Assignment Menu Wednesday, September 27, 2006

In-class assignment menus supersede web logs

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

Assignment Menu Monday, September 25, 2006

In-class assignment menus supersede web logs

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

Assignment Menu Wednesday, September 20, 2006

In-class assignment menus supersede web logs

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

Assignment Menu Monday, September 18, 2006

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

Assignment Menu Wednesday, September 13, 2006

In-Class assignment menus supersede web logs.

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

Assignment Menu Monday, September 11, 2006

In-Class assignment menus supersede web logs.

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

Assignment Menu Wednesday, September 6, 2006

In-Class Assignment Menus Supersede Web Log

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

Assignment Menu Monday, September 4, 2006

In-Class Assignment Menus Supersede Web Log

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

Draft-Fall Syllabus AP English Language

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

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

Textbooks:

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

Literature and Integrated Studies Scott Foresman, Publishers 1997

America Now, Sixth Edition Atwan 2005

Vocabulary Workshop Level “F”

The Bedford Reader

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

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


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

Colonial Period to 1790 PURITANS AND THE AMERICAN BEGINNINGS

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

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

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

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

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

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

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

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

American Romanticism 1820-1865 THE TRANSCENDENTALISTS

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

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

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

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

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

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

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

Continental Nation 1865-1900 THE CIVIL WAR

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

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

Novels:

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

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


SCHOOL HOLIDAYS

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


ANALYTICAL TOOLS FOSTER CRITICAL THINKING

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

Fall 2006 Letter to Parents

August 30, 2006

Dear Parents:

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

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

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

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

Student Name________________________________(Print)
Parent Signature____________________________

Sincerely,


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

Syllabus and Letter to Parents

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

School starts August 30.

Assignment Menu Wednesday, June 28, 2006

FINAL EXAMS

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

SEE YOU NEXT SEMESTER


CHECK THIS WEB LOG IN MID-AUGUST FOR MORE INFORMATION

Assignment Menu Monday, June 26, 2006

IN CLASS ASSIGNMENT MENUS SUPERSEDE WEB LOG ASSIGNMENT MENUS

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

Assignment Menu Wednesday, June 21, 2006

REMAINING ASSIGNMENTS

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

Assignment Menu Monday, June 19, 2006

IN CLASS MENUS SUPERSEDE WEB LOG MENUS

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

Assignment Menu Wednesday, June 14, 2006

In class menus supersede web log menus

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

 

Assignment Menu Monday, June 12, 2006

In class menus supersede web log menus

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

Assignment Menu Wednesday, June 7, 2006

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

Assignment Menu Monday, June 5, 2006

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

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

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