Paper Standards
First Name Last Name
Period, Subject
Expanded Date
Instructions: Review the online syllabus for your course: AP English Language and Composition, Honors Contemporary Composition, or Grade Ten Honors English, and answer the following questions on your own paper. Write neatly and respond succinctly. Make certain your answers are original.
1. What is the purpose of a syllabus?
2. How does the second semester syllabus differ from the first?
3. What do you suppose will be one significant strategy the teacher will use to teach reading this semester?
4. What is the approach to grammar instruction in this class? Briefly describe.
5. Briefly detail Bloom’s Taxonomy and explain how it can affect student achievement as learners move from Level Three to Level One.
6. How does the breakdown of marks (grades) in this class differ from the traditional method of awarding marks of A, B, C, D, and FAIL?
7. How can the posting of the syllabus on the teacher’s web log aid the student in understanding and completing assignments during the semester?
8. What is the function of Cornell Notes and how do they assist students in improving comprehension in daily coursework?
9. Briefly explain the revised late work policy in your own words.
10. Which of the useful websites featured in the syllabus is most convenient to students? Why?
Wednesday, February 27, 2008
Late Work Policy
It is the policy of this class that students who are absent and provide an acceptable excuse may make up assignments or tests the day following their return to class; the assignment or test will be scored and returned to students. Students must mark the specific date of absence and assignment number on the assignment or test. If an assignment or test is not completed on the day following the return to class, the assignment or test will be scored as “credit” and not receive a letter grade. That “credit” neither raises nor lowers the students’ overall grade average. Verified truancies and unexcused absences from class will result in no credit received for work submitted.
Vocabulary assignments must be received by due dates; five points will be deducted from test scores for work not received when due and ten points will be deducted from test scores for no work submitted. Off-track assignments must be submitted on time since no credit is provided for late assignments.
Vocabulary assignments must be received by due dates; five points will be deducted from test scores for work not received when due and ten points will be deducted from test scores for no work submitted. Off-track assignments must be submitted on time since no credit is provided for late assignments.
Tuesday, February 19, 2008
STUDYPATH March 3-7, 2008
POTENTIAL, ACHIEVEMENT, THOUGHT, HONOR
In-class assignments and class updates trump published blogs.
Monday
1. Semester Reflections
2. Syllabus Inquiry
3. Accelerated Reader Journals/Tests
4. Late Work Policy
5. Textbook Days: Bedford Reader MTW; Writer's Choice MTW; Vocabulary Workshop M; Invisible Man F
Tuesday (Shortened Day)
1. "On the Feeling of Immortality in Youth" William Hazlitt
2. Reviewing Multiple-Choice Questions
3. Constructing Multiple-Choice Questions
Wednesday
1. Bloom's Taxonomy Review
2. Noskin's Research Process Using Sources (2007-2008 Professional Development Workshop Materials) and Topic, Thesis Statement, Outline, Precis/Abstract and Rubric
3. Synthesis Free-Response Question: Violent Images
4. Ralph Ellison Biography-AP Long Form
5. Due: Syllabus Inquiry March 5
Thursday
1. Graphic: Narration in an advertisement
2. Los Angeles Times Op-Ed
3. Bedford Terms
4. Due: Ellison biography March 7; Synthesis Essay March 7; Accelerated Reader Score and Journals March 7
Friday
1. Writer's Choice Troubleshooter (382), Clauses/Sentence Structure (534) and Sentence Diagramming (564)
2. "The Lottery" by Shirley Jackson
3. Due: Ellison biography; Synthesis Essay; Accelerated Reader Score and Journals
4. Weekend homework to be announced
In-class assignments and class updates trump published blogs.
Monday
1. Semester Reflections
2. Syllabus Inquiry
3. Accelerated Reader Journals/Tests
4. Late Work Policy
5. Textbook Days: Bedford Reader MTW; Writer's Choice MTW; Vocabulary Workshop M; Invisible Man F
Tuesday (Shortened Day)
1. "On the Feeling of Immortality in Youth" William Hazlitt
2. Reviewing Multiple-Choice Questions
3. Constructing Multiple-Choice Questions
Wednesday
1. Bloom's Taxonomy Review
2. Noskin's Research Process Using Sources (2007-2008 Professional Development Workshop Materials) and Topic, Thesis Statement, Outline, Precis/Abstract and Rubric
3. Synthesis Free-Response Question: Violent Images
4. Ralph Ellison Biography-AP Long Form
5. Due: Syllabus Inquiry March 5
Thursday
1. Graphic: Narration in an advertisement
2. Los Angeles Times Op-Ed
3. Bedford Terms
4. Due: Ellison biography March 7; Synthesis Essay March 7; Accelerated Reader Score and Journals March 7
Friday
1. Writer's Choice Troubleshooter (382), Clauses/Sentence Structure (534) and Sentence Diagramming (564)
2. "The Lottery" by Shirley Jackson
3. Due: Ellison biography; Synthesis Essay; Accelerated Reader Score and Journals
4. Weekend homework to be announced
Thursday, February 07, 2008
Semester B Syllabus (Under Construction)
Advanced Placement English Language and Composition Syllabus 2007-2008
Instructional Dates/Material To Be Covered/Semester "B"
The Advanced Placement English Language and Composition Examination is administered by the College Board during the latter part of this semester.
In this semester, students continue to hone their responses to nonfiction pieces by accomplishing precise, thorough, insightful, and thoughtful responses through original drafts and various stages of rewrites. The second semester also includes weekly selections from the Bedford Reader, highlighted below, that address the meaning, writing strategy and language authors use to accomplish their purposes for writing; students may use these questioning tools (including levels of questioning) to analyze what they have read and determine, as the Bedford Reader states, how “good writers write.”
There is a fair amount of concentration in this semester on response to visual literacy. Of the seventeen visual works included in the Bedford Reader, students experience a sampling of these offerings to learn how to make meaning of images, advertising, and photographs, learning to use the sensory details of tactile images evoked by figurative language that appeals to one or more of the five senses. See examples and justifications in the matrix provided below.
Specific methods of achieving purposes in writing are used throughout the course scope and sequence as well since students are asked to read and write in various modes of discourse. A sampling of the Semester B sequence follows:
Literature Assignments and Methods for Achieving Your Purpose in Writing*
Week One
Narration: To tell a story about your subject, possibly to enlighten readers or to try to explain something to them
Visual Literacy: “How Joe’s Body Brought Him Fame Instead of Shame” (advertisement)
(analysis of a narrative cartoon to ascertain chronology and message used to lure customers)
“The Lottery” by Shirley Jackson (122)
First appeared in The New Yorker in 1948
Theme: Manners and Morals
Week Two
Description: To help readers understand your subject through the evidence of their senses—sight, hearing, touch, smell, taste
“Silent Dancing" by Judith Ortiz Cofer
First appeared in The Georgia Review
Theme: Cultural Diversity
Week Three
Example: To explain your subject with instances that show readers its nature or character
Visual Literacy: “Cellular Phones of the Future” (cartoon)
(interpreting drawings with text to determine artist’s opinion)
Anna Quindlen from her collection Living Out Loud in Mother Jones Magazine
Theme: Homelessness
Week Four
Comparison and Contrast: Setting Things Side by Side
To explain or evaluate your subject by helping readers see the similarities between it and another subject
“Everyday Use” published in 1973 and appeared in Harper’s magazine
Alice Walker
Theme: Community
Week Five
Process Analysis: Explaining Step by Step
To inform readers how to do something or how something works—how a sequence of actions leads to a particular result
"Orientation" Daniel Orozco first published in Seattle Review in 1994 and appeared in the Best American Short Stories 1995
Visual Literacy: “Workers Making Dolls” (photograph) Photographer Wally McNamee
(single image used to portray several steps in the doll-making process) 324
Theme: Humor and Satire
Week Six
Division or Analysis: Slicing Into Parts (335)
To explain a conclusion about your subject by showing readers the subject’s parts of elements “Girl”
From the collection At the Bottom of the River Jamaica Kincaid
Theme: Other Peoples, Other Cultures
Week Seven
Classification: Sorting Into Kinds
To help readers see order in your subject by understanding the kinds or groups it can be sorted into
Visual Literacy: “What Everyone Should Know About the Movie Rating System” (chart)
Motion Picture Association of America mpaa.org
(graphic organizer sorting films into groups of appropriateness)
“The Crisis of National Identity” by Samuel P. Huntington
Opening pages from Who Are We? The Challenges to America’s Identity
Theme: Community
Week Eight
Cause and Effect: Asking Why
To tell readers the reasons for or consequences of one's subject, explaining why or what if “Safe-Sex Lies” by Meghan Daum
Essay published in The New York Times Magazine January 1996
Theme: Sexuality
Week Nine
Definition: Tracing a Boundary
To show readers the meaning of your subject—its boundaries and its distinctions from other subjects
“The Meanings of a Word” by Gloria Naylor
Essay published in The New York Times
Theme: Communication
Week Ten
Argument and Persuasion: Stating Opinions and Proposals
To have readers consider your opinion about a subject or a proposal for it
Visual Literacy: “Corporate America Flag” (media image) Adbusters Media Foundation
(image adaptation of a familiar symbol to achieve effect)
“Too Much Pressure” by Colleen Wenke published in Fresh Ink: Essays from Boston's College's First-Year Writing Seminar
Theme: Manners and Morals
Ongoing
Useful Terms Abstract/Concrete to Warrant
*The Bedford Reader Ninth Edition 2006
Juniors are encouraged to contact College Counselor Ms. Campbell regarding college entrance examination procedures, college financial assistance forms, and college application and admission information.
The Advanced Placement Examinations, California High School Exit Examinations, and California Achievement Test Examinations are scheduled this semester.
Students who feel essay rewrite scores should be higher must write a request, using the specific language of the generic or tailored rubric, to justify why the essay should be re-read and re-scored.
Weeks Eleven-Sixteen
Research
Textbooks
Textbooks used in this course include The Bedford Reader, Cliffs AP Preparation Guide, Vocabulary Workshop Level “F”, and Glencoe Writer’s Choice. Various nonfiction pieces are used from composition rhetorics and readers, as are newspaper editorials, opinion-editorial pieces written by individual columnists, and storyboards, photographs, and newspaper editorial cartoons.
Kennedy, X.J., Dorothy Kennedy, and Jane E. Aaron, The
Bedford Reader. Boston: Bedford Books of St.
Martin’s Press, 1997.
Cliffs AP English Language and Composition (2nd Edition) Swovelin ©2001
Vocabulary Workshop Level “F” Shostak (Sadlier-Oxford Publishing) 2005
Anthology: Writer’s Choice Grammar and Composition; Glencoe ©2005
Anthology: Literature and Integrated Studies; Scott-Foresman Publishing ©1997
Grading System
Marks on individual assignments are based on the following scale:
A 92.5 % or better
B 82.5 % or better
C 72.5 % or better
D 62.5 % or better
Midterm and final examinations are administered; other quizzes are given throughout the course and include tests on meaning, language, and writing strategies from texts, tests on vocabulary, the connotative and denotative meanings of words, and tests on literary terms necessary for success on the multiple-choice and essays portions of the AP Language Exam.
Instructional Dates/Material To Be Covered/Semester "B"
Year Long Rigor Tools
Bloom's Taxonomy and Bloom's Affective Taxonomy
Consultative Language and Language Registers: Frozen, Formal, Consultative, Casual, Intimate
Levels of Questioning: Level One-Factual; Level Two-Interpretative; Level Three-Evaluative
The Rhetorical Square-Audience, Purpose, Persona, Argument and SOAPS: Subject, Occasion, Audience, Purpose, and Speaker
Cornell Note-Taking, Outlining, and Journaling
Sentence Mimicking and Pivoting TextGrammar of Irony and Grammar of Paradox
Classical, Rogerian, and Toulmin Argumentation Models
Rhetorical Modes of Discourse
Student-Teacher Conferencing: Rubrics, Revisions, and Rewrites
GLAAPSI, July 2005 Marcy Bowman AP Packet
The Advanced Placement English Language and Composition Examination is administered by the College Board during the latter part of this semester.
In this semester, students continue to hone their responses to nonfiction pieces by accomplishing precise, thorough, insightful, and thoughtful responses through original drafts and various stages of rewrites. The second semester also includes weekly selections from the Bedford Reader, highlighted below, that address the meaning, writing strategy and language authors use to accomplish their purposes for writing; students may use these questioning tools (including levels of questioning) to analyze what they have read and determine, as the Bedford Reader states, how “good writers write.”
There is a fair amount of concentration in this semester on response to visual literacy. Of the seventeen visual works included in the Bedford Reader, students experience a sampling of these offerings to learn how to make meaning of images, advertising, and photographs, learning to use the sensory details of tactile images evoked by figurative language that appeals to one or more of the five senses. See examples and justifications in the matrix provided below.
Specific methods of achieving purposes in writing are used throughout the course scope and sequence as well since students are asked to read and write in various modes of discourse. A sampling of the Semester B sequence follows:
Literature Assignments and Methods for Achieving Your Purpose in Writing*
Week One
Narration: To tell a story about your subject, possibly to enlighten readers or to try to explain something to them
Visual Literacy: “How Joe’s Body Brought Him Fame Instead of Shame” (advertisement)
(analysis of a narrative cartoon to ascertain chronology and message used to lure customers)
“The Lottery” by Shirley Jackson (122)
First appeared in The New Yorker in 1948
Theme: Manners and Morals
Week Two
Description: To help readers understand your subject through the evidence of their senses—sight, hearing, touch, smell, taste
“Silent Dancing" by Judith Ortiz Cofer
First appeared in The Georgia Review
Theme: Cultural Diversity
Week Three
Example: To explain your subject with instances that show readers its nature or character
Visual Literacy: “Cellular Phones of the Future” (cartoon)
(interpreting drawings with text to determine artist’s opinion)
Anna Quindlen from her collection Living Out Loud in Mother Jones Magazine
Theme: Homelessness
Week Four
Comparison and Contrast: Setting Things Side by Side
To explain or evaluate your subject by helping readers see the similarities between it and another subject
“Everyday Use” published in 1973 and appeared in Harper’s magazine
Alice Walker
Theme: Community
Week Five
Process Analysis: Explaining Step by Step
To inform readers how to do something or how something works—how a sequence of actions leads to a particular result
"Orientation" Daniel Orozco first published in Seattle Review in 1994 and appeared in the Best American Short Stories 1995
Visual Literacy: “Workers Making Dolls” (photograph) Photographer Wally McNamee
(single image used to portray several steps in the doll-making process) 324
Theme: Humor and Satire
Week Six
Division or Analysis: Slicing Into Parts (335)
To explain a conclusion about your subject by showing readers the subject’s parts of elements “Girl”
From the collection At the Bottom of the River Jamaica Kincaid
Theme: Other Peoples, Other Cultures
Week Seven
Classification: Sorting Into Kinds
To help readers see order in your subject by understanding the kinds or groups it can be sorted into
Visual Literacy: “What Everyone Should Know About the Movie Rating System” (chart)
Motion Picture Association of America mpaa.org
(graphic organizer sorting films into groups of appropriateness)
“The Crisis of National Identity” by Samuel P. Huntington
Opening pages from Who Are We? The Challenges to America’s Identity
Theme: Community
Week Eight
Cause and Effect: Asking Why
To tell readers the reasons for or consequences of one's subject, explaining why or what if “Safe-Sex Lies” by Meghan Daum
Essay published in The New York Times Magazine January 1996
Theme: Sexuality
Week Nine
Definition: Tracing a Boundary
To show readers the meaning of your subject—its boundaries and its distinctions from other subjects
“The Meanings of a Word” by Gloria Naylor
Essay published in The New York Times
Theme: Communication
Week Ten
Argument and Persuasion: Stating Opinions and Proposals
To have readers consider your opinion about a subject or a proposal for it
Visual Literacy: “Corporate America Flag” (media image) Adbusters Media Foundation
(image adaptation of a familiar symbol to achieve effect)
“Too Much Pressure” by Colleen Wenke published in Fresh Ink: Essays from Boston's College's First-Year Writing Seminar
Theme: Manners and Morals
Ongoing
Useful Terms Abstract/Concrete to Warrant
*The Bedford Reader Ninth Edition 2006
Juniors are encouraged to contact College Counselor Ms. Campbell regarding college entrance examination procedures, college financial assistance forms, and college application and admission information.
The Advanced Placement Examinations, California High School Exit Examinations, and California Achievement Test Examinations are scheduled this semester.
Students who feel essay rewrite scores should be higher must write a request, using the specific language of the generic or tailored rubric, to justify why the essay should be re-read and re-scored.
Weeks Eleven-Sixteen
Research
In the spring semester students complete a fifteen-page research paper for the topic “Water Conservation tied to a U.S. Natural Disaster.” Students are required to use a works cited list and embedded citations using Modern Language Association protocol as a guide line for their finished product. This paper is coordinated with the social studies AP instructor. A “Junior Defense of Thesis” is prepared as students are required to orally defend their theses to the teacher, to their triad members, and finally to the entire class of students. Students are chosen to also defend their theses to the board members of the Metropolitan Water District in Los Angeles. An abstract of the “Junior Defense of Thesis” follows:
JUNIOR DEFENSE OF THESIS 2008
Students will develop a Personal Action Plan that will link the environment (water conservation) and citizenship (call for action) themes from 9th or 10th grade with a culminating research-based and oral defense project paper.
Sample Standards:
Writing 1.6 Research and Technology: develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources)
Writing 1.4 Organization and Focus: enhance meanings by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action
Multimedia presentation or print media presentation; judges use 10-point checklist and rubric to score students’ oral defense; teacher scores research papers, which require summaries, paraphrases, and direct quotations, attributive tags, and MLA formats for in-text citations and works cited list
Three projected outcomes:
These are proposed outcomes of the Junior Defense of Thesis and the objectives noted are not indicative that approval has been granted.
Thirty-second CBS Television Network broadcast quality storyboarded public service announcement (possibly produced by students on video)
Thirty-second KNX CBS owned and operation Radio public service announcement ad copy with agreement to run spot free of charge from educational institution (spot possibly produced by students on audio)
Eighth to quarter-page display print ad public service announcement to run in USA Today (purchase of ad space may be made with grant funds) (possibly produced camera-ready by students using multimedia resources)
Textbooks
Textbooks used in this course include The Bedford Reader, Cliffs AP Preparation Guide, Vocabulary Workshop Level “F”, and Glencoe Writer’s Choice. Various nonfiction pieces are used from composition rhetorics and readers, as are newspaper editorials, opinion-editorial pieces written by individual columnists, and storyboards, photographs, and newspaper editorial cartoons.
Kennedy, X.J., Dorothy Kennedy, and Jane E. Aaron, The
Bedford Reader. Boston: Bedford Books of St.
Martin’s Press, 1997.
Cliffs AP English Language and Composition (2nd Edition) Swovelin ©2001
Vocabulary Workshop Level “F” Shostak (Sadlier-Oxford Publishing) 2005
Anthology: Writer’s Choice Grammar and Composition; Glencoe ©2005
Anthology: Literature and Integrated Studies; Scott-Foresman Publishing ©1997
Useful Web Sites
Online Writing Labs http://owl.english.purdue.edu/
Composition formatting
Oxford English Dictionary http://www.oed.com/
Vocabulary for the AP student
Strunk and White http://www.columbia.edu/acis/bartleby/strunk/
Rules of style for written prose
Teacher Web Log http://www.hollywoodhighschool.net
Weekly blog postings of assignments due
Apex Learning http://www.apexvs.com/
AP diagnostic tests; literary terms; study strategies
Go My Access/Vantage Learning http://www.gomyaccess.com
Intellimetric prompts and rubric-scored writing
Exercise Central http://www.bedfordstmartins.com/exercisecentral
Online quizzes for each reading selection
College Board Online http://www.collegeboard.org/ap
Grading System
Marks on individual assignments are based on the following scale:
A 92.5 % or better
B 82.5 % or better
C 72.5 % or better
D 62.5 % or better
Midterm and final examinations are administered; other quizzes are given throughout the course and include tests on meaning, language, and writing strategies from texts, tests on vocabulary, the connotative and denotative meanings of words, and tests on literary terms necessary for success on the multiple-choice and essays portions of the AP Language Exam.
Tuesday, January 22, 2008
Semester B Information
Information about curriculum for Semester B, including course syllabus, will be posted on blog in mid-February. For off-track assigned work, direct questions to jcarmicl@lausd.net and inquiries will be addressed.
Friday, January 11, 2008
Off-Track Assignment
December 10, 2007
Dear Parents of AP English Language, Honors Contemporary Composition, and Honors Tenth Grade English Classes:
I am writing to inform you of the off-track work that students are expected to complete and submit by March 7, 2008 for the second semester of this 2007-2008 school year. Work or test scores submitted after that date will not be scored and may negatively affect a student’s grade.
AP English Language and Honors Contemporary Composition students will read two novels or plays chosen from the list on the reverse side of this letter. These students will keep a dialectical journal (see format below) and take the Accelerated Reader test by March 7, 2008. The AR test scores should be submitted along with the dialectical journals; no late scores will be accepted.
Honors Tenth Grade students will read two novels chosen from the list on the reverse side of this letter. These students will take the Accelerated Reader test for both novels upon their return and submit the test scores by March 7, 2008; no late scores will be accepted.
Thank you.
Their Eyes Were Watching God
Students chose titles before going off-track.
Dear Parents of AP English Language, Honors Contemporary Composition, and Honors Tenth Grade English Classes:
I am writing to inform you of the off-track work that students are expected to complete and submit by March 7, 2008 for the second semester of this 2007-2008 school year. Work or test scores submitted after that date will not be scored and may negatively affect a student’s grade.
AP English Language and Honors Contemporary Composition students will read two novels or plays chosen from the list on the reverse side of this letter. These students will keep a dialectical journal (see format below) and take the Accelerated Reader test by March 7, 2008. The AR test scores should be submitted along with the dialectical journals; no late scores will be accepted.
Honors Tenth Grade students will read two novels chosen from the list on the reverse side of this letter. These students will take the Accelerated Reader test for both novels upon their return and submit the test scores by March 7, 2008; no late scores will be accepted.
Thank you.
Sample Dialectical Journal
Their Eyes Were Watching God
Type or use ruled binder paper to create your journal. You must include at least one journal entry per chapter with the following information:
1. Page number of quote/summary
2. A direct quote or summary of chosen event
3. Your response as to the significance of the chosen quote/summary to the development of Janie’s character or other key themes or motifs in the novel. A response may include key questions, interpretations, and/or evaluations of the text
©Ms. Tobenkin’s Web Log 2006 (used with permission)
Students chose titles before going off-track.
Saturday, December 15, 2007
December 17-21, 2007
In-class assignments and class updates trump published blogs.
Monday
1. Their Eyes Were Watching God film screened
2. Return any textbooks to counter for return to textbook room
Tuesday
1. Period Four Only: Final Examination in Vantage Lab: Their Eyes Were Watching God multiple-choice and semester reflection essay
2. Return any textbooks in class
Wednesday
CLASS DOES NOT MEET TODAY
Thursday
1. Period One Only: Final Examination in Vantage Lab: Their Eyes Were Watching God multiple-choice and semester reflection essay
Friday
1. Last day of school
2. Off-Track homework reviewed and due March 7
Monday
1. Their Eyes Were Watching God film screened
2. Return any textbooks to counter for return to textbook room
Tuesday
1. Period Four Only: Final Examination in Vantage Lab: Their Eyes Were Watching God multiple-choice and semester reflection essay
2. Return any textbooks in class
Wednesday
CLASS DOES NOT MEET TODAY
Thursday
1. Period One Only: Final Examination in Vantage Lab: Their Eyes Were Watching God multiple-choice and semester reflection essay
Friday
1. Last day of school
2. Off-Track homework reviewed and due March 7
Sunday, December 09, 2007
December 10-14, 2007
In-class assignments and class updates trump published blogs.
Monday
1. Anthologies due for Douglass' "What The Black Man Wants"; anthologies to be returned to textbook room Tuesday
2. Their Eyes Were Watching God (TEWWG) Chapters Sixteen/Twenty (five talking points per chapter) due Thursday for class discussion
2. TEWWG film shown Friday and Monday; return parent letter permission slip
3. Selection Tests for Lincoln/Douglass in class
4. 100 Words High School Students Should Know final test today
5. Op-Ed letter, SOAPS, or Consultative Writing due on Thursday
Tuesday (Shortened Day)
1. Prose passage multiple-choice practice
2. Levels of Questioning newspaper article response
3. Anthologies returned to textbook room
4. Bedford Reader due in class today and Wednesday
Wednesday
1. Bedford Reader Khan answers due by end of class; Bedford Reader textbooks returned to textbook room
2. Controversy Essay assigned in class; due date to be announced
3. TEWWG talking points due tomorrow, Thursday for class discussion
4. Final Exam Bloom's Taxonomy semester reflection essay instructions announced; final in Vantage Lab (TEWWG multiple-choice and essay)
Thursday
1. TEWWG talking points due today for class discussion
2. TEWWG film show Friday-Monday in class; parent permission letters due no later than today
3. Portfolios organized for final exam
Friday
1. TEWWG film today in class
2. Weekend homework and off-track journals and AR tests instructions issued
Monday
1. Anthologies due for Douglass' "What The Black Man Wants"; anthologies to be returned to textbook room Tuesday
2. Their Eyes Were Watching God (TEWWG) Chapters Sixteen/Twenty (five talking points per chapter) due Thursday for class discussion
2. TEWWG film shown Friday and Monday; return parent letter permission slip
3. Selection Tests for Lincoln/Douglass in class
4. 100 Words High School Students Should Know final test today
5. Op-Ed letter, SOAPS, or Consultative Writing due on Thursday
Tuesday (Shortened Day)
1. Prose passage multiple-choice practice
2. Levels of Questioning newspaper article response
3. Anthologies returned to textbook room
4. Bedford Reader due in class today and Wednesday
Wednesday
1. Bedford Reader Khan answers due by end of class; Bedford Reader textbooks returned to textbook room
2. Controversy Essay assigned in class; due date to be announced
3. TEWWG talking points due tomorrow, Thursday for class discussion
4. Final Exam Bloom's Taxonomy semester reflection essay instructions announced; final in Vantage Lab (TEWWG multiple-choice and essay)
Thursday
1. TEWWG talking points due today for class discussion
2. TEWWG film show Friday-Monday in class; parent permission letters due no later than today
3. Portfolios organized for final exam
Friday
1. TEWWG film today in class
2. Weekend homework and off-track journals and AR tests instructions issued
Sunday, December 02, 2007
December 3-7, 2007
In-class assignments and class updates trump published blogs.
Monday
1. Anthologies due in class Monday-Tuesday for Whitman-Dickinson selection tests and Lincoln/Douglass nonfiction
2. Bedford Reader due in class Wednesday-Thursday-Friday for Khan, et al. nonfiction pieces
3. TEWWG (Their Eyes Were Watching God) Chapters 6-15 (five talking points per chapters) due on Friday for class discussion
Tuesday (Shortened Day)
1. Grammar assignment in class
2. Prose passage multiple-choice practice
3. Lincoln-Douglass nonfiction selections assignment
Wednesday
1. Reminder: TEWWG talking points due Friday
2. Bedford Reader nonfiction selections in class
3. Grammar assignment
Thursday
1. Bedford Reader nonfiction selections in class
2. Grammar assignment
Friday
1. TEWWG class discussion (talking points due)
2. Final Examination tentative plans announced
Monday
1. Anthologies due in class Monday-Tuesday for Whitman-Dickinson selection tests and Lincoln/Douglass nonfiction
2. Bedford Reader due in class Wednesday-Thursday-Friday for Khan, et al. nonfiction pieces
3. TEWWG (Their Eyes Were Watching God) Chapters 6-15 (five talking points per chapters) due on Friday for class discussion
Tuesday (Shortened Day)
1. Grammar assignment in class
2. Prose passage multiple-choice practice
3. Lincoln-Douglass nonfiction selections assignment
Wednesday
1. Reminder: TEWWG talking points due Friday
2. Bedford Reader nonfiction selections in class
3. Grammar assignment
Thursday
1. Bedford Reader nonfiction selections in class
2. Grammar assignment
Friday
1. TEWWG class discussion (talking points due)
2. Final Examination tentative plans announced
Sunday, November 25, 2007
November 26-30, 2007
In-class assignments and class updates trump published blogs.
Monday
1. Vocabulary Level F Unit Seven answers due in class today; test scheduled for Tuesday
2. 100 Words High School Students Should Know test in class today
3. Three-page handout on rhetorical analysis, elements of literary style, and multiple-choice test taking strategies
4. Anthologies due in class for Dickinson-Whitman poetry
5. PERIOD FOUR ONLY-Their Eyes Were Watching God Chapters One-Five Talking Points (ten per chapter) due today
Tuesday (Shortened Day)
1. Vocabulary Unit Seven Exam in class today
2. Anthologies due in class for Dickinson-Whitman poetry
3. NEW IN-CLASS DAYS FOR BEDFORD READER--WEDNESDAYS, THURSDAYS, FRIDAYS (Vocabulary continues next semester)
Wednesday
1. Bedford Reader due in class today
2. Bedford Reader literary terms continued in class-test to be scheduled
3. Rogerian and Toulmin argument models handouts issued to students
4. Multiple-choice practice
Thursday
1. Bedford Reader due in class today
2. Rogerian and Toulmin argument models continued
3. Bedford Reader literary terms continued in class-test to be scheduled
4. 100 Words High School Students Should Know (next ten terms due on Monday)
5. Class discussion for Their Eyes Were Watching God all period tomorrow
Friday
1. Class discussion for Their Eyes Were Watching God all period
2. Weekend homework to be announced
Monday
1. Vocabulary Level F Unit Seven answers due in class today; test scheduled for Tuesday
2. 100 Words High School Students Should Know test in class today
3. Three-page handout on rhetorical analysis, elements of literary style, and multiple-choice test taking strategies
4. Anthologies due in class for Dickinson-Whitman poetry
5. PERIOD FOUR ONLY-Their Eyes Were Watching God Chapters One-Five Talking Points (ten per chapter) due today
Tuesday (Shortened Day)
1. Vocabulary Unit Seven Exam in class today
2. Anthologies due in class for Dickinson-Whitman poetry
3. NEW IN-CLASS DAYS FOR BEDFORD READER--WEDNESDAYS, THURSDAYS, FRIDAYS (Vocabulary continues next semester)
Wednesday
1. Bedford Reader due in class today
2. Bedford Reader literary terms continued in class-test to be scheduled
3. Rogerian and Toulmin argument models handouts issued to students
4. Multiple-choice practice
Thursday
1. Bedford Reader due in class today
2. Rogerian and Toulmin argument models continued
3. Bedford Reader literary terms continued in class-test to be scheduled
4. 100 Words High School Students Should Know (next ten terms due on Monday)
5. Class discussion for Their Eyes Were Watching God all period tomorrow
Friday
1. Class discussion for Their Eyes Were Watching God all period
2. Weekend homework to be announced
Saturday, November 17, 2007
November 19-23, 2007
In-class assignments and class updates trump published blogs.
Monday
1. Plasma-Sanguine 100 Words High School Students Should Know test in class today
2. Anthologies due in class for Transcendentalists Emily Dickinson and Walt Whitman poetry
3. Op-Ed scheduled as homework; due Monday, November 26
4. Grammar assignment in class
5. Multiple-Choice practice
6. PERIOD ONE ONLY: Their Eyes Were Watching God read foreword and record ten talking points per chapter for Chapters One-Five; this assignment is due Monday, November 26 for PERIOD FOUR
Tuesday
1. Multiple-Choice practice
2. Grammar assignment in class
3. In-class timed writing essay tomorrow, Wednesday
4. Dickinson and Whitman poetry continued
Wednesday
1. Unit Seven Vocabulary Level F due on Monday, November 26
2. In-class timed writing essay
Thursday
HAPPY THANKSGIVING
Friday
THANKSGIVING DAY HOLIDAY
Monday
1. Plasma-Sanguine 100 Words High School Students Should Know test in class today
2. Anthologies due in class for Transcendentalists Emily Dickinson and Walt Whitman poetry
3. Op-Ed scheduled as homework; due Monday, November 26
4. Grammar assignment in class
5. Multiple-Choice practice
6. PERIOD ONE ONLY: Their Eyes Were Watching God read foreword and record ten talking points per chapter for Chapters One-Five; this assignment is due Monday, November 26 for PERIOD FOUR
Tuesday
1. Multiple-Choice practice
2. Grammar assignment in class
3. In-class timed writing essay tomorrow, Wednesday
4. Dickinson and Whitman poetry continued
Wednesday
1. Unit Seven Vocabulary Level F due on Monday, November 26
2. In-class timed writing essay
Thursday
HAPPY THANKSGIVING
Friday
THANKSGIVING DAY HOLIDAY
Monday, November 12, 2007
November 12-16, 2007
In-class assignments and class updates trump published blogs.
Tuesday Shortened Day
1. "Detail" Winston Churchill assignment
2. Answers for Vocabulary Units One-Six due in class today; test to be scheduled
3. Anthologies due in class for "Civil Disobedience" essay by Thoreau
4. Vantage Writing Lab scheduled for tomorrow; prewriting for Gatsby essay due today
5. Op-Ed assignment
6. Oligarchy-Plagiarize Words High School Students Should Know test today
Wednesday
1. Vantage Writing Lab for Gatsby essay (timed essay); Gatsby novels to be turned in at end of class
2. Homework to be announced
Thursday
1. Op-Ed assignment
2. Units One-Six Cumulative test in class today
3. Their Eyes Were Watching God books distributed in class; assignment to be announced
4. Words 71-80 Words High School Students Should Know assigned in class today
Friday
1. Weekend homework to be announced
2. Multiple-Choice practice in class
3. In-class timed essay
Tuesday Shortened Day
1. "Detail" Winston Churchill assignment
2. Answers for Vocabulary Units One-Six due in class today; test to be scheduled
3. Anthologies due in class for "Civil Disobedience" essay by Thoreau
4. Vantage Writing Lab scheduled for tomorrow; prewriting for Gatsby essay due today
5. Op-Ed assignment
6. Oligarchy-Plagiarize Words High School Students Should Know test today
Wednesday
1. Vantage Writing Lab for Gatsby essay (timed essay); Gatsby novels to be turned in at end of class
2. Homework to be announced
Thursday
1. Op-Ed assignment
2. Units One-Six Cumulative test in class today
3. Their Eyes Were Watching God books distributed in class; assignment to be announced
4. Words 71-80 Words High School Students Should Know assigned in class today
Friday
1. Weekend homework to be announced
2. Multiple-Choice practice in class
3. In-class timed essay
Saturday, November 10, 2007
November 12-16, 2007
Blog will be updated Monday, November 12, which is a legal holiday and school is not in session.
Tuesday, November 13 is a shortened day.
Wednesday, November 14 is a scheduled computer lab day for AP students.
Tuesday, November 13 is a shortened day.
Wednesday, November 14 is a scheduled computer lab day for AP students.
Sunday, November 04, 2007
November 5-9, 2007
In-class assignments and class updates trump published blogs.
Monday
1. Anthology due in class for Emerson and Thoreau
2. Vocabulary Units One-Six Review answers due next Tuesday
3. Grammar assigned as homework
4. Great Gatsby essay prewriting assigned; essay in Vantage Lab to be set
Tuesday
1. Anthology due in class for Emerson and Thoreau
2. Grammar assigned as homework
3. Prose passage multiple-choice practice
Wednesday
1. AP Essay timed essay in class
2. Grammar assigned as homework
Thursday
1. Great Gatsby Part One shown in class
2. Vocabulary Units One-Six Review answers due Tuesday
Friday
1. Great Gatsby Part Two shown in class
2. Weekend homework to be announced
Monday
1. Anthology due in class for Emerson and Thoreau
2. Vocabulary Units One-Six Review answers due next Tuesday
3. Grammar assigned as homework
4. Great Gatsby essay prewriting assigned; essay in Vantage Lab to be set
Tuesday
1. Anthology due in class for Emerson and Thoreau
2. Grammar assigned as homework
3. Prose passage multiple-choice practice
Wednesday
1. AP Essay timed essay in class
2. Grammar assigned as homework
Thursday
1. Great Gatsby Part One shown in class
2. Vocabulary Units One-Six Review answers due Tuesday
Friday
1. Great Gatsby Part Two shown in class
2. Weekend homework to be announced
Sunday, October 28, 2007
October 29-November 2, 2007
In-class assignments and class updates trump published blogs.
REMINDER: If students feel essay rewrite scores should be higher, they must write a request, using the specific language of the generic (or tailored) rubric, to justify why the essay should be re-read and re-scored.
Monday
1. Meet in Hollywood High School Library for STAR Reading Level testing; anthologies and Great Gatsby novels are due in class today
2. Unit Six Vocabulary Level F answers are due today; test Tuesday
3. Thursday, November 1 is a Minimum Day for PHBAO Night in Cafeteria
4. Grammar continues all week in class
5. Los Angeles Times op-ed assignment in class today; due Thursday
6. Words High School Students Should Know test in class today
Tuesday
1. Anthologies due in class today for Ralph Waldo Emerson and Henry David Thoreau selections
2. Unit Six Vocabulary Level F test today in class
3. In-class timed writing essay on Thursday (Periods One-Four)
4. Units One-Six Cumulative Level F Vocabulary answers are due in class Monday, November 5
5. The Great Gatsby Chapter Nine talking points (ten per chapter) are due on Friday in class for discussion
6. Bedford Reader due in class on Thursday and Friday; next set of ten terms assigned; test to be scheduled
Wednesday
1. Great Gatsby class discussion on Friday
2. Grammar assignments continue all week in class
3. Prose Passages Seven and Eight for multiple-choice practice
4. Timed writing essay in class tomorrow (Thursday)
5. Vocabulary Workshop books due in class; Units One-Six reviewed and answers due Monday
Thursday (Minimum Day)
1. Minimum Day (PHBAO Night); invite parents to cafeteria tonight to receive midterm progress report grade
2. Timed essay in class
3. SOAPS handout issued
4. Bedford Reader due in class; next set of terms reviewed
5. Op-Ed assignment due in class today
Friday
1. Bedford Reader due in class; next ten terms reviewed; test scheduled
2. Activity Two: Sentence Mimicking due Monday
3. Chapter Nine talking points due in class today; Great Gatsby discussion nearly all period
REMINDER: If students feel essay rewrite scores should be higher, they must write a request, using the specific language of the generic (or tailored) rubric, to justify why the essay should be re-read and re-scored.
Monday
1. Meet in Hollywood High School Library for STAR Reading Level testing; anthologies and Great Gatsby novels are due in class today
2. Unit Six Vocabulary Level F answers are due today; test Tuesday
3. Thursday, November 1 is a Minimum Day for PHBAO Night in Cafeteria
4. Grammar continues all week in class
5. Los Angeles Times op-ed assignment in class today; due Thursday
6. Words High School Students Should Know test in class today
Tuesday
1. Anthologies due in class today for Ralph Waldo Emerson and Henry David Thoreau selections
2. Unit Six Vocabulary Level F test today in class
3. In-class timed writing essay on Thursday (Periods One-Four)
4. Units One-Six Cumulative Level F Vocabulary answers are due in class Monday, November 5
5. The Great Gatsby Chapter Nine talking points (ten per chapter) are due on Friday in class for discussion
6. Bedford Reader due in class on Thursday and Friday; next set of ten terms assigned; test to be scheduled
Wednesday
1. Great Gatsby class discussion on Friday
2. Grammar assignments continue all week in class
3. Prose Passages Seven and Eight for multiple-choice practice
4. Timed writing essay in class tomorrow (Thursday)
5. Vocabulary Workshop books due in class; Units One-Six reviewed and answers due Monday
Thursday (Minimum Day)
1. Minimum Day (PHBAO Night); invite parents to cafeteria tonight to receive midterm progress report grade
2. Timed essay in class
3. SOAPS handout issued
4. Bedford Reader due in class; next set of terms reviewed
5. Op-Ed assignment due in class today
Friday
1. Bedford Reader due in class; next ten terms reviewed; test scheduled
2. Activity Two: Sentence Mimicking due Monday
3. Chapter Nine talking points due in class today; Great Gatsby discussion nearly all period
Sunday, October 21, 2007
October 22-26, 2007
In-class assignments and class updates trump published blogs.
REMINDER: If students feel essay rewrite scores should be higher, they must write a request, using the specific language of the generic (or tailored) rubric, to justify why the essay should be re-read and re-scored.
Monday
PERIOD ONE DOES NOT MEET UNTIL WEDNESDAY
PERIOD FOUR MEETS TODAY
1. Op-Ed is due today, Monday (Period Four Op-Ed was Jane Harman piece)
2. Unit Five Vocabulary Level F answers due today; test on Thursday
3. "American Crisis/Speech in the Virginia Convention" nonfiction selection test
4. Portfolio checklist issued for midterm portfolio organization
5. Unit Six Vocabulary due Monday, October 29
6. Prose passage multiple-choice practice in class
7. Grammar-Linking Verbs and Adjectives
8. Words High School Students Should Know test today in class
9. In-class essay scheduled for Thursday
10.The Great Gatsby talking points for Chapters 7/8 due on Friday
11.Thomas Jefferson and the "Declaration of Independence" anthology selection today
12.SOAPS handout issue in class
Tuesday
PERIODS ONE AND FOUR DO NOT MEET TODAY
Wednesday
PERIOD ONE MEETS TODAY
PERIOD FOUR DOES NOT MEET TODAY
1. Op-Ed is due today, Wednesday (Period One Op-Ed was LA Times editorial piece)
2. Unit Five Vocabulary Level F answers due today; test on Thursday
3. "American Crisis/Speech in the Virginia Convention" nonfiction selection test
4. Portfolio checklist issued for midterm portfolio organization
5. Unit Six Vocabulary due Monday, October 29
6. Prose passage multiple-choice practice in class
7. Grammar-Linking Verbs and Adjectives
8. Words High School Students Should Know test today in class
9. In-class essay scheduled for Thursday
10.The Great Gatsby talking points for Chapters 7/8 due on Friday
11.Thomas Jefferson and the "Declaration of Independence" anthology selection today
12.SOAPS handout issue in class
Thursday
PERIODS ONE AND FOUR SCHEDULES RETURN TO NORMAL TODAY AND TOMORROW
1. Unit Five Vocabulary test in class today
2. Great Gatsby Chapters 7/8 talking points due in class tomorrow, Thursday
3. In-class timed writing AP essay
4. Bedford Reader due in class today; literary terms assigned
Friday
1. Great Gatsby class discussion on Chapters 7/8 of the novel
2. Unit Six Vocabulary due in class on Monday
3. Check web log on Sunday evening for additional assignments/updates
REMINDER: If students feel essay rewrite scores should be higher, they must write a request, using the specific language of the generic (or tailored) rubric, to justify why the essay should be re-read and re-scored.
Monday
PERIOD ONE DOES NOT MEET UNTIL WEDNESDAY
PERIOD FOUR MEETS TODAY
1. Op-Ed is due today, Monday (Period Four Op-Ed was Jane Harman piece)
2. Unit Five Vocabulary Level F answers due today; test on Thursday
3. "American Crisis/Speech in the Virginia Convention" nonfiction selection test
4. Portfolio checklist issued for midterm portfolio organization
5. Unit Six Vocabulary due Monday, October 29
6. Prose passage multiple-choice practice in class
7. Grammar-Linking Verbs and Adjectives
8. Words High School Students Should Know test today in class
9. In-class essay scheduled for Thursday
10.The Great Gatsby talking points for Chapters 7/8 due on Friday
11.Thomas Jefferson and the "Declaration of Independence" anthology selection today
12.SOAPS handout issue in class
Tuesday
PERIODS ONE AND FOUR DO NOT MEET TODAY
Wednesday
PERIOD ONE MEETS TODAY
PERIOD FOUR DOES NOT MEET TODAY
1. Op-Ed is due today, Wednesday (Period One Op-Ed was LA Times editorial piece)
2. Unit Five Vocabulary Level F answers due today; test on Thursday
3. "American Crisis/Speech in the Virginia Convention" nonfiction selection test
4. Portfolio checklist issued for midterm portfolio organization
5. Unit Six Vocabulary due Monday, October 29
6. Prose passage multiple-choice practice in class
7. Grammar-Linking Verbs and Adjectives
8. Words High School Students Should Know test today in class
9. In-class essay scheduled for Thursday
10.The Great Gatsby talking points for Chapters 7/8 due on Friday
11.Thomas Jefferson and the "Declaration of Independence" anthology selection today
12.SOAPS handout issue in class
Thursday
PERIODS ONE AND FOUR SCHEDULES RETURN TO NORMAL TODAY AND TOMORROW
1. Unit Five Vocabulary test in class today
2. Great Gatsby Chapters 7/8 talking points due in class tomorrow, Thursday
3. In-class timed writing AP essay
4. Bedford Reader due in class today; literary terms assigned
Friday
1. Great Gatsby class discussion on Chapters 7/8 of the novel
2. Unit Six Vocabulary due in class on Monday
3. Check web log on Sunday evening for additional assignments/updates
Sunday, October 14, 2007
October 15-19, 2007
In-class assignments and class updates trump published blogs.
Monday
1. Woolf syntax assignment due today
2. Anthologies and Great Gatsby due in class today
3. Great Gatsby discussion
4. Paine and Henry class discussion, including persuasive rhetorical devices and persuasion academic vocabulary
5. Next set of ten Words High School Students Should Know assigned
6. Unit Four Vocabulary due today; test Tuesday
Tuesday
1. Anthologies due in class today; Paine and Henry class discussion continued
2. Benjamin Franklin "tone" timed essay in class tomorrow, Wednesday
3. Unit Four Vocabulary test in class today
4. Grammar assignment
Wednesday
1. Benjamin Franklin "tone" timed essay in class; use Cornell Notes for syntactical variety
2. Vocabulary book due in class today for assignment
3. Prose passages multiple-choice practice continue this week
Thursday
1. Prose passage multiple-choice practice
2. Bedford Reader due in class today; literary terms continued and argument assignment
3. SOAPS handout assigned
4. Great Gatsby Chapters 5-6 assigned; ten talking points per chapter due tomorrow
Friday
1. Great Gatsby Chapters 5-6 class discussion
3. Grammar homework
4. Test on Words High School Students Should Know
5. Bedford Reader Literary Terms Test
Monday
1. Woolf syntax assignment due today
2. Anthologies and Great Gatsby due in class today
3. Great Gatsby discussion
4. Paine and Henry class discussion, including persuasive rhetorical devices and persuasion academic vocabulary
5. Next set of ten Words High School Students Should Know assigned
6. Unit Four Vocabulary due today; test Tuesday
Tuesday
1. Anthologies due in class today; Paine and Henry class discussion continued
2. Benjamin Franklin "tone" timed essay in class tomorrow, Wednesday
3. Unit Four Vocabulary test in class today
4. Grammar assignment
Wednesday
1. Benjamin Franklin "tone" timed essay in class; use Cornell Notes for syntactical variety
2. Vocabulary book due in class today for assignment
3. Prose passages multiple-choice practice continue this week
Thursday
1. Prose passage multiple-choice practice
2. Bedford Reader due in class today; literary terms continued and argument assignment
3. SOAPS handout assigned
4. Great Gatsby Chapters 5-6 assigned; ten talking points per chapter due tomorrow
Friday
1. Great Gatsby Chapters 5-6 class discussion
3. Grammar homework
4. Test on Words High School Students Should Know
5. Bedford Reader Literary Terms Test
Sunday, October 07, 2007
October 8-12, 2007
In-class assignments and class updates trump published blogs.
REMINDER: If students feel essay rewrite scores should be higher, they must write a request, using the specific language of the generic (or tailored) rubric, to justify why the essay should be re-read and re-scored.
Monday
1. Anthologies due in class; Franklin Selection Test and "tone" essay scheduled either as in-class essay or homework; Introduction to Thomas Paine's "American Crisis" and Patrick Henry's "Speech in the Virginia Convention"
2. Words High School Students Should Know gauche-incontrovertible matching quiz; next ten words introduced
3. Units One-Three Cumulative Level "F" Vocabulary answers are due in class today; test on Tuesday
4. Grammar: Pronouns
5. The Great Gatsby Chapter Two-Four talking points (ten per chapter) are due on Friday in class for discussion
6. Wednesday Vantage Lab prompt issued; prewriting due on Tuesday; reading assignment from Bedford Reader due on Wednesday in Vantage Lab
Tuesday (Shortened Day)
1. Substitute will administer the Units One-Three Cumulative Level "F" Vocabulary Test (I am attending a one-day Periodic Assessment Training in Glendale)
2. Prose Passage Multiple Choice Practice #4 (Period Four); Passage #5 (Period One)
3. Anthologies due in class for reading assignment
4. Los Angeles Times Rodriguez Op/Ed assignment due today
Wednesday
1. Vantage Lab for argument essay
2. Unit Four Level "F" Vocabulary introduced and due on Monday; vocabulary books required in class
3. Period One: Cornell Notes on sentences and sentence assignment homework
Thursday
1. Woolf "syntax" assignment due on Friday in class
2. Op/Ed assigned from Los Angeles Times; due on Monday
3. SOAPS strategies handout provided in class
4. Franklin "tone" essay either in class or as homework
5. Bedford Reader due in class; next ten terms reviewed
Friday
1. Bedford Reader due in class; next ten terms assigned
2. Activity Two: Sentence Mimicking
3. AP Language prose passage multiple-choice and/or essay in class textbook assignment
REMINDER: If students feel essay rewrite scores should be higher, they must write a request, using the specific language of the generic (or tailored) rubric, to justify why the essay should be re-read and re-scored.
Monday
1. Anthologies due in class; Franklin Selection Test and "tone" essay scheduled either as in-class essay or homework; Introduction to Thomas Paine's "American Crisis" and Patrick Henry's "Speech in the Virginia Convention"
2. Words High School Students Should Know gauche-incontrovertible matching quiz; next ten words introduced
3. Units One-Three Cumulative Level "F" Vocabulary answers are due in class today; test on Tuesday
4. Grammar: Pronouns
5. The Great Gatsby Chapter Two-Four talking points (ten per chapter) are due on Friday in class for discussion
6. Wednesday Vantage Lab prompt issued; prewriting due on Tuesday; reading assignment from Bedford Reader due on Wednesday in Vantage Lab
Tuesday (Shortened Day)
1. Substitute will administer the Units One-Three Cumulative Level "F" Vocabulary Test (I am attending a one-day Periodic Assessment Training in Glendale)
2. Prose Passage Multiple Choice Practice #4 (Period Four); Passage #5 (Period One)
3. Anthologies due in class for reading assignment
4. Los Angeles Times Rodriguez Op/Ed assignment due today
Wednesday
1. Vantage Lab for argument essay
2. Unit Four Level "F" Vocabulary introduced and due on Monday; vocabulary books required in class
3. Period One: Cornell Notes on sentences and sentence assignment homework
Thursday
1. Woolf "syntax" assignment due on Friday in class
2. Op/Ed assigned from Los Angeles Times; due on Monday
3. SOAPS strategies handout provided in class
4. Franklin "tone" essay either in class or as homework
5. Bedford Reader due in class; next ten terms reviewed
Friday
1. Bedford Reader due in class; next ten terms assigned
2. Activity Two: Sentence Mimicking
3. AP Language prose passage multiple-choice and/or essay in class textbook assignment
Sunday, September 30, 2007
October 1-5, 2007
IN-CLASS ASSIGNMENTS AND CLASS UPDATES TRUMP PUBLISHED BLOGS
Monday
1. Words High School Students Should Know will resume this week; test next week
2. Textbook Weekly Schedule: Anthology M-T; Vocabulary W; Bedford Th-F
3. Level “F” Vocabulary Unit Three answers due in class today
4. Grammar “Pronouns” lesson on Thursday; Weekly AP Prompt Essay Friday, instead of Thursday because of Minimum Day Schedule
5. Vantage Lab scheduled for Tuesday, October 2
6. Bedford Reader “The Death of the Moth” papers recollected for scoring
7. Cornell Notes for AP Test Two (to be scheduled): Twelve types of sentences, AP Exam Format; Writers’ Attitudes; Levels of Questioning; Woolf Tone, Syntax, and Diction; Conjunctive Adverbs and Transitional Phrases
8. Franklin Tone essay assigned, possibly as Friday in-class timed writing (#4)
9. Period Four—Great Gatsby homework assignment due today; read Chapter One and record ten talking points; Period One—Gatsby book and Chapter One homework assigned
10. Anthology due in class for reading assignment
11. Period One-- Bedford Reader in-class assignment; “The Death of the Moth” (695) due today
Tuesday
MEET IN VANTAGE LAB TODAY
1. AP Rhetorical Tool: Balanced, Interrupted, Periodic and Loose Sentences
2. 100 Words High School Students Should Know: Next ten words assigned
3. Cornell Notes (see #7 from Monday) continued in class today
4. Vocabulary Unit Three Level “F” Examination
5. AP Prose Passage Multiple Choice Practice in class
6. Bedford Reader Terms 1-10 Test in class today
7. Period One--Great Gatsby books assigned to students; homework assignment due today; read Chapter One and record ten talking points
Wednesday
1. Back to School Night tomorrow night; 6:00 P.M.-8:00 P.M. in Room 120
2. Levels of Questioning and SOAPS Strategies; Cornell Notes continued
3. Level “F” Unit Four assigned in class; vocabulary books due in class
4. Benjamin Franklin Tone in-class essay on Friday
5. Grammar assigned as homework
Thursday (Minimum Day) BACK-TO-SCHOOL NIGHT
1. Bedford Reader due in class today
2. Bedford Reader Next Ten Terms introduced in class today
3. Consultative Writing Assignment—Los Angeles Times editorial columnist; due Monday
Friday
1. Weekend homework to be announced
2. Benjamin Franklin Tone in-class essay
3. Bedford Reader Literary Next Ten Terms due on Tuesday
4. Check blog Sunday evening for updated assignments and announcements
Monday
1. Words High School Students Should Know will resume this week; test next week
2. Textbook Weekly Schedule: Anthology M-T; Vocabulary W; Bedford Th-F
3. Level “F” Vocabulary Unit Three answers due in class today
4. Grammar “Pronouns” lesson on Thursday; Weekly AP Prompt Essay Friday, instead of Thursday because of Minimum Day Schedule
5. Vantage Lab scheduled for Tuesday, October 2
6. Bedford Reader “The Death of the Moth” papers recollected for scoring
7. Cornell Notes for AP Test Two (to be scheduled): Twelve types of sentences, AP Exam Format; Writers’ Attitudes; Levels of Questioning; Woolf Tone, Syntax, and Diction; Conjunctive Adverbs and Transitional Phrases
8. Franklin Tone essay assigned, possibly as Friday in-class timed writing (#4)
9. Period Four—Great Gatsby homework assignment due today; read Chapter One and record ten talking points; Period One—Gatsby book and Chapter One homework assigned
10. Anthology due in class for reading assignment
11. Period One-- Bedford Reader in-class assignment; “The Death of the Moth” (695) due today
Tuesday
MEET IN VANTAGE LAB TODAY
1. AP Rhetorical Tool: Balanced, Interrupted, Periodic and Loose Sentences
2. 100 Words High School Students Should Know: Next ten words assigned
3. Cornell Notes (see #7 from Monday) continued in class today
4. Vocabulary Unit Three Level “F” Examination
5. AP Prose Passage Multiple Choice Practice in class
6. Bedford Reader Terms 1-10 Test in class today
7. Period One--Great Gatsby books assigned to students; homework assignment due today; read Chapter One and record ten talking points
Wednesday
1. Back to School Night tomorrow night; 6:00 P.M.-8:00 P.M. in Room 120
2. Levels of Questioning and SOAPS Strategies; Cornell Notes continued
3. Level “F” Unit Four assigned in class; vocabulary books due in class
4. Benjamin Franklin Tone in-class essay on Friday
5. Grammar assigned as homework
Thursday (Minimum Day) BACK-TO-SCHOOL NIGHT
1. Bedford Reader due in class today
2. Bedford Reader Next Ten Terms introduced in class today
3. Consultative Writing Assignment—Los Angeles Times editorial columnist; due Monday
Friday
1. Weekend homework to be announced
2. Benjamin Franklin Tone in-class essay
3. Bedford Reader Literary Next Ten Terms due on Tuesday
4. Check blog Sunday evening for updated assignments and announcements
Sunday, September 23, 2007
September 24-28, 2007
IN-CLASS ASSIGNMENTS AND CLASS UPDATES TRUMP PUBLISHED BLOGS
Monday
1. Test on Words 21-30 (Words High School Students Should Know)
2. Textbook Weekly Schedule: Anthology M-T; Vocabulary W; Bedford Reader Th-F
3. Level “F” Vocabulary Unit Two answers due in class today
4. Grammar “Pronouns” due in class today
5. Vantage Lab scheduled for September 26
6. Bedford Reader “The Death of the Moth” answers due Thursday
7. Cornell Notes for AP Test Two (to be scheduled): Twelve types of sentences, AP Exam Format; Writers’ Attitudes; Levels of Questioning; Woolf Tone, Syntax, and Diction; Conjunctive Adverbs and Transitional Phrases
8. Plymouth-Offer-Sinners Multiple-Choice Exam in class
9. Woolf tailored rubric provided for student rewrites; rewrites due Friday
Tuesday (Shortened Day)
1. AP Rhetorical Tool: Balanced, Interrupted, Periodic and Loose Sentences
2. 100 Words High School Students Should Know: Words 31-40 assigned
3. Cornell Notes (see #7 from Monday) continued in class today
4. Vocabulary Unit Two Level “F” Examination
5. AP Prose Passage Multiple Choice Practice in class
6. Bedford Reader Terms 1-10 Test on Thursday (P. 1 only)
7. Great Gatsby books assigned to students; homework assignment due Friday
Wednesday
1. Tone-“Dear Ms. Manners” homework assignment
2. Levels of Questioning and SOAPS Strategies; Cornell Notes continued
3. Level “F” Unit Three assigned in class; vocabulary books due in class
4. Richard Rodriguez “Hunger of Memory” in class timed essay tomorrow
5. Grammar assigned as homework
6. MEET IN VANTAGE LAB TODAY
Thursday
1. Richard Rodriguez “Hunger of Memory” in class timed essay; fifty-point score
2. Bedford Reader Literary Terms Test (Terms 1-10) for P. 1 only
3. Bedford Reader in-class assignment; “The Death of the Moth” (695) due today
4. Bedford Reader Terms 11-20 introduced in class today
5. Consultative Writing Assignment—Los Angeles Times editorial columnist
Friday
1. Weekend homework to be announced
2. AP Prose Passage Multiple Choice Practice (timed)
3. Bedford Reader Literary Terms 11-20 Test on Monday in class
Monday
1. Test on Words 21-30 (Words High School Students Should Know)
2. Textbook Weekly Schedule: Anthology M-T; Vocabulary W; Bedford Reader Th-F
3. Level “F” Vocabulary Unit Two answers due in class today
4. Grammar “Pronouns” due in class today
5. Vantage Lab scheduled for September 26
6. Bedford Reader “The Death of the Moth” answers due Thursday
7. Cornell Notes for AP Test Two (to be scheduled): Twelve types of sentences, AP Exam Format; Writers’ Attitudes; Levels of Questioning; Woolf Tone, Syntax, and Diction; Conjunctive Adverbs and Transitional Phrases
8. Plymouth-Offer-Sinners Multiple-Choice Exam in class
9. Woolf tailored rubric provided for student rewrites; rewrites due Friday
Tuesday (Shortened Day)
1. AP Rhetorical Tool: Balanced, Interrupted, Periodic and Loose Sentences
2. 100 Words High School Students Should Know: Words 31-40 assigned
3. Cornell Notes (see #7 from Monday) continued in class today
4. Vocabulary Unit Two Level “F” Examination
5. AP Prose Passage Multiple Choice Practice in class
6. Bedford Reader Terms 1-10 Test on Thursday (P. 1 only)
7. Great Gatsby books assigned to students; homework assignment due Friday
Wednesday
1. Tone-“Dear Ms. Manners” homework assignment
2. Levels of Questioning and SOAPS Strategies; Cornell Notes continued
3. Level “F” Unit Three assigned in class; vocabulary books due in class
4. Richard Rodriguez “Hunger of Memory” in class timed essay tomorrow
5. Grammar assigned as homework
6. MEET IN VANTAGE LAB TODAY
Thursday
1. Richard Rodriguez “Hunger of Memory” in class timed essay; fifty-point score
2. Bedford Reader Literary Terms Test (Terms 1-10) for P. 1 only
3. Bedford Reader in-class assignment; “The Death of the Moth” (695) due today
4. Bedford Reader Terms 11-20 introduced in class today
5. Consultative Writing Assignment—Los Angeles Times editorial columnist
Friday
1. Weekend homework to be announced
2. AP Prose Passage Multiple Choice Practice (timed)
3. Bedford Reader Literary Terms 11-20 Test on Monday in class
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