Advanced Placement English Language 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.

Semester “A”

Week One:
Students begin fall semester with summer reading selections assessed by submission of two Advanced Placement Long Forms, each based on novels that were assigned as independent reading off-track. These are their first papers for this course and are used as an immediate way to measure students’ analysis of authors’ 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

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

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 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.





This syllabus is being updated and more details will be added in the next several days; please check this blog for further information.

PREVIEW--Strategies for Advanced Placement English

Rhetorical Square

The rhetorical analysis required to successfully write free-response AP essays demands that students be able to read, argue and support with evidence prompts featuring texts at various levels of difficulty. One tool available to students is the rhetorical square, which enables students to ask four questions when reading analytically. Students need to define the writer's purpose and pose the question, "What action does the speaker want the audience to take?" Second, define the persona the writer is assuming and ask (ethos), "How does the speaker establish common values with the audience and how does the speaker create a common ground for speaker and audience?" Third, ask (pathos), "Who is the audience and which of their emotional characteristics does the writer keep in mind?" Finally, determine the writer's (logos), argument and, "How is the writer's message presented, what figurative language is involved, and what mode of discourse (compare-contrast, cause/effect, classification and division, etc.) does the speaker employ to convey the message?" The purpose for writing, the persona or assumed role of the writer, the audience for whom the writing is done, and the message or content of the writing form the heart of the rhetorical square. This strategy will be used frequently in class to prepare students to read, analyze, and write successfully to prepare for the AP exam.

Credit for the Rhetorical Square is given to writingback.org and Marcy Bowman.

(SOAPS: Speaker, Occasion, Audience, Purpose, Subject) is another name for this strategy and Rhetorical Square and SOAPS are terms that will become interchangeable as the year progresses.

The Cornell Note-Taking System

Walter Pauk (1989) developed what is known as the Cornell notetaking technique to help Cornell University students better organize their notes. Today, Pauk's notetaking technique is probably the most widely used system throughout the United States. The six steps in the Cornell notetaking system are 1) record, 2) reduce (or question), 3)recite, 4) reflect, 5) review, and 6) recapitulate. Recording notes require students during lectures to write down facts and ideas in phrases, using abbreviations when possible, and after lectures to read through notes and fill in blanks and make scribbles more legible. Reducing or Questioning notes occur after lectures and require students to write key words, phrases, or questions that serve as cues for notes taken in class. Cue phrases and questions should be in students' own words. Reciting notes require students to cover classroom notes and to read each key word or question and then recite the fact or idea brought to mind by key word or question. Reflecting and Reviewing notes require students to review their notes by periodically reciting them and to think about what they learned. Finally, recapituatling notes require students to summarize each main idea and use complete sentences. The format on paper for these six steps will be discussed in class.

Credit for the above is given to http://www.buy.edu/stlife/cdc/Learning_Strategies/study_skills/note-tak.htm 2/17/2003

Language Registers

One of the analytical tools we will use this semester is the language register, which will foster critical thinking and create inferential thinking. There are five language registers.

1. Frozen: language repeatedly used over generations whose purpose is to create community through ritual and whose speaker (audience) is participating in a ritual; the Pledge of Allegiance or Lord's Prayer are examples

2. Formal: the speaker is involved in one-way communication and is an expert as the audience listens, receives, and does not participate; the speaker's purpose is to inform or persuade and standard English is the grammar used; a speech, sermon, lecture, presentation are examples

3. Consultative: identical to formal except it involves two-way conversations and both parties are experts; networking, e-mail, or colleague conversations are examples

4. Casual: although there is two-way conversation, the speaker and audience are friends, grammar can be lax, and background information of discussion is known by both; this conversation creates social glue or entertainment; banter between friends is an example

5. Intimate: language between lovers, twins, or very "old friends" are examples

These language registers lead to writing for different purposes. For example,

Personal Writing includes self-expressive pieces, journals, diaries, letters and is defined by the casual language register because human emotion is involved

Creative Writing includes cartoons, movies, novels, poetry and may involve any language register because human imagination is involved

Academic Writing includes essays, articles, professional journals, dissertations and is defined by the formal register using formal grammar because human intellect is involved

Credit for language registers is given to writingback.org and Marcy Bowman as well as Martin Joos' The Five Clocks.


Opening days activities will include instruction on Levels of Questioning which explains how questions affect class discussion. The FIRST LEVEL of questioning generates from Bloom's Cognitive Taxonomy's Knowledge/Comprehension component and asks students to recall something from the text, using either the writer's words or the student's words and have only one answer. These questions of fact result in evidence. The SECOND LEVEL of questioning is from BCT's Analysis component and asks students to draw inferences about the meaning of a text, using evidence in the text to support answers and can result in a number of answers, all of which can be valid. These questions result in inferences. The THIRD LEVEL of questioning is from BCT's Evaluation/Synthesis component and asks students to make a personal connection between the text and themselves, moves the discussion beyond the text, requires an answer from the student's personal values, and are intended to provoke discussion of an abstract idea or issue. These questions result in topic sentences and thesis statements.

We will work with the three levels of questioning throughout the semester and additionally learn how to measure students' commitment to learning with Bloom's Affective Taxonomy.

Information in this posting is credited to writingback.org with sincere thanks to Marcy Bowman.

Bloom's Affective Taxonomy (Measure Your Commitment to Learning)

As an Advanced Placement English classroom learner, students are able to measure their commitment to learning using a five-step scale, which is derived from the original Bloom's Taxonomy of Learning. This scale is termed "affective" since its levels of learning are based on their contributions to the course and the classroom. Students measure themselves at the beginning of the semester because they certainly will be asked to state how much they have grown intellectually by semester's end. (1 is lowest-5 is highest)

1. RECEIVING: Willingness to receive classroom activities: awareness, controlled or selected attention--Follow, Reply, Listen, Identify

2. RESPONDING: Active participation on the part of the student which indicates that the student has a desire to be involved in the activity or assignment so seeks it out and gains satisfaction from working with it or engaging in it--Answer, Present, Discuss, Recite, Practice, Select, Tell, Comply

3. VALUING: The student sees worth or value in the activity or assignment related to writing. An important element of this behavior is that it is motivated, not only by the desire to comply or obey, but by the individual's commitment to mastering the skills involved in learning--Complete, Join, Differentiate, Propose, Initiate, Invite, Share

4. PRIORTIZING BY VALUES: Bringing together possibly disparate values, resolving conflicts between them, and beginning to build an internally consistent value system. One sees how attitudes regarding learning relate to values already held in other parts of one's life. This integration of values is less than harmonious--Compare, Organize, Defend, Systemize, Integrate, Modify

5. INTERNALIZING VALUES: The values involved in being a writer have controlled one's behavior for a sufficiently long period of time to have developed a positive identity as a learner. This attitude regarding learning is pervasive, consistent, and predictable--Advocate, Incorporate, Characterize, Influence, Devote, Practice, Encourage

Credit for Bloom's Affective Taxonomy is given to writingback.org and Marcy Bowman

The first day of classes for Track A students will be Wednesday, August 29, 2007. Student orientation for coursework will be discussed, including preparation for Advanced Placement Tools and Skills necessary for success on the AP English Language Exam.

AP English Language and Composition Off-Track Assignment

Deliver the following by the end of the first week of instruction for Semester A 2007-2008:

AP Long Form Number One (fifteen-twenty page of text)
AP Long Form Number Two (fifteen-twenty pages of text)

Note: Spend time on analysis components such as tone, syntax, and diction; avoid, at all costs, extended prose explanation of the author's background information and the plot of the novel or play

Rules: No contractions; no “you”; typed, not handwritten; properly formatted; book titles may not be amended over the summer break; spell-grammar check must be used before printing assignments; no headers of components at end of pages--use pagination and print preview feature of word processing tools; twelve-point typeface

Book/play choices were made June 29 from titles provided on handout distributed in class.

AP English Language and Composition Syllabus and Letter to Parents will be posted on this site in mid-August.

AP English Language and Composition

INFORMATION FOR THE NEW SEMESTER WILL BE POSTED IN MID-JULY.

June 25-29, 2007

IN-CLASS ASSIGNMENTS AND CLASS UPDATES TRUMP PUBLISHED BLOGS

Monday
1. Vocabulary Workshop books due in class today; book final mastery test answers provided to students in preparation for final exam on Wednesday; books signed in at counter for return to textbook room
2. Research Paper strategies handouts submitted for grade
3. Portfolios placed in file cabinet for off-track storage
4. Junior Defense of Thesis presentations continue in class (final day)

Tuesday
CLASS DOES NOT MEET TODAY

Wednesday
FINAL EXAMINATION; CHECK SIGN ON ROOM 122 DOOR FOR LOCATION

Thursday
CLASS DOES NOT MEET TODAY

Friday
NEW SEMESTER PREVIEW

June 18-22, 2007

IN-CLASS ASSIGNMENTS AND CLASS UPDATES TRUMP PUBLISHED BLOGS

Monday
1. Research Papers scored and returned to students this week
2. Precis for research paper due Wednesday
3. Storyboards due tomorrow, Tuesday
4. Junior Defense of Thesis presentations continue in class this week

Tuesday
1. Vocabulary Workshop books due in class today for assignment
2. Bedford Reader books due in class today for assignment
3. Semester Reflection Letter assignment printed for portfolios

Wednesday
1. Vocabulary Workshop books and Bedford Reader due in class today for assignment
2. Grammar assignment in class
3. Research Paper strategies handouts due at end of week
4. Precis for research paper due today

Thursday
1. Final Examinations assignments announced
2. Bedford Reader and Vocabulary Workshop books due in class today

Friday
1. Junior Defense of Thesis presentations end today
2. Weekend homework assigned
3. Portfolios organized

June 11-15, 2007

IN-CLASS ASSIGNMENTS AND CLASS UPDATES TRUMP PUBLISHED BLOGS

Monday
1. LA Times front page Becerra-Pierson article letter-to-the-editor response due
2. Junior Defense of Thesis presentations; powerpoint presentations sent to MWD

FIELD TRIP CHECKLIST
Lunch ticket for June 14 submitted no later than Tuesday, June 12
Field trip slip signed and submitted no later than Tuesday, June 12
Business attire requested for trip
Bus pass used for round-trip Red Line subway trip; tokens provided for others
California Drivers License or ID or school photo ID required by MWD for admittance

Tuesday (Shortened Day)
1. Junior Defense of Thesis presentations continue
2. Research Paper strategies or grammar handouts provided in class
3. RESEARCH PAPER DUE TODAY; Powerpoint presenters' research paper deadline is Friday

Wednesday
1. Junior Defense of Thesis presentations continue
2. Research Paper strategies or grammar handouts provided in class

Thursday

FIELD TRIP TO METROPOLITAN WATER DISTRICT HEADQUARTERS FOR JUNIOR DEFENSE OF THESIS

Friday
1. Debriefing of field trip; thank you cards signed and mailed
2. Grammar and Research Papers strategies handouts homework
3. Bedford Reader assignment due Monday, June 18
4. Storyboards for JDT Abstracts due Monday, June 18
5. Final Exam information to be announced

June 4-June 8, 2007

IN-CLASS ASSIGNMENTS AND CLASS UPDATES TRUMP PUBLISHED BLOGS

Monday
1. Mike Smith Las Vegas Sun cartoonist assignment due today
2. Vantage Writing Lab scheduled for Wednesday (semester reflection essay/letter)
3. Appositive grammar corrected in class
4. Junior Defense of Thesis presentations; MWD presenters' powerpoint CD due Friday for preview by teacher
5. Invisible Man books to be returned; sign-in sheet and book number mandatory
6. Grammar assignment completed in class
7. Field Trip slips are due today
8. Field Trip requirements: lunch ticket, school or California picture ID, and bus pass or token (provided)

Tuesday
1. Junior Defense of Thesis presentations
2. Research Paper Strategies handouts in class
3. Storyboards due Monday, June 18th
4. Grammar assignment completed in class

Wednesday
1. Vantage Writing Lab scheduled for today
2. Junior Defense of Thesis presentations
3. Bedford Reader assignments postponed until MWD field trip is completed

Thursday
1. Junior Defense of Thesis presentations
2. Research Paper Strategies handouts in class
3. Los Angeles Times consultative writing Op/Ed assignment; due Monday
4. Grammar assignment completed in class

Friday
1. Junior Defense of Thesis presentations
2. Grammar assignment completed in class
3. Weekend assignments to be announced

May 28-June 1, 2007

IN-CLASS ASSIGNMENTS AND CLASS UPDATES TRUMP PUBLISHED BLOGS

Monday
MEMORIAL DAY HOLIDAY

Tuesday
1. Collect appositives grammar lesson assigned Friday in library
2. Circulate Junior Defense of Thesis presentation list; confirm dates
3. Circulate tokens/bus pass list
4. Outline of pages 49-72 of Bedford Reader (some pages will be exempt from outline)
5. Bedford Reader due in class; Gloria Naylor's "The Meanings of a Word" done as in-class assignment today; due at end of class
6. Bedford Reader literary terms (next set of ten); test on Friday
7. Skelton Op-Ed due today

Wednesday
1. Vocabulary Workshop books due in class; Unit Fifteen done as in-class assignment today; due at end of class; test on Thursday
2. Grammar assignment in-class work; due at end of class
3. Research Paper Strategies handouts in class
4. Outline pages for Bedford Reader due Friday, June 1

Thursday
1. Los Angeles Times Op/Ed response done as in-class assignment
2. Unit Fifteen Vocabulary test today
3. Grammar assignment in class; due at end of class
4. Research Paper Strategies handouts in class

Friday
1. Outline pages due today
2. Bedford Reader literary terms test today
3. Junior Defense of Thesis presentations begin today
4. Grammar assignment in class
5. Research Paper Strategies handouts in class
6. Vantage Writing Lab scheduled for Wednesday, June 6

May 21-25, 2007

IN-CLASS ASSIGNMENTS AND CLASS UPDATES TRUMP PUBLISHED BLOGS

This is California Standards Testing Week--schedules are available from homeroom teachers and certain classes will not meet on selected days.

Monday
1. Vocabulary Workshop Unit Fourteen answers are due today; test Thursday (Period Four does not meet on Tuesday, May 22, or Wednesday, May 23)
2. Bedford Reader Meghan Daum selection is due today for class discussion; "Palm Tuesday" LA Times article discussion accompanies Bedford Reader
3. Patt Morrison Op/Ed response due today: "California's Driest..." (if assignment arrives Tuesday, per original assignment, it will NOT be late)

Tuesday
CLASS DOES NOT MEET TODAY

Wednesday
CLASS DOES NOT MEET TODAY

Thursday
MEET IN LIBRARY FOR RESEARCH
1. Vocabulary Workshop Unit Fourteen test today
2. Junior Defense of Thesis
3. Literary Terms; next set of ten from Bedford Reader
4. Bedford Reader Research Paper pages to be announced in class

Friday
MEET IN LIBRARY FOR RESEARCH
1. Grammar homework to be assigned
2. Next Bedford Reader selection announced; due Monday
3. Junior Defense of Thesis
4. Bedford Reader Research Paper pages due today (outline)

May 14-18, 2007

IN-CLASS ASSIGNMENTS AND UPDATES TRUMP PUBLISHED BLOGS

MONDAY
1. Vocabulary Workshop postponed due to AP Exams
2. Study Cornell Notes of Literary Terms presented in class
3. Water Case Cornell Notes for Case Ten due today
4. AP English Language Exam is Wednesday, May 16; be on time; get a good night's sleep; eat breakfast; stamina is important for this three-hour fifteen-minute examination
5. Outline of Pages 515-528 of Bedford Reader is due Tuesday; use sample provided in class for proper formatting
6. Morrison Op/Ed Response provided on Thursday of last week is due today; use handout for proper formatting
7. SAS REQUIRES SIGNED MIDTERM PROGRESS REPORTS TO BE SUBMITTED TO ENGLISH TEACHER FOR CREDIT
8. Synthesis Essay in class today; fifteen minutes of reading sources and forty minutes to compose response
9. Invisible Man Vantage Writing Lab essay deadline was extended until this evening to accommodate request for extension because of AP History Exam

TUESDAY
1. Vantage Writing Lab for APEX AP Language Exam strategies
2. No homework assigned because of test tomorrow, Wednesday

WEDNESDAY
1. AP English Language and Composition Examination administered; return to class when permitted
2. Junior Defense of Thesis Abstract presented tomorrow (Thursday)

THURSDAY
1. Junior Defense of Thesis Abstract
2. Grammar homework
3. Vocabulary Workshop Unit Fourteen due Monday
4. Bedford Reader Meghan Daum next selection due on Monday
5. CST Exams are scheduled soon

FRIDAY
1. Vocabulary Workshop Unit Fourteen due Monday
2. Bedford Reader Meghan Daum next selection due on Monday
3. Research Paper strategies in class

May 7-11, 2007

IN-CLASS ASSIGNMENTS AND UPDATES TRUMP PUBLISHED BLOGS

Monday
1. Vocabulary Workshop will not be due until next week
2. Literary Terms for AP Exam multiple-choice questions; add to Cornell Notes
3. Water Cases Cornell Notes are due today; see previous blog for Case Numbers
4. AP English Language Exam Wednesday, May 16; stamina is a very important key to success; we will discuss in class

Tuesday
1. Grammar assigned in class and as homework
2. Multiple-Choice literary terms continued and multiple-choice practice questions
3. Bedford Reader argument pages to be assigned; discussion on Friday

Wednesday
1. Vantage Writing Lab: Apex Diagnostic and Invisible Man essay today and tomorrow

Thursday
1. Vantage Writing Lab: Apex Strategies and Invisible Man essay due end of period

Friday
1. In-class discussion for Bedford Reader argument pages (515-531; textbook is mandatory)
2. Water Cases to be assigned

CHECK SUNDAY EVENING FOR UPDATED BLOG

April 30-May 4, 2007

Monday
1. Unit Thirteen answers due in class; test Tuesday
2. Literary Terms for AP Exam multiple-choice questions
3. Water Cases Cornell Notes to be announced
4. Invisible Man quotations quiz due today

Tuesday
1. Unit Thirteen vocabulary test
2. Multiple-Choice literary terms continued and multiple-choice practice questions

Wednesday
1. Chapters 21-25 Invisible Man (five talking points per chapter); class discussion
2. Bedford Reader next selection discussion and questions due tomorrow (see syllabus)

Thursday
1. Bedford Reader next selection class discussion
2. Grammar homework

Friday
1. Grammar homework
2. All other assignments to be announced; AP Exam for Language is May 16

April 23-27, 2007

Monday
1. Water Cases Six and Seven assigned; add to Cornell Notes
2. Hazlitt essay in class Friday; Bedford Terms test precedes essay (bring Bedford Reader textbook Tuesday, Wednesday, and Thursday)
3. Grammar homework assigned
4. Bedford Reader next selection due Thursday; Jamaica Kincaid's "Girl" answers discussed in class
5. Research Paper Thesis Statements shared aloud
6. Vocabulary Level "F" Unit Twelve due today; test Tuesday

Tuesday
1. Invisible Man Chapters Sixteen-Twenty due tomorrow (Wednesday); twenty-five talking points (five per chapter); class discussion Wednesday (all period)
2. Bedford Reader next selection due Thursday (see syllabus for title)
3. Grammar homework assigned
4. Water Cases Six and Seven Cornell Notes due on Thursday
5. Vocabulary Level "F"Unit Twelve test today

Wednesday
1. Invisible Man class discussion and comprehension quiz; Chapters Sixteen-Twenty
2. Grammar assigned as homework
3. Bedford Terms 41-50 (postponed from last week) test Friday before timed essay
4. Unit Thirteen Vocabulary due Monday; test next Tuesday


Thursday
1. Jamaica Kincaid's "Girl" Bedford Reader in-class discussion (all period)
2. Grammar assigned as homework
3. Water Cases Six and Seven Cornell Notes due today

Friday
1. Hazlitt in-class essay
2. Bedford Reader terms 41-50 test precedes essay
3. Grammar homework assigned
4. Unit Thirteen Vocabulary due Monday

CHECK BLOG SUNDAY EVENING FOR UPDATES

April 16-20, 2007

Monday
1. Water Cases Four and Five assigned; add to Cornell Notes
2. Book Fair-Library (meet at Library first twenty minutes of period)
3. Grammar homework assigned
4. Bedford Reader next selection due Thursday; "Orientation" answers discussed in class; Bedford Reader next terms reviewed today; test on Thursday

Tuesday
1. Invisible Man Chapters Eleven-Fifteen due tomorrow (Wednesday); twenty-five talking points (five per chapter)
2. Bedford Reader next selection due Thursday (see syllabus for title)
3. Multiple-Choice all period on Friday to prepare for AP Exam
4. APEX homework assignment to be announced in class

Wednesday
1. Invisible Man class discussion and comprehension quiz; Chapters Eleven-Fifteen
2. Grammar assigned as homework
3. Bedford Terms 41-50 (postponed from last week) test tomorrow (Thursday)

Thursday
1. Bedford Reader discussion all period
2. Grammar assigned as homework
3. Multiple-Choice one hour practice test tomorrow (Friday)
4. Unit Twelve Vocabulary Workshop due Monday
5. Water Conservation/U.S. Natural Disaster Cornell Notes (updated) due tomorrow, including thesis statement for research paper
5. Bedford Terms 41-50 test today (terms will be reviewed today, Thursday in class and test has been postponed until next Tuesday)

Friday
1. Water Conservation/U.S. Natural Disaster Cornell Notes due today
2. In-class Multiple-Choice practice test all period
3. Grammar homework assigned
4. APEX homework due today (still being reviewed with APEX personnel; homework assignment has been delayed for now)

CHECK BLOG SUNDAY EVENING FOR UPDATES

April 9-13, 2007

Monday
1. Unit Eleven Vocabulary due today; test Tuesday
2. Book Fair-Library (meet at Library first twenty minutes of period)
3. Op/Ed piece assigned; due Thursday
4. Water Case III assigned; add to Cornell Notes on Water Conservation/U.S. Natural Disaster
School for Advanced Students Four-Week Progress Reports Signed by Parents and Returned

Tuesday
1. Unit Eleven Vocabulary Test today
2. Bedford Reader next selection assigned (see syllabus and/or blog); due Thursday
3. Invisible Man Chapters Six-Ten due Wednesday (five talking points per chapter); comprehension quiz before class discussion
4. APEX homework assignment

Wednesday
1. Invisible Man class discussion and comprehension quiz
2. Grammar assigned as homework
3. Bedford Terms 41-50 assigned in class; test Friday

Thursday
1. Bedford Reader next selection class discussion; answer usual questions at end of selection
2. Grammar assigned as homework
3. In-class AP essay on Friday
4. Unit Twelve Vocabulary Workshop due Monday
5. Water Conservation/U.S. Natural Disaster Cornell Notes (updated) due tomorrow, including thesis statement for research paper
6. Op/Ed piece due today

Friday
1. Water Conservation/U.S. Natural Disaster Cornell Notes due today
2. In-class AP essay all period
3. Bedford Terms 41-50 test precedes AP essay
4. Grammar homework assigned
5. APEX homework due Monday

CHECK BLOG SUNDAY EVENING FOR UPDATES

April 2-6, 2007

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

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

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

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

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

March 26-31, 2007

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

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

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

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

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

March 19-23, 2007

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

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

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

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

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

March 12-16, 2007

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

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


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

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

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

March 5-9, 2007

Welcome to AP English Language and Composition.

Here are this week's assignments:

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

Tuesday
1. AP Language Free-Response Question Essay

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

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

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

Off-Track Assignments-AP Long Forms

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

AP English Language and Composition Syllabus

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

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

Textbooks and Novels:

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


Year Long Rigor Tools∗

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

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

Literature Assignments and Methods for Achieving Your Purpose in Writing*

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

“The Lottery”

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

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

“Silent Dancing"

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

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

“Homeless”

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

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

“Everyday Use”

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

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

“Orientation”

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

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

“Girl”

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

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

“The Crisis of National Identity”

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

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

“Safe-Sex Lies”

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

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

“The Meanings of a Word”

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

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

“Too Much Pressure”

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


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

*The Bedford Reader Ninth Edition 2006

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


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


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

Representative Objectives for AP English Language and Composition*

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



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

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


Grade/Percent for Assignments and Marks
A+ =>100 A =>97.5 A- =>92.5
B+ =>88.5 B =>86 B- =>82.5
C+ =>78.5 C =>76 C- =>72.5
D+ =>68.5 D =>66 D- =>62.5
F =>30

Notes:

AP Syllabus

A syllabus for AP English Language and Composition will be posted soon. Check back for details.

Scholastic Aptitude Practice

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

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

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

Mr. Carmicle

Practicing Consultative Writing

Practicing Consultative/Formal Registers Outside the School Day:

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

For each editorial, do the following:

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

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

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

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

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

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

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

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

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

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

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

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

Assignment Menu Monday, December 18, 2006

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

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

2. Gatsby film screening continues today, December 18

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

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

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

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

Assignment Menu Monday, December 11, 2006

Here are the assignments for the next few days:

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

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

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

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

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

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

7. Portfolio organization all week in class

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

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

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

Assignment Menu Wednesday, December 6, 2006

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

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

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

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

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

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

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

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

AP Language/Composition Off-Track Assignment

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

AP Long Form for The Great Gatsby

AP Long Form for The Glass Menagerie

Four Op/Ed columnist responses

Long form template will be provided before December 22, 2006

Assignment Menu Monday, December 4, 2006

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

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

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

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

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

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

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

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

Assignment Menu Wednesday, November 29, 2006

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

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

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

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

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

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

Assignment Menu Monday, November 27, 2006

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

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

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

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

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

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

Assignment Menu Wednesday, November 22, 2006

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

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

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

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

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

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

6. Vantage Writing Lab future reserved dates announced to class

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

Assignment Menu Monday, November 20, 2006

Assignments for shortened week: November 20-22, 2006

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

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

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

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

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

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

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

Assignment Menu Wednesday, November 15, 2006

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

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

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

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

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

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

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

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

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

9. Bedford Reader required reading after holidays to be assigned

Assignment Menu Monday, November 13, 2006

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

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

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

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

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

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

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

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

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

Assignment Menu Wednesday, November 8, 2006

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

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

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

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

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

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

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

Check this web log on Sunday evening for updates of assignments

Assignment Menu Monday, November 6, 2006

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

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

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

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

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

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

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

Check this web log on Tuesday evening for updates of assignments

Assignment Menu Wednesday, November 1, 2006

Check web log on Sunday for further updates.

Wednesday-Friday, November 1-3, 2006

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

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

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

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

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

CHECK back on SUNDAY for WEB LOG UPDATE

Earlybird Post-it Checklist

Check web log on Tuesday for further updates.

Monday and Tuesday, October 30-31, 2006

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

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

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

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

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

CHECK back on TUESDAY for WEB LOG UPDATE

Assignment Menu Wednesday, October 25, 2006

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

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

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

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

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

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

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

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

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

AGENDA BIN:

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

Assignment Menu Monday, October 23, 2006

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

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

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

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

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

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

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

AGENDA BIN:

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

Assignment Menu Wednesday, October 18. 2006

Wednesday, Thursday, and Friday October 18-20

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

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

3. Bedford Reader in class on Friday (20)

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

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

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

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

Assignment Menu Monday, October 16, 2006

Monday-Tuesday, October 16-17, 2006

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

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

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

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

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

Assignment Menu Wednesday, October 11, 2006

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

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

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

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

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

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

6. Capitalization grammar lesson rescheduled to next week

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

8. SAS students returned signed HHS progress reports for credit

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

Assignment Menu Monday, October 9, 2006

Monday and Tuesday, October 9/10, 2006

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

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

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

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

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

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

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

8. SAS students returned signed HHS progress reports for credit

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

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

Assignment Menu Wednesday, October 4, 2006

Thank you AP Scholars for checking my web log.

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

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

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

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

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

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

Assignment Menu Monday, October 2, 2006

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

Monday, October 2

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

Tuesday, October 3

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

CHECK WEB LOG ON WEDNESDAY FOR UPDATES

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.