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