AP Past Weeks
Week of 8-3-20 through 8-7-20
Monday:
No School. Teachers report.
Homework: .
Tuesday:
No School. Teachers prep.
Homework: .
Wednesday: (All Classes meet on Canvas)
Students will meet on Zoom where we will discuss platforms to be used and how to navigate my Canvas pages. Students will access a Google Doc on which they will check in for attendance--the following days for attendance will take place as students are given access to the Zoom for the day.
Homework: Familiarize yourself with Canvas and my website.
Thursday: (1st, 2nd, & 3rd Period Meet)
Students will start with a warm-up activity on Zoom while attendance is taken. Students will go into breakout rooms to complete their Canvas Discussion assignment. Then we will come together and discuss. We will then begin discussion of one of the quick and easy ways to deconstruct an argument: SOAPSTone. Students will begin reading "Why Don't We Know Who the Coronavirus Victims Are?" We will read and discuss. Once finished, students will be placed in breakout rooms to complete their SOAPSTone on a Google Doc and upload to Canvas--Due by Friday morning at 8:05am.
Homework: Be sure to complete your SOAPSTone and upload to Canvas by tomorrow morning.
Friday: (4th, 5th, & 6th Period Meet)
No AP English Lang today. Finish your "Tell Me About Yourself". Students will complete an Argument Essay response in relation to the Ibram X. Kendi article from yesterday--Due Tuesday of next week on Canvas by 8:05am.
Homework: Finish "About Yourself" video and Argument Essay.
Week of 8-9-23 through 8-11-23
The Things They Carried (PDF): click HERE
Monday:
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Homework: .
Tuesday:
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Homework: .
Wednesday:
Students Report. Students will start the period with a quick survey. We will then move into another quick activity. Students will read a brief article: click HERE for link and HERE (for PDF). We will then close the period with briefly discussing The Things They Carried and a quote about war and humanity to set the idea for the argument essay.
Homework: Type an argument essay in MLA format (click HERE for the prompt). Upload the document to Canvas and print it for class as well (we will use colored pencils or highlighters on Friday for this). Due on Friday.
Thursday:
Students will spend some time going over my website and basics on Canvas, and we will throw a little syllabus info in. However, we will spend the majority of the period discussing a couple of key concepts: mirror as an archetype and history as storytelling. Students will discuss in small groups why we argue, what we argue about, and types of arguments we make. Next, students will take notes on the back of the handout I provide (SOAPSTone)--click HERE for handout. We will discuss the triangle (the basic premise of deconstructing argument). Additionally, we will address their understanding of the 3 branches of rhetoric and what they mean for analysis. .
Homework: Finish Argument essay in MLA format and upload to Canvas.
Friday:
Then we will address the argument essay draft students brought to class. Students will conduct a quick read through of their essay one more time. Then students will begin making up their paper. They will start with using a color for their thesis statement. They will then locate their supporting claims, using another color. We will then discuss the "warrant" and what this means. Students will look to see if they truly have warranted their ideas in the essay and mark those with another color. Lastly, students will complete a "Gauntlet" of activities for deconstructing their essay for diction, style, and structure.
Homework: Revise and highlight changes to your Argument typed draft--reupload by Wednesday. Read "How Should One Read a Book?" by Virginia Woolf. I would suggest printing and annotating for class--click HERE for PDF version. Note style, structure, and key ideas that lend themselves to purpose. Note elements of author's voice and what she values.
Week of 8-14-23 through 8-18-23
The Things They Carried (PDF): click HERE
Monday:
Students will discuss key concepts they pinpointed in Woolf's essay to discuss how to continue our focus on reading for the year. Students will determine the purpose of Woolf's essay. We will also pull some key rhetorical strategies she uses. We will discuss how the students should connect what they are reading with Woolf with how they are reading or did read TTTC. We will look at another chapter/vignette in TTTC and use Woolf's ideas. Students will complete one applied practice practice. Briefly discuss key details on syllabus--signature needed on Wednesday. Find assignment on Canvas.
Homework: Students will finish Gauntlet work from Friday. Students will revise their essay--noting all changes to content and sentence structure with one color and all added content with another color--Due on Thursday.
Tuesday:
We will go over the questions for the applied practice. We will determine accessible and difficult questions and why. Students will advocate for why their answers are accurate. Students will read and complete a SOAPSTone (handout in class) for "Why Soldiers Won't Talk" by John Steinbeck.
Homework: Continue work on revision of Argument essay on the Miller quote--highlight changes. Read "How to Tell a True War Story" in TTTC.
Wednesday:
Students will discuss the writing style of O'Brien vs Steinbeck--granted one is a novel and the other is an essay. We will look specifically at "How to Tell a True War Story" and discuss the "reliable" narrator. Complete an applied practice for this vignette. We will go over the answers.
Homework: Work on Argument Essay Revision--highlight changes--due tomorrow.
Thursday:
Students will discuss the expectations for the summer reading. Students will look specifically at chapter pairings--students should pay close attention to these chapters if they have not read them already. Students will take notes on Toulmin's argument model. Students will use this as the framework of argument. We will view a short YouTube clip to see Toulmin's argument in action--click HERE. .
Homework: None.
Friday:
Yo' Momma Friday!!!!!! Students will then read "Listening" by Eudora Welty. Students will note purpose, strategies, and powerful passages as we read. Upload your annotations to Canvas. We will discuss Welty's essay, focusing on the purpose, audience, and strategies she employs. Students will discuss powerful sections and why they are powerful.
Homework: Complete an applied practice for TTTC and upload justification to Canvas. Be clear and detailed in your logic as you justify your answers for each question.
Week of 8-21-23 through 8-25-23
The Things They Carried (PDF): click HERE
Monday:
Students will pick up their Major Modern Essayists today. We will read Orwell's "Why I Write" on page 90. We will return to our Toulmin's argument notes and apply our knowledge and understanding of Toulmin's to Orwell's essay. We will complete this as a class, but for Wednesday, students will read "Why I Write" by Didion and complete Toulmin's on their own. Here is a reminder of Toulmin's from last week: "We will view a short YouTube clip to see Toulmin's argument in action--click HERE."
Homework: Students will finish "The Man I Killed" applied practice questions and justifications--due on Canvas tomorrow morning. Read "On the Rainy River" in TTTC--due Friday.
Tuesday:
We will go over the questions for the applied practice from last night's homework. We will determine accessible and difficult questions and why. Students will advocate for why their answers are accurate. Students will return to Major Modern Essayists and start reading Didion's "Why I Write".
Homework: Read "On the Rainy River" in TTTC. Finish reading Didion's essay and the Toulmin's outline for the reading.
Wednesday:
Students will discuss key elements of Didion's essay that build the Toulmin's argument. We will discuss the group project in which students will read an essay in the text and complete Toulmin's and SOAPSTone for their reading. Click HERE for instructions on the project. Each group will pick one of the essays listed for the assignment and read it for homework.
Homework: Read "On the Rainy River" in TTTC--due Friday. Read assigned essay for group project.
Thursday:
Students will work in groups on the Mini SOAPSTone and Toulmin's Argument project/presentation. Students should discuss the context of the author's argument, working through SOAPSTone and Toulmin's as they go. Students should decide who will do what on the day of presenting. If time, each student should pick an excerpt from the text that supports any of the following: author's tone, author's beliefs about writing, or author's style of writing. Click HERE for instructions on project. Click HERE for rubric. .
Homework: Finish reading "On the Rainy River" in TTTC.
Friday:
Yo' Momma Friday!!!!!! Students will read two articles which highlight differing views of war: "The Weight of What If" by Anna Quindlen and "What Went Wrong in Afghanistan?" by Austin Wright. We will annotate and discuss, connecting to O'Brien's view in "On the Rainy River". We will also view and discuss a clip from Across the Universe.
Homework: Complete an applied practice for TTTC and upload justification to Canvas. Be clear and detailed in your logic as you justify your answers for each question--due Tuesday. We will have a group quiz applied practice next week.
Week of 8-28-23 through 9-1-23
The Things They Carried (PDF): click HERE
Monday:
Students will apply all of their details for the group essay onto a poster paper for Wednesday's presentation.
Homework: Students will finish "On the Rainy River" applied practice questions and justifications--due on Canvas tomorrow morning. Read "Stockings" & "Church" in TTTC.
Tuesday:
We will go over the questions for the applied practice from last night's homework. We will determine accessible and difficult questions and why. Students will advocate for why their answers are accurate. Students will have an in-class group applied practice quiz.
Homework: Prepare for tomorrow's presentation.
Wednesday:
Students will present their poster on the essay they read, explaining the key elements of rhetoric. They will explain SOAPSTone, Toulmin's, the quotes they chose, and the image.
Homework: Read "The Weight of What If". Annotate for key concepts that relate to "On the Rainy River" and what the purpose of the article is along with two rhetorical strategies.
Thursday:
Students will work in groups on the Mini SOAPSTone and Toulmin's Argument project/presentation. Students should discuss the context of the author's argument, working through SOAPSTone and Toulmin's as they go. Students should decide who will do what on the day of presenting. If time, each student should pick an excerpt from the text that supports any of the following: author's tone, author's beliefs about writing, or author's style of writing. Click HERE for instructions on project. Click HERE for rubric. .
Homework: Read "What Went Wrong in Afghanistan?". Annotate for key concepts that relate to "On the Rainy River" and what the purpose of the article is along with two rhetorical strategies.
Friday:
Yo' Momma Friday!!!!!! Students will listen to Jack Johnson's "Sleep Through the Static" and annotate the key ideas that Johnson connects to war and "On the Rainy River" in TTTC.
Homework: Complete an applied practice for the Virginia Speech Convention with Patrick Henry and upload justification to Canvas. Be clear and detailed in your logic as you justify your answers for each question--due Tuesday. We will have a group quiz applied practice next week.
Monday:
No School. Labor Day.
Homework: Finish reading and annotating articles from last week.
Tuesday:
We will go over tackling a question #1 synthesis prompt. We will look at the structure and parts of the prompt. We will look at some opening responses to synthesis prompts and specifically discuss the difference between a History DBQ and an English Synthesis.
Homework: None.
Wednesday:
Students will look over Hozier's "Eat Your Young" song lyrics in connection with TTTC. Additionally, student will view and analyze the video in conjunction with the lyrics and TTTC.
Homework: Organize materials for tomorrow's in-class essay.
Thursday:
Students will write their in-class essay for TTTC, using their sources discussed over the past two weeks. .
Homework: None.
Friday:
Yo' Momma Friday!!!!!! Students will read the background content of the Great Awakening and specifically Jonathan Edwards involvement in this period of religious revival. Then we will begin looking over Jonathan Edwards' speech "Sinners in the Hands of an Angry God". We will note strategies Edwards uses in order to influence his audience and convey his message.
Homework: Complete an applied practice for the "Brainworms". Be clear and detailed in your logic as you justify your answers for each question--due Tuesday.
Week of 9-11-23 through 9-15-23
Monday:
Students will work with the junior textbook today as we briefly discuss the Great Awakening and Jonathan Edwards. We will read "Sinners in the Hands of an Angry God". Prior to reading The Crucible next week, we will work with an Annotated Bibliography in researching two time periods: the Salem Witch Trials and McCarthyism. Students will find 5 articles in which they will research what happened during the time period and how the time period impacted society. Students should critically analyze and review the source material they use and the source's value.
Homework: Finish reading and annotating the "Brainworms" applied practice. Type justifications and upload to Canvas.
Tuesday:
Students will go over the applied practice. Students will take Edwards' use of extended metaphor and create their own. We will discuss some ideas, but students will work independently at home producing their comparison: at least 350 words in MLA format, focusing on one concrete item compared to some intangible idea or emotion. We will view a quick clip from John Green's Crash Course (start at 7:30) and his take on the period of the Puritans.
We will then discuss Nathaniel Hawthorne, flash-forward to the mid 1800's. We will look at Hawthorne's view and criticism of his ancestors, specifically their involvement in the witch trials and their hypocrisy in faith. We will read some background detail about Hawthorne as well as garner a better understanding of the Puritans from the period of the Salem Witch Trials.
Homework: Students will complete their extended metaphor-due on Thursday on Canvas.
Wednesday:
Students will begin reading their last Puritan piece before reading The Crucible. We will read "Young Goodman Brown". Students will be annotating the story as we read (at least 5 analyses per page), focusing on allegorical elements in the story. Students should focus on how Hawthorne applied symbolism to the story to help us determine the main character's fate and flaw, as well as determine the purpose of Hawthorne's short story.
Homework: Work on Extended metaphor--due Thursday. Sample Extended Metaphor.
Thursday:
We will continue reading "Young Goodman Brown" and annotating key concepts. Students will finish their work with "Young Goodman Brown". We will determine what argument Hawthorne was making in regards to his Puritan ancestors. Students will discuss and analyze Hawthorne's purpose in writing this story. .
Homework: Finish annotating "Young Goodman Brown". Finish deciding on one McCarthyism article and one Salem Witch Trials article.
Friday:
Yo' Momma Friday!!!!!! Students will finish their work with "Young Goodman Brown". We will determine what argument Hawthorne was making in regards to his Puritan ancestors. Students will discuss and analyze Hawthorne's purpose in writing this story.
Homework: Work on summaries for first two articles. Consider developing the assessments and reflections too.
Week of 9-18-23 through 9-22-23
Monday:
Students will switch focus onto the "Red Scare" that parallels the Puritan paranoia and give into paranoia of nationalism and patriotism. We will view some background on this period: "Red Scare" and view Edward Murrow's speech from Good Night, and Good Luck in relation to McCarthyism of the period.
Homework: Finish researching articles--Annotated Bibliography due in 2 weeks--Due September 29. Try to complete all summaries by Friday. Finish two complete annotations by Friday if you can.
Tuesday:
Students will start the period with working on the McCarthyism cartoons, analyzing the argument in each image, providing a claim, evidence, and warranting the value of the evidence. Students will finish their notes on McCarthyism and begin deconstructing cartoons from this period of history. Students will analyze each cartoon, using key details from the cartoon to prove their analysis of the cartoonist's purpose.
Homework: Finish researching articles--Annotated Bibliography due in 2 weeks--Due September 29. Try to complete all summaries by Friday. Finish two complete annotations by Friday if you can.
Wednesday:
We will wrap up our preparation of the "witch hunt" with viewing and discussing key aspects of an ecclesiatical courtroom scene from Dangerous Beauty.
Homework: Finish researching articles--Annotated Bibliography due in 2 weeks--Due September 29. Try to complete all summaries by Friday. Finish two complete annotations by Friday if you can.
Thursday:
Students will begin reading the opening narrative of The Crucible. (Click HERE for PDF of text) Students will deconstruct Arthur Miller's argument about the period of the Salem Witch Trials and why they occurred. We will discuss the subtext of his parallel between the "witch trials" of Salem and the "trials" of the McCarthy era. At tables, determine the SOAPSTone for the opening narrative. Provide purpose and two rhetorical strategies. .
Homework: Finish researching articles--Annotated Bibliography due in 1 week--Due September 29. Try to complete all summaries by Friday. Try to complete all assessments by Tuesday.
Friday:
Yo' Momma Friday!!!!!! Students will begin reading the first act of The Crucible. Students will begin their read through of ACT I. Prior to the reading, we will view the opening scene of the film version for the play and discuss the implications in the scene to give us some context of what is happening in the opening argument of the act. Students will discuss script, noting key elements of character and plot and how it moved or sparked the hysteria of the time period.
Homework: Work on Annotated Bib.
Week of 9-25-23 through 9-29-23
The Crucible text--click HERE for PDF
Monday:
Students will begin reading the first act of The Crucible. Students will begin their read through of ACT I. Prior to the reading, we will view the opening scene of the film version for the play and discuss the implications in the scene to give us some context of what is happening in the opening argument of the act. Students will discuss script, noting key elements of character and plot and how it moved or sparked the hysteria of the time period.
Homework: Work on Annotated Bib.
Tuesday:
Students will stage a scene between John Proctor and Abigail Williams where they will work with subtext and stage movement. We will complete an applied practice where students will conduct a close reading of the Crucible text.
Homework: Work on Annotated Bib.
Wednesday:
Students will discuss the staging of the John and Abby scene for Act I of The Crucible. We will discuss the importance of how this is staged for our first introduction of this character. We will conduct our read through of this scene and the continue in the act.
Homework: Work on Annotated Bib.
Thursday:
Students will finish Act I in class today. We will discuss the reading of the background on Rev John Hale. Students will discuss the implications of the first act of the play on the development of the "mass hysteria" during the Salem Witch Trials. Discuss the Open-Mind Diagram Reading Response for Reverend Hale. .
Homework: Work on Annotated Bib--upload to Canvas by tomorrow at 9:30am.
Friday:
Yo' Momma Friday!!!!!! Students will complete an in-class applied practice for Act I. We will view Act I of the film. Students will share their thoughts about the portrayal of these characters. Students will also discuss the aspects of the film version that resonated with the text and the directorial choices that worked or did not work.
Homework: Work on Open-Mind for Reverend Hale--Due Wednesday.
Week of 10-2-23 through 10-6-23
The Crucible text--click HERE for PDF
Monday:
Students will work with an applied practice from Act I of The Crucible. We will begin Act II of The Crucible. Students will focus on the use of diction, stage directions, and use of punctuation in the dialogue that Miller uses to characterize the relationship between John Proctor and his wife, Elizabeth. We will discuss these elements as the writer's tools to create drama and form argument.
Homework: Complete an applied practice with justifications by Thursday--upload to Canvas. Use the PDF link on this page to locate the text for The Crucible.
Tuesday:
Students will be introduced to the Fallacy Commercial Project--Due Tuesday. Students will form partners, but will work on the project in class tomorrow. List of Fallacies (click HERE). We will continue our read-through of Act II. Students will mentally note elements of Miller's argument about the spreading of hysteria. Discuss the Open-Mind Diagram Reading Response for Reverend Hale--Due Friday.
Homework: Work on Open-Mind for Rev. Hale and applied practice.
Wednesday:
Students will work with their Fallacy Commercial partner, forming a script that relays the meaning of the fallacy. Why should someone use this fallacy in their argument? We will continue read-through of Act II.
Homework: Work on Open-Mind. Finish applied practice and upload to Canvas.
Thursday:
Students will go over responses to applied practice. Students will make final preparations to plan and deliver their Logical Fallacy commercials on Wednesday. Finish read-through of Act II. Discuss Open-Mind Diagram for Reverend Hale--due Friday on Canvas. .
Homework: Finish Open-Mind for Reverend Hale--Due on Canvas tomorrow.
Friday:
Yo' Momma Friday!!!!!! Students will view Act II of the film after we read through the appendix scene Miller included for the discretion of the director. Complete one applied practice practice.
Homework: Work on Fallacy commercial.
Week of 10-9-23 through 10-13-23
The Crucible text--click HERE for PDF
Monday:
No School. Indigenous People's Day.
Homework: Practice Logical Fallacy commercial before tomorrow's delivery.
Tuesday:
Students will deliver Logical Fallacy commercials.
Homework: None.
Wednesday:
Students will work with AP Classroom.
Homework: Finish AP Classroom assignment.
Thursday:
Students will begin the reading of Act III and note the use of logical fallacies as they emerge in the act. .
Homework: Work on Fallacy analysis of Act III--try to complete 3 analyses.
Friday:
Yo' Momma Friday!!!!!! Students will continue read-through of Act III and note logical fallacies that emerge in the text. Students will analyze the use of fallacy by discussing who is weilding the words, about whom they are speaking, and what makes the argument illogical but, perhaps, persuasive. Students will need to use claim, evidence, and warrant.
Homework: Work on Fallacy analysis of Act III--complete another 3 analyses.
Week of 10-16-23 through 10-20-23
The Crucible text--click HERE for PDF
Monday:
Finish Act III read through. Finish logical fallacy discussion. Complete an applied practice in class and discuss.
Homework: Complete Logical Fallacy analysis of Act III on a Google Doc and upload to Canvas.
Tuesday:
Students will complete another applied practice in class. We will then view Act III of the film and analyze the directorial choices. We will then assign parts for Act IV. If time persists, students may start homework.
Homework: Complete an introductory paragraph about the "yellow bird" scene for rhetorical analysis.
Wednesday:
Students will read through Act IV of The Crucible. We will complete one more applied practice in class.
Homework: Complete three analyses of the strategies that Miller uses to convey hysteria in the yellow bird scene. Make the claim about the use of strategy; provide context and evidence of strategy; then explain the how and why of the strategy in developing hysteria in the scene--due Friday.
Thursday:
Students will have a group applied practice quiz today. We will then finish Act IV read through. .
Homework: Finish analyses of rhetorical strategies in the "yellow bird" scene and reupload to "yellow bird" assignment on Canvas.
Friday:
Yo' Momma Friday!!!!!! We will then have an individual applied practice quiz. Students will view Act IV of The Crucible.
Homework: None.
Week of 10-23-23 through 10-27-23
Monday:
We will then move onto discussing Frederick Douglass. We will read "The Hypocrisy of American Slavery" by Frederick Douglass. We will view the reading of this through Douglass' great great great grandchildren. Students will discuss purpose and tone. When we view the document, students will determine strategies Douglass used to reach his white and black audience.
Homework: Deconstruct Douglass purpose, three major strategies, and note evidence of those strategies. Annotate his use of imagery and other figurative language elements. How would Douglass' essay be received today vs the audience of 1852?
Tuesday:
Students will pick up Douglass from the library (if they did not buy their own). We will begin reading Chapter 1 in class and deconstruct the rhetorical choices Douglass makes to convey his argument. We will determine tone and purpose too.
Homework: Complete reading of Chapter 1 in Douglass.
Wednesday:
Finish the film of The Crucible. Read Chapter 2 in Douglass and complete analysis of purpose, 3 strategies, and evidence for each strategy.
Homework: Read Chapter 3 of Douglass. Tomorrow is our in-class essay on Open Argument.
Thursday:
Students will complete an in-class essay on an Open Argument. .
Homework: Students will read Chapter 4 of Douglass and write the purpose, 3 strategies, and evidence of each strategy.
Friday:
Yo' Momma Friday!!!!!! Students will Douglass' use of discuss litotes, parallelism, chiasmus, antithesis, and anaphora. Students will note these examples on their paper. We will discuss Douglass' continued use of biblical reference for his Christian audience.
Homework: Read Chapter 5 & 6 in Douglass, noting reference to corrupt nature of slavery.
Week of 10-30-23 through 11-3-23
Monday:
Students will deconstruct the purpose and strategies in Chapter 4 and discuss specifically the use of antithesis, chiasmus, and prallel structure. Students will complete an applied practice practice as a group. We will discuss Douglass' notion of corruption in the system of slavery in Chps 5 & 6. We will focus on his introduction of one character and how through this character's transformation into slavery corrupts absolutely. We will note the strategies he uses and evidence of this strategy in conveying corruption.
Homework: Students will complete Unit 2 on AP Classroom by Friday. Students will read Chp 7 in FD.
Tuesday:
Students will deconstruct the key aspects of Chapter 7 in Douglass. We will discuss his purpose, his use of strategy, but also his use of corruption: how does his application of this idea web across the novel? Students will have an individual applied practice practice.
Homework: Complete reading of Chapter 8 in Douglass.
Wednesday:
Students will finish discussing Douglass' use of corruption. We will focus on Douglass' use of faith/Christianity in these chapters. We will discuss how Douglass may connect this to his continued focus on corruption caused by the system of slavery. We will also discuss the odd and interesting events that unfold for Douglass in his last chapter before freedom. We will determine purpose and strategy. Students will have an individual applied practice quiz.
Homework: Read Chapter 9 of Douglass.
Thursday:
Students will gather notes on Douglass' use of corruption in the whole book and how he strategically tries to convey this to his audience. Students should gather at least 4 strategies and 8 quotes. .
Homework: Students will read Chapter 10 & 11 by Monday. Finish Unit 2 on AP Classroom.
Friday:
Yo' Momma Friday!!!!!! Students will have their group applied practice quiz.
Homework: Read Chapter 10 & 11 in Douglass.
Week of 11-6-23 through 11-10-23
Monday:
Students will start the period with finishing their strategies for Douglass--showing how he develops his perspective of corruption affecting everything that slavery touches. Students will also finish finding two quotes as evidence for each source. With time remaining, we will move into our next topic: Transcendentalism. We will discuss some background and read "Self-Reliance" by Ralph Waldo Emerson.
Homework: Students will complete strategy and evidence notes for Douglass essay.
Tuesday:
Students will continue work with "Self-Reliance". We will analyze Emerson's purpose and key strategies. We will move into Whitman's poetry and discuss his approach to writing poetry, including the subject matter.
Homework: Start working on the Walden applied practice--due Tuesday of next week on Canvas.
Wednesday:
Students will write their in-class Rhetorical Analysis essay on Douglass' Narrative.
Homework: Work on Walden applied practice.
Thursday:
Students will have Career Day. .
Homework: Students will continue working on the Walden applied practice passage--due Tuesday on Canvas.
Friday:
No School. Veteran's Day!!!!
Homework: Students will continue working on the Walden applied practice passage--due Tuesday on Canvas.
Week of 1-8-24 through 1-12-24
Monday:
Students will work with the AP prompts from the final: synthesis, analysis, and argument. Students will paraphrase each prompt to make sure everyone is understanding the expectations of each prompt. With time remaining, we will focus particularly on the analysis essay (rhetorical strategy deconstruction). Students will focus on the wording in the 9pt rubric to determine course of action to improve their Question #1 essay.
Homework: Complete work on 2nd and 3rd choice essay by Friday.
Tuesday:
Students will view and deconstruct their own First Choice essay from the final. Students will use the Gauntlet sheet to deconstruct their essay. Students will read through and assess the Question #1 essays. Students will practice their critical reading and assessment of AP essays using the 6pt rubric. Students will readdress their understanding of rhetorical devices verses strategies. We will discuss key strategies that may have been analyzed. We will read through sample essays and practice scoring them in preparation for revisions due Friday.
Homework: Students will finish assessment of each of their timed writings from the final. Students will revise their 1st Choice essay--due Friday at 9:05am.
Wednesday:
Students will tackle the reading and assessing of the Question #2 essays from the final. Students will use the 6pt rubric for the assessment, practicing using the rubric and specific evidence from the essay to connect the score to the rubric.
Homework: Work on essays from the final--all due Friday.
Thursday:
Students will read and assess essays from the Question #3 prompt from the final. Students will again use the 6pt rubric to make connections between the essay content and score on the rubric.
Homework: Finish all essays--just finish handwriting 2nd and 3rd choice essays. For the 1st choice essay, highlight all changes made: one color for all added content, one color for all grammar, punctuation, and/or spelling errors. Bring 2nd and 3rd choice essays to class.
Friday:
Yo' Momma Friday!!!!! Students will assess each other's 2nd and 3rd choice essays from the final using the 6pt rubric that we discussed this week. We will aim for two assessments of each essay; however, if we only have time for one of each, this will have to do.
Homework: Revise Best Essay from the final, and highlight all changes from the original draft. Upload the essay to Canvas by Wednesday before school starts. Bring original essay to class.
Week of 1-15-24 through 1-19-24
Monday:
No School.
Homework: Work on revision of Best Essay.
Tuesday:
Students will complete another assessment of their essays from the final--3rd best essay. Students will work on synthesis openings. They will get 5 minutes to deconstruct the prompt and write an opening with a thesis. Students will share thesis statements and approaches to providing context. Then I will share with students where this is headed with a Synthesis Group lesson.
Homework: Finish AP Classroom Unit 6 by tomorrow.
Wednesday:
Students will practice another Synthesis prompt--5 minutes. Students will look at a released AP prompt from 2023. They will discuss a specific source related to the topic. We will discuss that this is how the students will conduct their own lesson for their own uniquely created prompt.
Homework: Work on revisions for 2nd & 3rd best essay from the final.
Thursday:
Students will look over released essays for the 2023 prompt. Then students will form groups and come up with a topic and sources.
Homework: Students will find one article, visual graphic, and/or political cartoon that addresses the topic they are discussing for the Question #1 prompts.
Friday:
Yo' Momma Friday!!!!!!!!!!!!!!!! Students will return to the Question #1 (Synthesis) groups, where they should make a definitive decision on their topic and draft their Writing Situtation and Writing Directions. Sources needed to be completely decided by Tuesday.
Homework: Bring in sources for Question #1 prompt by Tuesday. Tuesday is the first day of the lessons to be delivered.
Week of 1-22-24 through 1-26-24
Monday:
Then all groups will finalize details on their Question #1 Prompt and sources in preparation for guiding their peers through discussion of the prompt and sources.
Homework: Finalize details on your Synthesis Prompt lesson. Print copies of your sources--6 copies.
Tuesday:
Students will pick up Of Mice and Men. Students will briefly work in their groups on the Question #1 Group Generated prompt.
Homework: Finish Chapter 1. Read through Chapter 3 by Friday.
Wednesday:
Students will begin delivery of their Synthesis prompt lessons.
Homework: Read Chapter 2 in OMAM--note key aspects of characters.
Thursday:
Students will continue delivery of Synthesis prompt lessons. If time persists, we will read Chapter 3 in class.
Homework: Students should finish reading Chapter 3 in OMAM.
Friday:
Yo' Momma Friday!!!!!!!!!!!!!!!! Students will view a clip from OMAM to garner ideas about the text and how the visual may enhance our understanding.
Homework: Students should finish reading OMAM by Monday--Socratic Seminar will be in class that day.
Week of 1-29-24 through 2-2-24
Monday:
Students will conduct a Socratic Seminar about OMAM, noting key concepts as the treatment and view of women, treatment and view of mental health, themes of isolation and loneliness, human condition of fear, friendship, and othering. We will also deconstruct biblical allusions, animal archetypes, and Steinbeck's choice of ending.
Homework: Complete AP Classroom Unit 5.
Tuesday:
Students will participate in school activity.
Homework: Complete AP Classroom Unit 5.
Wednesday:
Students will continue Synthesis group lessons.
Homework: Complete AP Classroom Unit 5.
Thursday:
Students will complete their first in-class Question #1 prompt.
Homework: Complete AP Classroom Unit 5.
Friday:
Yo' Momma Friday!!!!!!!!!!!!!!!! Students will return OMAM and pick up Gatsby. We will begin reading and discussing Chapter 1, focusing on Nick Carraway as a reliable narrator.
Homework: View "The One Percent" on YouTube and note what defines the 1%. Also note how we have income disparity in our country.