In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Water Politics Case Four in class
2. Letter to the Editor due
3. Topic and Thesis Statement for Research Paper due tomorrow
4. Words 91-100 (Words High School Students Should Know) due Thursday; test on Friday
5. AP Vocabulary continued
Tuesday (Shortened Day)
1. Multiple-Choice Practice for the AP Exam
2. Water Politics Case Four continues
3. Language of Composition and Bedford Reader due in class Wednesday and Thursday
4. Topic and Thesis Statement for Research Paper due today; precis introduced
5. Language of Composition outline due today
Wednesday
1. Language of Composition and Bedford Reader textbooks both due in class today
2. Multiple Choice practice for the AP Exam
Thursday
1. Language of Composition and Bedford Reader textbooks due in class today
2. Words 91-100 due today; test tomorrow
Friday
1. Words 91-100 (Words High School Students Should Know) test today
2. Winter Break December 20-January 11
Sunday, December 14, 2008
Saturday, December 06, 2008
STUDYPATH* December 8-12, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Literary Terms test
2. Letter to the Editor due tomorrow
3. Water Politics Case Three debate
4. Words 81-90 (Words High School Students Should Know) due Thursday; test on Friday
5. AP Vocabulary continued
Tuesday (Shortened Day)
1. Letter to the Editor due today
2. Water Politics Case Three debate continues
3. Language of Composition and Bedford Reader due in class Wednesday and Thursday
4. Water Politics Case Four due Friday
Wednesday
1. Language of Composition and Bedford Reader textbooks both due in class today
2. Multiple Choice practice for the AP Exam
3. Research Paper topic and thesis statement due on Monday
4. AP Vocabulary continued
Thursday
1. Language of Composition and Bedford Reader textbooks due in class today
2. Letter to the Editor assignment due Monday
3. Language of Composition outline assigned; due date to be announced
4. AP Vocabulary continued
Friday
1. Words 81-90 (Words High School Students Should Know) test today
2. Water Politics Case Four due today
3. Weekend homework to be announced
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Literary Terms test
2. Letter to the Editor due tomorrow
3. Water Politics Case Three debate
4. Words 81-90 (Words High School Students Should Know) due Thursday; test on Friday
5. AP Vocabulary continued
Tuesday (Shortened Day)
1. Letter to the Editor due today
2. Water Politics Case Three debate continues
3. Language of Composition and Bedford Reader due in class Wednesday and Thursday
4. Water Politics Case Four due Friday
Wednesday
1. Language of Composition and Bedford Reader textbooks both due in class today
2. Multiple Choice practice for the AP Exam
3. Research Paper topic and thesis statement due on Monday
4. AP Vocabulary continued
Thursday
1. Language of Composition and Bedford Reader textbooks due in class today
2. Letter to the Editor assignment due Monday
3. Language of Composition outline assigned; due date to be announced
4. AP Vocabulary continued
Friday
1. Words 81-90 (Words High School Students Should Know) test today
2. Water Politics Case Four due today
3. Weekend homework to be announced
Sunday, November 30, 2008
STUDYPATH* December 1-5, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Language of Composition Books due Wednesday for grammar assignment
2. Bedford Reader textbooks due Wednesday and Thursday for reading assignment
3. Unit Four-Six Vocabulary Workshop answers due in class today; test on Friday
4. Water Politics Case Three due today
5. Words 71-80 (Words High School Students Should Know) due today
Tuesday (Shortened Day)
1. Multiple-Choice practice for the AP Exam
2. Words High School Students Should Know (Words 71-80) test today
Wednesday
1. Bedford Reader assignment in class; books required
2. Water Case Three assignment in class
3. Grammar assignment from Language of Composition; books required in class
4. Drinking Water: Public Thirst film continues
5. Huntington questions from Bedford Reader due today
Thursday
1. Bedford Reader assignment in class; books required
2. Unit Four-Six Vocabulary Workshop test tomorrow
3. Water Case Three assignment continued
4. Letter to the Editor assignment
Friday
1. Weekend homework to be announced
2. Unit Four-Six Vocabulary Workshop test today
3. Multiple-Choice practice for the AP Exam
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Language of Composition Books due Wednesday for grammar assignment
2. Bedford Reader textbooks due Wednesday and Thursday for reading assignment
3. Unit Four-Six Vocabulary Workshop answers due in class today; test on Friday
4. Water Politics Case Three due today
5. Words 71-80 (Words High School Students Should Know) due today
Tuesday (Shortened Day)
1. Multiple-Choice practice for the AP Exam
2. Words High School Students Should Know (Words 71-80) test today
Wednesday
1. Bedford Reader assignment in class; books required
2. Water Case Three assignment in class
3. Grammar assignment from Language of Composition; books required in class
4. Drinking Water: Public Thirst film continues
5. Huntington questions from Bedford Reader due today
Thursday
1. Bedford Reader assignment in class; books required
2. Unit Four-Six Vocabulary Workshop test tomorrow
3. Water Case Three assignment continued
4. Letter to the Editor assignment
Friday
1. Weekend homework to be announced
2. Unit Four-Six Vocabulary Workshop test today
3. Multiple-Choice practice for the AP Exam
Saturday, November 22, 2008
STUDYPATH* November 24-28, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Letter to the Editor due
2. Bedford Reader in class Wednesday for assignment
3. Unit Six Vocabulary answers due today; test tomorrow
4. Water Politics Case Two continued
5. Words High School Students Should Know (Words 61-70) test postponed to today
6. Grammar assignment due today (appositives)
Tuesday (Shortened Day)
1. Unit Six vocabulary test
2. Words 71-80 (Words High School Students Should Know) due Monday
3. Water Politics Case Three assigned
Wednesday
1. Bedford Reader due in class for assignment
2. Water Politics Case Three due on Monday
3. Multiple-Choice practice for the AP Exam
4. School holiday Thursday and Friday
5. Unit Four-Six Review due Monday
Thursday
1. Thanksgiving Day Holiday
Friday
1. School holiday
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Letter to the Editor due
2. Bedford Reader in class Wednesday for assignment
3. Unit Six Vocabulary answers due today; test tomorrow
4. Water Politics Case Two continued
5. Words High School Students Should Know (Words 61-70) test postponed to today
6. Grammar assignment due today (appositives)
Tuesday (Shortened Day)
1. Unit Six vocabulary test
2. Words 71-80 (Words High School Students Should Know) due Monday
3. Water Politics Case Three assigned
Wednesday
1. Bedford Reader due in class for assignment
2. Water Politics Case Three due on Monday
3. Multiple-Choice practice for the AP Exam
4. School holiday Thursday and Friday
5. Unit Four-Six Review due Monday
Thursday
1. Thanksgiving Day Holiday
Friday
1. School holiday
Saturday, November 15, 2008
STUDYPATH* November 17-21, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Letter to the Editor due
2. Bedford Reader in class Wednesday and Thursday
3. Multiple-Choice practice for the AP Exam
4. Water Politics Case Two assigned
5. Unit Five vocabulary due; test tomorrow
Tuesday (Shortened Day)
1. Unit Five vocabulary test
2. Words 61-70 (Words High School Students Should Know) due Friday
Wednesday
1. Bedford Reader due in class for assignment
2. Water Politics Case Two due today
Thursday
1. Los Angeles Times letter to the editor assigned
2. Grammar assignment
3. Multiple-Choice practice for the AP Exam
4. Bedford Reader due in class
Friday
1. Unit Six Vocabulary Workshop answers due Monday
2. Weekend homework to be announced
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Letter to the Editor due
2. Bedford Reader in class Wednesday and Thursday
3. Multiple-Choice practice for the AP Exam
4. Water Politics Case Two assigned
5. Unit Five vocabulary due; test tomorrow
Tuesday (Shortened Day)
1. Unit Five vocabulary test
2. Words 61-70 (Words High School Students Should Know) due Friday
Wednesday
1. Bedford Reader due in class for assignment
2. Water Politics Case Two due today
Thursday
1. Los Angeles Times letter to the editor assigned
2. Grammar assignment
3. Multiple-Choice practice for the AP Exam
4. Bedford Reader due in class
Friday
1. Unit Six Vocabulary Workshop answers due Monday
2. Weekend homework to be announced
Sunday, November 09, 2008
STUDYPATH* November 10-14, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Unit Four Vocabulary test today in class
2. Los Angeles Times letter to the editor due today
3. Words 51-60 (WHSSSK) test today in class
4. Bedford Reader literary terms test today in class; book days for Bedford Reader are Wednesday-Thursday
Tuesday
1. Veterans Day school holiday
2. Bedford Reader due in class tomorrow
Wednesday
1. Bedford Reader reading assignment
2. Multiple-Choice practice for the AP Exam
3. Water Politics Case One in class
4. Language of Composition grammar assignment; books signed out to students
Thursday
1. Bedford Reader reading assignment continued
2. Multiple-Choice practice for the AP Exam
3. Frederick Douglass timed writing essay in class tomorrow
4. Unit Five Vocabulary Workshop due on Monday
5. Los Angeles Times letter to the editor assignment
Friday
1. Frederick Douglass timed essay in class
2. Weekend homework to be announced
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Unit Four Vocabulary test today in class
2. Los Angeles Times letter to the editor due today
3. Words 51-60 (WHSSSK) test today in class
4. Bedford Reader literary terms test today in class; book days for Bedford Reader are Wednesday-Thursday
Tuesday
1. Veterans Day school holiday
2. Bedford Reader due in class tomorrow
Wednesday
1. Bedford Reader reading assignment
2. Multiple-Choice practice for the AP Exam
3. Water Politics Case One in class
4. Language of Composition grammar assignment; books signed out to students
Thursday
1. Bedford Reader reading assignment continued
2. Multiple-Choice practice for the AP Exam
3. Frederick Douglass timed writing essay in class tomorrow
4. Unit Five Vocabulary Workshop due on Monday
5. Los Angeles Times letter to the editor assignment
Friday
1. Frederick Douglass timed essay in class
2. Weekend homework to be announced
Saturday, November 01, 2008
STUDYPATH* November 3-7, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Los Angeles Times letter to the editor due today
2. Cornell Notes (Language Registers and Bloom's Taxonomy) test tomorrow
3. Grammar continued from The Language of Composition
4. Unit Four Vocabulary Workshop due on Thursday; test on Friday
5. Frederick Douglass essay prewriting assigned upon completion of background information and graphic organizer; due Thursday
6. Bedford Reader textbook days are Wednesday and Thursday of each week
Tuesday (Shortened Day)
1. Literary Terms test from Bedford Reader scheduled for Friday; books due in class Wednesdays and Thursdays
2. Words 51-60 (Words High Schools Students Should Know) assigned; test Friday
3. Multiple-Choice practice continues for the Advanced Placement Examination
4. Language Registers and Bloom's Taxonomy test in class
Wednesday
1. Bedford Reader textbooks due in class today; reading assignment to be announced
2. Multiple-Choice practice continues for the Advanced Placement Examination
3. Water Conservation assignment from Water Politics; due Monday
4. Unit Four Vocabulary Workshop answers due in class tomorrow
Thursday
1. Unit Four Vocabulary Workshop answers due today
2. Bedford Reader textbooks due in class today for writing assignment
3. Grammar continued from The Language of Composition
4. Los Angeles Times consultative writing assignment due on Monday
5. Bedford Reader literary terms test tomorrow
Friday
1. Words 51-60 WHSSSK test in class today
2. Water Politics assignment due Monday
3. Unit Four Vocabulary Workshop test today
4. Bedford Reader literary terms test today
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Los Angeles Times letter to the editor due today
2. Cornell Notes (Language Registers and Bloom's Taxonomy) test tomorrow
3. Grammar continued from The Language of Composition
4. Unit Four Vocabulary Workshop due on Thursday; test on Friday
5. Frederick Douglass essay prewriting assigned upon completion of background information and graphic organizer; due Thursday
6. Bedford Reader textbook days are Wednesday and Thursday of each week
Tuesday (Shortened Day)
1. Literary Terms test from Bedford Reader scheduled for Friday; books due in class Wednesdays and Thursdays
2. Words 51-60 (Words High Schools Students Should Know) assigned; test Friday
3. Multiple-Choice practice continues for the Advanced Placement Examination
4. Language Registers and Bloom's Taxonomy test in class
Wednesday
1. Bedford Reader textbooks due in class today; reading assignment to be announced
2. Multiple-Choice practice continues for the Advanced Placement Examination
3. Water Conservation assignment from Water Politics; due Monday
4. Unit Four Vocabulary Workshop answers due in class tomorrow
Thursday
1. Unit Four Vocabulary Workshop answers due today
2. Bedford Reader textbooks due in class today for writing assignment
3. Grammar continued from The Language of Composition
4. Los Angeles Times consultative writing assignment due on Monday
5. Bedford Reader literary terms test tomorrow
Friday
1. Words 51-60 WHSSSK test in class today
2. Water Politics assignment due Monday
3. Unit Four Vocabulary Workshop test today
4. Bedford Reader literary terms test today
Saturday, October 25, 2008
STUDYPATH* October 27-31, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Film Screening: The Great Gatsby Part One
2. Unit One-Three Vocabulary assignment due Wednesday
3. "Homeless" Bedford Reader assignment due Wednesday; bring book Wednesday and Thursday
Tuesday (Shortened Day)
1. Film Screening: The Great Gatsby Part Two
2. Words High School Students Should Know 41-50 due today; test tomorrow
Wednesday
1. Words High School Students Should Know 41-50 test today
2. Bedford Reader class discussion on "Homeless" reading selection
3. Grammar Lesson: Appositives from The Language of Composition
Thursday
1. Grammar Lesson: Appositives continued
2. Multiple-Choice practice for the AP Exam
Friday
1. Timed writing in class to be announced
2. Weekend homework to be announced
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Film Screening: The Great Gatsby Part One
2. Unit One-Three Vocabulary assignment due Wednesday
3. "Homeless" Bedford Reader assignment due Wednesday; bring book Wednesday and Thursday
Tuesday (Shortened Day)
1. Film Screening: The Great Gatsby Part Two
2. Words High School Students Should Know 41-50 due today; test tomorrow
Wednesday
1. Words High School Students Should Know 41-50 test today
2. Bedford Reader class discussion on "Homeless" reading selection
3. Grammar Lesson: Appositives from The Language of Composition
Thursday
1. Grammar Lesson: Appositives continued
2. Multiple-Choice practice for the AP Exam
Friday
1. Timed writing in class to be announced
2. Weekend homework to be announced
Sunday, October 19, 2008
STUDYPATH* October 20-24, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Lincoln essay timed writing on Wednesday
2. The Great Gatsby Chapter Nine talking points due Friday for class discussion
3. Bedford Reader due in class Thursday for assignment
4. "Silent Dancing" Bedford Reader assignment due tomorrow
5. Unit One-Three Cumulative Vocabulary test next Monday
6. Gauche-Inconvertible test today
Tuesday (Shortened Day)
1."Silent Dancing" assignment due today
2. Detail assignment
3. Multiple-Choice practice for the AP Exam
Wednesday
1. Lincoln essay in class timed writing
2. Bedford Reader due in class tomorrow
Thursday
1. Bedford Reader assignment
2. Grammar lesson from Language of Composition
3. Great Gatsby Chapter Nine talking points due tomorrow
Friday
1. The Great Gatsby class discussion
2. Weekend homework to be announced
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Lincoln essay timed writing on Wednesday
2. The Great Gatsby Chapter Nine talking points due Friday for class discussion
3. Bedford Reader due in class Thursday for assignment
4. "Silent Dancing" Bedford Reader assignment due tomorrow
5. Unit One-Three Cumulative Vocabulary test next Monday
6. Gauche-Inconvertible test today
Tuesday (Shortened Day)
1."Silent Dancing" assignment due today
2. Detail assignment
3. Multiple-Choice practice for the AP Exam
Wednesday
1. Lincoln essay in class timed writing
2. Bedford Reader due in class tomorrow
Thursday
1. Bedford Reader assignment
2. Grammar lesson from Language of Composition
3. Great Gatsby Chapter Nine talking points due tomorrow
Friday
1. The Great Gatsby class discussion
2. Weekend homework to be announced
Sunday, October 12, 2008
STUDYPATH* October 13-17, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Bedford Reader due in class Wednesday and Thursday for assignments
2. Unit Three Vocabulary Workshop answers due today; test tomorrow
3. Words High School Students Should Know 31-40 assigned; test to be scheduled
4. Back-To-School Night Thursday 5:30-7:30 P.M. in Room 422
5. Lincoln essay assigned
Tuesday (Shortened Day)
1. Bedford Reader due in class tomorrow
2. Unit Three Vocabulary Workshop test today
3. October 24 is deadline for Homework2pdf
4. Baldwin essays scored and returned to students for rewrites
5. Great Gatsby Chapters Seven and Eight talking points due Friday for class discussion
Wednesday
1. Cornell Notes continued in class
2. Grammar assignment from Language of Composition
3. Bedford Reader due today, Thursday for class assignments
4. Literary Terms from Bedford Reader continued
5. Multiple-Choice practice for the AP Exam continues
Thursday
1. Back-To-School Night 5:30-7:30 P.M. in Room 422
2. Bedford Reader due in class for assignment
3. Grammar assignment from Language of Composition continued
4. Cornell Notes continued
5. Lincoln essay prewriting due in class today; timed essay to be scheduled
6. Words 31-40 WHSSSK due tomorrow; test on Monday
Friday
1. Great Gatsby Chapters Seven and Eight talking points due in class for discussion
2. Weekend homework to be announced
3. Words 31-40 due today
4. Portfolios organized
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Bedford Reader due in class Wednesday and Thursday for assignments
2. Unit Three Vocabulary Workshop answers due today; test tomorrow
3. Words High School Students Should Know 31-40 assigned; test to be scheduled
4. Back-To-School Night Thursday 5:30-7:30 P.M. in Room 422
5. Lincoln essay assigned
Tuesday (Shortened Day)
1. Bedford Reader due in class tomorrow
2. Unit Three Vocabulary Workshop test today
3. October 24 is deadline for Homework2pdf
4. Baldwin essays scored and returned to students for rewrites
5. Great Gatsby Chapters Seven and Eight talking points due Friday for class discussion
Wednesday
1. Cornell Notes continued in class
2. Grammar assignment from Language of Composition
3. Bedford Reader due today, Thursday for class assignments
4. Literary Terms from Bedford Reader continued
5. Multiple-Choice practice for the AP Exam continues
Thursday
1. Back-To-School Night 5:30-7:30 P.M. in Room 422
2. Bedford Reader due in class for assignment
3. Grammar assignment from Language of Composition continued
4. Cornell Notes continued
5. Lincoln essay prewriting due in class today; timed essay to be scheduled
6. Words 31-40 WHSSSK due tomorrow; test on Monday
Friday
1. Great Gatsby Chapters Seven and Eight talking points due in class for discussion
2. Weekend homework to be announced
3. Words 31-40 due today
4. Portfolios organized
Sunday, October 05, 2008
STUDYPATH* October 6-10, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Unit Two Vocabulary answers due in class today; test tomorrow
2. Cornell Notes in class this week
3. Homework2pdf. due October 24; check downloads page on school web site
4. Words High School Students Should Know test today
5. Multiple-Choice practice continues in class all week
6. Bedford Reader due in class Monday, Tuesday, and Wednesday for assignment
Tuesday (Shortened Day)
1. Baldwin essays returned to students for rewrites
2. Unit Two Vocabulary test in class; books are required
3. Grammar assignment from The Language of Composition
4. Bedford Reader due in class
Wednesday
1. Homework2pdf. due October 24
2. Grammar assignment from The Language of Composition
3. Cornell Notes continued in class
4. Thursday is Unassigned Day (classes not in session)
5. Bedford Reader due in class
Thursday
1. Unassigned Day (classes not in session)
2. The Great Gatsby Chapters Five and Six talking points due tomorrow for Friday class discussion
Friday
1. The Great Gatsby class discussion Chapters Five and Six; talking points due
2. Weekend homework to be assigned
3. Unit Three Vocabulary Workshop answers due in class Monday; test Tuesday
4. Portfolios organized
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Unit Two Vocabulary answers due in class today; test tomorrow
2. Cornell Notes in class this week
3. Homework2pdf. due October 24; check downloads page on school web site
4. Words High School Students Should Know test today
5. Multiple-Choice practice continues in class all week
6. Bedford Reader due in class Monday, Tuesday, and Wednesday for assignment
Tuesday (Shortened Day)
1. Baldwin essays returned to students for rewrites
2. Unit Two Vocabulary test in class; books are required
3. Grammar assignment from The Language of Composition
4. Bedford Reader due in class
Wednesday
1. Homework2pdf. due October 24
2. Grammar assignment from The Language of Composition
3. Cornell Notes continued in class
4. Thursday is Unassigned Day (classes not in session)
5. Bedford Reader due in class
Thursday
1. Unassigned Day (classes not in session)
2. The Great Gatsby Chapters Five and Six talking points due tomorrow for Friday class discussion
Friday
1. The Great Gatsby class discussion Chapters Five and Six; talking points due
2. Weekend homework to be assigned
3. Unit Three Vocabulary Workshop answers due in class Monday; test Tuesday
4. Portfolios organized
Saturday, September 27, 2008
STUDYPATH* September 29-October 3, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, THOUGHT, ACHIEVEMENT, HONOR
Monday
1. Cornell Notes this week on Bloom's Taxonomy, Language Registers, Levels of Questioning, and Type of Sentences
2. Baldwin essay prewriting due in class today; in-class timed writing to be announced
3. Tuesday is Unassigned Day (classes not in session)
4. Multiple-Choice practice for the AP Exam
Tuesday
1. Unassigned Day (classes not in session)
2. Wednesday, Thursday, Friday assignments will be posted Tuesday evening; check blog
Wednesday
1. The Great Gatsby Chapters Three-Four talking points due Friday for class discussion
2. Words High School Students Should Know (equinox-gamete) due Friday; test Monday
3. Vocabulary Workshop Unit Two answers due Monday; test Tuesday
4. Baldwin AP essay timed writing in class tomorrow
5. Shirley Jackson's "The Lottery" Bedford Reader answers due today in class
Thursday
1. Baldwin AP essay in class timed writing
2. See Wednesday for Friday/Monday due dates for assignments
Friday
1. The Great Gatsby Chapters Three-Four talking points due today and class discussion
2. Weekend homework to be announced
*POTENTIAL, THOUGHT, ACHIEVEMENT, HONOR
Monday
1. Cornell Notes this week on Bloom's Taxonomy, Language Registers, Levels of Questioning, and Type of Sentences
2. Baldwin essay prewriting due in class today; in-class timed writing to be announced
3. Tuesday is Unassigned Day (classes not in session)
4. Multiple-Choice practice for the AP Exam
Tuesday
1. Unassigned Day (classes not in session)
2. Wednesday, Thursday, Friday assignments will be posted Tuesday evening; check blog
Wednesday
1. The Great Gatsby Chapters Three-Four talking points due Friday for class discussion
2. Words High School Students Should Know (equinox-gamete) due Friday; test Monday
3. Vocabulary Workshop Unit Two answers due Monday; test Tuesday
4. Baldwin AP essay timed writing in class tomorrow
5. Shirley Jackson's "The Lottery" Bedford Reader answers due today in class
Thursday
1. Baldwin AP essay in class timed writing
2. See Wednesday for Friday/Monday due dates for assignments
Friday
1. The Great Gatsby Chapters Three-Four talking points due today and class discussion
2. Weekend homework to be announced
Saturday, September 20, 2008
STUDYPATH* September 22-26, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Bedford Reader textbooks due in class on Wednesday and Thursday for next Bedford selection
2. Words High School Students Should Know (WHSSSK) 11-20 (chromosome-epiphany) assigned; syllabication, part of speech, diacritical markings, and definitions due Thursday with test scheduled Friday
3. Vocabulary Workshop Unit One answers due in class tomorrow; bring textbooks
4. Virginia Woolf timed essay in class; prewriting returned to students
5. STAR Reading Level documents signed by parents due today
6. Cornell Notes quiz scheduled this week for Bloom's Taxonomy, Language Registers, and Levels of Questioning
7. Diction assignment homework due today
Tuesday (Shortened Day)
1. Vocabulary Workshop Unit One test; Unit Two vocabulary assigned; books due in class
2. Complete Literature and Integrated Studies homework by downloading grade eleven link "Homework 1" at hollywoodhighschool.net; due date September 26
3. Multiple-Choice practice for the AP Exam
Wednesday
1. Bedford Reader textbooks due in class for assignment
2. The Great Gatsby class discussion on Chapters One and Two scheduled for Friday; talking points will be scored and returned to students for continuation of discussion
3. Vocabulary Workshop Unit One test in class today
4. Diction assignment homework
5. Grammar assignment from Language of Composition
6. James Baldwin essay prewriting assigned
Thursday
1. Bedford Reader due in class for assignment
2. Baldwin essay prewriting discussion; essay next week as timed writing assignment
3. Great Gatsby books due in class tomorrow
for discussion
Friday
1. The Great Gatsby Chapters One and Two class discussion (continued)
2. Weekend homework to be announced
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Bedford Reader textbooks due in class on Wednesday and Thursday for next Bedford selection
2. Words High School Students Should Know (WHSSSK) 11-20 (chromosome-epiphany) assigned; syllabication, part of speech, diacritical markings, and definitions due Thursday with test scheduled Friday
3. Vocabulary Workshop Unit One answers due in class tomorrow; bring textbooks
4. Virginia Woolf timed essay in class; prewriting returned to students
5. STAR Reading Level documents signed by parents due today
6. Cornell Notes quiz scheduled this week for Bloom's Taxonomy, Language Registers, and Levels of Questioning
7. Diction assignment homework due today
Tuesday (Shortened Day)
1. Vocabulary Workshop Unit One test; Unit Two vocabulary assigned; books due in class
2. Complete Literature and Integrated Studies homework by downloading grade eleven link "Homework 1" at hollywoodhighschool.net; due date September 26
3. Multiple-Choice practice for the AP Exam
Wednesday
1. Bedford Reader textbooks due in class for assignment
2. The Great Gatsby class discussion on Chapters One and Two scheduled for Friday; talking points will be scored and returned to students for continuation of discussion
3. Vocabulary Workshop Unit One test in class today
4. Diction assignment homework
5. Grammar assignment from Language of Composition
6. James Baldwin essay prewriting assigned
Thursday
1. Bedford Reader due in class for assignment
2. Baldwin essay prewriting discussion; essay next week as timed writing assignment
3. Great Gatsby books due in class tomorrow
for discussion
Friday
1. The Great Gatsby Chapters One and Two class discussion (continued)
2. Weekend homework to be announced
Friday, September 12, 2008
STUDYPATH* September 15-19, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Bedford Reader textbooks due in class for Woolf's "The Death of the Moth"
2. Literature and Integrated Studies textbooks issued to students; complete homework by downloading grade eleven link "Homework 1" at hollywoodhighschool.net; due date September 26
3. 100 Words High School Students Should Know (WHSSSK) abjure-chicanery due on Friday; parts of speech, syllabication, diacritical markings, definitions
4. Rodriguez essays returned to students; rubric and scores discussion
Tuesday (Shortened Day)
1. Virginia Woolf AP prompt assigned; prewriting due Friday for in-class timed essay to be scheduled
2. Multiple-Choice practice for the AP Exam
3. STAR Reading Level administered Friday in Hollywood High School Library
Wednesday
1. Cornell Notes recopied and submitted for grade on Thursday
2. The Great Gatsby novels issued; five talking points each Chapters One and Two due Thursday for class discussion
Thursday
1. Class discussion of The Great Gatsby Chapters One and Two; talking points due in class
2. Hollywood High School Library scheduled for tomorrow; meet in library
Friday
1. Meet in Hollywood High School Library
2. Weekend homework to be assigned
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. Bedford Reader textbooks due in class for Woolf's "The Death of the Moth"
2. Literature and Integrated Studies textbooks issued to students; complete homework by downloading grade eleven link "Homework 1" at hollywoodhighschool.net; due date September 26
3. 100 Words High School Students Should Know (WHSSSK) abjure-chicanery due on Friday; parts of speech, syllabication, diacritical markings, definitions
4. Rodriguez essays returned to students; rubric and scores discussion
Tuesday (Shortened Day)
1. Virginia Woolf AP prompt assigned; prewriting due Friday for in-class timed essay to be scheduled
2. Multiple-Choice practice for the AP Exam
3. STAR Reading Level administered Friday in Hollywood High School Library
Wednesday
1. Cornell Notes recopied and submitted for grade on Thursday
2. The Great Gatsby novels issued; five talking points each Chapters One and Two due Thursday for class discussion
Thursday
1. Class discussion of The Great Gatsby Chapters One and Two; talking points due in class
2. Hollywood High School Library scheduled for tomorrow; meet in library
Friday
1. Meet in Hollywood High School Library
2. Weekend homework to be assigned
Saturday, September 06, 2008
STUDYPATH* for September 8-12, 2008
In-class assignments and class updates trump published blogs.
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. One-page summary of syllabus due Tuesday: purpose of syllabus, marks threshold, late work policy, and academic useful web site links to be included in summary
2. Rodriguez prompt work continues; bring prompt to class
3. Diction homework scored and returned to students
4. Cornell Notes continued on tone, diction, and syntax
Tuesday
1. Multiple-Choice practice for the AP Exam
2. Rodriguez essay due in class today
3. Syllabus one-page summary due in class today (see Monday for instructions)
Wednesday
1. Multiple-Choice practice for the AP Exam
2. Cornell Notes-diction, syntax, tone, unity, coherence (continued)
Thursday-Friday
1. Cornell Notes continued
2. Multiple-Choice practice continued
3. Weekend homework to be announced
*POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Monday
1. One-page summary of syllabus due Tuesday: purpose of syllabus, marks threshold, late work policy, and academic useful web site links to be included in summary
2. Rodriguez prompt work continues; bring prompt to class
3. Diction homework scored and returned to students
4. Cornell Notes continued on tone, diction, and syntax
Tuesday
1. Multiple-Choice practice for the AP Exam
2. Rodriguez essay due in class today
3. Syllabus one-page summary due in class today (see Monday for instructions)
Wednesday
1. Multiple-Choice practice for the AP Exam
2. Cornell Notes-diction, syntax, tone, unity, coherence (continued)
Thursday-Friday
1. Cornell Notes continued
2. Multiple-Choice practice continued
3. Weekend homework to be announced
Friday, September 05, 2008
Day Three September 5, 2008
In-class assignments and class updates trump published blogs.
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Friday
1. "Voice" lesson on diction (continued)
2. Rodriguez essay prompt (continued)
3. Cornell Notes (continued)
4. Check blog Sunday evening for next week's assignments and daily agendas
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Friday
1. "Voice" lesson on diction (continued)
2. Rodriguez essay prompt (continued)
3. Cornell Notes (continued)
4. Check blog Sunday evening for next week's assignments and daily agendas
Thursday, September 04, 2008
Day Two September 4, 2008
In-class assignments and class updates trump published blogs.
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Thursday
1. "Voice" Lessons-Diction (Kingsolver)
2. Cornell Notes for Skills Workbook
3. Richard Rodriguez essay prompt
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Thursday
1. "Voice" Lessons-Diction (Kingsolver)
2. Cornell Notes for Skills Workbook
3. Richard Rodriguez essay prompt
Friday, August 22, 2008
Class Orientation
Wednesday, September 3, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
Bell Schedule
Honors Standards
Late Work Policy
Web Log, Class Log, and Tardy Log
Summer Work Assignment
Cornell Notes
Monday, August 11, 2008
AP English Language and Composition Syllabus
ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION
Introduction to Course and Course Overview
AP English Language and Composition (School for Advanced Studies) offers students a year of intense training in reading and writing to prepare them for success on the AP Language and Composition Examination, to ready them for skills necessary for college-level studies and enable them to become contributing members of their communities as lifelong learners. This rigorous and demanding class focuses on the 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, and synthesize how authors manipulate readers to prove theses in various modes of written discourse.
Rigor skills taught during this year-long course include Bloom’s Taxonomy and Bloom’s Affective Taxonomy to provide students with a way to measure ongoing learning, the five Language Registers (Frozen, Formal, Consultative, Casual, and Intimate) and students are able to perfect the middle language register by choosing a nationally syndicated op/ed columnist, follow that writer’s column bi-monthly, and construct responses using strategies that address the ethos (ethics), pathos (emotions), and logos (logic) of nonfiction and current events’ columns; Levels of Questioning, which includes level one (factual), level two (interpretative), and level three (evaluative); the Cornell Note taking method, outlining and journaling; the Rhetorical Square approach to unpacking nonfiction pieces (Audience, Purpose, Persona, Argument); Sentence Mimicking and Pivoting Text; the grammar of irony and the grammar of paradox; the classical, Rogerian, and Toulmin argumentations models; rhetorical modes of discourse; student-teaching conferencing, including rubrics, revisions, and rewrites.*
**GLAAPSI, July 2005 Marcy Bowman AP Packet
Reading
Students are encouraged to read widely, and through exposure to various genres, voices, and ideas, students’ reading tastes are broadened as their levels of appreciation and enjoyment and critical faculties are heightened.
Close reading is a critical skill that is ideally developed over many years and this course builds on these skills by providing frequent instruction and opportunities for students to dissect passages and texts. Two overarching elements, the understanding of which serves students well, are diction and syntax. Students need to be word savvy. Recognizing the power of diction—individual words as well as word patterns—is a primary focus. Vocabulary lists are used; class discussions include studies of the nuances of words’ meaning and words’ connotative and denotative meanings are reviewed.
Syntax is taught so that writers manage to achieve syntactical variety in their own writing despite any difficulties in analyzing the element. Students consider the power of the individual simple, compound, complex, compound-complex sentences and their juxtaposition within structured writing; they look carefully at subordination, coordination, and the author’s tone as it relates to the use of the declarative, interrogative, imperative and exclamatory sentences.
Repetition, parallelism, rhetorical questions, tone, and transitions are devices students are familiar with and figurative language, including metaphorical devices such as apostrophe, simile, metaphors, hyperbole, irony, paradox, and sarcasm become part of the strategies used to grasp overall meaning of text through close reading.
Writing
In this course, students develop clearly articulated departmental expectations, including exchanging essays in triads to ascertain voice, making suggestions, revisions, and suggestions to classmates, and participating in both student-teacher as well as student-student feedback. Departments also share student writing at professional developments with teachers of other disciplines to gain insight as to how students approach writing assignments in other common core subjects.
The writing process, including brainstorming, planning, prewriting, drafting, revising, and rewriting is another component students use to achieve excellence in their final draft of un-timed compositions.
According to the Advanced Placement Course Description in English “stylistic development” is nurtured by emphasizing the following:
• A wide ranging vocabulary used appropriately and effectively
• A variety of sentence structures, including appropriate use of subordination and coordination
• A logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis
• A balance of generalization and specific illustrative details, and
• An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure.
Topics for writing are limitless, and the greater the variety, the greater the opportunity for the student to develop style and a sharp sense of audience. Composition may include some research components, particularly in the Junior Defense of Thesis where the process of collecting and organizing information is used to perfect a thesis that is proven both in written prose and oral discourse.
Timed writing is vital as well. This kind of assignment is valid for two reasons; it replicates the students’ writing experience on the AP Exam where they are, in a time frame of about forty minutes, asked to read a prompt, usually including a passage, and write an effective essay response. Second, this product-oriented writing is a reality. Students in colleges, as with many professionals, are regularly faced with such demands for which rapid assimilation of information and immediate responses are critical to the quality of their work.
The holistic scoring of essays is used throughout this course since this type of scoring allows essays to be read quickly and carefully by the instructor, who then judges it against scoring guides and rubrics developed in response to the nature of the composition question and the desired response to the prompt.
This course also provides ample opportunities for students to take sample multiple-choice question exams. These multiple-choice questions are demanding, with possible answers frequently separated by subtle distinctions and the more opportunities for practice, the further chance of perfecting the skills to choose the correct answer from a group of distractors.
Writing and Reading Text Credit: Teacher’s Guide Advanced Placement Program, AP English Language and Composition; College Entrance Examination Board and Educational Testing Service ©1998
Grammar
Students cover an immense amount of grammar, particularly in the areas of parts of speech, agreement, sentence structure, subordination and coordination, and conventions of grammar usage and mechanics. Grammar is often taught in isolation but that does not negate the requirement that students are held responsible on both timed and untimed writing assignments to utilize skills learned to perfect documents on the first draft so that many revisions are not needed for succeeding drafts.
Late Work Policy
It is the policy of this class that students who are absent and provide an acceptable excuse may make up assignments or tests the day following their return to class; the assignment or test will be scored and returned to students. Students must mark on the assignment or test the following information: the specific date of absence, the day they first returned to class, the assignment number and date the assignment is actually submitted. If an assignment or test is not completed on the day following the return to class, the assignment or test will be scored as “credit” and not receive a letter grade. That “credit” neither raises nor lowers the students’ overall grade average. Verified truancies and unexcused absences from class will result in no credit received for work submitted.
Assigned vocabulary work must be received by due dates; five points will be deducted from test scores for work not received when due and ten points will be deducted from test scores for no work received.
Summer assignments that are not submitted by due date will be scored as “0,” which may negatively affect a student’s overall course score and earned class grade point average. Assignments that are completed and submitted late will receive only a “credit,” and not earn a letter grade; in this case a student must complete the work to avoid receiving a “0” but will still earn no letter grade for work that was completed. It is in the student’s best interest to meet deadlines and submit work of the highest quality by due dates.
*This policy supersedes all previous late work policy information.
Material Covered: September 3-December 19, 2008
Week One:
Students begin fall semester with a summer reading selection assessed by submission of an Advanced Placement Long Form, based on a novel that was assigned as independent reading off-track. This assignment is their first paper for this course and is used as an immediate way to measure students’ analysis of an author's use of rhetorical strategies, offering critical reading practice, and in particular close reading of important and difficult text that students will encounter throughout the semester.
Students also choose an Op/Ed Columnist at the beginning of the semester and follow that writer on a regular basis, practicing the consultative/formal language register by responding to the writers’ arguments.
Levels of Questioning are introduced at the beginning of the school year and students are given practice this strategy by condensing and summarizing Cornell Notes taken both in class and out-of-class on selected readings. Level One Questions are questions that students can write that can be explicitly answered by facts contained in the text or information accessible in other resources. Level Two Questions are textually implicit, requiring analysis and interpretation of specific parts of the text. Level Three Questions are much more open-ended and go beyond the text and are intended to provoke a discussion of an abstract idea or issue. Credit for the levels of questions explanation are from an AP Workshop at California State University where the Great Books Foundation was discussed.
Week Two:
Timed Writing #1: An AP Exam Prompt using a short prose passage titled “Hunger of Memory,” from author Richard Rodriguez is used to introduce students to a sample writing task they might face on the actual Spring AP English Language Exam.
The Colonial Period up to 1790 is also covered at the start of this semester. Puritans and American Beginnings (Scott-Foresman Publishing; Literature and Integrated Studies) introduces students to the writings of William Bradford in “Of Plymouth Plantation,” and “Sinners in the Hands of an Angry God,” Jonathan Edwards’ masterful sermon that sets the stage for class discussion of literary terms such as tone, syntax, diction, including specific syntactical devices such as rhetorical questions and the mimicking of loose, periodic, balanced, and interrupted sentences.
Week Three:
Students spend time analyzing compositions they have written for the Rodriguez AP Prompt, specifically in preparation for a class discussion on tone. The Rhetorical Square, which addresses subject (and speaker), occasion, audience, and purpose is reviewed, since it will provide a solid foundation for future essay prompts that are generally written on a weekly basis.
Timed Writing #2: AP Exam Prompt, featuring a short passage titled “Moments of Being,” by Virginia Woolf
Novel #1: The Great Gatsby by F. Scott Fitzgerald, which is read independently with talking points recorded chapter by chapter as students record entries in a journal format; class discussions are held weekly with each student contributing orally to ascertain author’s purpose, characters’ motivations, and the overall theme of the work. This novel is an ongoing assignment throughout the semester.
Week Four:
Students are introduced to the New Republic, Spirit of Independence and America (Scott-Foresman; Literature and Integrated Studies) with literature selections that cover a time period of 1790-1820. Highlights of this unit are the study of Autobiography of Benjamin Franklin,” Thomas Paine’s “The American Crisis,” and “Speech in the Virginia Convention” by Patrick Henry.
Week Five:
Timed Writing #3: Lincoln’s Second Inaugural AP Prompt; students are able to use a nine-point generic rubric to self-evaluate their essays and the essays of classmates; students may also engage in discussion with the teacher on a weekly basis and challenge the scores received on essays, using the wording of the rubric to provide evidence that the essay may perhaps have deserved a higher score.
Reading and Writing Strategies such as sentence mimicking and text pivoting are further practiced at this point, providing students with additional skills in checking for comprehension about material covered in class and assures their understanding of the complexities of crafting interesting and varied sentences, connecting the use of proper diction with syntax, and incorporating sentence variety by using subordinate clauses and subordinating conjunctions. Sentence mimicking in particular demonstrates insightful and well-constructed patterns of adapted writing that form the initial building blocks of the paragraph, and therefore, the thought-on-paper processes that will eventually lead to the effective paragraph composition for essays of argument that prove theses.
Week Six:
Vocabulary Workshop (Sadlier, Oxford) is used on a weekly basis; units specifically designed for challenging vocabulary are introduced as students become responsible for identifying the meanings, the connotations, the diacritical markings, and the pronunciation of twenty words weekly; tests are given on a regular basis to confirm understanding and mastery of new vocabulary; students are reminded that vocabulary is important when it is used in real-world contexts, both in written compositions and oral discourse, and are encouraged to remember that, “One does not own a word until it is used, not just memorized.” The American Heritage Dictionary’s 100 Words High School Students Should Know is also utilized and ten new words are introduced weekly, as students are also tested on each set of ten.
Text from “The Declaration of Independence” and the short anthology biography of Thomas Jefferson closes the Spirit of Independence unit of study.
Timed Writing #4: Frederick Douglass Essay from Narrative in the Life of Frederick Douglass is composed and submitted; syntax and figurative language are the essence of this assignment, as students are provided with supplementary materials such as a four-page narrative on Douglass’ autobiography and read and annotate an additional Douglass prose selection, “What The Black Man Wants.”
Week Seven:
American Romanticism and the Transcendentalists includes the poetry of Emily Dickinson and Walt Whitman from the anthology (Scott-Foresman; Literature and Integrated Studies) and is begun at this point in the semester and covers the literature period of 1820-1865.
Week Eight:
Emerson’s “Self Reliance,” Thoreau’s “Civil Disobedience,” and an excerpt from Thoreau’s Walden are covered during this period.
Timed Writing #5: James Baldwin’s 1979 Essay on Language (a 1995 AP prompt)
Multiple-choice exam practice from the Cliff’s AP Preparation Guide is begun, and bi-weekly essays are written as in-class timed writing assignments, using selected prompts from that same book.
Introduction to the Argumentative Essay and Argument Comprehensive Review is introduced as students learn to identify the pathos, ethos, and logos strategies used by writers to achieve their varied purposes for writing.
Week Nine:
The Continental Nation (1865-1900) period is covered using selections such as Lincoln’s “Gettysburg Address” and Robert E. Lee’s “Farewell Order to the Army of Northern Virginia.”
Timed Writing #6: Crevecoeur’s “Letter to an American Farmer”
Weeks Ten-Fifteen:
Their Eyes Were Watching God by Zora Neale Hurston is introduced and journaled talking points are recorded chapter by chapter as students engage in weekly class discussions. This novel is an ongoing assignment throughout the semester.
Vocabulary Workshop and “100 Words High School Students Should Know” continues during this period. Readings for these five weeks also include “Roman Fever,” by Edith Wharton, “Paul’s Case” by Willa Cather, William Faukner’s “Barn Burning”, Anne Sexton’s poem “Her Kind”, the poems of Langston Hughes and Sylvia Plath, and Richard Wright’s “Big Back Good Man.” Each selection includes questions about meaning, language, theme, and purpose so students may perfect their understanding and analysis of short passages of fiction. Additional nonfiction selections from Bedford Reader, the heart of any AP English Language Course, are introduced in the second semester of studies.
Textbooks used in this course include The Bedford Reader, Cliffs AP Preparation Guide, Vocabulary Workshop Level “F”, and Glencoe Writer’s Choice. Various nonfiction pieces are used from composition rhetorics and readers, as are newspaper editorials, opinion-editorial pieces written by individual columnists, and storyboards, photographs, and newspaper editorial cartoons.
Kennedy, X.J., Dorothy Kennedy, and Jane E. Aaron, The
Bedford Reader. Boston: Bedford Books of St.
Martin’s Press, 1997.
Cliffs AP English Language and Composition (2nd Edition) Swovelin ©2001
Vocabulary Workshop Level “F” Shostak (Sadlier-Oxford Publishing) 2005
Anthology: Writer’s Choice Grammar and Composition; Glencoe ©2005
Anthology: Literature and Integrated Studies; Scott-Foresman Publishing ©1997
Useful Web Sites
Online Writing Lab
http://owl.english.purdue.edu/
Composition formatting
MLA Style Citations
http://www.cas.usf.edu/english/walker/mla.html
Research Paper Works Cited formatting
Oxford English Dictionary
http://www.oed.com/
Vocabulary for the AP student
Strunk and White
http://www.columbia.edu/acis/bartleby/strunk/
Rules of style for written prose
Teacher Web log
http://www.hollywoodhighschool.net
Weekly blog postings of assignments due
Apex Learning
http://www.apex.com
AP diagnostic tests; literary terms; study strategies
Go My Access/Vantage Learning
http://www.gomyaccess.com
Intellimetric prompts and rubric-scored writing
Exercise Central http://www.bedfordstmartins.com/exercisecentral
Online quizzes for each reading selection
College Board Online
http://www.collegeboard.org/ap
Grading System (Marks Thresholds)
Marks on individual assignments are based on the following scale:
A 92.5 % or better
B 82.5 % or better
C 72.5 % or better
D 62.5 % or better
Midterm and final examinations are administered; other quizzes are given throughout the course and include tests on meaning, language, and writing strategies from texts, tests on vocabulary, the connotative and denotative meanings of words, and tests on literary terms necessary for success on the multiple-choice and essays portions of the AP Language Exam.
Introduction to Course and Course Overview
AP English Language and Composition (School for Advanced Studies) offers students a year of intense training in reading and writing to prepare them for success on the AP Language and Composition Examination, to ready them for skills necessary for college-level studies and enable them to become contributing members of their communities as lifelong learners. This rigorous and demanding class focuses on the 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, and synthesize how authors manipulate readers to prove theses in various modes of written discourse.
Rigor skills taught during this year-long course include Bloom’s Taxonomy and Bloom’s Affective Taxonomy to provide students with a way to measure ongoing learning, the five Language Registers (Frozen, Formal, Consultative, Casual, and Intimate) and students are able to perfect the middle language register by choosing a nationally syndicated op/ed columnist, follow that writer’s column bi-monthly, and construct responses using strategies that address the ethos (ethics), pathos (emotions), and logos (logic) of nonfiction and current events’ columns; Levels of Questioning, which includes level one (factual), level two (interpretative), and level three (evaluative); the Cornell Note taking method, outlining and journaling; the Rhetorical Square approach to unpacking nonfiction pieces (Audience, Purpose, Persona, Argument); Sentence Mimicking and Pivoting Text; the grammar of irony and the grammar of paradox; the classical, Rogerian, and Toulmin argumentations models; rhetorical modes of discourse; student-teaching conferencing, including rubrics, revisions, and rewrites.*
**GLAAPSI, July 2005 Marcy Bowman AP Packet
Reading
Students are encouraged to read widely, and through exposure to various genres, voices, and ideas, students’ reading tastes are broadened as their levels of appreciation and enjoyment and critical faculties are heightened.
Close reading is a critical skill that is ideally developed over many years and this course builds on these skills by providing frequent instruction and opportunities for students to dissect passages and texts. Two overarching elements, the understanding of which serves students well, are diction and syntax. Students need to be word savvy. Recognizing the power of diction—individual words as well as word patterns—is a primary focus. Vocabulary lists are used; class discussions include studies of the nuances of words’ meaning and words’ connotative and denotative meanings are reviewed.
Syntax is taught so that writers manage to achieve syntactical variety in their own writing despite any difficulties in analyzing the element. Students consider the power of the individual simple, compound, complex, compound-complex sentences and their juxtaposition within structured writing; they look carefully at subordination, coordination, and the author’s tone as it relates to the use of the declarative, interrogative, imperative and exclamatory sentences.
Repetition, parallelism, rhetorical questions, tone, and transitions are devices students are familiar with and figurative language, including metaphorical devices such as apostrophe, simile, metaphors, hyperbole, irony, paradox, and sarcasm become part of the strategies used to grasp overall meaning of text through close reading.
Writing
In this course, students develop clearly articulated departmental expectations, including exchanging essays in triads to ascertain voice, making suggestions, revisions, and suggestions to classmates, and participating in both student-teacher as well as student-student feedback. Departments also share student writing at professional developments with teachers of other disciplines to gain insight as to how students approach writing assignments in other common core subjects.
The writing process, including brainstorming, planning, prewriting, drafting, revising, and rewriting is another component students use to achieve excellence in their final draft of un-timed compositions.
According to the Advanced Placement Course Description in English “stylistic development” is nurtured by emphasizing the following:
• A wide ranging vocabulary used appropriately and effectively
• A variety of sentence structures, including appropriate use of subordination and coordination
• A logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis
• A balance of generalization and specific illustrative details, and
• An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure.
Topics for writing are limitless, and the greater the variety, the greater the opportunity for the student to develop style and a sharp sense of audience. Composition may include some research components, particularly in the Junior Defense of Thesis where the process of collecting and organizing information is used to perfect a thesis that is proven both in written prose and oral discourse.
Timed writing is vital as well. This kind of assignment is valid for two reasons; it replicates the students’ writing experience on the AP Exam where they are, in a time frame of about forty minutes, asked to read a prompt, usually including a passage, and write an effective essay response. Second, this product-oriented writing is a reality. Students in colleges, as with many professionals, are regularly faced with such demands for which rapid assimilation of information and immediate responses are critical to the quality of their work.
The holistic scoring of essays is used throughout this course since this type of scoring allows essays to be read quickly and carefully by the instructor, who then judges it against scoring guides and rubrics developed in response to the nature of the composition question and the desired response to the prompt.
This course also provides ample opportunities for students to take sample multiple-choice question exams. These multiple-choice questions are demanding, with possible answers frequently separated by subtle distinctions and the more opportunities for practice, the further chance of perfecting the skills to choose the correct answer from a group of distractors.
Writing and Reading Text Credit: Teacher’s Guide Advanced Placement Program, AP English Language and Composition; College Entrance Examination Board and Educational Testing Service ©1998
Grammar
Students cover an immense amount of grammar, particularly in the areas of parts of speech, agreement, sentence structure, subordination and coordination, and conventions of grammar usage and mechanics. Grammar is often taught in isolation but that does not negate the requirement that students are held responsible on both timed and untimed writing assignments to utilize skills learned to perfect documents on the first draft so that many revisions are not needed for succeeding drafts.
Late Work Policy
It is the policy of this class that students who are absent and provide an acceptable excuse may make up assignments or tests the day following their return to class; the assignment or test will be scored and returned to students. Students must mark on the assignment or test the following information: the specific date of absence, the day they first returned to class, the assignment number and date the assignment is actually submitted. If an assignment or test is not completed on the day following the return to class, the assignment or test will be scored as “credit” and not receive a letter grade. That “credit” neither raises nor lowers the students’ overall grade average. Verified truancies and unexcused absences from class will result in no credit received for work submitted.
Assigned vocabulary work must be received by due dates; five points will be deducted from test scores for work not received when due and ten points will be deducted from test scores for no work received.
Summer assignments that are not submitted by due date will be scored as “0,” which may negatively affect a student’s overall course score and earned class grade point average. Assignments that are completed and submitted late will receive only a “credit,” and not earn a letter grade; in this case a student must complete the work to avoid receiving a “0” but will still earn no letter grade for work that was completed. It is in the student’s best interest to meet deadlines and submit work of the highest quality by due dates.
*This policy supersedes all previous late work policy information.
Material Covered: September 3-December 19, 2008
Week One:
Students begin fall semester with a summer reading selection assessed by submission of an Advanced Placement Long Form, based on a novel that was assigned as independent reading off-track. This assignment is their first paper for this course and is used as an immediate way to measure students’ analysis of an author's use of rhetorical strategies, offering critical reading practice, and in particular close reading of important and difficult text that students will encounter throughout the semester.
Students also choose an Op/Ed Columnist at the beginning of the semester and follow that writer on a regular basis, practicing the consultative/formal language register by responding to the writers’ arguments.
Levels of Questioning are introduced at the beginning of the school year and students are given practice this strategy by condensing and summarizing Cornell Notes taken both in class and out-of-class on selected readings. Level One Questions are questions that students can write that can be explicitly answered by facts contained in the text or information accessible in other resources. Level Two Questions are textually implicit, requiring analysis and interpretation of specific parts of the text. Level Three Questions are much more open-ended and go beyond the text and are intended to provoke a discussion of an abstract idea or issue. Credit for the levels of questions explanation are from an AP Workshop at California State University where the Great Books Foundation was discussed.
Week Two:
Timed Writing #1: An AP Exam Prompt using a short prose passage titled “Hunger of Memory,” from author Richard Rodriguez is used to introduce students to a sample writing task they might face on the actual Spring AP English Language Exam.
The Colonial Period up to 1790 is also covered at the start of this semester. Puritans and American Beginnings (Scott-Foresman Publishing; Literature and Integrated Studies) introduces students to the writings of William Bradford in “Of Plymouth Plantation,” and “Sinners in the Hands of an Angry God,” Jonathan Edwards’ masterful sermon that sets the stage for class discussion of literary terms such as tone, syntax, diction, including specific syntactical devices such as rhetorical questions and the mimicking of loose, periodic, balanced, and interrupted sentences.
Week Three:
Students spend time analyzing compositions they have written for the Rodriguez AP Prompt, specifically in preparation for a class discussion on tone. The Rhetorical Square, which addresses subject (and speaker), occasion, audience, and purpose is reviewed, since it will provide a solid foundation for future essay prompts that are generally written on a weekly basis.
Timed Writing #2: AP Exam Prompt, featuring a short passage titled “Moments of Being,” by Virginia Woolf
Novel #1: The Great Gatsby by F. Scott Fitzgerald, which is read independently with talking points recorded chapter by chapter as students record entries in a journal format; class discussions are held weekly with each student contributing orally to ascertain author’s purpose, characters’ motivations, and the overall theme of the work. This novel is an ongoing assignment throughout the semester.
Week Four:
Students are introduced to the New Republic, Spirit of Independence and America (Scott-Foresman; Literature and Integrated Studies) with literature selections that cover a time period of 1790-1820. Highlights of this unit are the study of Autobiography of Benjamin Franklin,” Thomas Paine’s “The American Crisis,” and “Speech in the Virginia Convention” by Patrick Henry.
Week Five:
Timed Writing #3: Lincoln’s Second Inaugural AP Prompt; students are able to use a nine-point generic rubric to self-evaluate their essays and the essays of classmates; students may also engage in discussion with the teacher on a weekly basis and challenge the scores received on essays, using the wording of the rubric to provide evidence that the essay may perhaps have deserved a higher score.
Reading and Writing Strategies such as sentence mimicking and text pivoting are further practiced at this point, providing students with additional skills in checking for comprehension about material covered in class and assures their understanding of the complexities of crafting interesting and varied sentences, connecting the use of proper diction with syntax, and incorporating sentence variety by using subordinate clauses and subordinating conjunctions. Sentence mimicking in particular demonstrates insightful and well-constructed patterns of adapted writing that form the initial building blocks of the paragraph, and therefore, the thought-on-paper processes that will eventually lead to the effective paragraph composition for essays of argument that prove theses.
Week Six:
Vocabulary Workshop (Sadlier, Oxford) is used on a weekly basis; units specifically designed for challenging vocabulary are introduced as students become responsible for identifying the meanings, the connotations, the diacritical markings, and the pronunciation of twenty words weekly; tests are given on a regular basis to confirm understanding and mastery of new vocabulary; students are reminded that vocabulary is important when it is used in real-world contexts, both in written compositions and oral discourse, and are encouraged to remember that, “One does not own a word until it is used, not just memorized.” The American Heritage Dictionary’s 100 Words High School Students Should Know is also utilized and ten new words are introduced weekly, as students are also tested on each set of ten.
Text from “The Declaration of Independence” and the short anthology biography of Thomas Jefferson closes the Spirit of Independence unit of study.
Timed Writing #4: Frederick Douglass Essay from Narrative in the Life of Frederick Douglass is composed and submitted; syntax and figurative language are the essence of this assignment, as students are provided with supplementary materials such as a four-page narrative on Douglass’ autobiography and read and annotate an additional Douglass prose selection, “What The Black Man Wants.”
Week Seven:
American Romanticism and the Transcendentalists includes the poetry of Emily Dickinson and Walt Whitman from the anthology (Scott-Foresman; Literature and Integrated Studies) and is begun at this point in the semester and covers the literature period of 1820-1865.
Week Eight:
Emerson’s “Self Reliance,” Thoreau’s “Civil Disobedience,” and an excerpt from Thoreau’s Walden are covered during this period.
Timed Writing #5: James Baldwin’s 1979 Essay on Language (a 1995 AP prompt)
Multiple-choice exam practice from the Cliff’s AP Preparation Guide is begun, and bi-weekly essays are written as in-class timed writing assignments, using selected prompts from that same book.
Introduction to the Argumentative Essay and Argument Comprehensive Review is introduced as students learn to identify the pathos, ethos, and logos strategies used by writers to achieve their varied purposes for writing.
Week Nine:
The Continental Nation (1865-1900) period is covered using selections such as Lincoln’s “Gettysburg Address” and Robert E. Lee’s “Farewell Order to the Army of Northern Virginia.”
Timed Writing #6: Crevecoeur’s “Letter to an American Farmer”
Weeks Ten-Fifteen:
Their Eyes Were Watching God by Zora Neale Hurston is introduced and journaled talking points are recorded chapter by chapter as students engage in weekly class discussions. This novel is an ongoing assignment throughout the semester.
Vocabulary Workshop and “100 Words High School Students Should Know” continues during this period. Readings for these five weeks also include “Roman Fever,” by Edith Wharton, “Paul’s Case” by Willa Cather, William Faukner’s “Barn Burning”, Anne Sexton’s poem “Her Kind”, the poems of Langston Hughes and Sylvia Plath, and Richard Wright’s “Big Back Good Man.” Each selection includes questions about meaning, language, theme, and purpose so students may perfect their understanding and analysis of short passages of fiction. Additional nonfiction selections from Bedford Reader, the heart of any AP English Language Course, are introduced in the second semester of studies.
Textbooks used in this course include The Bedford Reader, Cliffs AP Preparation Guide, Vocabulary Workshop Level “F”, and Glencoe Writer’s Choice. Various nonfiction pieces are used from composition rhetorics and readers, as are newspaper editorials, opinion-editorial pieces written by individual columnists, and storyboards, photographs, and newspaper editorial cartoons.
Kennedy, X.J., Dorothy Kennedy, and Jane E. Aaron, The
Bedford Reader. Boston: Bedford Books of St.
Martin’s Press, 1997.
Cliffs AP English Language and Composition (2nd Edition) Swovelin ©2001
Vocabulary Workshop Level “F” Shostak (Sadlier-Oxford Publishing) 2005
Anthology: Writer’s Choice Grammar and Composition; Glencoe ©2005
Anthology: Literature and Integrated Studies; Scott-Foresman Publishing ©1997
Useful Web Sites
Online Writing Lab
http://owl.english.purdue.edu/
Composition formatting
MLA Style Citations
http://www.cas.usf.edu/english/walker/mla.html
Research Paper Works Cited formatting
Oxford English Dictionary
http://www.oed.com/
Vocabulary for the AP student
Strunk and White
http://www.columbia.edu/acis/bartleby/strunk/
Rules of style for written prose
Teacher Web log
http://www.hollywoodhighschool.net
Weekly blog postings of assignments due
Apex Learning
http://www.apex.com
AP diagnostic tests; literary terms; study strategies
Go My Access/Vantage Learning
http://www.gomyaccess.com
Intellimetric prompts and rubric-scored writing
Exercise Central http://www.bedfordstmartins.com/exercisecentral
Online quizzes for each reading selection
College Board Online
http://www.collegeboard.org/ap
Grading System (Marks Thresholds)
Marks on individual assignments are based on the following scale:
A 92.5 % or better
B 82.5 % or better
C 72.5 % or better
D 62.5 % or better
Midterm and final examinations are administered; other quizzes are given throughout the course and include tests on meaning, language, and writing strategies from texts, tests on vocabulary, the connotative and denotative meanings of words, and tests on literary terms necessary for success on the multiple-choice and essays portions of the AP Language Exam.
Tuesday, July 15, 2008
Grade Eleven AP English Language Summer Work
Here is a clarification on the assignment due September 3.
E-mail a brief introduction of yourself and in a second paragraph, write about your interests, talents and hobbies and describe a significant writing experience, which may include a description of an award received for writing, a major paper written, and/or published pieces of writing. The assignment's length will depend on your specific experience but in no case should it be less than two paragraphs, perhaps one for the introduction and one for the description.
When formatting the AP Long Form, you may refer to my previous blogs. Long forms should cover in detail every single component listed.
E-mail a brief introduction of yourself and in a second paragraph, write about your interests, talents and hobbies and describe a significant writing experience, which may include a description of an award received for writing, a major paper written, and/or published pieces of writing. The assignment's length will depend on your specific experience but in no case should it be less than two paragraphs, perhaps one for the introduction and one for the description.
When formatting the AP Long Form, you may refer to my previous blogs. Long forms should cover in detail every single component listed.
Saturday, June 21, 2008
STUDYPATH June 23-27, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Semester reflection prewriting continues; portfolios organized by assignments
2. Classroom textbook returns are complete; return any textbooks on your own to textbook room and obtain a receipt
Tuesday
1. FINALS SCHEDULE-PERIODS ONE AND FOUR DO NOT MEET TODAY
2. Return any textbooks on your own to textbook room and obtain a receipt
Wednesday
1. FINALS SCHEDULE-PERIOD FOUR MEETS IN VANTAGE WRITING LAB (ROOM 701) FOR SEMESTER REFLECTION ESSAY
2. Return any textbooks on your own to textbook room and obtain a receipt
Thursday
1. FINALS SCHEDULE-PERIOD ONE MEETS IN VANTAGE LAB (ROOM 701) FOR SEMESTER REFLECTION ESSAY
2. Return any textbooks on your own to textbook room and obtain a receipt
Friday-Last Day of School
1. Portfolio organization
2. Summer work discussion
In-class assignments and class updates trump published blogs.
Monday
1. Semester reflection prewriting continues; portfolios organized by assignments
2. Classroom textbook returns are complete; return any textbooks on your own to textbook room and obtain a receipt
Tuesday
1. FINALS SCHEDULE-PERIODS ONE AND FOUR DO NOT MEET TODAY
2. Return any textbooks on your own to textbook room and obtain a receipt
Wednesday
1. FINALS SCHEDULE-PERIOD FOUR MEETS IN VANTAGE WRITING LAB (ROOM 701) FOR SEMESTER REFLECTION ESSAY
2. Return any textbooks on your own to textbook room and obtain a receipt
Thursday
1. FINALS SCHEDULE-PERIOD ONE MEETS IN VANTAGE LAB (ROOM 701) FOR SEMESTER REFLECTION ESSAY
2. Return any textbooks on your own to textbook room and obtain a receipt
Friday-Last Day of School
1. Portfolio organization
2. Summer work discussion
Sunday, June 15, 2008
STUDYPATH June 16-20, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Research papers are due today; papers must be paper clipped, cover page attached, outline page is attached behind cover page, first page of prose is paginated as page one with works cited paginated as page fifteen, works cited page must be one page, end blank page follows works cited page, twelve point type, double spaced following all format margins set by MLA style (see OWL website-check school library page for web address)
2. Invisible Man AP Long Form due today
3. Return Bedford Reader and Invisible Man novels to counter for return to textbook room
4. Bring vocabulary book today for final mastery test in class
Tuesday
1. Final mastery test in class today (not open book)
2. Return all books to counter for return to textbook room
Wednesday
1. Organize portfolios and prewrite semester reflection essay for final exam
2. Writer's Choice assignment in class
3. Ellison biography documentary
Thursday
1. Organize portfolios and prewrite semester reflection essay for final exam
2. Writer's Choice assignment in class
Friday
1. Finals schedules for Period One: Thursday, June 26; Period Four: Wednesday, June 25
2. Weekend assignments to be announced
In-class assignments and class updates trump published blogs.
Monday
1. Research papers are due today; papers must be paper clipped, cover page attached, outline page is attached behind cover page, first page of prose is paginated as page one with works cited paginated as page fifteen, works cited page must be one page, end blank page follows works cited page, twelve point type, double spaced following all format margins set by MLA style (see OWL website-check school library page for web address)
2. Invisible Man AP Long Form due today
3. Return Bedford Reader and Invisible Man novels to counter for return to textbook room
4. Bring vocabulary book today for final mastery test in class
Tuesday
1. Final mastery test in class today (not open book)
2. Return all books to counter for return to textbook room
Wednesday
1. Organize portfolios and prewrite semester reflection essay for final exam
2. Writer's Choice assignment in class
3. Ellison biography documentary
Thursday
1. Organize portfolios and prewrite semester reflection essay for final exam
2. Writer's Choice assignment in class
Friday
1. Finals schedules for Period One: Thursday, June 26; Period Four: Wednesday, June 25
2. Weekend assignments to be announced
Saturday, June 07, 2008
STUDYPATH June 9-13, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Return Invisible Man novels
2. Triad defenses must be complete by today
3. Meet in Library on Wednesday morning prior to field trip
4. Writer's Choice assignment
5. Vocabulary book due in class for Units Thirteen-Fifteen review
Tuesday (Shortened Day)
1. Writer's Choice assignment
2. Appropriate dress requested for tomorrow's field trip
3. Research Papers final draft due no later than Friday
Wednesday
1. Field Trip-Metropolitan Water District; appropriate dress requested; meet in Library at 7:30 A.M.
2. Pre-trip and post-trip activities
Thursday
1. Writer's Choice assignment
2. Research Paper final draft due tomorrow; paper clip documents
3. AP Long Form for Invisible Man due Monday; paper clip documents
Friday
1. Research Paper final draft due today; paper clip all documents
2. AP Long form for Invisible Man due Monday; paper clip all documents
3. Weekend homework to be announced
In-class assignments and class updates trump published blogs.
Monday
1. Return Invisible Man novels
2. Triad defenses must be complete by today
3. Meet in Library on Wednesday morning prior to field trip
4. Writer's Choice assignment
5. Vocabulary book due in class for Units Thirteen-Fifteen review
Tuesday (Shortened Day)
1. Writer's Choice assignment
2. Appropriate dress requested for tomorrow's field trip
3. Research Papers final draft due no later than Friday
Wednesday
1. Field Trip-Metropolitan Water District; appropriate dress requested; meet in Library at 7:30 A.M.
2. Pre-trip and post-trip activities
Thursday
1. Writer's Choice assignment
2. Research Paper final draft due tomorrow; paper clip documents
3. AP Long Form for Invisible Man due Monday; paper clip documents
Friday
1. Research Paper final draft due today; paper clip all documents
2. AP Long form for Invisible Man due Monday; paper clip all documents
3. Weekend homework to be announced
Saturday, May 31, 2008
STUDYPATH June 2-6, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Final AP Long Form components due Friday, June 6; AP Long Form final draft due 6/12
2. Bedford Reader textbook due in class all week
3. Field Trip slips issued for MWD trip; all trip slips due no later than Friday 6/6
4. Vocabulary book required in class for Unit Fifteen, which will be completed in class
Tuesday
1. Vocabulary Unit Fifteen test scheduled for Wednesday; attach proof of work
2. Bedford Reader textbook due in class all week
3. Triad defenses of thesis must be finished by Friday, June 6
Wednesday
1. Bedford Reader textbook due in class all week
2. Triad defenses of thesis in class
3. Writer's Choice and tone assignment in class
Thursday
1. Bedford Reader textbook due in class all week
2. Triad defenses of thesis in class
Friday
1. Field trip slips due no later than today
2. Bedford Reader textbook due in class all week
3. Invisible Man novels returned to class so they can be returned to textbook room
4. Weekend homework to be announced
5. Triad defenses of thesis must be completed by today
In-class assignments and class updates trump published blogs.
Monday
1. Final AP Long Form components due Friday, June 6; AP Long Form final draft due 6/12
2. Bedford Reader textbook due in class all week
3. Field Trip slips issued for MWD trip; all trip slips due no later than Friday 6/6
4. Vocabulary book required in class for Unit Fifteen, which will be completed in class
Tuesday
1. Vocabulary Unit Fifteen test scheduled for Wednesday; attach proof of work
2. Bedford Reader textbook due in class all week
3. Triad defenses of thesis must be finished by Friday, June 6
Wednesday
1. Bedford Reader textbook due in class all week
2. Triad defenses of thesis in class
3. Writer's Choice and tone assignment in class
Thursday
1. Bedford Reader textbook due in class all week
2. Triad defenses of thesis in class
Friday
1. Field trip slips due no later than today
2. Bedford Reader textbook due in class all week
3. Invisible Man novels returned to class so they can be returned to textbook room
4. Weekend homework to be announced
5. Triad defenses of thesis must be completed by today
Friday, May 30, 2008
AP Long Form Next Components
SIGNIFICANCE OF THE TITLE: Comment on the book’s title. What message does the author want to convey with the title? Does the meaning of the title change for the reader from pre to post reading?
MEMORABLE QUOTES: (about five to eight) passages, sentences, fragments that capture the essence of story and style. Discuss significance to work.
ADDITIONAL COMMENTS: Did you enjoy the novel? Strength, weaknesses, lingering questions? Does it relate to other books you have read? Any insight from critical reviews? Any insights into human folly or triumph? Do you expect any lasting effects on you? (Don’t underestimate the importance of this last section!)
Credit: (see previous blog entry)
MEMORABLE QUOTES: (about five to eight) passages, sentences, fragments that capture the essence of story and style. Discuss significance to work.
ADDITIONAL COMMENTS: Did you enjoy the novel? Strength, weaknesses, lingering questions? Does it relate to other books you have read? Any insight from critical reviews? Any insights into human folly or triumph? Do you expect any lasting effects on you? (Don’t underestimate the importance of this last section!)
Credit: (see previous blog entry)
Sunday, May 25, 2008
STUDYPATH May 26-30, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
MEMORIAL DAY HOLIDAY
Tuesday (Shortened Day)
1. Period Four takes Bedford Reader final five terms test
2. Water Cases Nine and Ten assigned; due Thursday
3. Unit Fifteen Vocabulary answers in class on Monday
4. Triads present oral defenses in preparation for field trip
5. Lunch tickets for field trip due no later than today (no exceptions)
6. See addendum about research paper due today (see separate blog)
Wednesday
1. Junior Defense of Thesis Research Paper Rubric issued in class today
2. Triads present oral defenses in preparation for field trip
3. Bedford Reader class discussion on Huntington, Naylor, and Daum
4. Bedford Reader Wenke selection due on Thursday
Thursday
1. Triads present oral defenses in preparation for field trip
2. Precis instructions issued for research paper; due Monday
3. Bedford Reader class discussion on Huntington, Naylor, and Daum continues
4. Water Case Four class discussion and activity scheduled for tomorrow
Friday
1. Triads present oral defenses in preparation for field trip
2. Class discussion and activity for Water Case Four
3. Weekend homework to be announced
In-class assignments and class updates trump published blogs.
Monday
MEMORIAL DAY HOLIDAY
Tuesday (Shortened Day)
1. Period Four takes Bedford Reader final five terms test
2. Water Cases Nine and Ten assigned; due Thursday
3. Unit Fifteen Vocabulary answers in class on Monday
4. Triads present oral defenses in preparation for field trip
5. Lunch tickets for field trip due no later than today (no exceptions)
6. See addendum about research paper due today (see separate blog)
Wednesday
1. Junior Defense of Thesis Research Paper Rubric issued in class today
2. Triads present oral defenses in preparation for field trip
3. Bedford Reader class discussion on Huntington, Naylor, and Daum
4. Bedford Reader Wenke selection due on Thursday
Thursday
1. Triads present oral defenses in preparation for field trip
2. Precis instructions issued for research paper; due Monday
3. Bedford Reader class discussion on Huntington, Naylor, and Daum continues
4. Water Case Four class discussion and activity scheduled for tomorrow
Friday
1. Triads present oral defenses in preparation for field trip
2. Class discussion and activity for Water Case Four
3. Weekend homework to be announced
Saturday, May 24, 2008
Research Paper Adjustment of Assignment
An adjustment was made on Friday for the research paper. Five pages minimum (instead of fifteen) are due on Tuesday.
Saturday, May 17, 2008
STUDYPATH May 19-23, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
CST TESTING MONDAY-THURSDAY; CLASS SCHEDULES ARE AS FOLLOWS:
Monday: Periods One, Four, Five and Six
Tuesday: Periods One, Two, and Three
Wednesday: Periods One, Two, and Three
Thursday: Periods One, Four, Five and Six
Friday: Periods One, Two, Three, Four, Five and Six
Weekly assigned work TBA in class with these exceptions:
Bring Vocabulary textbook on Monday for in-class work on Unit Fourteen
Invisible Man essay is due on Thursday
Research Paper outline is due on Thursday
Water Cases Six, Seven, and Eight will be completed in class
Bedford Reader Literary Terms (last five) test TBA; bring textbook to class Monday
Tone assignment to be completed in class
Research Paper first draft is due on Tuesday, May 27 (no exceptions)
JUNE 11 FIELD TRIP LUNCH TICKETS, IDENTIFICATION AND TRIP SLIP INFORMATION:
Lunch tickets must be received by May 28
IDs will be checked in class as time permits
Field trip slips will be issued on June 2, and must be completed by Friday, June 6
Appropriate business attire is requested for this trip
Junior Defense of Thesis Participants: Amir, Fahiya, Michael, Kenneth, Leslie, Norberto, Mynor
Triads will begin seven minute theses' defenses week of May 27-30
In-class assignments and class updates trump published blogs.
CST TESTING MONDAY-THURSDAY; CLASS SCHEDULES ARE AS FOLLOWS:
Monday: Periods One, Four, Five and Six
Tuesday: Periods One, Two, and Three
Wednesday: Periods One, Two, and Three
Thursday: Periods One, Four, Five and Six
Friday: Periods One, Two, Three, Four, Five and Six
Weekly assigned work TBA in class with these exceptions:
Bring Vocabulary textbook on Monday for in-class work on Unit Fourteen
Invisible Man essay is due on Thursday
Research Paper outline is due on Thursday
Water Cases Six, Seven, and Eight will be completed in class
Bedford Reader Literary Terms (last five) test TBA; bring textbook to class Monday
Tone assignment to be completed in class
Research Paper first draft is due on Tuesday, May 27 (no exceptions)
JUNE 11 FIELD TRIP LUNCH TICKETS, IDENTIFICATION AND TRIP SLIP INFORMATION:
Lunch tickets must be received by May 28
IDs will be checked in class as time permits
Field trip slips will be issued on June 2, and must be completed by Friday, June 6
Appropriate business attire is requested for this trip
Junior Defense of Thesis Participants: Amir, Fahiya, Michael, Kenneth, Leslie, Norberto, Mynor
Triads will begin seven minute theses' defenses week of May 27-30
Saturday, May 10, 2008
STUDYPATH May 12-16, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Op-Ed due on Thursday
2. AP Long Form Components due today
3. Water Cases Three, Four, Five due today; Cases Six and Seven assigned
4. Unit Fourteen Vocabulary due MONDAY, MAY 19
5. Tone assignment continues in preparation for AP English Exam
Tuesday
1. AP English Language Exam strategies continue; exam administered tomorrow
2. Meghan Daum and Gloria Naylor Bedford Reader selections due today
3. Footnotes and citation multiple-choice practice in preparation for AP English Exam
Wednesday
1. Advanced Placement English Language and Composition Examination
Thursday
1. Op-Ed due today; new op-ed assigned
2. Invisible Man final essay due Monday, May 19
3. Outline for research paper due Monday, May 19
4. Library research tomorrow; meet at library
Friday
1. Meet at library for research
2. Dates for lunch tickets, identification cards, trip slips, and triad presentations announced for June 11 Metropolitan Water District field trip
3. Weekend homework to be announced
In-class assignments and class updates trump published blogs.
Monday
1. Op-Ed due on Thursday
2. AP Long Form Components due today
3. Water Cases Three, Four, Five due today; Cases Six and Seven assigned
4. Unit Fourteen Vocabulary due MONDAY, MAY 19
5. Tone assignment continues in preparation for AP English Exam
Tuesday
1. AP English Language Exam strategies continue; exam administered tomorrow
2. Meghan Daum and Gloria Naylor Bedford Reader selections due today
3. Footnotes and citation multiple-choice practice in preparation for AP English Exam
Wednesday
1. Advanced Placement English Language and Composition Examination
Thursday
1. Op-Ed due today; new op-ed assigned
2. Invisible Man final essay due Monday, May 19
3. Outline for research paper due Monday, May 19
4. Library research tomorrow; meet at library
Friday
1. Meet at library for research
2. Dates for lunch tickets, identification cards, trip slips, and triad presentations announced for June 11 Metropolitan Water District field trip
3. Weekend homework to be announced
Saturday, May 03, 2008
AP Long Form Next Components
FIGURATIVE LANGUAGE (TROPES): Language that is not literal. Metaphorical devices link meaning; most common are METAPHOR, SIMILE, PERSONIFICATION, AND ALLUSION. Point out examples (direct quotes) and discuss how used and how often used.
IRONIC DEVICES: Irony adds extra dimensions to meaning, stets up special understanding between writer and reader. Most common include VERBAL, SITUATIONAL, or DRAMATIC IRONY, PARADOX, OXYMORON, EUPHEMISM, HYPERBOLE, and UNDERSTATEMENT. Point out examples; how used, how often?
TONE: Author’s attitude toward subject, characters, and reader. Could be playful, serious, angry, ironic, formal, somber, satiric, and combinations of many more. Discuss the author’s tone and observe how the author creates it through plot, diction, syntax, imagery, figurative devices. Use direct quotations from text to support observations.
THEME: The theme refers to the book’s controlling idea or central insight. Identify the book’s central theme. Express as a statement with subject and predicate, not as a word or phrase (i.e. Wrong: “loyalty”, or “loyalty to country”; Right: “Envy is futile.”) Discuss author’s intention.
IRONIC DEVICES: Irony adds extra dimensions to meaning, stets up special understanding between writer and reader. Most common include VERBAL, SITUATIONAL, or DRAMATIC IRONY, PARADOX, OXYMORON, EUPHEMISM, HYPERBOLE, and UNDERSTATEMENT. Point out examples; how used, how often?
TONE: Author’s attitude toward subject, characters, and reader. Could be playful, serious, angry, ironic, formal, somber, satiric, and combinations of many more. Discuss the author’s tone and observe how the author creates it through plot, diction, syntax, imagery, figurative devices. Use direct quotations from text to support observations.
THEME: The theme refers to the book’s controlling idea or central insight. Identify the book’s central theme. Express as a statement with subject and predicate, not as a word or phrase (i.e. Wrong: “loyalty”, or “loyalty to country”; Right: “Envy is futile.”) Discuss author’s intention.
STUDYPATH May 5-9, 2007
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Unit Thirteen Vocabulary in class; books are required and test to be scheduled
2. Op-Ed due today
3. Bedford Terms test in class today; Huntington discussion in class
4. AP Long Form next components due on Monday, May 12 (see accompanying blog for details)
5. Water Cases One and Two talking points due today; Water Cases Three, Four, Five are due Monday
Tuesday
1. Bedford Reader Argument outlines due in class; books are required in class
2. Next two Bedford selections are due Friday; complete questions on meaning, writing strategy, and language for "Safe-Sex Lies" by Megan Daum and "The Meanings of a Word" by Gloria Naylor
3. Invisible Man essay due dates: May 15 for Period Four and May 16 for Period One
Wednesday
1. Bedford Reader new set of ten literary terms
2. In-class essay scheduled for Thursday
3. Writer's Choice Phrases Unit completed; test scored
4. Unit Thirteen Vocabulary Test
Thursday
1. In-class timed essay
2. Multiple-choice sixty minute simulated exam scheduled for Friday
3. Op-Ed scheduled and due on Monday
Friday
1. Multiple-choice sixty minute simulated exam
2. Weekend homework to be announced, including assignment on tone
In-class assignments and class updates trump published blogs.
Monday
1. Unit Thirteen Vocabulary in class; books are required and test to be scheduled
2. Op-Ed due today
3. Bedford Terms test in class today; Huntington discussion in class
4. AP Long Form next components due on Monday, May 12 (see accompanying blog for details)
5. Water Cases One and Two talking points due today; Water Cases Three, Four, Five are due Monday
Tuesday
1. Bedford Reader Argument outlines due in class; books are required in class
2. Next two Bedford selections are due Friday; complete questions on meaning, writing strategy, and language for "Safe-Sex Lies" by Megan Daum and "The Meanings of a Word" by Gloria Naylor
3. Invisible Man essay due dates: May 15 for Period Four and May 16 for Period One
Wednesday
1. Bedford Reader new set of ten literary terms
2. In-class essay scheduled for Thursday
3. Writer's Choice Phrases Unit completed; test scored
4. Unit Thirteen Vocabulary Test
Thursday
1. In-class timed essay
2. Multiple-choice sixty minute simulated exam scheduled for Friday
3. Op-Ed scheduled and due on Monday
Friday
1. Multiple-choice sixty minute simulated exam
2. Weekend homework to be announced, including assignment on tone
Sunday, April 27, 2008
STUDYPATH April 28-May 2
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Units Ten-Twelve and Cumulative III Vocabulary in class; books are required
2. Bedford Reader literary terms and Huntington assignment due
3. Invisible Man essay due May 15
4. Op-Ed piece due today for Period Four; due Thursday for Period One
Tuesday (Shortened Day)
1. Period One Invisible Man talking points due Friday for Chapters 21-25 and Epilogue
2. Bedford Reader literary terms and reading assignment
3. Timed essay scheduled for Thursday
Wednesday
1. Writer's Choice grammar and research paper
2. Bedford Reader literary terms test TBA
Thursday
1. Timed essay in class
2. Research Paper due dates announced
Friday
1. Period One: Talking points for Invisible Man Chapters 21-25 and Epilogue due for class discussion
2. Op-Ed assigned for all classes; due date announced
3. Unit Thirteen Vocabulary in class on Monday; books are required
In-class assignments and class updates trump published blogs.
Monday
1. Units Ten-Twelve and Cumulative III Vocabulary in class; books are required
2. Bedford Reader literary terms and Huntington assignment due
3. Invisible Man essay due May 15
4. Op-Ed piece due today for Period Four; due Thursday for Period One
Tuesday (Shortened Day)
1. Period One Invisible Man talking points due Friday for Chapters 21-25 and Epilogue
2. Bedford Reader literary terms and reading assignment
3. Timed essay scheduled for Thursday
Wednesday
1. Writer's Choice grammar and research paper
2. Bedford Reader literary terms test TBA
Thursday
1. Timed essay in class
2. Research Paper due dates announced
Friday
1. Period One: Talking points for Invisible Man Chapters 21-25 and Epilogue due for class discussion
2. Op-Ed assigned for all classes; due date announced
3. Unit Thirteen Vocabulary in class on Monday; books are required
Saturday, April 19, 2008
STUDYPATH April 21-25, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Unit Twelve Vocabulary in-class assignment; book is required
2. Bedford Reader text due only today this week; Bedford Terms
3. Writer's Choice grammar
4. Multiple-choice practice tomorrow (sixty minute simulated AP Test)
Tuesday
1. Sixty minute simulated AP Test
2. Bedford Reader text not required until next Monday; complete "The Crisis of National Identity" by Samuel P. Huntington paying particular attention to unfamiliar vocabulary; due Monday
Wednesday
1. In-class essay (essay is forty-minute timed essay to simulate AP Test)
2. Vantage Lab scheduled for tomorrow for Global Warming rewrite
Thursday
1. Vantage Lab rewrite for Global Warming essay
2. Talking points for Chapters Sixteen-Twenty for Period One due tomorrow for Invisible Man; motif essay prewriting assigned for Period Four
Friday
1. Invisible Man Chapters Sixteen-Twenty for Period One; motif essay prewriting for Period Four
2. Huntington piece from Bedford Reader due Monday; see Tuesday for specific assignment
3. Unit Thirteen will be completed in class Monday; vocabulary books are required
In-class assignments and class updates trump published blogs.
Monday
1. Unit Twelve Vocabulary in-class assignment; book is required
2. Bedford Reader text due only today this week; Bedford Terms
3. Writer's Choice grammar
4. Multiple-choice practice tomorrow (sixty minute simulated AP Test)
Tuesday
1. Sixty minute simulated AP Test
2. Bedford Reader text not required until next Monday; complete "The Crisis of National Identity" by Samuel P. Huntington paying particular attention to unfamiliar vocabulary; due Monday
Wednesday
1. In-class essay (essay is forty-minute timed essay to simulate AP Test)
2. Vantage Lab scheduled for tomorrow for Global Warming rewrite
Thursday
1. Vantage Lab rewrite for Global Warming essay
2. Talking points for Chapters Sixteen-Twenty for Period One due tomorrow for Invisible Man; motif essay prewriting assigned for Period Four
Friday
1. Invisible Man Chapters Sixteen-Twenty for Period One; motif essay prewriting for Period Four
2. Huntington piece from Bedford Reader due Monday; see Tuesday for specific assignment
3. Unit Thirteen will be completed in class Monday; vocabulary books are required
Sunday, April 13, 2008
AP Long Form
Next components are due Monday, April 21, 2008
SYNTAX: (sentence structure) Analysis of sentence and phrase patterns._
1. Make some general observations: Are the sentence predominately simple or complex. Long or short? Level of formality? Any fragments? How does the author use syntax to create rhythm and flow of the language? Is there much variety to the sentence pattern? Are sentences loose, periodic, inverted, convoluted?
2. Using one of the same passages above, focus on the author’s syntax choices. What effect is he/she creating? Comment on how these choices help define character, set tone, or further theme.
IMAGERY: Words or phrases that appeal to the five senses—most commonly visual. Look for recurrent images. What function does the imagery seem to serve? Use direct quotations from text to support observations.
SYMBOLISM: When an image is used to suggest complex or multiple meanings (hawk for war, dove for peace, swan for stately beauty), it becomes a symbol. Is the novel highly symbolic? Allegorical? Point out images used as symbols. What function does the symbolism seem to serve? Use direct quotations from text to support observations.
SYNTAX: (sentence structure) Analysis of sentence and phrase patterns._
1. Make some general observations: Are the sentence predominately simple or complex. Long or short? Level of formality? Any fragments? How does the author use syntax to create rhythm and flow of the language? Is there much variety to the sentence pattern? Are sentences loose, periodic, inverted, convoluted?
2. Using one of the same passages above, focus on the author’s syntax choices. What effect is he/she creating? Comment on how these choices help define character, set tone, or further theme.
IMAGERY: Words or phrases that appeal to the five senses—most commonly visual. Look for recurrent images. What function does the imagery seem to serve? Use direct quotations from text to support observations.
SYMBOLISM: When an image is used to suggest complex or multiple meanings (hawk for war, dove for peace, swan for stately beauty), it becomes a symbol. Is the novel highly symbolic? Allegorical? Point out images used as symbols. What function does the symbolism seem to serve? Use direct quotations from text to support observations.
STUDYPATH April 14-18, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
Most of this class will be on a field trip today; assignments are due before students board buses
1. Unit Eleven Vocabulary answers due today; test Tuesday
2. Writer's Choice grammar assignments; phrases unit
3. Index cards due for research paper
4. Bedford Reader literary terms test rescheduled to Tuesday
Tuesday
1. Unit Eleven Vocabulary test today
2. Bedford Reader two selections due "Orientation" by Daniel Orozco and "Girl" by Jamaica Kincaid
3. Writer's Choice grammar assignment
Wednesday
1. Bedford Reader due in class for Orozco/Kincaid discussion
2. Vantage Lab date announced for Global Warming rewrite
3. Writer's Choice grammar assignment
Thursday
1. Next components of AP Long Form due on Monday
2. Multiple-choice practice
3. Invisible Man Chapters Eleven-Fifteen due tomorrow for Period One; Chapters Twenty-One to Twenty Five and Epilogue due tomorrow for Period Four
Friday
1. Invisible Man class discussion; see Thursday for chapters
2. Weekend homework to be announced
3. Meet at library for first twenty minutes of period for Book Fair
4. UNIT TWELVE WILL BE DONE IN CLASS ON MONDAY; BOOK IS REQUIRED FOR CLASSWORK
In-class assignments and class updates trump published blogs.
Monday
Most of this class will be on a field trip today; assignments are due before students board buses
1. Unit Eleven Vocabulary answers due today; test Tuesday
2. Writer's Choice grammar assignments; phrases unit
3. Index cards due for research paper
4. Bedford Reader literary terms test rescheduled to Tuesday
Tuesday
1. Unit Eleven Vocabulary test today
2. Bedford Reader two selections due "Orientation" by Daniel Orozco and "Girl" by Jamaica Kincaid
3. Writer's Choice grammar assignment
Wednesday
1. Bedford Reader due in class for Orozco/Kincaid discussion
2. Vantage Lab date announced for Global Warming rewrite
3. Writer's Choice grammar assignment
Thursday
1. Next components of AP Long Form due on Monday
2. Multiple-choice practice
3. Invisible Man Chapters Eleven-Fifteen due tomorrow for Period One; Chapters Twenty-One to Twenty Five and Epilogue due tomorrow for Period Four
Friday
1. Invisible Man class discussion; see Thursday for chapters
2. Weekend homework to be announced
3. Meet at library for first twenty minutes of period for Book Fair
4. UNIT TWELVE WILL BE DONE IN CLASS ON MONDAY; BOOK IS REQUIRED FOR CLASSWORK
Friday, April 11, 2008
AP English Long Form Credit
All AP English Long Form Credit use on this blog is credited to Chris Baldwin, PHHS, who created this form.
Saturday, April 05, 2008
STUDYPATH April 7-11, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
CHECK SUNDAY NIGHTS FOR UPDATE TO BLOG.
Monday
1. Unit Ten Vocabulary answers due today; test tomorrow
2. Writer's Choice Research Paper and Grammar assignments including Unit Twelve Phrases
3. Invisible Man talking points five per chapter due Friday for class discussion; Chapters Six-Ten for Period One and Sixteen-Twenty for Period Four
4. Bedford Reader "Everyday Use" by Alice Walker due Tuesday; literary terms
Tuesday
1. Vocabulary Unit Ten test
2. Writer's Choice assignments
3. "Everyday Use" due today
4. Literary terms
Wednesday
1. Writer's Choice assignments
2. Multiple-choice in-class practice
3. Literary terms
Thursday
1. Writer's Choice assignments
2. Vocabulary books due in class tomorrow; talking points due tomorrow
Friday
1. Vocabulary books due in class today
2. Class discussion of Invisible Man; see Monday for chapters
3. Two index cards due for research paper sources
In-class assignments and class updates trump published blogs.
CHECK SUNDAY NIGHTS FOR UPDATE TO BLOG.
Monday
1. Unit Ten Vocabulary answers due today; test tomorrow
2. Writer's Choice Research Paper and Grammar assignments including Unit Twelve Phrases
3. Invisible Man talking points five per chapter due Friday for class discussion; Chapters Six-Ten for Period One and Sixteen-Twenty for Period Four
4. Bedford Reader "Everyday Use" by Alice Walker due Tuesday; literary terms
Tuesday
1. Vocabulary Unit Ten test
2. Writer's Choice assignments
3. "Everyday Use" due today
4. Literary terms
Wednesday
1. Writer's Choice assignments
2. Multiple-choice in-class practice
3. Literary terms
Thursday
1. Writer's Choice assignments
2. Vocabulary books due in class tomorrow; talking points due tomorrow
Friday
1. Vocabulary books due in class today
2. Class discussion of Invisible Man; see Monday for chapters
3. Two index cards due for research paper sources
Invisible Man Long Form
These components are due Monday, April 14 for Period One and Monday, April 21 for Period Four.
SETTING: Where and when does this novel occur? How is the environment described? Any symbolic meanings in the settings? How does the author use setting? What ATMOSPHERE is created by the setting? How important is setting to the novel?
DICTION: Analyze the author’s word choices. First discuss the work in general: is the language informal, formal, neutral? Explain and give an example. Does the author use much imagery? Metaphoric and/or ironic devices? Is the language plain? Flowery? Concise? Strong? Does diction indicate social status, education, region? Are the sounds cacophonous (“plosives”: b, d, g, k, p, t) or euphonious (“liquids”: l, m, n, r, soft v and f, th and wh)? Does it seem patterned or random? How much dialogue is used? How different is the dialogue from character to character?
SELECT THREE PASSAGES (minimum: approximately one-half page) featuring three different plot segments. Copy or Xerox them. Referring to the passages, discuss specific diction choices. Comment on how diction choices help define character, set tone, or further theme.
SETTING: Where and when does this novel occur? How is the environment described? Any symbolic meanings in the settings? How does the author use setting? What ATMOSPHERE is created by the setting? How important is setting to the novel?
DICTION: Analyze the author’s word choices. First discuss the work in general: is the language informal, formal, neutral? Explain and give an example. Does the author use much imagery? Metaphoric and/or ironic devices? Is the language plain? Flowery? Concise? Strong? Does diction indicate social status, education, region? Are the sounds cacophonous (“plosives”: b, d, g, k, p, t) or euphonious (“liquids”: l, m, n, r, soft v and f, th and wh)? Does it seem patterned or random? How much dialogue is used? How different is the dialogue from character to character?
SELECT THREE PASSAGES (minimum: approximately one-half page) featuring three different plot segments. Copy or Xerox them. Referring to the passages, discuss specific diction choices. Comment on how diction choices help define character, set tone, or further theme.
Monday, March 31, 2008
Invisible Man Long Form
Next components of Long Form are due on Friday, April 4 for Period Four, and Friday, April 11 for Period One
POINT OF VIEW (NARRATIVE PERSPECTIVE): Is the novel written from the first person (“I”), second person (“you,” very rare), or third person (he/she)? Is it a reminiscence or recent perspective, written in the present tense or the past tense? If in the first person, is he/she the protagonist or an observer? If in the third, is he/she omniscient (knowing everything), limited omniscient (knowing one character most often) or objective (no subjective commentary by the narrator, but limited omniscient)?
CHARACTER: General comments: Flat/round? Static/dynamic? Believable? How are they revealed? How complex? How many? Protagonist/antagonist? Role of minor characters? Then describe four-six central characters: name, age, three descriptive adjectives, appearance, personality, function in novel, significance of name, a quote that reveals character with an explanation of what the quote reveals.
POINT OF VIEW (NARRATIVE PERSPECTIVE): Is the novel written from the first person (“I”), second person (“you,” very rare), or third person (he/she)? Is it a reminiscence or recent perspective, written in the present tense or the past tense? If in the first person, is he/she the protagonist or an observer? If in the third, is he/she omniscient (knowing everything), limited omniscient (knowing one character most often) or objective (no subjective commentary by the narrator, but limited omniscient)?
CHARACTER: General comments: Flat/round? Static/dynamic? Believable? How are they revealed? How complex? How many? Protagonist/antagonist? Role of minor characters? Then describe four-six central characters: name, age, three descriptive adjectives, appearance, personality, function in novel, significance of name, a quote that reveals character with an explanation of what the quote reveals.
Saturday, March 29, 2008
STUDYPATH March 31-April 4, 2008
CHECK BLOG SUNDAY NIGHTS FOR ANY UPDATES
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. APEX diagnostic tests due today
2. Research paper strategies; grammar Unit Thirteen test
3. Bedford Reader textbook days revised to Monday-Wednesday; Bedford literary terms continued
4. Multiple-choice practice
5. Invisible Man class discussion continues from Friday (bring novel to class)
6. Answers Unit 7-9 and Cumulative II due in class today
Tuesday
2. Invisible Man Period One: Chapters 1-5 talking points due Friday; Period Four: Chapters 11-15 talking points due Friday
2. Bedford terms continued
3. "Homeless" by Anna Quindlen due in class today
4. Synthesis essay scheduled for Thursday
5. Los Angeles Times Op-Ed assignment
Wednesday
1. Unit Ten Vocabulary Workshop answers due Monday in class
2. Research paper strategies
3. Bedford terms test in class today
4. Multiple-choice practice
Thursday
1. In-class synthesis essay
2. Invisible Man class discussion tomorrow
Friday
1. Invisible Man class discussion (see Tuesday for chapter assignments)
2. Vocabulary Workshop due in class today for Unit Ten assignment
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. APEX diagnostic tests due today
2. Research paper strategies; grammar Unit Thirteen test
3. Bedford Reader textbook days revised to Monday-Wednesday; Bedford literary terms continued
4. Multiple-choice practice
5. Invisible Man class discussion continues from Friday (bring novel to class)
6. Answers Unit 7-9 and Cumulative II due in class today
Tuesday
2. Invisible Man Period One: Chapters 1-5 talking points due Friday; Period Four: Chapters 11-15 talking points due Friday
2. Bedford terms continued
3. "Homeless" by Anna Quindlen due in class today
4. Synthesis essay scheduled for Thursday
5. Los Angeles Times Op-Ed assignment
Wednesday
1. Unit Ten Vocabulary Workshop answers due Monday in class
2. Research paper strategies
3. Bedford terms test in class today
4. Multiple-choice practice
Thursday
1. In-class synthesis essay
2. Invisible Man class discussion tomorrow
Friday
1. Invisible Man class discussion (see Tuesday for chapter assignments)
2. Vocabulary Workshop due in class today for Unit Ten assignment
Saturday, March 22, 2008
STUDYPATH March 24-28, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Writer's Choice is due in class M-W
2. Bedford Reader is due in class Thursday; complete two assignments before this Thursday "The Lottery" by Shirley Jackson (122) and questions on meaning, writing strategy, and language and "Silent Dancing" by Judith Ortiz Cofer (162) and questions on meaning, writing strategy and language
3. Multiple-Choice practice
4. Unit Nine vocabulary answers due today; test tomorrow
Tuesday
1. Unit Nine vocabulary test today
2. Writer's Choice grammar
3. Research paper strategies
4. APEX diagnostic tests due by Friday
Wednesday
1. Writer's Choice grammar
2. Invisible Man Chapters Six-Ten due Friday for class discussion (five talking points per chapter)
Thursday
1. Multiple-choice practice in class
2. Hazlitt multiple-choice review
3. Vocabulary book due in class tomorrow
4. Cofer and Jackson pieces from Bedford Reader due today
Friday
1. Unit Seven-Nine and Cumulative Review II vocabulary answers due on Monday
2. Class discussion of Invisible Man Chapters Six-Ten; five talking points per chapter due
3. Weekend homework to be announced
In-class assignments and class updates trump published blogs.
Monday
1. Writer's Choice is due in class M-W
2. Bedford Reader is due in class Thursday; complete two assignments before this Thursday "The Lottery" by Shirley Jackson (122) and questions on meaning, writing strategy, and language and "Silent Dancing" by Judith Ortiz Cofer (162) and questions on meaning, writing strategy and language
3. Multiple-Choice practice
4. Unit Nine vocabulary answers due today; test tomorrow
Tuesday
1. Unit Nine vocabulary test today
2. Writer's Choice grammar
3. Research paper strategies
4. APEX diagnostic tests due by Friday
Wednesday
1. Writer's Choice grammar
2. Invisible Man Chapters Six-Ten due Friday for class discussion (five talking points per chapter)
Thursday
1. Multiple-choice practice in class
2. Hazlitt multiple-choice review
3. Vocabulary book due in class tomorrow
4. Cofer and Jackson pieces from Bedford Reader due today
Friday
1. Unit Seven-Nine and Cumulative Review II vocabulary answers due on Monday
2. Class discussion of Invisible Man Chapters Six-Ten; five talking points per chapter due
3. Weekend homework to be announced
Friday, March 14, 2008
Practicing Consulative Language
Several AP students have decided to address the op-ed columnists by using a questioning strategy instead of crafting a letter response. Here is the format for the questioning strategy as requested by AP students:
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
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
STUDYPATH March 17-21, 2007
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday, March 17
1. Writer's Choice due in class; research paper strategies from textbook begin today
2. Op-Ed due today; see "Practicing Consultative Language" if you wish to use the questioning method rather than the letter response method for the op-ed response
3. Synthesis essays graded and returned to students during this week (revisions and rewrites due Friday)
4. Unit Eight Vocabulary due today in class; test to be scheduled
5. Research Paper Topic due today (in writing-format distributed in class last week)
6. F. Scott Fitzgerald's "Babylon Revisited" talking points due today for Period One class only
Tuesday
1. Timed write essay in class today
2. Writer's Choice not due in class today; bring Writer's Choice Wednesday and Thursday this week
3. Bedford Reader texts distributed and assignment made
Wednesday
1. Writer's Choice due in class today and tomorrow for research paper and grammar assignments
2. Vocabulary Workshop texts due in class Friday
3. Multiple-Choice strategies continue with review of Hazlitt piece, Housman poem, and student-created multiple-choice questions
4. Bedford Reader assignments made
Thursday
1. Invisible Man Chapters One-Five talking points due Friday for class discussion (five talking points per chapter)
2. Since Period One received Invisible Man later than Period Four, the introduction, prologue and Chapters One-Five talking points are due Friday for class discussion (five talking points for prologue, introduction and five talking points per chapter)
3. Synthesis essay rewrites are due tomorrow
4. Vocabulary Workshop textbooks are due in class on Fridays
6. Writer's Choice textbook due as research paper and grammar assignments continue
2. Op-Ed assignment
Friday
1. Invisible Man class discussion; books and talking points required
2. Unit Nine vocabulary assigned; books required in class
In-class assignments and class updates trump published blogs.
Monday, March 17
1. Writer's Choice due in class; research paper strategies from textbook begin today
2. Op-Ed due today; see "Practicing Consultative Language" if you wish to use the questioning method rather than the letter response method for the op-ed response
3. Synthesis essays graded and returned to students during this week (revisions and rewrites due Friday)
4. Unit Eight Vocabulary due today in class; test to be scheduled
5. Research Paper Topic due today (in writing-format distributed in class last week)
6. F. Scott Fitzgerald's "Babylon Revisited" talking points due today for Period One class only
Tuesday
1. Timed write essay in class today
2. Writer's Choice not due in class today; bring Writer's Choice Wednesday and Thursday this week
3. Bedford Reader texts distributed and assignment made
Wednesday
1. Writer's Choice due in class today and tomorrow for research paper and grammar assignments
2. Vocabulary Workshop texts due in class Friday
3. Multiple-Choice strategies continue with review of Hazlitt piece, Housman poem, and student-created multiple-choice questions
4. Bedford Reader assignments made
Thursday
1. Invisible Man Chapters One-Five talking points due Friday for class discussion (five talking points per chapter)
2. Since Period One received Invisible Man later than Period Four, the introduction, prologue and Chapters One-Five talking points are due Friday for class discussion (five talking points for prologue, introduction and five talking points per chapter)
3. Synthesis essay rewrites are due tomorrow
4. Vocabulary Workshop textbooks are due in class on Fridays
6. Writer's Choice textbook due as research paper and grammar assignments continue
2. Op-Ed assignment
Friday
1. Invisible Man class discussion; books and talking points required
2. Unit Nine vocabulary assigned; books required in class
Saturday, March 08, 2008
STUDYPATH March 10-14, 2007
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. DCQ Synthesis essay due today for Period One; due Tuesday for Period Four
2. Cornell Notes for Bloom's Taxonomy
3. Writer's Choice anthologies due in class today
4. Los Angeles Times editorial responses due today
Tuesday
1. Writer's Choice anthologies due in class today
2. Invisible Man books assigned; talking points due Friday for class discussion
3. Junior Defense of Thesis topic due today
Wednesday
1. Writer's Choice anthologies due in class today
2. Bedford Reader books assigned; Bedford Terms and "The Lottery" by Shirley Jackson
3. Research Paper strategies
Thursday
1. Los Angeles Times editorial assignment
2. "The Lottery" by Shirley Jackson (continued)
3. Bedford Terms test today (postponed)
4. Five talking points for both the introduction and the prologue for Invisible Man due by Friday
Friday
1. Invisible Man talking points for Chapters One-Five due today for class discussion (modified: see Thursday for assignment)
2. Vocabulary Workshop Unit Eight due Monday
3. Weekend homework to be announced, including revisions and rewrites for DCQ Synthesis essays
4. Research Paper topics are due today! Choose a natural disaster that is connected to water conservation.
In-class assignments and class updates trump published blogs.
Monday
1. DCQ Synthesis essay due today for Period One; due Tuesday for Period Four
2. Cornell Notes for Bloom's Taxonomy
3. Writer's Choice anthologies due in class today
4. Los Angeles Times editorial responses due today
Tuesday
1. Writer's Choice anthologies due in class today
2. Invisible Man books assigned; talking points due Friday for class discussion
3. Junior Defense of Thesis topic due today
Wednesday
1. Writer's Choice anthologies due in class today
2. Bedford Reader books assigned; Bedford Terms and "The Lottery" by Shirley Jackson
3. Research Paper strategies
Thursday
1. Los Angeles Times editorial assignment
2. "The Lottery" by Shirley Jackson (continued)
3. Bedford Terms test today (postponed)
4. Five talking points for both the introduction and the prologue for Invisible Man due by Friday
Friday
1. Invisible Man talking points for Chapters One-Five due today for class discussion (modified: see Thursday for assignment)
2. Vocabulary Workshop Unit Eight due Monday
3. Weekend homework to be announced, including revisions and rewrites for DCQ Synthesis essays
4. Research Paper topics are due today! Choose a natural disaster that is connected to water conservation.
Wednesday, February 27, 2008
Syllabi Inquiry
Paper Standards
First Name Last Name
Period, Subject
Expanded Date
Instructions: Review the online syllabus for your course: AP English Language and Composition, Honors Contemporary Composition, or Grade Ten Honors English, and answer the following questions on your own paper. Write neatly and respond succinctly. Make certain your answers are original.
1. What is the purpose of a syllabus?
2. How does the second semester syllabus differ from the first?
3. What do you suppose will be one significant strategy the teacher will use to teach reading this semester?
4. What is the approach to grammar instruction in this class? Briefly describe.
5. Briefly detail Bloom’s Taxonomy and explain how it can affect student achievement as learners move from Level Three to Level One.
6. How does the breakdown of marks (grades) in this class differ from the traditional method of awarding marks of A, B, C, D, and FAIL?
7. How can the posting of the syllabus on the teacher’s web log aid the student in understanding and completing assignments during the semester?
8. What is the function of Cornell Notes and how do they assist students in improving comprehension in daily coursework?
9. Briefly explain the revised late work policy in your own words.
10. Which of the useful websites featured in the syllabus is most convenient to students? Why?
First Name Last Name
Period, Subject
Expanded Date
Instructions: Review the online syllabus for your course: AP English Language and Composition, Honors Contemporary Composition, or Grade Ten Honors English, and answer the following questions on your own paper. Write neatly and respond succinctly. Make certain your answers are original.
1. What is the purpose of a syllabus?
2. How does the second semester syllabus differ from the first?
3. What do you suppose will be one significant strategy the teacher will use to teach reading this semester?
4. What is the approach to grammar instruction in this class? Briefly describe.
5. Briefly detail Bloom’s Taxonomy and explain how it can affect student achievement as learners move from Level Three to Level One.
6. How does the breakdown of marks (grades) in this class differ from the traditional method of awarding marks of A, B, C, D, and FAIL?
7. How can the posting of the syllabus on the teacher’s web log aid the student in understanding and completing assignments during the semester?
8. What is the function of Cornell Notes and how do they assist students in improving comprehension in daily coursework?
9. Briefly explain the revised late work policy in your own words.
10. Which of the useful websites featured in the syllabus is most convenient to students? Why?
Late Work Policy
It is the policy of this class that students who are absent and provide an acceptable excuse may make up assignments or tests the day following their return to class; the assignment or test will be scored and returned to students. Students must mark the specific date of absence and assignment number on the assignment or test. If an assignment or test is not completed on the day following the return to class, the assignment or test will be scored as “credit” and not receive a letter grade. That “credit” neither raises nor lowers the students’ overall grade average. Verified truancies and unexcused absences from class will result in no credit received for work submitted.
Vocabulary assignments must be received by due dates; five points will be deducted from test scores for work not received when due and ten points will be deducted from test scores for no work submitted. Off-track assignments must be submitted on time since no credit is provided for late assignments.
Vocabulary assignments must be received by due dates; five points will be deducted from test scores for work not received when due and ten points will be deducted from test scores for no work submitted. Off-track assignments must be submitted on time since no credit is provided for late assignments.
Tuesday, February 19, 2008
STUDYPATH March 3-7, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Semester Reflections
2. Syllabus Inquiry
3. Accelerated Reader Journals/Tests
4. Late Work Policy
5. Textbook Days: Bedford Reader MTW; Writer's Choice MTW; Vocabulary Workshop M; Invisible Man F
Tuesday (Shortened Day)
1. "On the Feeling of Immortality in Youth" William Hazlitt
2. Reviewing Multiple-Choice Questions
3. Constructing Multiple-Choice Questions
Wednesday
1. Bloom's Taxonomy Review
2. Noskin's Research Process Using Sources (2007-2008 Professional Development Workshop Materials) and Topic, Thesis Statement, Outline, Precis/Abstract and Rubric
3. Synthesis Free-Response Question: Violent Images
4. Ralph Ellison Biography-AP Long Form
5. Due: Syllabus Inquiry March 5
Thursday
1. Graphic: Narration in an advertisement
2. Los Angeles Times Op-Ed
3. Bedford Terms
4. Due: Ellison biography March 7; Synthesis Essay March 7; Accelerated Reader Score and Journals March 7
Friday
1. Writer's Choice Troubleshooter (382), Clauses/Sentence Structure (534) and Sentence Diagramming (564)
2. "The Lottery" by Shirley Jackson
3. Due: Ellison biography; Synthesis Essay; Accelerated Reader Score and Journals
4. Weekend homework to be announced
In-class assignments and class updates trump published blogs.
Monday
1. Semester Reflections
2. Syllabus Inquiry
3. Accelerated Reader Journals/Tests
4. Late Work Policy
5. Textbook Days: Bedford Reader MTW; Writer's Choice MTW; Vocabulary Workshop M; Invisible Man F
Tuesday (Shortened Day)
1. "On the Feeling of Immortality in Youth" William Hazlitt
2. Reviewing Multiple-Choice Questions
3. Constructing Multiple-Choice Questions
Wednesday
1. Bloom's Taxonomy Review
2. Noskin's Research Process Using Sources (2007-2008 Professional Development Workshop Materials) and Topic, Thesis Statement, Outline, Precis/Abstract and Rubric
3. Synthesis Free-Response Question: Violent Images
4. Ralph Ellison Biography-AP Long Form
5. Due: Syllabus Inquiry March 5
Thursday
1. Graphic: Narration in an advertisement
2. Los Angeles Times Op-Ed
3. Bedford Terms
4. Due: Ellison biography March 7; Synthesis Essay March 7; Accelerated Reader Score and Journals March 7
Friday
1. Writer's Choice Troubleshooter (382), Clauses/Sentence Structure (534) and Sentence Diagramming (564)
2. "The Lottery" by Shirley Jackson
3. Due: Ellison biography; Synthesis Essay; Accelerated Reader Score and Journals
4. Weekend homework to be announced
Thursday, February 07, 2008
Semester B Syllabus (Under Construction)
Advanced Placement English Language and Composition Syllabus 2007-2008
Instructional Dates/Material To Be Covered/Semester "B"
The Advanced Placement English Language and Composition Examination is administered by the College Board during the latter part of this semester.
In this semester, students continue to hone their responses to nonfiction pieces by accomplishing precise, thorough, insightful, and thoughtful responses through original drafts and various stages of rewrites. The second semester also includes weekly selections from the Bedford Reader, highlighted below, that address the meaning, writing strategy and language authors use to accomplish their purposes for writing; students may use these questioning tools (including levels of questioning) to analyze what they have read and determine, as the Bedford Reader states, how “good writers write.”
There is a fair amount of concentration in this semester on response to visual literacy. Of the seventeen visual works included in the Bedford Reader, students experience a sampling of these offerings to learn how to make meaning of images, advertising, and photographs, learning to use the sensory details of tactile images evoked by figurative language that appeals to one or more of the five senses. See examples and justifications in the matrix provided below.
Specific methods of achieving purposes in writing are used throughout the course scope and sequence as well since students are asked to read and write in various modes of discourse. A sampling of the Semester B sequence follows:
Literature Assignments and Methods for Achieving Your Purpose in Writing*
Week One
Narration: To tell a story about your subject, possibly to enlighten readers or to try to explain something to them
Visual Literacy: “How Joe’s Body Brought Him Fame Instead of Shame” (advertisement)
(analysis of a narrative cartoon to ascertain chronology and message used to lure customers)
“The Lottery” by Shirley Jackson (122)
First appeared in The New Yorker in 1948
Theme: Manners and Morals
Week Two
Description: To help readers understand your subject through the evidence of their senses—sight, hearing, touch, smell, taste
“Silent Dancing" by Judith Ortiz Cofer
First appeared in The Georgia Review
Theme: Cultural Diversity
Week Three
Example: To explain your subject with instances that show readers its nature or character
Visual Literacy: “Cellular Phones of the Future” (cartoon)
(interpreting drawings with text to determine artist’s opinion)
Anna Quindlen from her collection Living Out Loud in Mother Jones Magazine
Theme: Homelessness
Week Four
Comparison and Contrast: Setting Things Side by Side
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
Theme: Community
Week Five
Process Analysis: Explaining Step by Step
To inform readers how to do something or how something works—how a sequence of actions leads to a particular result
"Orientation" Daniel Orozco first published in Seattle Review in 1994 and appeared in the Best American Short Stories 1995
Visual Literacy: “Workers Making Dolls” (photograph) Photographer Wally McNamee
(single image used to portray several steps in the doll-making process) 324
Theme: Humor and Satire
Week Six
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
Theme: Other Peoples, Other Cultures
Week Seven
Classification: Sorting Into Kinds
To help readers see order in your subject by understanding the kinds or groups it can be sorted into
Visual Literacy: “What Everyone Should Know About the Movie Rating System” (chart)
Motion Picture Association of America mpaa.org
(graphic organizer sorting films into groups of appropriateness)
“The Crisis of National Identity” by Samuel P. Huntington
Opening pages from Who Are We? The Challenges to America’s Identity
Theme: Community
Week Eight
Cause and Effect: Asking Why
To tell readers the reasons for or consequences of one's subject, explaining why or what if “Safe-Sex Lies” by Meghan Daum
Essay published in The New York Times Magazine January 1996
Theme: Sexuality
Week Nine
Definition: Tracing a Boundary
To show readers the meaning of your subject—its boundaries and its distinctions from other subjects
“The Meanings of a Word” by Gloria Naylor
Essay published in The New York Times
Theme: Communication
Week Ten
Argument and Persuasion: Stating Opinions and Proposals
To have readers consider your opinion about a subject or a proposal for it
Visual Literacy: “Corporate America Flag” (media image) Adbusters Media Foundation
(image adaptation of a familiar symbol to achieve effect)
“Too Much Pressure” by Colleen Wenke published in Fresh Ink: Essays from Boston's College's First-Year Writing Seminar
Theme: Manners and Morals
Ongoing
Useful Terms Abstract/Concrete to Warrant
*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, California High School Exit Examinations, and California Achievement Test Examinations are scheduled this semester.
Students who feel essay rewrite scores should be higher must write a request, using the specific language of the generic or tailored rubric, to justify why the essay should be re-read and re-scored.
Weeks Eleven-Sixteen
Research
Textbooks
Textbooks used in this course include The Bedford Reader, Cliffs AP Preparation Guide, Vocabulary Workshop Level “F”, and Glencoe Writer’s Choice. Various nonfiction pieces are used from composition rhetorics and readers, as are newspaper editorials, opinion-editorial pieces written by individual columnists, and storyboards, photographs, and newspaper editorial cartoons.
Kennedy, X.J., Dorothy Kennedy, and Jane E. Aaron, The
Bedford Reader. Boston: Bedford Books of St.
Martin’s Press, 1997.
Cliffs AP English Language and Composition (2nd Edition) Swovelin ©2001
Vocabulary Workshop Level “F” Shostak (Sadlier-Oxford Publishing) 2005
Anthology: Writer’s Choice Grammar and Composition; Glencoe ©2005
Anthology: Literature and Integrated Studies; Scott-Foresman Publishing ©1997
Grading System
Marks on individual assignments are based on the following scale:
A 92.5 % or better
B 82.5 % or better
C 72.5 % or better
D 62.5 % or better
Midterm and final examinations are administered; other quizzes are given throughout the course and include tests on meaning, language, and writing strategies from texts, tests on vocabulary, the connotative and denotative meanings of words, and tests on literary terms necessary for success on the multiple-choice and essays portions of the AP Language Exam.
Instructional Dates/Material To Be Covered/Semester "B"
Year Long Rigor Tools
Bloom's Taxonomy and Bloom's Affective Taxonomy
Consultative Language and Language Registers: Frozen, Formal, Consultative, Casual, Intimate
Levels of Questioning: Level One-Factual; Level Two-Interpretative; Level Three-Evaluative
The Rhetorical Square-Audience, Purpose, Persona, Argument and SOAPS: Subject, Occasion, Audience, Purpose, and Speaker
Cornell Note-Taking, Outlining, and Journaling
Sentence Mimicking and Pivoting TextGrammar 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
The Advanced Placement English Language and Composition Examination is administered by the College Board during the latter part of this semester.
In this semester, students continue to hone their responses to nonfiction pieces by accomplishing precise, thorough, insightful, and thoughtful responses through original drafts and various stages of rewrites. The second semester also includes weekly selections from the Bedford Reader, highlighted below, that address the meaning, writing strategy and language authors use to accomplish their purposes for writing; students may use these questioning tools (including levels of questioning) to analyze what they have read and determine, as the Bedford Reader states, how “good writers write.”
There is a fair amount of concentration in this semester on response to visual literacy. Of the seventeen visual works included in the Bedford Reader, students experience a sampling of these offerings to learn how to make meaning of images, advertising, and photographs, learning to use the sensory details of tactile images evoked by figurative language that appeals to one or more of the five senses. See examples and justifications in the matrix provided below.
Specific methods of achieving purposes in writing are used throughout the course scope and sequence as well since students are asked to read and write in various modes of discourse. A sampling of the Semester B sequence follows:
Literature Assignments and Methods for Achieving Your Purpose in Writing*
Week One
Narration: To tell a story about your subject, possibly to enlighten readers or to try to explain something to them
Visual Literacy: “How Joe’s Body Brought Him Fame Instead of Shame” (advertisement)
(analysis of a narrative cartoon to ascertain chronology and message used to lure customers)
“The Lottery” by Shirley Jackson (122)
First appeared in The New Yorker in 1948
Theme: Manners and Morals
Week Two
Description: To help readers understand your subject through the evidence of their senses—sight, hearing, touch, smell, taste
“Silent Dancing" by Judith Ortiz Cofer
First appeared in The Georgia Review
Theme: Cultural Diversity
Week Three
Example: To explain your subject with instances that show readers its nature or character
Visual Literacy: “Cellular Phones of the Future” (cartoon)
(interpreting drawings with text to determine artist’s opinion)
Anna Quindlen from her collection Living Out Loud in Mother Jones Magazine
Theme: Homelessness
Week Four
Comparison and Contrast: Setting Things Side by Side
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
Theme: Community
Week Five
Process Analysis: Explaining Step by Step
To inform readers how to do something or how something works—how a sequence of actions leads to a particular result
"Orientation" Daniel Orozco first published in Seattle Review in 1994 and appeared in the Best American Short Stories 1995
Visual Literacy: “Workers Making Dolls” (photograph) Photographer Wally McNamee
(single image used to portray several steps in the doll-making process) 324
Theme: Humor and Satire
Week Six
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
Theme: Other Peoples, Other Cultures
Week Seven
Classification: Sorting Into Kinds
To help readers see order in your subject by understanding the kinds or groups it can be sorted into
Visual Literacy: “What Everyone Should Know About the Movie Rating System” (chart)
Motion Picture Association of America mpaa.org
(graphic organizer sorting films into groups of appropriateness)
“The Crisis of National Identity” by Samuel P. Huntington
Opening pages from Who Are We? The Challenges to America’s Identity
Theme: Community
Week Eight
Cause and Effect: Asking Why
To tell readers the reasons for or consequences of one's subject, explaining why or what if “Safe-Sex Lies” by Meghan Daum
Essay published in The New York Times Magazine January 1996
Theme: Sexuality
Week Nine
Definition: Tracing a Boundary
To show readers the meaning of your subject—its boundaries and its distinctions from other subjects
“The Meanings of a Word” by Gloria Naylor
Essay published in The New York Times
Theme: Communication
Week Ten
Argument and Persuasion: Stating Opinions and Proposals
To have readers consider your opinion about a subject or a proposal for it
Visual Literacy: “Corporate America Flag” (media image) Adbusters Media Foundation
(image adaptation of a familiar symbol to achieve effect)
“Too Much Pressure” by Colleen Wenke published in Fresh Ink: Essays from Boston's College's First-Year Writing Seminar
Theme: Manners and Morals
Ongoing
Useful Terms Abstract/Concrete to Warrant
*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, California High School Exit Examinations, and California Achievement Test Examinations are scheduled this semester.
Students who feel essay rewrite scores should be higher must write a request, using the specific language of the generic or tailored rubric, to justify why the essay should be re-read and re-scored.
Weeks Eleven-Sixteen
Research
In the spring semester students complete a fifteen-page research paper for the topic “Water Conservation tied to a U.S. Natural Disaster.” Students are required to use a works cited list and embedded citations using Modern Language Association protocol as a guide line for their finished product. This paper is coordinated with the social studies AP instructor. A “Junior Defense of Thesis” is prepared as students are required to orally defend their theses to the teacher, to their triad members, and finally to the entire class of students. Students are chosen to also defend their theses to the board members of the Metropolitan Water District in Los Angeles. An abstract of the “Junior Defense of Thesis” follows:
JUNIOR DEFENSE OF THESIS 2008
Students will develop a Personal Action Plan that will link the environment (water conservation) and citizenship (call for action) themes from 9th or 10th grade with a culminating research-based and oral defense project paper.
Sample Standards:
Writing 1.6 Research and Technology: develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources)
Writing 1.4 Organization and Focus: enhance meanings by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action
Multimedia presentation or print media presentation; judges use 10-point checklist and rubric to score students’ oral defense; teacher scores research papers, which require summaries, paraphrases, and direct quotations, attributive tags, and MLA formats for in-text citations and works cited list
Three projected outcomes:
These are proposed outcomes of the Junior Defense of Thesis and the objectives noted are not indicative that approval has been granted.
Thirty-second CBS Television Network broadcast quality storyboarded public service announcement (possibly produced by students on video)
Thirty-second KNX CBS owned and operation Radio public service announcement ad copy with agreement to run spot free of charge from educational institution (spot possibly produced by students on audio)
Eighth to quarter-page display print ad public service announcement to run in USA Today (purchase of ad space may be made with grant funds) (possibly produced camera-ready by students using multimedia resources)
Textbooks
Textbooks used in this course include The Bedford Reader, Cliffs AP Preparation Guide, Vocabulary Workshop Level “F”, and Glencoe Writer’s Choice. Various nonfiction pieces are used from composition rhetorics and readers, as are newspaper editorials, opinion-editorial pieces written by individual columnists, and storyboards, photographs, and newspaper editorial cartoons.
Kennedy, X.J., Dorothy Kennedy, and Jane E. Aaron, The
Bedford Reader. Boston: Bedford Books of St.
Martin’s Press, 1997.
Cliffs AP English Language and Composition (2nd Edition) Swovelin ©2001
Vocabulary Workshop Level “F” Shostak (Sadlier-Oxford Publishing) 2005
Anthology: Writer’s Choice Grammar and Composition; Glencoe ©2005
Anthology: Literature and Integrated Studies; Scott-Foresman Publishing ©1997
Useful Web Sites
Online Writing Labs http://owl.english.purdue.edu/
Composition formatting
Oxford English Dictionary http://www.oed.com/
Vocabulary for the AP student
Strunk and White http://www.columbia.edu/acis/bartleby/strunk/
Rules of style for written prose
Teacher Web Log http://www.hollywoodhighschool.net
Weekly blog postings of assignments due
Apex Learning http://www.apexvs.com/
AP diagnostic tests; literary terms; study strategies
Go My Access/Vantage Learning http://www.gomyaccess.com
Intellimetric prompts and rubric-scored writing
Exercise Central http://www.bedfordstmartins.com/exercisecentral
Online quizzes for each reading selection
College Board Online http://www.collegeboard.org/ap
Grading System
Marks on individual assignments are based on the following scale:
A 92.5 % or better
B 82.5 % or better
C 72.5 % or better
D 62.5 % or better
Midterm and final examinations are administered; other quizzes are given throughout the course and include tests on meaning, language, and writing strategies from texts, tests on vocabulary, the connotative and denotative meanings of words, and tests on literary terms necessary for success on the multiple-choice and essays portions of the AP Language Exam.
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