered an important part of the war effort at home."
    The speech is in Google Classroom under the "About" section.
    2/16 In-class: "Putting it Together" Activity.
    Make a checklist in your Notebook for your Chapter Readings. List the titles and authors of all of the pieces in your Chapter (including the "Conversation" section) and create a column for you to mark "date read." If you want to type this up and glue it into your notebook, that would be lovely. I'd like to see something like this.

    Before we read our chapters:
    Journals may be handwritten neatly in ink on only one side of a page (easier for me to read them) or typed in ONE Google Doc (Sheets are difficult to read).
    Choose ONLY ONE method for ALL journals.
    2/21 Two items in Google Classroom for your review.
    2/22 In-class: "Biggies" HW: Keep reading.
    2/23 See "Personal Statement BS" document. Follow the directions in Google Classroom.
    2/24 Reading Days/Work Days
    2/27 Reading Days/Work Days
    2/28 Due at the start of class: Dialectical Journals for 4 required readings in your Textbook Chapter (individual grade).
    Have chosen a Common App Prompt to respond to. 
    *rhetorical precis (handout) for one textbook piece you've read --> only gave this to 4th Period 
    3/1 Drafting for Common App Prompt No. 1-6 (If typing today, type into your B.S. Sheet.)
    3/2 Reading Day -- SSR for Textbook readings
    ^Make sure you're updating your "Official Biggies" Document where appropriate as you are reading and becoming more informed on your topic.
    3/3 In-class - set up your blog with wordpress
    Make sure you have a section for your Uber Unit Topic and make sure the "About Me" section is complete. 
    This is a new technology for me.
    3/6 Reading Day
    3/7 -- Your Textbook Chapter read in its entirety this week... (including fiction, poetry, art, etc.)
    3/8 Due by the start of class: Journals for 6 more readings (No. 5-10). See Google Classroom.
    Most chapters have between 12-15 readings, including the "Conversation" section. Read and journal for all of those.  
    ^Make sure you're updating your "Official Biggies" Document where appropriate as you are reading and becoming more informed on your topic. 
    To-do: A rhetorical precis for one textbook piece you've read.
    Now that you have read an entire Chapter on a topic, explore TED talks and TED hours. Create meaningful essential questions for yourself -- these will drive your research.
    March 13th --> April 28th 
    See the Calendar in Google Classroom (shared with you and still updating)
    see Google Classroom for assignments. 
    See also your "Official" Checklist documents.
    Any questions, please let me know. 
    End of the Marking Period! 
    mobius strip  

    Introduction to I-Search
    HW: Study for the Lang Exam -- you have ample materials in your possession; access AP Central; see Google Classroom.
    May 1st - Your person is due
    May 2nd - Your book is due
    Have your book in hand, with you in class, daily.
    May 9th - Your Interview will be completed
    Week of May 9th --> transcript of Interview highlights
    May 10th Exam Day! - You have abundant materials to review, including your Textbook.
    5/11 We will create a Project in Noodle Tools (MLA Advanced) for our Annotated Works Cited Pages.
    If you were absent, get someone in class to show you or see me after school.
    You may return Textbooks.
    Type your Interview Transcript.
    See the I-Search calendar
    5/12 Reading Day
    Week of 5/15 - Revise Introduction and write an additional 2+ pages of your paper
    Writing Workshop & Reading Days all this week --> 
    May 22nd --> research phase. We will be in the Library. Use the Library Databases.
    Gale Literary Sources is the Gale one to use.
    NY Times: Username = whost@rtmsd.org; Password = penncrest
    May 23 --> Period 4 definitely back in the classroom (Library closed due to Keystone make-ups)
    May 24 -->All classes back in the classroom. 
    May 25 --> back in the Library
    May 26th - Half of your research paper is due (5+ pages plus an annotated Works Cited page) by the end of the period, printed AND in Google Classroom
    Returned all research papers that were submitted in hard copy last week; make sure you've scheduled your 2nd Interview for this week (June 3rd at the latest).


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