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 11-13-23 through 11-17-23
Monday:
Students will read and discuss "Civil Disobedience". Thoreau's piece will complete our Transcendentalist focus other than Walden tomorrow. Students will finish their applied practice for homework. Students will view some clips from Dead Poet's Society and determine elements of the Transcendentalist philosophy. This will be our last step in the Transcendentalist approach.
Homework: Students will complete their applied practice for Walden and upload their justifications for their responses on Canvas.
Tuesday:
We will discuss chapter posters that the students will create from the chapters in Douglass, focusing on rhetorical devices, strategies, and purpose. Students will be placed in groups of 3-4 to put together the posters. Students will start scouring their chapter for ideas to place on their poster to reflect their understanding of purpose, strategies, and rhetorical devices. Posters are due on Friday. Click HERE for poster criteria.
Homework: Start working on the poster content.
Wednesday:
Students will briefly work in their chapter poster groups, making final touches. Poster due on Friday for Gallery Walk. We will then discuss Question #1 formatting. We will look at a prompt and focus on the style and structure of writing a synthesis prompt essay.
Homework: Gather all materials for Transcendentalism for tomorrow's in-class essay.
Thursday:
Students will have an in-class essay on Transcendentalism. .
Homework: Students will finalize details on their chapter posters for the Gallery Walk.
Friday:
Yo' Momma Friday!!!!!!!!! Students will conduct a gallery walk around the room with the Douglass posters. Students will take notes on key strategies and devices present in each chapter of Douglass in preparation for Friday's rhetorical device test.
Homework: Students will continue working on the Walden applied practice passage--due Tuesday on Canvas.
Week of 11-27-23 through 12-1-23
Monday:
Students will discuss Feminist Criticism and the Victorian Period. We will specifically look at "The Story of an Hour" by Kate Chopin. Students will highlight evidence of where she suggests the narrator is under her husband's power with one color and highlight when she is under her own power with another color. On the back of the handout, students will analyze 3 examples of irony. The responses must be thoughtfully developed--claim, evidence, warrant.
Homework: Students will read "Regret" by Kate Chopin. Students will discuss the difference in Chopin's two heroines from the last two short stories. Students will dissect three main components of "Regret" with thoughtful reasoning in development: which stereotypical gender details are applied to Aurelie's attire and why; why does Chopin describe Aurelie as "crying like a man"; and does Aurelie have "regret"? .
Tuesday:
Students will begin by discussing the key details of the story of "Regret". Then students will begin reading "The Yellow Wallpaper" (a paper copy will be provided in class), our last Victorian literature. Students will annotate each page of the text, noting elements of the narrator's power and her husband's power in the text. Students must be thoughtful and insightful with their annotations--it's not just labeling.
Homework: Students will finish work with annotating the rest of "The Yellow Wallpaper".
Wednesday:
Students will finish reading and discussing "The Yellow Wallpaper" by Charlotte Perkins Gilman--students will also finish annotating, including providing Gilman's purpose and strategies. The narrator refers to being victorious--we will discuss whether this is so. We will view a clip of the suffragette movement in England and the suffragette movement in the U.S. We will lastly view a clip regarding an earlier speech by Sojourner Truth.
Homework: Finish studying rhetorical and literary terms for Douglass terms test for tomorrow.
Thursday:
Students will take their rhetorical terms test for Douglass in class. .
Homework: Students will finalize changes on their Question #1 Synthesis (TTTC) and Question #2 Rhetorical Analysis (FD) essays--all changes should be highlighted on the typed final and uploaded to Canvas. The original written draft needs to be scanned and attached as a comment on the assignment--be sure to check which scanned draft you are uploading.
Friday:
Yo' Momma Friday!!!!!!!!! Students will read "Why I Want a Wife" by Judy Brady. Students will highlight the sections of the text that are accurate of the "wife" roles today and which are exaggerated. Students will also answer questions 1-3. Students will discuss the concepts in the text by Judy Brady. We will also view a clip from "Good Girls Revolt" on Amazon. We will discuss the progress made in the movements from the establishment of the constitution through today
Homework: #4 (as an optional assignment) by next Friday on Canvas--extra credit.
Week of 12-4-23 through 12-8-23
Monday:
We will also view a clip from "Good Girls Revolt" on Amazon. We will next take a look at gender stereotyping in media vs demystifying those stereotypes with a few clips: "The Birdcage", "Vice", and "Kids Meet a Gender Non-Conforming Person". Students will read "What Does Boys Will Be Boys Really Mean?" Annotate the article as you read, focusing on rhetorical analysis--not just terms. How does the author convey the purpose?.
Homework: Read "How Boys Become Men". Students will read and annotate for rhetorical analysis--focus specifically on perceived or expected behavior from the male gender. Students will complete #4 (as an optional assignment) by Friday, December 8 on Canvas.
Tuesday:
Discuss Sea's article about the portrayal of men in the media. Compare to Katz's article on "How Boys Become Men"--how do the expectations differ and why? Read and annotate "Understanding Boy Aggression" and "Putting Down the Gun".
Homework: Finish all boy articles--annotate and note purpose by Friday. Students will complete #4 (as an optional assignment) by Friday, December 8 on Canvas.
Wednesday:
Students will discuss "Should Little Boys Play With Kitchens?" and what this question suggests about where we are currently at in reconciling masculinity and femininity in household roles. We will determine purpose, strategies, and evidence. Students will then form groups to begin planning for their Gender Multimedia Project. Use Development Sheet for planning.
Homework: Students will complete #4 (as an optional assignment) by Friday, December 8 on Canvas.
Thursday:
Students will work in their groups on the Multimedia project for the period. .
Homework: Students will complete #4 (as an optional assignment) by Friday, December 8 on Canvas.
Friday:
Yo' Momma Friday!!!!!!!!! Students will work on their Multimedia project.
Homework: Students should work on their Multimedia project.
Week of 12-11-23 through 12-15-23
Monday:
Students will continue working on Gender Multimedia lessons.
Homework: Work on AP Classroom Unit 3. Continue working on Gender Multimedia lesson.
Tuesday:
Students will finish working on Gender Multimedia lessons.
Homework: Work on AP Classroom Unit 3. Finish preparing for Gender Multimedia lesson.
Wednesday:
Students will deliver Gender Multimedia Lessons to peers.
Homework: Work on AP Classroom Unit 3.
Thursday:
Students will deliver Gender Multimedia Lessons to peers. .
Homework: Work on AP Classroom Unit 3.
Friday:
Yo' Momma Friday!!!!!!!!! Students will deliver Gender Multimedia Lessons to peers.
Homework: Work on AP Classroom Unit 3.