Thursday, December 21, 2006

Scholastic Aptitude Practice

Several AP students mentioned in their semester reflections that next semester time should be spent on practice for the SAT exams. I have found a valuable resource on the hollywoodhighschool.net website for the SATs. Please access the resources via the "Counseling" button located near the weblogs button.

Please provide feedback to me at jcarmicl@lausd.k12.ca.us if these resources are of help.

See you after your off-track vacation and for those who signed up for off-track study sessions I will see you sooner. More info will be posted on this weblog soon.

Mr. Carmicle

Monday, December 18, 2006

Practicing Consultative Writing

Practicing Consultative/Formal Registers Outside the School Day:

Look through several newspapers and magazines to find an editorial writer you would be willing to read regularly. Choose someone who makes you think—either in agreement or in disagreement.

For each editorial, do the following:

1. What is the writer’s argument? Summarize the editorial’s argument in a sentence of no more than eighteen words.

2. How does the writer prove it? What evidence does the writer give?

3. How does the writer explain the evidence? What does the writer explain about the evidence that shows how or why it proves the argument?

4. Do you agree with the argument? Why or why not?

5. Write down three things you would like to say to this writer.

6. Find three ways this editorial relates to something you have studied or learned about in school. Write an explanation of how the editorial relates to your class work.
c.Marcy Bowman, 2005 California State University AP Seminar and writingback.org

SUGGESTED COLUMNISTS:
Bob Herbert New York Times
Maureen Dowd New York Times
Thomas L. Friedman New York Times
Patt Morrison Los Angeles Times
Jonathan Chait Los Angeles Times
Margaret Carlson Los Angeles Times
Max Boot Los Angeles Times
George Will Newsweek

A brief explanation of ethos, pathos, and logos and rhetorical analysis:

The three rhetorical appeals identified by Aristotle are the rational (logos), the emotional (pathos), and the ethical (ethos).

The rational appeal is to reason, to logic. Often it is possible to construct the syllogism implicit in a work: All men are mortal. Socrates is a man. Therefore, Socrates is mortal.

The emotional appeal is based on shared human values; for example, anger at mistreatment of a child, or sorrow for an untimely death. What incidents in the work call forth strong emotions? What is the expected audience reaction? What values will the audience be likely to share?

The ethical appeal is the appeal of the persona as a person, someone the audience can like or trust or admire. An audience that reacts favorably to a speaker will more readily accept that speaker’s message. Is the speaker in the work likable, admirable, or trustworthy? Has the speaker persuaded you to change your mind about any beliefs you had previously?
c.Page 46, Advanced Placement English Language and Composition Institute, Chapman University 2005

Sunday, December 17, 2006

Assignment Menu Monday, December 18, 2006

Here are the assignments for the last week of this semester:

1. Final Examination Period Four on Wednesday, December 20 includes Gatsby multiple-choice and vocabulary questions as well as short answer questions from Frederick Douglass handout; students may use text during test.

2. Gatsby film screening continues today, December 18

3. Off-track three week study session dates announced on Wednesday; students should sign interest form and obtain parent letter on Monday; sessions will be three weeks for two hours a day from 8:00-10:00 A.M. with location to be announced

4. Two AP Long Forms to be completed off track and due by the end of the first week of classes for Semester "B"; Great Gatsby and Glass Menagerie can be obtained by purchase or rental from Hollywood High School or local library

5. Semester reflection in class during Final Examination; students use Bloom's Affective language to organize portfolios and review completed assignments

6. New syllabus for Semester "B" will be available in late February online

Sunday, December 10, 2006

Assignment Menu Monday, December 11, 2006

Here are the assignments for the next few days:

1. Unit Six Vocabulary Level "F" test today, Monday (11)

2. Words 91-100 test today, Monday (11) for 100 Words High School Students Should Know

3. Lincoln graphic organizer and essay; essay due Tuesday (12)

4. "What the Black Man Wants" Douglass graphic organizer and essay in class to be scheduled; selection test in class

5. Unit One-Six Vocabulary Level "F" answers due Wednesday (13)

6. Gatsby discussion in class to be scheduled; Gatsby final exam to be scheduled

7. Portfolio organization all week in class

8. Bedford Terms and Op/Ed assignments to be scheduled this week

9. Cliffs AP Preparation textbook due in class today (11); days for anthology textbook are Monday, Tuesday, and Wednesday of this week

10. Final Examinations are Tuesday, Wednesday, and Thursday of next week

Wednesday, December 06, 2006

Assignment Menu Wednesday, December 6, 2006

1. 100 Words High School Students Should Know (Words 91-100) test scheduled for Monday, December 11

2. Emerson-Thoreau graphic organizer-study guide-selection test handout due Monday, December 11

3. Op/Ed second assignment due on Wednesday, December 13

4. Off-track homework amended to AP Long Forms for The Great Gatsby and The Glass Menagerie; one addition is four Op/Ed assignments while off track (one every two weeks)

5. Bedford Reader homework assigned (Sandra Cisneros) and class discussion for today's (Wednesday) class; anthologies this week are due Wednesday, Thursday, and Friday for completion of Emerson, and the beginning of the Civil War unit; both Reader and anthology should be brought to class on Wednesday (6)

6. Great Gatsby discussion and testing will be scheduled for two more days, perhaps next week

7. Unit Six due Friday, December 8 and Unit One-Six review due Wednesday, December 13 for Vocabulary Workshop Level "F"; tests will be administered the day after correct answers are provided in class

8. Cliffs AP Preparation textbook due in class on Monday, December 11 for multiple-choice practice

Monday, December 04, 2006

AP Language/Composition Off-Track Assignment

Deliver the following by the end of the first week of instruction for Semester "B" 2007:

AP Long Form for The Great Gatsby

AP Long Form for The Glass Menagerie

Four Op/Ed columnist responses

Long form template will be provided before December 22, 2006

Sunday, December 03, 2006

Assignment Menu Monday, December 4, 2006

AS WE WIND DOWN THIS SEMESTER HERE ARE THE ASSIGNMENTS SCHEDULED FOR THE NEXT FEW DAYS.

1. 100 Words High School Students Should Know (Words 81-90) test today, Monday, December 4.

2. Hemingway-Fitzgerald AP essays have been scored and are being returned today; from Walden simile rhetorical device homework has been scored and is being returned today; AP Long Forms for Their Eyes Were Watching God are still being scored and will be returned soon

3. Op/Ed first assignment due on Wednesday, December 6

4. Off-track homework amended to AP Long Forms for The Great Gatsby and The Glass Menagerie; one addition is four Op/Ed assignments while off track (one every two weeks)

5. Bedford Reader homework assigned (Sandra Cisneros) and class discussion will use much of today's (Monday) class time; many students are on field trip on Tuesday, so anthologies this week are due Wednesday, Thursday, and Friday for completion of Emerson, and the beginning of the Civil War unit

6. Great Gatsby discussion and testing will be scheduled for two more days, perhaps next week

7. Unit Six and Unit One-Six review for Vocabulary Workshop Level "F" will be completed before we go off-track; deadlines will be set for those assignments

Wednesday, November 29, 2006

Assignment Menu Wednesday, November 29, 2006

Assignments for Wednesday-Friday, November 29-December 1, 2006

1. Bedford Reader next ten terms test on Friday (1); bring Bedford Reader textbook on Wednesday (29) for terms review and reading/writing assignment; Bedford Reader assignment due on Monday, December 4: Part Three-Mixing the Methods; Pages 594-595; Sandra Cisneros' "Only Daughter" Pages 596-599; answer questions on meaning, questions on writing strategy, questions on language; Pages 601-602 Sandra Cisneros on Writing; answer three questions for discussion (all responses should be in complete sentences; no sentence fragments)

2. Anthologies are due in class Monday-Tuesday-Wednesday (27-29) for Emerson-Thoreau assignments; Great Gatsby talking points and unfamiliar vocabulary for Chapters 6-9 due in class Thursday (30) for class discussion; LA Times newspapers on Thursday for review of consultative writing Op/Ed first writing assignment; columnist choices have been recorded; first Op/Ed assignment due on Monday, December 4 (use format assignment sheet previously distributed and discussed)

3. Hemingway-Fitzgerald prose passages AP Prompt to be assigned as forty-minute timed writing activity on Friday (1)

4. Words 81-90 from Words High School Students Should Know test will be scheduled for Monday, December 4

5. Off-track homework (two AP Long Forms) and off-track three week study session for AP Exam set this week

Sunday, November 26, 2006

Assignment Menu Monday, November 27, 2006

Assignments for Monday-Tuesday, November 27-28, 2006

1. Bedford Reader next ten terms test on Friday (1); bring Bedford Reader textbook on Wednesday (29) for terms review and reading/writing assignment

2. Anthologies are due in class Monday-Tuesday-Wednesday (27-29) for Emerson-Thoreau assignments; Cliffs AP Preparation Guide due in class Tuesday (28) for multiple-choice prose passage timed practice; Great Gatsby talking points and unfamiliar vocabulary for Chapters 6-9 due in class Thursday (30) for class discussion; LA Times newspapers on Thursday for review of consultative writing Op/Ed first writing assignment; columnist choice is due Monday (27)

3. Hemingway-Fitzgerald prose passages AP Prompt to be assigned as forty-minute timed writing activity on Friday (1)

4. Words 71-80 from Words High School Students Should Know test is today, Monday (27)

5. Off-track homework (two AP Long Forms) and off-track three week study session for AP Exam set this week

Wednesday, November 22, 2006

Assignment Menu Wednesday, November 22, 2006

Assignments for Monday-Tuesday, November 27-28, 2006

1. Anthologies due in class Monday-Wednesday (27-29) for Emerson-Thoreau assignments; Cliffs AP Preparation Guide due in class Tuesday (28) for multiple-choice prose passages; Bedford Reader due in class Wednesday (29) for reading assignment; Great Gatsby talking points and unfamiliar vocabulary for Chapters 6-10 due in class Thursday (30) for class discussion.

2. AP Long Form for Their Eyes Were Watching God by Nora Neale Hurston will be scored and returned to students on Monday, November 27.

3. Words 71-80 from 100 Words High School Students Should Know test on Monday, November 27.

4. Bedford Reader next ten terms assigned on Wednesday (29); test on terms Friday (1)

5. Hemingway-Fitzgerald prose passages AP Prompt to be assigned as a forty-minute timed writing activity the week of November 27

6. Vantage Writing Lab future reserved dates announced to class

7. Op/Ed assignment to be scheduled week of November 27; choose columnist to follow on a bi-weekly basis using consultative writing register strategies, including the study of rhetorical devices such as pathos, ethos, and logos

Sunday, November 19, 2006

Assignment Menu Monday, November 20, 2006

Assignments for shortened week: November 20-22, 2006

1. This is a three-day week since school will be closed on Thursday, November 23, 2006, for Thanksgiving, a legal holiday, and Friday, November 24.

2. Per class discussion, the AP Long Form for Their Eyes Were Watching God by Nora Neale Hurston is deadlined at Wednesday, November 22, with no exceptions.

3. Words 81-90 from 100 Words High School Students Should Know test will be scheduled for Monday, November 27.

4. Bedford Reader selections will be assigned beginning November 27; the next ten Bedford Reader terms will be reviewed and a test scheduled soon thereafter

5. Hemingway-Fitzgerald prose passages AP Prompt to be assigned as a timed writing activity the week of November 27

6. Vantage Writing Lab has been reserved for Monday, November 20, and Wednesday, November 22 for writing the Emerson prose passage essay assignment; this essay must be completed at the end of Period Four on Wednesday

7. Op/Ed assignment to be scheduled week of November 27; choose columnist to follow on a bi-weekly basis using consultative writing register strategies, including the study of rhetorical devices such as pathos, ethos, and logos

Wednesday, November 15, 2006

Assignment Menu Wednesday, November 15, 2006

Assignments for Wednesday-Friday, November 15-17, 2006

1. TEWWG AP Long Form due Monday, November 20; no exceptions

2. Unit Five Vocabulary Level "F" test Friday (17) after Gatsby discussion; staple answers to test

3. Graphic organizers for Emily Dickinson and Walt Whitman completed in class Monday and Tuesday (13-14); these assignments are due by Friday (17) for scoring this weekend

4. The Great Gatsby; read Chapters 1-5 by Friday; complete ten talking points and unfamiliar vocabulary

5. Bedford Terms 11-20 test today (15); study terms

6. Words High School Students Should Know; new test today (15); see list of words on chart paper; definitions, parts of speech, diacritical markings to be stapled to test

7. OFF TRACK work to be assigned first week in December; tentative assignment will be AP Long Forms for The Great Gatsby and The Glass Menagerie

8. Emerson prose passage prewriting and preparation for Vantage Writing Lab, which has been scheduled for Monday and Wednesday of next week (20; 22)

9. Bedford Reader required reading after holidays to be assigned

Sunday, November 12, 2006

Assignment Menu Monday, November 13, 2006

Assignments for Monday-Tuesday, November 13-14, 2006

1. TEWWG AP Long Form due Monday, November 20; no exceptions

2. Unit Five Vocabulary Level "F" answers due in class Monday (13)

3. Graphic organizers for Emily Dickinson and Walt Whitman completed in class Monday and Tuesday (13-14)

4. The Great Gatsby; read Chapters 1-5 by Friday; complete ten talking points and unfamiliar vocabulary

5. Bedford Terms 11-20 test on Wednesday (15); study terms

6. Words High School Students Should Know; new test on Wednesday (15); see list of words on chart paper; definitions, parts of speech, diacritical markings to be stapled to test

7. OFF TRACK work to be assigned first week in December

8. Cliffs AP Preparation Guide due in class Tuesday (14) for prose passage multiple-choice practice

Tuesday, November 07, 2006

Assignment Menu Wednesday, November 8, 2006

Assignments for Wednesday-Friday, November 8-10, 2006

1. Late work receives only "credit" for remainder of semester; no letter grade provided for any late assignments

2. TEWWG AP Long Form due date set: November 20 for scoring over long Thanksgiving Day weekend; some class time will be scheduled for students to work on long form

3. TEWWG Vocabulary quiz postponed to Thursday (9); choose any fifteen vocabulary from the list and write definitions from memory as class begins on Thursday

4. Dickinson-Whitman graphic organizers and anthologies due in class both Wednesday and Thursday (8-9); Veterans Day is Friday (10), a legal holiday

5. The Great Gatsby by F. Scott Fitzgerald signed out to students by end of week; begin reading novel; specific chapters will be assigned

6. Cliffs AP Preparation and Bedford Reader texts due in class Wednesday for in-class and homework assignments

Check this web log on Sunday evening for updates of assignments

Sunday, November 05, 2006

Assignment Menu Monday, November 6, 2006

Assignments for Monday-Tuesday, November 6-7, 2006

1. Their Eyes Were Watching God screening both days (6-7); students who have not returned film permit letters are in library completing an alternate assignment

2. TEWWG AP Long Form due date set: November 20 for scoring over long Thanksgiving Day weekend; some class time will be scheduled for students to work on long form

3. TEWWG Vocabulary quiz on Wednesday (8); choose any fifteen vocabulary from the list and write definitions from memory as class begins on Wednesday

4. Dickinson-Whitman graphic organizers and anthologies due in class both Wednesday and Thursday (8-9); Veterans Day is Friday (10), a legal holiday

5. The Great Gatsby by F. Scott Fitzgerald signed out to students by end of week; begin reading novel; specific chapters will be assigned

6. Cliffs AP Preparation and Bedford Reader texts due in class Wednesday for in-class and homework assignments

Check this web log on Tuesday evening for updates of assignments

Tuesday, October 31, 2006

Assignment Menu Wednesday, November 1, 2006

Check web log on Sunday for further updates.

Wednesday-Friday, November 1-3, 2006

1. Terms 1-10 Bedford Reader page 701 (abstract and concrete-audience); study terms, with test scheduled on Friday (3); bring textbook on Thursday (2)

2. Their Eyes Were Watching God: AP Long Form has been assigned with class time available for completion of some components; TEWWG objective final exam Friday (3); TEWWG vocabulary final Friday (3); film permit letter presented to students for parent signature prior to film screening; screening scheduled for Monday-Tuesday (6-7)

3. Unit Five Level F Vocabulary due Wednesday (8); test scheduled for Thursday, November 9; bring textbook this Thursday (2)

4. The Great Gatsby by F. Scott Fitzgerald to be issued by end of next week

5. Chapters 16-20 of Their Eyes Were Watching God in-class discussion on Wednesday; ten talking points and unfamiliar vocabulary due at beginning of class

CHECK back on SUNDAY for WEB LOG UPDATE

Sunday, October 29, 2006

Earlybird Post-it Checklist

Check web log on Tuesday for further updates.

Monday and Tuesday, October 30-31, 2006

1. Terms 1-10 Bedford Reader page 701 (abstract and concrete-audience); study terms, with test scheduled in class by end of week

2. Their Eyes Were Watching God: AP Long Form has been assigned with class time available for completion of some components; TEWWG objective final exam to be set; TEWWG vocabulary final to be set; film permit letter presented to students for parent signature prior to film screening

3. Lugubrious-obsequious (100 Words High School Students Should Know) on Tuesday (31) in class before forty-minute timed essay from Cliffs AP Preparation Guide

4. Vantage Lab for Monday-Tuesday (30-31) for prewriting and timed essay

5. Chapters 16-20 of Their Eyes Were Watching God in class discussion on Wednesday; ten talking points and unfamiliar vocabulary due at beginning of class

CHECK back on TUESDAY for WEB LOG UPDATE

Tuesday, October 24, 2006

Assignment Menu Wednesday, October 25, 2006

Assignments Wednesday-Friday October 25-27, 2006
Web Site Updated Sundays and Tuesdays

HELLO AP SCHOLARS AND THANK YOU FOR CHECKING MY WEB LOG!

VANTAGE LAB BOOKED FOR MONDAY AND TUESDAY (OCTOBER 30-31)

1. Their Eyes Were Watching God Zora Neale Hurston Chapters 16-20 ten talking points and unfamiliar vocabulary due in class Wednesday next week (November 1); book is mandatory; final objective exam will be administered by week's end

2. Anthologies due Wednesday (25) for work on Transcendentalists Unit: Emily Dickinson, Ralph Waldo Emerson, Henry David Thoreau, and Walt Whitman; Dickinson graphic organizer assigned as homework with due date to be set

3. Cliffs AP Preparation Guide due Thursday-Friday (26-27) for work with Practice Exam One multiple-choice questions; we will review answers previously completed; Cliffs AP book is mandatory in class

4. Zora Neale Hurston "Dust Tracks" essay due Wednesday (25)

5. Unit Four Vocabulary Workshop answers due Wednesday (25); test rescheduled (by one day) to Thursday (26)

6. AP Long form for Their Eyes Were Watching God distributed and explained Wednesday (25) and Thursday (26); due date to be set

AGENDA BIN:

Lessons One and Two Grammar Capitalization and Punctuation
Cliffs AP Preparation Guide Prose Passage multiple-choice in-class timed practice
Bedford Reader Helpful Terms One-Ten (date for book in class to be set)
100 Words High School Students Should Know: Words 51-60 are available and due soon
Bedford Reader Outlining-Part II (to be reviewed and assigned)

Sunday, October 22, 2006

Assignment Menu Monday, October 23, 2006

Assignments Monday-Tuesday October 23-24, 2006
Web Site Updated Sundays and Tuesdays

1. Their Eyes Were Watching God Zora Neale Hurston Chapters 11-15 ten talking points and unfamiliar vocabulary due in class Monday (23); book is mandatory

2. Anthologies due Tuesday-Wednesday (24-25) for work on Transcendentalists Unit: Emily Dickinson, Ralph Waldo Emerson, Henry David Thoreau, and Walt Whitman

3. Cliffs AP Preparation Guide due Thursday-Friday (26-27) for work with Practice Exam One multiple-choice questions; we will review answers previously completed

4. Zora Neale Hurston "Dust Tracks" essay due Wednesday (25)

5. Unit Four Vocabulary Workshop answers due Tuesday (24); test on Wednesday (25)

6. "Miss Manners" Tone AP activity due Monday (23)

AGENDA BIN:

Their Eyes Were Watching God AP Long Form to be assigned
Lessons One and Two Grammar Capitalization and Punctuation
Cliffs AP Preparation Guide Prose Passage multiple-choice in-class timed practice
Bedford Reader Helpful Terms One-Ten
100 Words High School Students Should Know
Bedford Reader Outlining

Wednesday, October 18, 2006

Assignment Menu Wednesday, October 18. 2006

Wednesday, Thursday, and Friday October 18-20

1. Emily Dickinson poetry today, Wednesday, October 18 (anthologies needed in class)

2. Unit Four Vocabulary (bring vocabulary textbooks on Thursday)

3. Bedford Reader in class on Friday (20)

4. Their Eyes Were Watching God ten talking points and unfamiliar vocabulary due on Monday, October 23 (book is mandatory for class discussion)

5. Substitute on Friday (20): Mr. Carmicle attending LD4 ELA meeting in Burbank

6. Cliffs multiple-choice questions in class next week (students have already turned in these answers; we will review answers by reading questions and distractors)

7. Bring anthologies on Tuesday and Wednesday (24-25) next week; no anthology on Monday since TEWWG books will be used in class Monday (23)

Sunday, October 15, 2006

Assignment Menu Monday, October 16, 2006

Monday-Tuesday, October 16-17, 2006

1. Words 41-50 (Words High School Students Should Know) presented on Monday; test on Friday (20)

2. Scored/returned assignments: Franklin "Tone" essays; Vantage "Cliffs" essays; Unit 1-3 Review vocabulary tests; Bedford Reader Part I outlines

3. Work Assigned This Week: Benjamin Franklin graphic organizer/study guide; Cliffs multiple-choice questions from Practice Test One; AP "Tone" Miss Manners assignment; AP Language timed essay "Dust Tracks" Zora Neale Hurston; Their Eyes Were Watching God Chapters 11-15 due Monday (23) and AP Long Form for novel explained and initial components assigned; Unit Four Vocabulary Workshop due Thursday (19) with test on Friday (20); Grammar Lessons One and Two assigned and due on Wednesday (18); Richard Rodriguez assignment from Bedford Reader due on Tuesday (17); Cornell Notes continue with Paine/Henry/Jefferson lecture

4. Textbooks in Class: Literature and Integrated Studies on Monday, Tuesday, Wednesday; Vocabulary Workshop Level "F" on Tuesday; Bedford Reader on Friday

5. Monday (16): Multiple-Choice Exams on Franklin, Paine, Henry, Jefferson anthology selections

Tuesday, October 10, 2006

Assignment Menu Wednesday, October 11, 2006

Wednesday, Thursday, Friday October 11, 12, 13, 2006

1. Unit One-Three Level F Vocabulary fifty-point test on Thursday (12)

2. Bedford Reader book due in class Thursday (12) for in-class assignment

3. Benjamin Franklin and Thomas Paine Cornell Notes due Wednesday (11); Spirit of America Unit continues Wednesday (11); anthologies are due in class Wednesday; no anthologies for Thursday or Friday

4. Their Eyes Were Watching God ten talking points and unfamiliar vocabulary due in class on Friday, October 13; class discussion

5. Vantage Cliffs essays read and scored in class by peers Wednesday (11)

6. Capitalization grammar lesson rescheduled to next week

7. Benjamin Franklin "tone" essay assigned today, Wednesday; due Friday, October 13

8. SAS students returned signed HHS progress reports for credit

9. Substitute on Thursday (12); I will be at University of Southern California for planning of the Grade Ten Periodic Assessment

Sunday, October 08, 2006

Assignment Menu Monday, October 9, 2006

Monday and Tuesday, October 9/10, 2006

1. Unit One-Three Level F Vocabulary due Tuesday (10); fifty-point test on Thursday (12)

2. Bedford Reader outline due Monday (9); Tuesday (10) for AP students on UCLA Field Trip; Bedford Reader book due in class Thursday (12) for in-class assignment

3. Benjamin Franklin Cornell Notes due on Tuesday (10); Spirit of America Unit continues Tuesday-Wednesday (10-11); anthologies are due in class both days

4. Their Eyes Were Watching God ten talking points and unfamiliar vocabulary due in class on Friday, October 13; class discussion

5. Vantage Cliffs essays read and scored in class by peers Tuesday and Wednesday (10-11)

6. Capitalization grammar lesson in class Tuesday (10); homework assigned and due Wednesday (11)

7. Words 31-40 Words High School Students Should Know test on Tuesday (10)

8. SAS students returned signed HHS progress reports for credit

9. Multiple-choice answers for Cliffs AP due in class on Tuesday (10)

10. Substitute on Thursday (12); I will be at University of Southern California for planning of the Grade Ten Periodic Assessment

Tuesday, October 03, 2006

Assignment Menu Wednesday, October 4, 2006

Thank you AP Scholars for checking my web log.

Wednesday, October 4; Thursday, October 5; Friday, October 6

1. Bedford Reader outline of introduction and Part I of book continues as homework, due Monday, October 9

2. Unit Three Vocabulary test will conclude in Vantage Lab at beginning of class on Wednesday, October 4

3. Vantage Lab scheduled for AP students Wednesday and Thursday, October 4-5; Cliffs AP book must be brought to class; students will choose one of three prompts to prewrite essay on Wednesday and write the essay under timed conditions on Thursday

4. Benjamin Franklin Spirit of Independence unit continues on Monday, October 9; complete Franklin graphic organizer and study guide based on autobiography excerpt by Monday for in-class discussion

5. Their Eyes Were Watching God on Friday, October 6; bring ten talking points and unfamiliar vocabulary for Chapters One-Five; class discussion with all students engaged in discourse

Saturday, September 30, 2006

Assignment Menu Monday, October 2, 2006

Beginning today, Monday, October 2, 2006 my web log introduces a new user-friendly format:

Monday, October 2

1. Bring anthology and vocabulary books to class today and tomorrow.
2. Spirit of Independence Unit begins today, October 2.
3. Bedford Reader outlining continues as homework.
4. Their Eyes Were Watching God talking points/unfamiliar vocabulary due Friday.
5. Lab dates are Wednesday and Thursday; Cliffs textbook is needed.
6. Plymouth-Offer-Sinners multiple choice given in class today.
7. Planners are due in class each day for notes on homework assignments.
8. Colonial Period handout answers are due today, Monday.

Tuesday, October 3

1. Spirit of Independence Unit continues today.
2. Vocabulary Units One-Three Review are due on Friday; test on Monday, October 9.
3. Signed report cards required for SAS students; submit signed reports to teacher.
4. Place all scored classwork and homework in hanging file folders.

CHECK WEB LOG ON WEDNESDAY FOR UPDATES

Tuesday, September 26, 2006

Assignment Menu Wednesday, September 27, 2006

In-class assignment menus supersede web logs

1. CLIFFS AP BOOK must be brought to library for Thursday's lesson, September 28
2. No in-class timed essay this week; essays resume next week
3. 100 Words High School Students Should Know will resume next week; no test Monday
4. Complete the Colonial Period handout questions by Monday, October 2; provide thorough and thoughtful responses
5. Unit Three Vocabulary Level "F" due Thursday, September 28; test on Unit Three rescheduled to Friday, September 29 in class; staple work to test for full credit
6. Colonial Period studies continue this week; from Of Plymouth Plantation, “Offer of Help”, “Sinners in the Hands of an Angry God" concluded this week
7. Sample AP Exam multiple-choice test questions on Cliffs AP passage on Thursday; book MUST be brought to class; CLASS MEETS IN LIBRARY ON THURSDAY FOR READING LEVEL TESTING; THURSDAY IS A MINIMUM DAY AND BACK-TO-SCHOOL NIGHT IS FROM 6:00 P.M.-8:00 P.M. in Room 120; course expectations, student work, class rules, and semester syllabus to be discussed and presented
8. Bedford Reader books MUST be brought to class on Friday for outlining and weekend assignment
9. Mr. Carmicle at District 4 LAUSD meeting all day, Friday, September 29
10.Their Eyes Were Watching God by Zora Neale Hurston Chapters One-Five twenty talking points and unfamiliar vocabulary scheduled due date to be announced early next week; all AP Scholars participate in class discussion
Textbook Days: Literature and Integrated Studies M-T-W; Cliff’s AP Notes TH (library); Bedford Reader F (in class)

Sunday, September 24, 2006

Assignment Menu Monday, September 25, 2006

In-class assignment menus supersede web logs

1. Reading Level reports given to students Monday, October 2 to share with parents or guardians
2. No in-class timed essay this week; essays resume next week
3. 100 Words High School Students Should Know third exam on Monday, September 25; attach homework to test: syllabalize, define, list part of speech and diacritical marks for each entry
4. Cornell Notes on "Types of Sentences" twenty-five point quiz today
5. Unit Three Vocabulary Level "F" due Thursday, September 28; test on Unit Three on Monday, October 2; staple work to test for full credit
6. Colonial Period studies continue this week; Of Plymouth Plantation, “Offer of Help”, “Sinners in the Hands of an Angry God”; the Puritans and the Calvinists; colonial period handout questions due Wednesday, September 27; no late work accepted
7. Sample AP Exam multiple-choice test questions on Cliffs AP passage on Thursday; book MUST be brought to class; CLASS MEETS IN LIBRARY ON THURSDAY FOR READING LEVEL TESTING; THURSDAY IS A MINIMUM DAY AND BACK-TO-SCHOOL NIGHT IS FROM 6:00 P.M.-8:00 P.M. in Room 120; course expectations, student work, class rules, and semester syllabus to be discussed and presented
8. Bedford Reader books MUST be brought to class on Friday for outlining and weekend assignment; Wednesday assignment menu will detail requirements
9. Mr. Carmicle at District 4 LAUSD meeting all day, Friday, September 29
10.Their Eyes Were Watching God by Zora Neale Hurston Chapters One-Five twenty talking points and unfamiliar vocabulary due Monday, October 2; all AP Scholars participate in class discussion the same day
Textbook Days: Literature and Integrated Studies M-T-W; Cliff’s AP Notes TH (library); Bedford Reader F (in class)

Tuesday, September 19, 2006

Assignment Menu Wednesday, September 20, 2006

In-class assignment menus supersede web logs

1. Cliffs Notes book due in class Wednesday, September 20. Do not forget your book.
2. Students write an in-class timed essay this week; Wednesday, September 20!
3. 100 Words High School Students Should Know third exam on Monday, September 25; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes on “Types of Sentences” lecture on Thursday; test on Cornell Notes on Friday
5. Vocabulary Level "F" hiatus for one week; vocabulary resumes next week
6. Colonial Period studies continue next week: Textbooks are mandatory M-T-W next week for Jonathan Edwards' “Sinners in the Hands of an Angry God”; the Puritans and the Calvinists; Franklin, Paine, and the Transcendentalists are in the agenda bin
7. Sample AP Exam multiple-choice test questions on next prose passage in class Thursday, September 21
8. AP English Language in library has been POSTPONED: new date will be scheduled for Reading Level testing
Textbook Days: Literature and Integrated Studies M-T-W (25-26-27); Cliff’s AP Notes W; no textbooks needed for rest of this week Th-F
9. Check the College Board AP English Language Web Site often for essay and test-taking tips

Sunday, September 17, 2006

Assignment Menu Monday, September 18, 2006

In-class assignment menus supersede web logs
1. Students finish and score diagnostic grammar pretest.
2. Students write an in-class timed essay this week; date to be announced
3. 100 Words High School Students Should Know second exam on Monday, September 18; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes on “Types of Sentences” lecture on Thursday
5. Unit Two Vocabulary Level "F" test today, Monday, September 18; staple work to test for full credit
6. Colonial Period studies continue this week; Of Plymouth Plantation, “Offer of Help”, “Sinners in the Hands of an Angry God”; the Puritans and the Calvinists
7. Sample AP Exam multiple-choice test questions on next prose passage in class Thursday, September 21
8. AP English Language in library on Friday, September 22 for Reading Level testing; test on Types of Sentences lecture
Textbook Days: Literature and Integrated Studies M-T-W; Cliff’s AP Notes W

Tuesday, September 12, 2006

Assignment Menu Wednesday, September 13, 2006

In-Class assignment menus supersede web logs.

1. Complete grammar diagnostic in class; students score diagnostic choices.
2. Students write an in-class timed essay today, Wednesday, September 13; Virginia Woolf prompt prewriting assigned Tuesday; use prewriting for in-class essay; scored on 1-9 AP rubric.
3. 100 Words High School Students Should Know second exam on Monday, September 18; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes additional information on Bloom's Affective presented in class on Wednesday; Test is today Wednesday, September 13 and will cover Levels of Questioning, Bloom’s Taxonomy/Bloom’s Affective, and Language Registers; no notes permitted on quiz
5. Unit Two Vocabulary Level "F" DUE Friday, September 15; test follows Monday, September 18
6. Literature and Integrated Studies textbooks assigned; Colonial Period studies begin this week; STUDENTS: NO NEED TO BRING THIS TEXTBOOK TODAY, WEDNESDAY, SEPTEMBER 13
7. Sample AP Exam multiple-choice test questions on next prose passage in class Thursday, September 14
Textbook Days: Level F Vocabulary Th-F

Sunday, September 10, 2006

Assignment Menu Monday, September 11, 2006

In-Class assignment menus supersede web logs.

1. Complete grammar diagnostic in class; students score diagnostic choices.
2. Students write an in-class timed essay this week; scored on 1-9 AP rubric.
3. 100 Words High School Students Should Know second exam on Monday, September 18; words will be presented by week's end; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes on Levels of Questioning, Bloom’s Taxonomy/Bloom’s Affective, and Language Registers due today, Monday, September 11
5. Unit Two Vocabulary Level "F" DUE Friday, September 15; test follows Monday, September 18
6. Literature and Integrated Studies textbooks assigned; Colonial Period studies begin this week
7. Sample AP Exam multiple-choice test questions on next prose passage in class Monday, September 11
Textbook Days: Lit/Integrated M-T-W-Th-F; Level F Vocabulary W-Th-F

Wednesday, September 06, 2006

Assignment Menu Wednesday, September 6, 2006

In-Class Assignment Menus Supersede Web Log

1. Diagnostic grammar work continues.
2. Annotate and complete prewriting (use prewriting device of your choice) on Question Three prompt from the 2006 Advanced Placement Language Exam. Students will write an in-class timed essay this week.
3. 100 Words High School Students Should Know second exam on Monday, September 11; words will be presented by week's end; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes on opening days have been scored and returned to students.
5. Unit One Vocabulary Level "F" DUE Friday, September 8; test follows Monday, September 11
6. Outline of Cliffs AP Preparation Guide pages are due Friday, September 8
7. Sample AP Exam multiple-choice test questions on next prose passage in class Wednesday, September 6

Sunday, September 03, 2006

Assignment Menu Monday, September 4, 2006

In-Class Assignment Menus Supersede Web Log

1. Monday is a holiday--Labor Day 2006.
2. Annotate and complete prewriting (use prewriting device of your choice) on Question Three prompt from the 2006 Advanced Placement Language Exam. Students will write an in-class timed essay this week.
3. 100 Words High School Students Should Know exam on Tuesday, September 5; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes are due Tuesday, September 5. Notes cover all class discussions, terms, and Advanced Placement strategies for the 2007 Exam; e.g. rhetoric, synthesis, and argument.

Thursday, August 24, 2006

Draft-Fall Syllabus AP English Language

Advanced Placement English Language-Grade 11
SCHOOL FOR ADVANCED STUDIES
Mr. Carmicle 2006-2007 Web Log: hollywoodhighschool.net
323-461-3891 Ext. 419
Work Smarter, Not Harder

AP English Language and Composition offers students a **year of intense training in reading and writing that not only prepares them for the AP Language and Composition Examination, but also for successful University study and lifelong learning. This class focuses on the rhetorical analysis of fiction and non-fiction, and includes works of American literature. Students learn to identify an author’s purpose and strategies by examining the ways people think about and use language. Students read and analyze models of good writing and write compositions of various lengths and complexity, participating in peer response and rigorous revision. Students are introduced to analytical tools designed to develop levels of questioning at the factual, inferential, and analytical tiers of knowledge, providing them with skills to master the highest forms of analysis and synthesis, necessary for rigorous class discussions note-taking, and writing effective prose at first year college level. Students are expected to complete outside reading on time and complete notes on class discussions using the Cornell method. In this course, the rhetorical interpretation of text primarily focuses on various models which demand that claims, taken with the writer’s purpose, the intended audience, and speaker’s persona, lead to argument for persuasion using both a thesis and opposite thesis. Students in AP English Language read difficult nonfiction text with speed, annotating and outlining as they recognize shifts of perspective and tone. They quote with authority and precision, discern the writer’s purpose and comprehend the responses elicited from audiences and synthesize how authors manipulate readers to argue and prove theses in various modes of written discourse.*

Textbooks:

Cliffs AP Advanced Placement English Language and Composition Preparation Guide Swovelin 1993

Literature and Integrated Studies Scott Foresman, Publishers 1997

America Now, Sixth Edition Atwan 2005

Vocabulary Workshop Level “F”

The Bedford Reader

Students retain all assignments, cover sheets, revisions and other materials necessary to write a reflective letter at the end of the semester. All student work is periodically placed in students’ portfolios.

*Jewel Kamita, Capistrano Valley High School AP Packet 2005
**Marcy Bowman, Greater Los Angeles Advanced Placement Institute 2005



Literature Assignments August 30-December 22, 2006 (Semester A)

Colonial Period to 1790 PURITANS AND THE AMERICAN BEGINNINGS


From Of Plymouth Plantation (31) William Bradford (1590-1657)

“Offer of Help” (33) Canassatego (died 1750)

“Sinners in the Hands of an Angry God” (58) Jonathan Edwards (1703-1758)

New Republic 1790-1820 SPIRIT OF INDEPENDENCE AND A NEW NATION

Autobiography of Benjamin Franklin (162) Benjamin Franklin (1706-1790)

“The American Crisis” (170) Thomas Paine (1737-1809)

“Speech in the Virginia Convention” (172) Patrick Henry (1736-1799)

“Declaration of Independence” (178) Thomas Jefferson (1743-1826)

American Romanticism 1820-1865 THE TRANSCENDENTALISTS

“Much Madness is divinest Sense” (354) Emily Dickinson (1830-1886)

"Because I could not stop for Death” (357) Emily Dickinson (1830-1886)

From “Self-Reliance” (222) Ralph Waldo Emerson (1803-1882)

From “Walden” and “Civil Disobedience” (226) Henry David Thoreau (1817-1862)

“I Hear America Singing” (361) Walt Whitman (1819-1892)

“What is the Grass” (362) Walt Whitman (1819-1892)

“There Was A Child Went Forth” (364) Walt Whitman (1819-1892)

Continental Nation 1865-1900 THE CIVIL WAR

“The Gettysburg Address” (304) Abraham Lincoln (1809-1865)

“What the Black Man Wants” (328) Frederick Douglass (1817-1895)

Novels:

Their Eyes Were Watching God (1937) Zora Neale Hurston (1891-1960)

The Great Gatsby (1925) F. Scott Fitzgerald (1896-1940)


SCHOOL HOLIDAYS

MONDAY SEPTEMBER 4 LABOR DAY
FRIDAY NOVEMBER 10 VETERANS DAY
THURSDAY-FRIDAY NOVEMBER 23-24
THANKSGIVING DAY HOLIDAYS


ANALYTICAL TOOLS FOSTER CRITICAL THINKING

DICTION, SYNTAX, TONE, IRONY;
BLOOM’S AFFECTIVE, LEVELS OF QUESTIONING,
RHETORICAL READING AND RESEARCH STRATEGIES,
DISCOURSE MODES, THESES FOR ARGUMENT AND PERSUASION

Wednesday, August 23, 2006

Fall 2006 Letter to Parents

August 30, 2006

Dear Parents:

Welcome to Fall Semester, 2006-2007. Parents are encouraged to take an active role in students' educational goals and assist them by making certain that all outside reading and homework assignments, note taking activities, test preparation requirements, and individual or group project work is completed on time and submitted in advance of the due date set by the instructor. Periodic grade reports will be issued to students who should apprise parents of how they are progressing in these courses. It is this periodic assessment that can identify the emotional and intellectual maturity of the student and signal in advance any instructional intervention strategies necessary to avert poor academic performance that may affect the students' overall grade point average. Students should expect rigorous studies as they undertake the challenges of the demanding Advanced Placement, Honors English or conventional tenth grade English curriculums. If students or parents wish to contact me, I can be reached on school voice mail, which I check frequently during the semester, at 323-461-3891, Extension 419. Homework and other necessary communication between the instructor and students is posted on my web log at hollywoodhighschool.net and is updated bi-weekly.

The Honors English Grade Ten School for Advanced Studies (SAS) curriculum offers students rigorous demands in the rhetorical approach to reading and writing, and instruction is paced more rapidly than normal tenth-grade coursework. Grade Ten Honors readies students for an eleventh-grade Advanced Placement high school class where they think, read, write, listen, and speak academically, successfully arguing a well-constructed thesis, skills necessary for entering post-secondary educational institutions. Students enrolled in Grade Ten Honors English read short stories, poetry, novels and plays and nonfiction selections and learn to *elicit the author's purpose, the author's persona, the author's claim and evidence, which enables them to offer a precise response to the author's argument. Successful student compositions are measured by rubrics, and it is strongly suggested, at the outset of this course, that learners familiarize themselves with this tool so they can produce thoughtful and precise works of prose in response to the series of writing prompts that will be assigned.

AP English Language and Composition (SAS) offers students **a year of intense training in reading and writing that prepares them for the AP Language and Composition Examination, successful University study and lifelong learning. This class focuses on the rhetorical analysis of fiction and non-fiction, incorporating various genres of American literature. Students learn to identify an author’s purpose and examine the ways people think about and use language. Students read and analyze models of good writing and write compositions of various lengths and complexity, participating in peer response and rigorous revision. Students are introduced to analytical tools designed to develop levels of questioning at the factual, inferential, and analytical tiers of knowledge, which ultimately provides them with mastery of the highest forms of analysis and synthesis necessary for participation in class discussions. They are able to read rhetorically pieces of American literature and write effective prose at first year college level. Students are expected to complete outside reading on time and, independently, produce class discussion notes using the Cornell method. In this course, the rhetorical interpretation of text leads to arguments for persuasion as students closely read difficult nonfiction texts with speed, annotating and outlining as they recognize shifts of perspective and tone. They quote with authority and precision, discern the writer’s purpose and comprehend responses elicited from audiences, and synthesize how authors manipulate readers to prove theses in various modes of written discourse.

*Greater Los Angeles Advanced Placement Institute, July 2005
Marcy Bowman AP Packet
**Chapman University, March 2005
Jewel Kamita AP Packet

Student Name________________________________(Print)
Parent Signature____________________________

Sincerely,


James B. Carmicle
Track A Teacher-School for Advanced Studies

Wednesday, August 16, 2006

Syllabus and Letter to Parents

The syllabus and letter to parents for AP English Language and Composition will be available at the end of next week, August 21-25.

School starts August 30.

Wednesday, June 28, 2006

Assignment Menu Wednesday, June 28, 2006

FINAL EXAMS

PERIOD ONE-THURSDAY
PERIOD FOUR-WEDNESDAY
PERIOD SIX-THURSDAY

SEE YOU NEXT SEMESTER


CHECK THIS WEB LOG IN MID-AUGUST FOR MORE INFORMATION

Sunday, June 25, 2006

Assignment Menu Monday, June 26, 2006

IN CLASS ASSIGNMENT MENUS SUPERSEDE WEB LOG ASSIGNMENT MENUS

1. Final Exam Schedule: Tuesday-Periods Two/Five; Wednesday-Periods Three/Four; Thursday-Periods One/Six
2. Due today Monday, June 26: Storyboards of PSA Announcement on Water Conservation AND Poetry Explication of Hughes' "Mother To Son," Plath's "Ariel," Angelou's "On the Pulse of Morning," and Sexton's "Her Kind".
3. Portfolios in order and two-three AP Long Forms given to teacher for presentation to next year's AP Language class
4. No more rewrites for previous assignments-final grades printed and distributed in class on Thursday, June 29

Wednesday, June 21, 2006

Assignment Menu Wednesday, June 21, 2006

REMAINING ASSIGNMENTS

1. Explication of four poems (use explication handout for explanation)
2. Storyboard a PSA announcement (use storyboard handout for procedures)
3. Pull two Long Forms from portfolios to share with incoming AP Language students
4. Glass Menagerie screening Friday, June 23, and Monday, June 26
5. Presentations of Junior Defense Thesis to teacher, triads, and class for letter grade
6. Begin to prepare for AP Literature summer reading/writing assignment presented in class Tuesday, June 20

Saturday, June 17, 2006

Assignment Menu Monday, June 19, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS

1. Junior Defense of Thesis presentations finished this week to teacher, to triad, and to class for score
2. In class: reflective letters due end of class Monday, June 19
3. Portfolios organized and prepared for off-track; Tuesday, June 20-Grade Twelve Orientation
4. Storyboards completed in class this week (PSA Announcement)
5. Glass Menagerie screening Thursday and Friday, June 22-23
6. Explication of poems in class all week
7. All textbooks due for return to textbook room prior to Friday, June 23
8. Final Mastery Test in Vocabulary Workshop on Monday, June 19 (open book test)

Wednesday, June 14, 2006

Assignment Menu Wednesday, June 14, 2006

In class menus supersede web log menus

1. FIELD TRIP TO MWD TODAY: Presenters are Vicky, Khuyen, David and Parth; bring photo IDs
2. Glass Menagerie essay due Friday, June 16
3. Reflective letters written in class as students deliver oral Junior Defense of Thesis (rubrics used for oral defense)
4. Storyboards completed in class this week (PSA Announcement)
5. Menagerie screening date set this week
6. Explication of poems in class all week
7. Bring 10 Steps textbook and Vocabulary Workshop Level "F" books (after final cumulative quiz) to return to textbook room
8. Cumulative Review One-Fifteen Pages 140-142 due Friday, June 16; Final Cumulative Exam on Monday, June 19 (entire period-open book exam)

 

Saturday, June 10, 2006

Assignment Menu Monday, June 12, 2006

In class menus supersede web log menus

1. Glass Menagerie essay due Friday, June 16
2. Reflective letters written in class as students deliver oral Junior Defense of Thesis (rubrics used for oral defense)
3. Storyboards completed in class this week (PSA Announcement)
4. Research Paper due date: Monday, June 12; papers scored, recorded, and returned
5. Menagerie screening date set this week
6. Explication of poems in class all week
7. Bring 10 Steps textbook and Vocabulary Workshop Level "F" books (after final cumulative quiz) to return to textbook room
8. ALL FIELD TRIP SLIPS MUST BE SUMITTED BY END OF DAY MONDAY!

Wednesday, June 07, 2006

Assignment Menu Wednesday, June 7, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS
1. Explication of poems today in cafeteria as counselors work to program 12th grade classes for next year (see #6)
2. New vocabulary assignment due Friday, June 9; see #8
3. The Glass Menagerie essay assigned from handout due June 16
4. Complete equipment request for multimedia presentations for Junior Defense of Thesis
5. Storyboard handouts read; begin storyboards for PSA when format paper is available
6. Research Paper Junior Defense of Thesis presentations to teacher, triads, and class set; deadline for paper Friday, June 9 (make certain you are using the 10 Steps text for formatting, etc).; outlining in class this week; follow all assignments on work matrix; students not presenting will work on the following:
a. finish Glass Menagerie handout-all portions (see #7)
b. write reflective letters to incoming eleventh grade AP English Language students; collate and organize portfolios
c. work on Public Service Announcement text and storyboards (see matrix)
d. use form to provide explication of assigned poems
7. Compare last semester's answers on Glass Menagerie to this semester's questions; any similarities?
8. Vocabulary Workshop Unit Fifteen and Review Thirteen-Fifteen plus BWR, EYV, and WPS due Friday, June 9; page numbers are on work matrix
9. AP English will meet in cafeteria Period One on Wednesday, June 7 for counselors to program 12th grade classes; any oral defense presentations for Wednesday are rescheduled to Friday, June 9

Sunday, June 04, 2006

Assignment Menu Monday, June 5, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS
1. Short Story: F. Scott Fitzgerald's "Babylon Revisited" dialectical journal due today Monday, June 5
2. Units Thirteen-Fourteen Vocabulary Workshop test today, Monday, June 5
3. The Glass Menagerie all portions of handouts completed in class and essay assigned from handout due June 16
4. Complete equipment request for multimedia presentations for Junior Defense of Thesis
5. Words 91-100 (unctuous-ziggurat) One Hundred Words High School Students Should Know Test today, Monday, June 5
6. Research Paper Junior Defense of Thesis presentations to teacher, triads, and class set; deadline for paper Friday, June 9 (make certain you are using the 10 Steps text for formatting, etc).; outlining in class this week; follow all assignments on work matrix; students not presenting will work on the following:
a. finish Glass Menagerie handout-all portions (see #7)
b. write reflective letters to incoming eleventh grade AP English Language students; collate and organize portfolios
c. work on Public Service Announcement text and storyboards (see matrix)
d. use form to provide explication of assigned poems
7. Compare last semester's answers on Glass Menagerie to this semester's questions; any similarities?
8. Vocabulary Workshop Unit Fifteen and Review Thirteen-Fifteen plus BWR, EYV, and WPS due Friday, June 9; page numbers are on work matrix
9. AP English will meet in cafeteria Period One on Wednesday, June 7 for counselors to program 12th grade classes; any oral defense presentations for Wednesday are rescheduled to Friday, June 9

Thursday, June 01, 2006

Assignment Menu Thursday, June 1, 2006 (Monday Holiday)

1. Short Story: F. Scott Fitzgerald's "Babylon Revisited" dialectical journal due Monday, June 5; bring “Paul’s Case” and “Roman Fever” for in-class discussion, Thursday-Friday
2. Units Thirteen-Fourteen Vocabulary Workshop due Friday, June 2; Monday, June 5 examination
3. The Glass Menagerie all portions of handouts completed in class and essay assigned from handout this week
4. Complete equipment request for multimedia presentations for Junior Defense of Thesis
5. Words 91-100 (unctuous-ziggurat) One Hundred Words High School Students Should Know Test Monday, June 5
6. Research Paper Junior Defense of Thesis presentations to teacher, triads, and class set; deadline for paper Friday, June 9; outlining in class this week; follow all assignments on work matrix and checklist in 10 Steps to Writing a Research Paper
7. Field Trip Checklist: bus passes or tokens; lunch tickets (deadline expired); photo identification cards
8. Water Cases Six-Seven-Eight-Nine-Ten deadline has expired; cases scored/returned
9. NO LATE WORK ACCEPTED TO END OF SEMESTER!
10.Reflective letters to tenth graders this week in class; collate and organize all assignments in portfolios

Monday, May 29, 2006

Assignment Menu Tuesday, May 30, 2006 (Monday Holiday)

IN CLASS MENUS SUPERSEDE WEB LOG MENUS
1. Short Story: "Big Black Good Man" Richard Wright dialectical journal due Tuesday, May 30; F. Scott Fitzgerald's "Babylon Revisited" dialectical journal due Monday, June 5; bring "Winter Dreams" for Wednesday, May 31st in-class discussion
2. Units Thirteen-Fourteen Vocabulary Workshop due Friday, June 2; test Monday, June 5
3. The Glass Menagerie all portions of handouts completed in class and essay assigned from handout this week
4. Complete equipment request for multimedia presentations for Junior Defense of Thesis
5. Words 81-90 (soliloquy-totalitarian) One Hundred Words High School Students Should Know Test today Tuesday, May 30
6. Research Paper Junior Defense of Thesis presentations to teacher, triads, and class set; deadline for paper Friday, June 9; outlining in class this week; follow all assignments on work matrix
7. Lunch tickets due for June 14th field trip; photo IDs and bus passes needed for trip
8. Water Cases Six-Seven-Eight-Nine-Ten and quizzes due Tuesday, May 30, 2006
9. NO LATE WORK ACCEPTED TO END OF SEMESTER!
10.Reflective letters to tenth graders this week in class; collate and organize all assignments in portfolios

Tuesday, May 23, 2006

Assignment Menu Wednesday, May 24, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS
1. Short Story: "Big Black Good Man" Richard Wright dialectical journal due Monday, May 29; F. Scott Fitzgerald's "Babylon Revisited" dialectical journal due Monday, June 5; poetry assignments announced soon will involve explication of poems (TBA)
2. All School Fair on Friday, May 26 (Shortened Day Schedule) Period Six teacher will escort you to Fair
3. The Glass Menagerie (1234 SSS Textbook) Part Two (Scenes 6-7) to be read in class week of May 22-26; handouts to be completed as play is read in class; some class time will be provided
4. NO LATE WORK ACCEPTED AFTER FRIDAY, MAY 19; assignments will be marked “L” to denote that they will not be counted
5. Words 81-90 One Hundred Words High School Students Should Know Test Monday, 5/29/06
6. Research Paper Thesis in Writing due on Friday, May 26; begin research immediately; NOTICE: Field Trip to MWD on Wednesday, June 14, 2006; student ID with photo or California Driver License Photo ID is mandatory; Junior Defense of Thesis practice sessions 1) teacher 2) triads 3) class; notecards on 3x5 or 4x6 index cards mandatory for oral presentations; visual aids (print media or multimedia computer software to augment oral defense is preferred)
7. Reflective letters to tenth graders due soon; collate and organize all assignments in portfolio folders
8. Water Cases Six-Seven-Eight-Nine-Ten and quizzes due Monday, May 29, 2006
9. Return Invisible Man novels to classroom for check in to textbook room
10.Clauses and Sentences; Paragraphs (grammar handouts) Mastery Tests One completed by Friday, May 26; Mastery Test Two will be completed in class on Friday, May 26

Sunday, May 21, 2006

Assignment Menu Monday, May 22, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS
1. Short Story: "Big Black Good Man" Richard Wright dialectical journal due Monday, May 29; F. Scott Fitzgerald's "Babylon Revisited" dialectical journal due Monday, June 5
2. Short Story: “Barn Burning” William Faulkner dialectical journal due today, Monday, May 22
3. The Glass Menagerie (1234 SSS Textbook) Part Two (Scenes 6-7) to be read in class week of May 22-26; handouts to be completed as play is read in class; some class time will be provided
4. NO LATE WORK ACCEPTED AFTER FRIDAY, MAY 19; assignments will be marked “L” to denote that they will not be counted
5. Words 71-80 (plasma-sanguine) One Hundred Words High School Students Should Know Test today 5/22/05
6. Research Paper Temporary Thesis and Temporary Outline (9-13 10 Steps texbook) in class work on Monday-Friday, May 22-26 (use thesis statements written over winter break as models); Preliminary Bibliography and Notes from Relevant Sources postponed to Wednesday, May 24; Label Notecards and Revise Working Outline due Friday, May 26; begin research paper immediately as due dates on work matrix have changed due to upcoming field trip/presentations to DWP
7. Vocabulary Review Ten-Twelve and BWR, EYV, and WPS (104-109; 152; 159; 167); Cumulative Review One-Twelve (110-112) due Friday, May 19; collate previous quizzes for study preparation; TEST TODAY Monday, May 22
8. Water Cases Six-Seven-Eight-Nine-Ten and quizzes due Monday, May 29, 2006
9. Return Invisible Man novels to classroom for check in to textbook room
10.Clauses and Sentences; Paragraphs (grammar handouts) Mastery Tests One completed by Friday, May 26; Mastery Test Two will be completed in class on Friday, May 26

Wednesday, May 17, 2006

Assignment Menu Wednesday, May 17, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS
1. Short Story: "Big Black Good Man" Richard Wright dialectical journal due, Monday, May 29
2. Short Story: “Barn Burning” William Faulkner dialectical journal due Monday, May 22
3. The Glass Menagerie (1234 SSS Textbook) Part One (Scenes 1-5) play to be read in class week of May 15-19; handouts to be completed as play is read in class; some class time will be provided
4. NO LATE WORK ACCEPTED AFTER FRIDAY, MAY 19; assignments will be marked “L” to denote that they will not be counted
5. Words 71-80 (plasma-sanguine) One Hundred Words High School Students Should Know Test Monday, May 22
6. Research Paper Temporary Thesis and Temporary Outline (9-13) in class work on Wednesday-Friday May 17-19 (use thesis statements written over winter break as models); Preliminary Bibliography and Notes from Relevant Sources all due Monday, May 22
7. Vocabulary Review Ten-Twelve and BWR, EYV, and WPS (104-109; 152; 159; 167); Cumulative Review One-Twelve (110-112) due Friday, May 19; collate previous quizzes for study preparation
8. Water Cases One-Two-Three-Four-Five and quizzes due Friday, May 19, 2006 (drop off after CST testing)
9. Return Invisible Man novels to classroom for check in to textbook room

Sunday, May 14, 2006

Assignment Menu Monday, May 15, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS
1. Short Story: “Roman Fever” Edith Wharton dialectical journal due Monday, May 15
2. Short Story: “Barn Burning” William Faulkner dialectical journal due Monday, May 22
3. The Glass Menagerie (1234 SSS Textbook) Part One (Scenes 1-5) reading assignment and handouts (Scenes 1-5) due Monday, May 22 (CST Examinations end for eleventh graders on Friday, May 19); play to be read in class week of May 22-26
4. Invisible Man final twenty definitions/sentences, AP Long Form, and Essay (posted on web log-two copies for triad members) due today, Monday, May 15
5. NO LATE WORK ACCEPTED AFTER FRIDAY, MAY 12; assignments will be marked “L” to denote that they will not be counted
6. Words 61-70 (oligarchy-plagiarism) One Hundred Words High School Students Should Know Test Monday, May 15
7. Research Paper Temporary Thesis and Temporary Outline (9-13) in class work on Monday, May 15 (use thesis statements written over winter break as models); Preliminary Bibliography and Notes from Relevant Sources all due Monday, May 22
8. The Glass Menagerie (1261 SSS Textbook) Part Two (Scenes 6-7) reading assignment and handouts due Monday, May 29
9. Vocabulary Review Ten-Twelve and BWR, EYV, and WPS (104-109; 152; 159; 167); Cumulative Review One-Twelve (110-112) due Friday, May 19; collate previous quizzes for study preparation
10. Water Cases One-Two-Three-Four-Five and quizzes due Friday, May 19, 2006 (drop off after CST testing)
11.”Winter Dreams” audiotape to be played in class Monday, May 15
12.Return Invisible Man novels to classroom for check in to textbook room

Wednesday, May 10, 2006

Research Paper-Junior Defense of Thesis AP English Language

PROMPT IS FORTHCOMING

Answers to preliminary class discussion questions from Wednesday, May 10:

1. No, the outline page and works cited list page DO NOT count in the fifteen-page text required page length

2. No, the focus must develop a provable thesis that connects a U.S. natural disaster with specific water conservation measures. Remember, this is a call to action document, so an argumentative paper MUST include persuasive strategies (ethos, pathos, logos) that both propose a solution(s) and issue a call for action on the part of the public (handout to be distributed)

CHECK bewaterwise.com
the DWP official water saving web site

Mr. Carmicle
AP English Language

Assignment Menu Wednesday, May 10, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS
1. Temporary Thesis due Friday, May 12 (typed); group discussion today, Wednesday, May 10 to share ideas about water conservation connection to U.S. natural disasters (use thesis statements written over winter break as models)
2. "Paul's Case" by Willa Cather/"Winter Dreams" by F. Scott Fitzgerald dialectical journals being read, scored, and returned ("Winter Dreams" audio tape played in class before end of week)
3. The Glass Menagerie Part One (Scenes 1-5) handouts (Scenes 1-5) due Monday, May 15; play to be read in class over four class sessions; students choose character and dialogue to read aloud
4. Invisible Man final twenty definitions/sentences, AP Long Form, and Essay (posted on web log-two copies for triad members) due Friday, May 12
5. NO LATE WORK ACCEPTED AFTER FRIDAY, MAY 12
6. Words 61-70 (oligarchy-plagiarize) Words High School Students Should Know test on Monday, May 15
7. Water Politics Cases One-Five; tests on each water case completed in class and submitted for scores
8. Ten Steps to Writing a Research Paper outline on Chapters Six-Ten, Pages 66-97 was due yesterday, Tuesday, May 9; plagiarism section discussion and additional plagiarism handout issued
9. Objects and Pronouns: Case (grammar assignment handouts) due Friday, May 12; complete Mastery Test I only; Mastery Test II in class on Monday, May 15
10. Short Story: “Roman Fever” Edith Wharton dialectical journal due Monday, 5/15
11.Collate previous Vocabulary Workshop quizzes (Units One-Twelve) for upcoming Cumulative Review Examination
12. Homeroom Test Preparation Thursday, May 11 (designated test preparation rooms)

Sunday, May 07, 2006

Assignment Menu Monday, May 8, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS
1. Units Eleven and Unit Twelve Vocabulary Workshop Tests today, May 8
2. "Paul's Case" by Willa Cather/"Winter Dreams" by F. Scott Fitzgerald (dialectical journal entries) due Tuesday, May 9
3. The Glass Menagerie Part One (Scenes 1-5) reading assignment and handouts (Scenes 1-5) due Thursday, May 11
4. Invisible Man final twenty definitions/sentences, AP Long Form, and Essay (posted on web log-two copies for triad members) due Friday, May 12
5. NO LATE WORK ACCEPTED AFTER FRIDAY, MAY 12
6. Words 51-60 (lugubrious-notarize) One Hundred Words High School Students Should Know Test Tuesday, May 9
7. Water Cases One-Five; Research Paper Temporary Thesis and Temporary Outline due Friday, May 12 (use thesis statements written over winter break as models)
8. Ten Steps to Writing a Research Paper outline on Chapters Six-Ten, Pages 66-97 due on Tuesday, May 9
9. Objects and Pronouns: Case (grammar assignment handouts) due Friday, May 12; complete Mastery Test I only; Mastery Test II in class on Monday, May 15
10. Short Story: “Roman Fever” Edith Wharton dialectical journal due Monday, 5/15
11. Water Cases One-Two-Three-Four-Five due Thursday, May 11 (instructions and directions TBA)
12. Homeroom Test Preparation Thursday, May 11 (designated test preparation rooms)

Wednesday, May 03, 2006

Assignment Menu Wednesday, May 3, 2006

In Class Menus Supersede Web Log Menus
1. Units Eleven-Twelve Vocabulary Workshops are due Friday, May 5 (if taking AP Exam, deliver homework by end of day)
2. "Paul's Case" by Willa Cather/"Winter Dreams" by F. Scott Fitzgerald (dialectical journal entries) due Tuesday, May 9
3. Ten Steps to Writing a Research Paper textbook due in class Thursday, May 4 (outline on initial chapters required for in-class discussion; outline on Chapters Six-Ten, Pages 66-97 due on Tuesday, May 9)
4. The Glass Menagerie Part One (Scenes 1-5) reading assignment and handouts due Thursday, May 11
5. Invisible Man final twenty definitions/sentences, AP Long Form, and Essay (posted on weblog) due Friday, May 12
6. Homeroom Test Preparation today, Wednesday, May 3 (summons to be issued to determine test prep locations)
7. Water Cases One-Two-Three-Four-Five due Thursday, May 11 (instructions and directions TBA)
8. Words (51-60 lugubrious-notarize) High School Students Should Know test on Tuesday, May 9
9. PHBAO Night is Thursday, May 4 (invite parents to attend; updated mid-term progress report distributed Thursday-Friday)
10.GOOD LUCK on AP English Literature, Calculus, and Biology Exams scheduled through Monday, May 8

Tuesday, May 02, 2006

Invisible Man Essay

Directions:

This essay must be typed (double spaced) and two copies are required for distribution to triad members. Use 12 pt. typesize and standard acceptable font. Be certain to title your essay, include paper standards, and a creative cover page. The essay is valued at 100 points and is due on Monday, May 8 along with the AP Long Form for Invisible Man.

Prompt:

In a highly-structured, well-developed, and thoroughly detailed composition of not less than three typewritten pages, trace the motif of contradictions throughout the novel, using effective textual evidence to connect those contradictions to a theme of your choice that reveals the changes I.M. undergoes from the novel's prologue to its epilogue.

Sunday, April 30, 2006

Assignment Menu Monday, May 1, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS
1. Unit Eleven and Unit Twelve Vocabulary Workshop: due 5/5; Tests 5/8
2. Short Story One of Six: “Paul’s Case” Willa Cather; dialectical journal due 5/5
3. Short Story Two of Six: “Winter Dreams” F. Scott Fitzgerald journal due 5/8
4. Preface-Introduction-Subject-General Article, Plagiarism notes due 5/8
5. Glass Menagerie Part One-Scenes One-Five reading assignment May 8-12
6. Invisible Man Final Twenty Words defined and sentences due Tuesday, May 2
7. Invisible Man Essay: Contradictions Motif due Monday, May 8 (typed for triads)
8. Water Cases One-Two due Friday, May 5
9. Invisible Man AP Long Form due Monday, May 8
10. Words 51-60 (lugubrious-notarize) One Hundred Words High School Students Should Know Test 5/8
11. PHBAO Night is Thursday, May 4, 2006; invite parents to attend
12. Outline Ten Steps to Writing a Research Paper Chapters Six-Ten; pages 66-97 due week of May 1-5, 2006 (turn in outline depending on AP Exam dates)
13. Invisible Man Class Discussion on Chapters Twenty One-Twenty Five continues Tuesday-Wednesday, May 2-3, 2006

Wednesday, April 26, 2006

Assignment Menu Wednesday, April 26, 2006

THIS TENTATIVE POST WILL BE UPDATED (if necessary) BY THE IN-CLASS ASSIGNMENT MENU DISTRIBUTED ON WEDNESDAY, APRIL 26
1. Midterm Progress Reports will be issued this week and distributed at PHBAO Night on Thursday, May 4; Parents Invited
2. Parts of Speech, Subjects and Predicates, and Agreement-Subjects and Predicates Mastery Test I answers due in class Friday, April 28; Test on Mastery Test II on each component on Friday, April 28
3. "Paul's Case" by Willa Cather (to be distributed week of May 1-5); dialectical journal (use format sheet provided) notes due Friday, May 5 in class (if students are taking exams, please submit by end of day Friday, May 5)
4. Words 51-60 Words High School Students Should Know “lugubrious-notarize” Test Week of May 1-5; (date to be decided)
5. Grammar of Paradox and Grammar of Irony/Sentence Imitations/Pivoting Text continued as in-class assignments
6. Swift’s “A Modest Proposal” scored business letter graded and returned to students by Friday, April 28
7. Invisible Man: Chapters Twenty-One to Twenty-Five/Epilogue and talking points for class discussion Friday, April 28; Quotations Quiz due Friday, April 28; Final Essay on "Contradictions" and Quiz on Vocabulary all scheduled and due on Friday, May 5
8. Invisible Man AP Long Form (due at end of novel) ;
9. Cliffs Multiple-Choice practice in class on Wednesday, April 26 (Bring Cliffs Text); previous Cliffs Multiple-Choice practice scored in class using answers and explanations from book
10. Invisible Man Self-Collection Vocabulary (twenty words) due Friday, May 5
11. GOOD LUCK ON THE ESSAY AND MULTIPLE-CHOICE PORTIONS OF THE ADVANCED PLACEMENT EXAMINATION; BE ON TIME, BE RESTED, BE NOURISHED, AND BE POSITIVE!
12. Outline Ten Steps to Writing a Research Paper (Chapters Six-Ten; Pages 66-97) due week of May 1-5, 2006 (turn in depending on your AP Exam dates)
13. Weekly in-class timed write on AP Exam prompt on Thursday, April 27









posted by J. B. Carmicle @ 5:19 PM    

Sunday, April 23, 2006

Assignment Menu Monday, April 24, 2006

THIS TENTATIVE POST WILL BE UPDATED BY THE IN-CLASS ASSIGNMENT MENU DISTRIBUTED ON MONDAY, APRIL 24
1. Midterm Progress Reports will be issued this week and distributed at PHBAO Night on Thursday, May 4; Parents Invited
2. Unit Ten Level “F” Vocabulary Test in class Monday, April 24; Parts of Speech, Subjects and Predicates, and Agreement-Subjects and Predicates Mastery Test I answers due in class Friday, April 28
3. "Paul's Case" by Willa Cather (to be distributed week of May 1-5); dialectical journal notes due Friday, May 5 in class
4. Words 41-50 Words High School Students Should Know “inculcate-loquacious” Test, Monday, April 24
5. Grammar of Paradox and Grammar of Irony/Sentence Imitations/Pivoting Text
6. Swift’s “A Modest Proposal” revisit of story and Monday (4/24) prompt assigned for triads; scored business letter graded and returned to students by Tuesday, April 25
7. Invisible Man: Chapters Sixteen-Twenty and talking points for class discussion Monday, April 24; Test Three Reading Comprehension Quiz Monday, April 24
8. Invisible Man AP Long Form (due at end of novel) ; Chapters Twenty-One to Twenty-Five talking points and any essay prompt responses due Friday, April 28
9. Cliffs Multiple-Choice practice in class on Wednesday, April 26 (Bring Cliffs Text); previous Cliffs Multiple-Choice practice scored in class using answers and explanations from book
10. Invisible Man Self-Collection Vocabulary (forty words) due Tuesday, April 25
11. CSU Early Assessment Program Essay Test Periods One/Two Tuesday, April 25 (Selected Students-see Posted List)
12. Outline Ten Steps to Writing a Research Paper (Chapters Six-Ten; Pages 66-97) due week of May 1-5, 2006 (turn in depending on your AP Exam dates)

Wednesday, April 19, 2006

Assignment Menu Wednesday, April 19

1. New Homework Assignments: Language Paragraph and Swift’s “A Modest Proposal” Business Letter (two copies for triads) due Friday, April 21
2. Vocabulary Workshop Unit Ten due Friday, April 21; test on Unit Ten in class Monday, April 24
3. Essay in class Thursday; forty-minute timed writing (topic to be announced)
4. Words 41-50 (Words High School Students Should Know) "inculcate-loquacious" Test, Monday, April 24
5. Cliffs Multiple-Choice practice in class Wednesday, April 19; bring Cliffs textbook
6. Invisible Man Self Collection Vocabulary (forty new words) due Tuesday, April 25
7. Invisible Man : Chapters Sixteen-Twenty and talking points for class discussion Friday, April 21 and Monday, April 24; Test Three reading comprehension quiz on Monday, April 24
8. Invisible Man AP Long Form (due at end of novel)
9. Grammar of Irony/Grammar of Paradox/Sentence Imitations in class 4/17-4/28
10.Textbook Checks (various days)

Sunday, April 16, 2006

Assignment Menu Monday, April 17, 2006

1. Correct Noun Plurals/Apostrophes Mastery Test I in class; Mastery Test II Test
2. Unit Ten Level “F” Vocabulary due (Pages 83-85) due on Friday, April 21; Test on Monday, April 24; Units One-Nine Cumulative Test in class on Wednesday, April 19
3. Units One-Nine Cumulative Review (Pages 81-82) due in class Tuesday, April 18
4. Words 41-50 Words High School Students Should Know “inculcate-loquacious” Test, Monday, April 24
5. Grammar of Paradox and Grammar of Irony/Sentence Imitations/Pivoting Text
6. Swift’s “A Modest Proposal” revisit of story and Monday (4/24) prompt assigned for triads
7. Invisible Man: Chapters Sixteen-Twenty and talking points for class discussion Friday, April 21/Monday, April 24; Test Three Reading Comprehension Quiz Monday, April 24
8. Invisible Man AP Long Form (due at end of novel)
9. Cliffs Multiple-Choice practice in class on Wednesday, April 19 (Bring Cliffs Text)
10. Invisible Man Self-Collection Vocabulary (forty words) due Tuesday, April 25
11. Book Fair-Hollywood High School Library (Monday, April 17)
12.Collect Outlines Ten Steps to Writing a Research Paper due Monday, April 17

Thursday, April 13, 2006

Assignment Menu Wednesday, April 12, 2006

1. Plural Nouns/Apostrophes Grammar Mastery Test One Practice due Friday, April 14; Mastery Test Two in class Friday 4/14
2. Vocabulary Workshop Review Units Seven-Nine and BWR, EYC, and WPS due Friday, April 14; test in class Monday 4/17
3. Argument essay in class Thursday; do not preview prompt; forty-minute timed writing
4. Words 41-50 (Words High School Students Should Know) "inculcate-loquacious" Test, Monday, April 17
5. Cliff Multiple-Choice practice in class Friday, April 14 (bring books to class)
6. Swift’s “A Modest Proposal” revisit of story and Monday (4/17) prompt assigned for triads
7. Invisible Man: Chapters Sixteen-Twenty and talking points for class discussion Monday, April 17/Tuesday, April 18
8. Invisible Man AP Long Form (due at end of novel)
9. Outline Chapters One-Five of Ten Steps to Writing a Research Paper due Monday, April 17

Monday, April 10, 2006

Assignment Menu Monday, April 10, 2006

1. Cornell Notes-Argument handout collected and graded by end of week
2. Unit Nine Level “F” Vocabulary Test on Monday, April 10
3. Argument essay in class Thursday; from argument handout; do not preview prompt
4. Words 31-40 Words High School Students Should Know “gauche-incontrovertible” Test, Monday, April 10
5. Earthquake Drill-Tuesday, April 11 just after homeroom; one hour on field
6. Swift’s “A Modest Proposal” revisit of story and Monday (4/17) prompt assigned for triads
7.Invisible Man: Chapters Eleven-Fifteen and talking points for class discussion Monday, April 10/Tuesday, April 11; Test Two Reading Comprehension Quiz 4/10
8. Invisible Man AP Long Form (due at end of novel)
9. Cliffs Multiple-Choice practice (pages 219-233) due Monday, April 10
10. Invisible Man Self-Collection Vocabulary (forty words) due Monday, April 10
11. Vocabulary Workshop Review Seven-Nine and BWR, EYC, and WPS due Friday, April 14 (pages 75-80; 150; 157; 164)
12. Plural Nouns/Apostrophes Grammar Mastery Test One Practice due Friday, April 14; Mastery Test Two in class Friday

Wednesday, April 05, 2006

Assignment Menu Wednesday, April 5, 2006

1. Hazlitt Multiple-Choice refinements in class with triad partners
2. Thursday, April 6 Invisible Man in-class essay on passages from Chapters Eight-Nine
3. One Hundred Words High School Students Should Know-Test on Words 31-40 on Friday, April 7
4. Level "F" Vocabulary Workshop Unit Nine due on Friday, April 7; test on Monday, April 10
5. Invisible Man Vocabulary Self-Collection due Monday, April 10
6. Invisible Man Chapters Eleven-Fifteen by Monday, April 10 (Class Discussion with talking points)
7. Cliffs AP Multiple-Choice fifteen-minute practice sessions
8. AP Prompt-to be assigned by week's end; due Monday, April 10 (two copies typed for triad members)
9. Hazlitt AP Prompt rewrites due today, Wednesday, April 5

Sunday, April 02, 2006

Assignment Menu Monday, April 3, 2006

1. Op-Ed Assignment due Friday, April 7 (logical fallacies checklist-references)
2. Unit Nine Level “F” Vocabulary Workshop due Friday, April 7; test on Monday
3. Compare-Contrast Essay in class Wednesday, April 5 on Chapter Eight-Nine passages from Ellison’s Invisible Man
4. Words 31-40 Words High School Students Should Know “gauche-incontrovertible” test on Friday, April 7
5. William Hazlitt Essay assigned Friday due today, Monday, April 3
6. Swift’s “A Modest Proposal” response to letter assignment due Monday, April 10
7. Invisible Man ; Read Chapters Eleven-Fifteen and record talking points for class discussion Monday, April 10; test two administered (reading comprehension quiz)
8. Controversial Issue Vantage Writing Lab prompt rewrites due Monday, April 3
9. Argument Five Steps to a Five handout Cornell Notes continue this week
10.Invisible Man self-collection vocabulary and AP long form assigned this week

Wednesday, March 29, 2006

Assignment Menu Wednesday, March 29

1. Hazlitt Multiple-Choice Testmaking Practice
2. Controversial Issue prompt scoring practice for student sample essays
3. Chapters Six-Ten of Invisible Man by Monday, April 3 with talking points
4. Essay for homework to be assigned from Cliffs AP text
5. Argument Cornell Notes continues
6. Punctuation/Quotation Marks grammar mastery test I practice and mastery test II (test) due Friday, March 31

Sunday, March 26, 2006

Assignment Menu Monday, March 27

1. William Hazlitt handout Multiple-Choice Test Maker practice using transparency
2. Essay from Cliffs AP for Triads-due Friday in class (two copies)
3. Argument handout Cornell Notes
4. Quotation and Punctuation Marks Grammar both due by end of week-tests this week
5. Words 21-30 from 100 Words H.S. Students Should Know (equinox-gamete)
6. Read Chapters Six-Ten Invisible Man by Friday, March 31 (talking points, test two)
7. Cliffs AP Practice all week Multiple Choice and Essay in class Thursday
8. Collect pages 89-104 and 113-120 weekend practice on four multiple-choice passages
9. Swift “ A Modest Proposal” discussion continues
10.Controversial Issue Essay Prompt

Wednesday, March 22, 2006

Assignment Menu Wednesday, March 22

1. Grammar Components due Friday, March 31 (Punctuation and Quotation Marks)
2. Grammar of Paradox and Grammar of Irony
3. Begin AP Long Form for Ellison's Invisible Man
4. Read Chapters Two-Five of novel by Friday 3/24; class discussion on 3/24 with talking points, vocabulary, and comprehension quiz
5. Place graded work in AP portfolios
6. George Eliot essays due Monday, 3/20: Two typed copies; run spell-grammar check BEFORE you print copies, which will be shared with triad members for revisions before rewrites due Wednesday, March 22
7. Kaplan multiple-choice practice questions reviewed and correct answers provided for diagonostic grids
8. Outlines of essay section Cliffs AP due today, Wednesday, March 22
9. AP English Language and Composition Test is May 1; sign up at student store
10.World Water Day at Santa Monica Pier today, Wednesday, March 22
11. Cornell Notes-Argument Chapter Seven packet
12. AP One Hundred Words High School Students Should Know; Eleven-Twenty (chromosome-epiphany)
13. Timed Writing: Forty-Minute Essay on Jonathan Swift passage
14. Junior Defense Water Conservation Project/History Research Paper Topics
15. Satire: Swift’s “A Modest Proposal” assigned; due today, Wednesday, March 22
16. Self-Collection Vocabulary for Invisible Man

Monday, March 20, 2006

Assignment Menu Monday, March 20

1. Op/Ed consultative writing assignment scored and returned today, March 20
2. Grammar of Paradox and Grammar of Irony
3. Begin AP Long Form for Ellison's Invisible Man
4. Read Chapters Two-Five of novel by Friday 3/24; class discussion on 3/24 with talking points, vocabulary, and comprehension quiz
5. Unit Eight Vocabulary Workshop Test Monday, March 20
6. George Eliot essays due Monday, 3/20: Two typed copies; run spell-grammar check BEFORE you print copies, which will be shared with triad members for revisions before rewrites
7. Kaplan multiple-choice practice questions reviewed and correct answers provided for diagonostic grids
8. Outlines of essay section Cliffs AP due today, Monday, March 20
9. AP English Language and Composition Test is May 1; sign up at student store
10. Ms. Campbell to address class on Tuesday, March 21 regarding AP Exam procedures and deadlines
11. Cornell Notes-Argument Chapter Seven packet
12. AP One Hundred Words High School Students Should Know; Eleven-Twenty (chromosome-epiphany)
13. Timed Writing: Forty-Minute Essay to be determined
14. Junior Defense Water Conservation Project/History Research Paper Topics
15. Satire: Swift’s “A Modest Proposal” assigned; due Wednesday, March 22
16. Self-Collection Vocabulary for Invisible Man

Wednesday, March 15, 2006

Assignment Menu Wednesday, March 15

1. Reminder: SAS Assembly Friday March 17 during Homeroom
2. Wednesday in-class exams: Grammar-Capitilization; Abjure-Chicanery (100 Words H.S. Students Should Know)
3. Unit Eight Vocabulary Workshop due Friday, March 17
4. Momaday-Brown essays scored and returned to students today; revisions and rewrites due by Friday, March 17
5. Invisible Man Ellison frame-structure essays still being scored and will be returned soon
6. George Eliot essays due Monday, 3/20: Two typed copies; run spell-grammar check BEFORE you print copies, which will be shared with triad members for revisions before rewrites
7. Kaplan multiple-choice practice questions reviewed and correct answers provided for diagonostic grids
8. Prologue and Chapter One of novel due Friday: Talking points, vocabulary and books are all due in class for discussion
9. Outlines of Multiple Choice section Cliffs AP due today, Wednesday, March 15

Monday, March 13, 2006

Assignment Menu Monday, March 13

1. Op/Ed consultative writing assignment due Friday 3/17; attach article
2. Fifteen minute multiple choice practice for AP Exam
3. Unit Seven Vocabulary Workshop quiz
4. Unit Eight Vocabulary Workshop due Friday 3/17
5. Connect Junior Defense thesis to U.S. disaster due Tuesday 3/14
6. Capitalization grammar rules and mastery test one practice due Wednesday 3/15
7. Begin AP Long Form for Ellison's Invisible Man
8. Read prologue and chapter one of novel by Friday 3/17; class discussion on 3/17
9. Outline pages 15-32 Cliffs AP by Wednesday 3/15

Sunday, March 12, 2006

Week One and Two Assignments

AP English Language and Composition Test is May 1; sign up at student store
Collect Winter Work Packet
Cornell Notes
Rules, Standards, Grade Scales and Plagiarism-Letter to Parents and Parent Signatures
Multiple-Choice Timed Activities Test Preparation
Prologue-Epilogue of Ellison’s Invisible Man
Structure of Invisible Man-Ralph Ellison Frame Essay
Unit Seven Vocabulary Workshop
Class Discussion-Introduction of Invisible Man
Cliffs AP Textbook Questions Commonly Asked about AP Exam
Unit Seven Vocabulary Workshop Test Monday March 13
Grammar Capitalization Mastery Study Rules and Mastery Test One
Op-Ed Assignment-Consultative Writing
AP One Hundred Words One-Ten Test (Abjure-Chicanery)
Timed Writing: Forty-Minute Essay
Junior Defense Water Conservation Project/History Research Paper Topics
Satire: Swift’s “A Modest Proposal”
Prologue and Chapter One of Invisible Man
Self-Collection Vocabulary for Invisible Man
Begin AP Long Form for Invisible Man
Unit Eight Vocabulary Workshop

Friday, March 03, 2006

Class Rules, Standards, and Grading Scale

Students follow classroom, academic and behavioral standards so that instruction proceeds in an organized manner to create a classroom learning environment conducive for all learners. These standards include, but are not limited to, obeying rules set by the school as well as by the classroom teacher. Student progress is demonstrated on periodic reports to parents with marks of excellent, satisfactory, and unsatisfactory in academics, cooperation, and work habits.


Classroom Standards

1. No student sound-emitting devices or cell phones of any type are to be displayed or used during any portion of classroom instruction including homeroom. Headwear policy is stated in the school’s memorandum.
2. School tardy policy requires students who are tardy to be marked so when arriving late to any class. A student is considered tardy when not seated before the bell rings at beginning of classes.
3. Profane language and ethnic slurs are not permitted in classes since both respect and tolerance is expected of students and teachers.
4. Defiance of authority and failure to follow rules will result in a warning to student and subsequently, calls to parents, referrals to counselors, track coordinator, and track administrator.
5. Students are encouraged to enthusiastically participate in class work, including discussions and assignments, and to bring required textbooks to class daily, unless otherwise noted by teacher. Textbooks are loaned to you and must be returned in the same condition as they were issued; if they are lost or damaged, you will be financially responsible.
6. Sleeping in class and inattentiveness is discouraged.


Academic and Behavior Standards

1. Bring notebook, pen, completed assignments,
book, and any other necessary materials to class.
2. Hand in class work and homework on time.
3. Start assignment promptly; work diligently without disturbing others.
4. Follow instructions and be courteous at all times. Name-calling is not permitted.
5. Enjoy food or drinks during nutrition or lunch, not in class.
6. Leave the class only after the teacher dismisses students. The bell does not necessarily signify the dismissal of students.

Assignment and Composition Format

1. Use notebook paper with holes on the left. Torn and/or ragged-edged papers from spiral notebooks are not accepted.
2. The three-line heading written in the upper right hand corner (above the lines) must include first and last name, class and/or period identification (e.g. Period 2, English 10), and the date. No abbreviations are to be used in the heading.
3. Choose an appropriate title for all assigned work. Center and correctly capitalize it on the top line.
4. Skip one line between the title and the body.
5. Most assignments may be typed or completed in neat, legible manuscript or cursive. Avoid work in pencil; use blue or black non-smear ink. Students must run spell and grammar check on typed documents before submission.
6. Use paragraph form. Indent, and observe left and right paper margins.

Grades, Points, and Marks

1. Use the following points/percentages for interpreting scores and marks earned on your assignments. Most will carry a weight of either 10, 25, or 50 points.
A+=100; A>=97.5; A->=92.5; B+>=88.5; B>=86; B->=82.5; C+>=78.5; C>=76; C->=72.5; D+>=68.5; D>=66; D->=62.5; FAIL>=0
2. Assignments and grades include, but are not limited to, homework, tests, quizzes, projects, journals, dispatches, compositions, summaries, listening and speaking activities, research reports, and portfolio entries. Late or missing assignments will adversely affect your overall grade.
3. Work Habits and Cooperation Marks. E-Excellent; S-Satisfactory; U-Unsatisfactory. For a complete explanation of these marks, ask for the Criteria For Marks handout.
4. Ask Three, Then Me. Handouts and class notes missed due to absences should be obtained from fellow classmates the day following the absence. You are responsible for making up any assignments that are due.

Students are enrolled in Hollywood High’s “School for Advanced Studies,” an instructional program designed to meet the needs of gifted/talented students and highly enabled learners who require advanced instruction beyond the traditional core curriculum. Classroom office hours are by appointment Mondays during Period Three. Additionally students may contact me by:

• Voice Mail Phone 323-461-3891, Extension 419
• E-mail jcarmicl@lausd.k12.ca.us

Welcome to Spring Term, 2005-2006. I wish you success as you begin your endeavor to complete the coursework necessary to earn a high school diploma and satisfy post-secondary educational goals and requirements.

Open Letter to Parents

Welcome to Spring Semester, 2005-2006. Parents are encouraged to take an active role in students' educations and assist them by making certain that all outside reading and homework assignments, note taking activities, test preparation requirements, and individual or group project work is completed on time and submitted in advance of the due date set by the instructor. Periodic grade reports will be issued to students who should apprise parents of how they are progressing in these courses. It is this periodic assessment that can identify the emotional and intellectual maturity of the student and signal in advance any instructional intervention strategies necessary to avert poor academic performance and prevent sub par grades that will eventually affect the students' overall grade point average. I wish students a successful year of rigorous studies as they undertake the challenges of the rigorous and demanding AP and Honors English curriculums. If students or parents wish to contact me, I can be reached on school voice mail, which I check frequently during the semester, at 323-461-3891, Extension 419. Homework and other necessary communication between the instructor and students is posted on my web log at the hollywoodhighschool.net website.

The Honors English Grade Ten School for Advanced Studies (SAS) curriculum, denotes, by its very designation, that students will encounter rigorous demands of the rhetorical approach to reading and writing, with instruction paced more rapidly than normal tenth-grade coursework requires. Grade Ten Honors readies students for an eleventh-grade Advanced Placement high school class as they learn to think, read, write, listen, and speak academically, successfully arguing a well-constructed thesis, skills necessary for entering post-secondary educational institutions. Students enrolled in Grade Ten Honors experience a curriculum that spans genres such as short stories, poetry, novels and plays, as well as nonfiction and contemporary literature selections that necessitate the student's ability to elicit the author's purpose, the author's persona, the author's claim and evidence, and then be able to offer a precise response to the author's argument. Successful student compositions are also measured by rubrics, and it is strongly suggested, at the outset of this course, that learners familiarize themselves with this tool so they can produce thoughtful, precise, and insightful works of prose in response to the series of writing prompts that will be assigned.

AP English Language and Composition (SAS) offers students a year of intense training in reading and writing that prepares them for the AP Language and Composition Examination, successful University study and lifelong learning. This class focuses on rhetorical analysis of fiction and non-fiction, and works of American literature. Students learn to identify an author’s purpose and strategies and examine the ways people think about and use language. Students read and analyze models of good writing and write compositions of various lengths and complexity, participating in peer response and rigorous revision. Students are introduced to analytical tools designed to develop levels of questioning at the factual, inferential, and analytical tiers of knowledge, which ultimately provide them with mastery of the highest forms of analysis and synthesis, necessary for participation in class discussions and note taking. They are able to read rhetorically pieces of American literature and write effective prose at first year college level. Students are expected to complete outside reading on time and, independently, produce class discussion notes using the Cornell method. In this course, rhetorical interpretation of text primarily focuses on the Classical, Rogerian, and Toulmin models which demand that claims, taken with the writer’s purpose, the intended audience, and speaker’s persona, will lead to argument for persuasion using both a thesis and opposite thesis that is necessary to accomplish successful academic writing. Students in AP English Language and Composition will be able to read difficult nonfiction text with speed, annotating and outlining as they recognize shifts of perspective and tone. They will be able to quote with authority and precision, discern the writer’s purpose and comprehend responses elicited from audiences and synthesize how authors manipulate readers to prove theses in various modes of written discourse. *
*GLAAPSI, July 2005 Marcy Bowman AP Packet