Saturday, March 31, 2007

April 2-6, 2007

Monday
1. "Save the Last Word For Me" activity filmed for Staff PD Tuesday
2. Unit Ten Vocabulary Workshop due today; test Tuesday
3. One hour multiple-choice practice all period on Friday
4. LA Times "Letter to the Editor" response due today
5. Invisible Man discussion (Chapters One-Five) and essay assigned on Wednesday
6. Bedford Reader next selection Thursday with questions on meaning, language due

Tuesday
1. Shortened Day
2. Unit Ten Vocabulary Workshop test
3. Grammar assigned as homework
4. Apex assigned as homework

Wednesday
1. Invisible Man discussion and essay (text mandatory)
2. Grammar assigned as homework
3. Bedford Reader answers due Thursday

Thursday
1. Bedford Reader "Everyday Use" Alice Walker due today; textbooks mandatory
2. Multiple-choice practice all period on Friday
3. Grammar assigned as homework
4. Unit Eleven Vocabulary Workshop due Monday
5. REVISED Bedford Terms 41-50 assigned; test on Monday

Friday
1. Grammar assigned as homework
2. Bedford Reader next selection assigned with due date
3. Multiple-choice practice all period today
4. Invisible Man Chapters Six-Ten assigned with due date next week
NOTE: Check back Tuesday evening for updates to this TENTATIVE blog

Saturday, March 24, 2007

March 26-31, 2007

Monday
1. AP Long Forms scored and returned
2. Unit Nine Vocabulary Workshop answers due today; test on Tuesday
3. Op/Ed Response to Martinez Resignation due today
4. Linking Verb-Grammar due today; Grammar continues this week in class with in-class correcting of daily grammar homework
5. Invisible Man Structure-Prologue and Epilogue due today
6. Invisible Man-Chapters One-Five reading completed by Wednesday with minimum of five talking points per chapter; Reading Comprehension Test on Wednesday
Note: E-mail suggestions and/or corrections to jcarmicl@lausd.k12.ca.us

Tuesday
1. "Homeless" Anna Quindlen questions/answers from Bedford Reader due today
2. Multiple-Choice Practice from AP Examination Preparation Book today in class
3. Water Conservation/Natural Disaster Cornell Notes continue in class today
4. In-class Essay (AP Prompt) on Friday for most of Period Four
5. Bedford Reader Terms 31-40 discussed and test scheduled

Wednesday
1. Next selection from Bedford Reader due date set today (see syllabus)
2. "Homeless" Anna Quindlen discussion continues in class today; books are mandatory
3. Invisible Man discussion in class today; comprehension test administered; books are mandatory

Thursday
1. Unit Ten Vocabulary Workshop due on Monday, April 2; test on Tuesday, April 3
2. "Everyday Use" Alice Walker questions due on Tuesday, April 3 for class discussion; book is mandatory
3. Multiple-Choice practice in class with full Multiple-Choice practice exam scheduled for next week

Friday
1. In-Class AP Prompt (forty minute timed essay)
2. Bedford Terms 31-40 test in class today; write terms and definitions from memory
3. Check blog on Sunday for next week's assignments

Sunday, March 18, 2007

March 19-23, 2007

Monday
1. Review "Letters to An American Farmer" high scoring essay in AP Prep book
2. Schedule reading for new 2007 AP Exam Synthesis essay; essay in class on Tuesday
3. Judith Ortiz Cofer's "Silent Dancing" questions due Tuesday
4. Vocabulary Workshop Unit Eight due today, Monday
5. Nouns/Pronouns grammar practice and enrichment scheduled for homework; due date set

Tuesday
1. 2007 AP Synthesis essay in class (forty minutes)
2. Bedford Reader due in class; Terms (page 701) assigned; test on Thursday
3. Vocabulary Workshop Unit Eight test today

Wednesday

1. Invisible Man Introduction Talking Points discussion
2. Unit Nine Vocabulary Workshop due Monday
3. Invisible Man Prologue and Epilogue writing assignment
4. Pronoun Review and Grammar Practice and Enrichment activities continue
5. Bedford Reader Terms 31-40 discussed in class and assigned; test next week

Thursday
1. Los Angeles Times newspapers editorial page letter-to-the-editor response
2. Grammar Practice and Enrichment activities continue
3. Cofer's "Silent Dancing" questions on meaning and language discussed in class; Bedford Reader books are mandatory for textual reference
4. "Homeless" Anna Quindlen (200) due on Tuesday, March 27

Friday
1. Invisible Man Chapters One-Five due next Wednesday, March 28; test in class and talking points discussion after test
2. Unit Nine Vocabulary Workshop answers due on Monday
3. Check blog on Sunday evening for update

Sunday, March 11, 2007

March 12-16, 2007

Monday
1. Unit Seven Vocabulary Workshop
2. Set One-AP Multiple Choice Practice
3. Grammar--Nouns, Pronouns, and Adjectives
4. Bedford Reader "The Lottery" Shirley Jackson
5. Bedford Reader Terms assigned
6. Op/Ed Response due Thursday

Tuesday
1. Unit Seven Vocabulary Workshop Test
2. Unit Eight Vocabulary Workshop due Monday, March 19
3. Ms. Campbell--AP Exam Information
4. Set One-AP Multiple Choice Practice
5. Invisible Man Ralph Ellison Prologue
6. Shirley Jackson "The Lottery" Bedford Reader Quickwrite
Note: Ms. Campbell's comments about AP Exam Preparation and other pertinent AP matters were so very much appreciated by students and the teacher. Thank you Ms. Campbell for your time and effort to address Period Four AP English Language today.


Wednesday
1. In-Class Essay TBA (from AP Prep Textbook)
2. Bedford Reader due in class
3. Set Two-AP Multiple Choice Practice
4. Vocabulary Workshop Level "F" Test postponed to today
5. Reminder: Op/Ed due Thursday; see earlier posts on blogs for specific instructions about how responses should be answered (including AP Language such as ethos, pathos, and logos appeals)
5. Write paragraph that addresses speaker, occasion, audience, and purpose for Ellison's prologue
6. Write ten talking points after reading Ellison's introduction; save for class discussion

Thursday

1. Nouns-Pronouns Grammar Practice and Grammar Enrichment
2. Unit Eight Vocabulary Workshop Due Monday, March 19
3. Op/Ed Response due today
4. Invisible Man Class Discussion-SOAP paragraphs and book introduction talking points
5. Set One-AP Multiple-Choice Test Prep book
6. Bedford Reader assignment due on Monday, March 19 (TBA)
7. Bedford Reader Literary Terms Test (TBA)
Note: Nice work today students as we discussed the introduction and prologue for Ellison, interpreted important text from the newspaper opinion piece and scheduled a letter to the editor assignment, and reviewed and analyzed the Jackson piece for deeper understanding

Friday

1. Full hour-AP Multiple-Choice Practice Test from AP Prep Test Book
2. See Thursday for assignments due Monday, March 19
3. CHECK BLOG ON WEEKEND FOR UPDATE OF ALL ASSIGNMENTS DUE!

Sunday, March 04, 2007

March 5-9, 2007

Welcome to AP English Language and Composition.


Here are this week's assignments:

Monday
1. Coursework Survey
2. Hints for Writing Successful Essays; General AP English Language Essay Rubric

Tuesday
1. AP Language Free-Response Question Essay

Wednesday
1. AP Language Syllabus
2. Junior Defense of Thesis Orientation


Thursday
1. Introduction to 2007 Synthesis Essay Question
2. Bedford Reader first reading and writing assignment due Monday

Friday
1. Weekend homework to be assigned including grammar, vocabulary (Unit Seven from Vocabulary Workshop must be submitted by Monday, March 12)and composition
2. AP Exam Multiple Choice Practice (entire period)

Thursday, March 01, 2007

Off-Track Assignments-AP Long Forms

The Glass Menagerie and The Great Gatsby Long Forms are due by the end of the first week of instruction. Remember also to submit four Op/Ed responses. Please submit these assignments on time.

AP English Language and Composition Syllabus

Advanced Placement English Language-Grade 11
SCHOOL FOR ADVANCED STUDIES MR. CARMICLE 2006-2007
Work Smarter, Not Harder
E-mail: jcarmicl@lausd.k12.ca.us Web Log: hollywoodhighschool.net 323-461-3891 Ext. 419




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 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 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, necessary skills for successful academic writing. Students in AP English Language and Composition 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 interpret responses elicited from audiences, synthesizing how authors manipulate readers to prove theses in various modes of written discourse. *

Textbooks and Novels:

Invisible Man Ellison(1947)
Cliffs AP English Language and Composition (2nd Edition) Swovelin ©2001
The Bedford Reader, Ninth Ed. Kennedy, Kennedy, Aaron 2006
Vocabulary Workshop Level “F” Shostak (Sadlier-Oxford Publishing 2005)


Year Long Rigor Tools


Bloom’s Taxonomy and Bloom’s Affective Taxonomy
Language Registers and Consultative Language: Frozen, Formal, Consultative, Casual, Intimate
Levels of Questioning: Level One-Factual; Level Two-Interpretative; Level Three-Evaluative
The Rhetorical Square-Audience, Purpose, Persona, Argument
Cornell Note-Taking, Outlining, and Journaling
Sentence Mimicking and Pivoting Text (Practicing Consultative Language)
Grammar of Irony and Grammar of Paradox
Classical, Rogerian, and Toulmin Argumentation Models
Rhetorical Modes of Discourse
Student-Teacher Conferencing: Rubrics, Revisions, and Rewrites
*GLAAPSI, July 2005 Marcy Bowman AP Packet

Junior Defense, designed to prepare Advanced Placement students for post-secondary writing and oratory, is mandatory in this course and includes a rhetorical prĂ©cis to develop a call for action document that requires a fully researched argument and an oral defense of students’ theses. This project becomes part of students’ portfolios.


Literature Assignments and Methods for Achieving Your Purpose in Writing*

Narration (75)
To tell a story about your subject, possibly to enlighten readers or to try to explain something to them

“The Lottery”

First appeared in
The New Yorker
In 1948 Shirley Jackson
(1919-1965) 122
Theme:
Manners and Morals

Description (135)
To help readers understand your subject through the evidence of their senses—sight, hearing, touch, smell, taste

“Silent Dancing"

First appeared in
The Georgia Review Judith Ortiz Cofer
(1952-) 162
Theme:
Cultural Diversity

Example (187)
To explain your subject with instances that show readers its nature or character

“Homeless”

From her collection
Living Out Loud Anna Quindlen
(1952-) 200
Theme:
Homelessness

Comparison and Contrast: Setting Things Side by Side (229)
To explain or evaluate your subject by helping readers see the similarities between it and another subject

“Everyday Use”

Published in 1973
and
appeared in Harper’s
magazine Alice Walker
(1944-) 272
Theme:
Community

Process Analysis: Explaining Step by Step (285)
To inform readers how to do something or how something works—how a sequence of actions leads to a particular result

“Orientation”

First published in
Seattle Review
in 1994 and appeared in The Best American Short Stories 1995 Daniel Orozco
(1957-) 324
Theme:
Humor and Satire

Division or Analysis: Slicing Into Parts (335)
To explain a conclusion about your subject by showing readers the subject’s parts of elements

“Girl”

From the collection
At the Bottom of the River Jamaica Kincaid
(1949-) 368
Theme:
Other Peoples,
Other Cultures

Classification: Sorting Into Kinds (375)
To help readers see order in your subject by understanding the kinds or groups it can be sorted into

“The Crisis of National Identity”

Opening pages from Who Are We? The Challenges to America’s Identity (2004) Samuel P. Huntington
(1927-) 400
Theme:
Community

Cause and Effect: Asking Why (429)
To tell readers the reasons for or consequences of your subject, explaining why or what if

“Safe-Sex Lies”

Essay published in The New York Times Magazine January 1996 Meghan Daum
(1970-) 459
Theme:
Sexuality

Definition: Tracing a Boundary (477)
To show readers the meaning of your subject—its boundaries and its distinctions from other subjects

“The Meanings of a Word”

Essay published in The New York Times 1986 Gloria Naylor
(1950-) 486
Theme:
Communication

Argument and Persuasion: Stating Opinions and Proposals (515)
To have readers consider your opinion about your subject or your proposal for it

“Too Much Pressure”

Published in the 1998 edition of
Fresh Ink Colleen Wenke
(1979-) 532
Theme:
Manners and Morals


Useful Terms (701)
Abstract/Concrete-Warrant
Bedford Reader 701

*The Bedford Reader Ninth Edition 2006



Juniors are encouraged to contact College Counselor Ms. Campbell regarding college entrance examination procedures, college financial assistance forms, and college application and admission information.


The Advanced Placement Examinations (May 7-18), California High School Exit Examinations (March 20-21) and the California Achievement Test Examinations (May 21-June 4) are scheduled this semester.


Students retain all completed assignments, cover sheets, revisions and any other material necessary to write a reflective letter at the end of the school year.

Representative Objectives for AP English Language and Composition*

o Comprehend differences between oral and written discourse, formal and informal language and historical changes in speech and writing
o Use a wide range of vocabulary appropriately and effectively
o Read complex texts with understanding
o Evaluate reading as to intended effect on audience
o Evaluate the credibility of evidence and support in prose selections
o Respond to complex literary works that require high-level critical-thinking skills
o Write prose of sufficient richness and complexity
o Write in a variety of forms—narrative, descriptive, expository, and argumentative—and on a variety of subjects from personal experiences to public policies
o Use a variety of sentence structures, including appropriate use of subordination and coordination
o Construct a plan for writing, limiting the topic, identifying a controlling purpose, establishing an audience, selecting a voice and tone, and attempting various means of support
o Use grammatical conventions both appropriately and with sophistication
o Demonstrate logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis



Representative Performance Skills for AP English Language and Composition
o Compare and contrast interpretations of the same text
o Analyze how diction shapes tone
o Critique arguments presented in oral and written language
o Write in informally and formally contexts with ease and authority
o Imitate an author’s use of stylistic devices
o Maintain a journal to gain understanding of the connections between interpretive skill in reading and writing
o Compose a report that analyzes several historical records of the same event
o Write reflective compositions that use rhetorical strategies
o Edit pieces of writing in various domains of written discourse

*Guidelines for Instruction: Secondary School Curriculum (1999); Los Angeles Unified School District Publication No. SC-863.8


Grade/Percent for Assignments and Marks
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
F =>30

Notes: