April 8-11
Standards:
Use Key Ideas and Details to:
I. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-12.1)
ii. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-12.2)
iii. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS: RL.11-12.3)
Use Integration of Knowledge and Ideas to:
i. Analyze multiple interpretations of a story, drama, or poem (e.g.,recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS: RL.11-12.7)
ii. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (CCSS: RL.11-12.9)
Agenda:
Tuesday (04/08): Final workday for RP1 analysis, due Thursday.
Wednesday (04/09): English ACT Practice
Thursday (04/10): Writing ACT Practice, RP1 Paper Due
Friday (04/11):
Use Key Ideas and Details to:
I. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-12.1)
ii. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-12.2)
iii. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS: RL.11-12.3)
Use Integration of Knowledge and Ideas to:
i. Analyze multiple interpretations of a story, drama, or poem (e.g.,recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS: RL.11-12.7)
ii. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (CCSS: RL.11-12.9)
Agenda:
Tuesday (04/08): Final workday for RP1 analysis, due Thursday.
Wednesday (04/09): English ACT Practice
Thursday (04/10): Writing ACT Practice, RP1 Paper Due
Friday (04/11):
March 25-28
Standards:
Use Key Ideas and Details to:
I. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-12.1)
ii. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-12.2)
iii. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS: RL.11-12.3)
Use Integration of Knowledge and Ideas to:
i. Analyze multiple interpretations of a story, drama, or poem (e.g.,recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS: RL.11-12.7)
ii. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (CCSS: RL.11-12.9)
Agenda:
Tuesday (03/25): After reading through chapter 3 of RP1, how is Cline's presentation of technology differ from the stereotypical?
Wednesday (03/26): After reading through chapter 8 of RP1, how does Cline's use of jargon and allusions affect the narrative?
Thursday (03/27): After reading through chapter 11 of RP1, take a stance on whether Cline's reliance upon 1980's nostalgia is intend to be inclusionary or exclusionary.
Friday (03/28): After reading through chapter 15 RP1, just tell your thoughts on the book thus far. Give me something clear, please.
Use Key Ideas and Details to:
I. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-12.1)
ii. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-12.2)
iii. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS: RL.11-12.3)
Use Integration of Knowledge and Ideas to:
i. Analyze multiple interpretations of a story, drama, or poem (e.g.,recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS: RL.11-12.7)
ii. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (CCSS: RL.11-12.9)
Agenda:
Tuesday (03/25): After reading through chapter 3 of RP1, how is Cline's presentation of technology differ from the stereotypical?
Wednesday (03/26): After reading through chapter 8 of RP1, how does Cline's use of jargon and allusions affect the narrative?
Thursday (03/27): After reading through chapter 11 of RP1, take a stance on whether Cline's reliance upon 1980's nostalgia is intend to be inclusionary or exclusionary.
Friday (03/28): After reading through chapter 15 RP1, just tell your thoughts on the book thus far. Give me something clear, please.
ap_lang_vocab.doc | |
File Size: | 76 kb |
File Type: | doc |
February 25-28
Weekly Objectives:
1. Complete Gatsby.
2. Gatsby Independent Claim
Standards:
Use Key Ideas and Details to:
I. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-12.1)
ii. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-12.2)
iii. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS: RL.11-12.3)
Use Integration of Knowledge and Ideas to:
i. Analyze multiple interpretations of a story, drama, or poem (e.g.,recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS: RL.11-12.7)
ii. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (CCSS: RL.11-12.9)
Agenda:
Tuesday (02/25): Complete Chapter VII of The Great Gatsby
Wednesday (02/26): Create an original, arguable claim which is centered around The Great Gatsby and support it in less than 800 words.
That's it.
It can be a comparison, an inference, anything. It just needs to be creative and arguable.
Thursday (02/27): College Question and Answer, Gatsby Paper Work.
Friday (02/28): Gatsby Paper Workshop.
1. Complete Gatsby.
2. Gatsby Independent Claim
Standards:
Use Key Ideas and Details to:
I. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-12.1)
ii. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-12.2)
iii. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS: RL.11-12.3)
Use Integration of Knowledge and Ideas to:
i. Analyze multiple interpretations of a story, drama, or poem (e.g.,recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS: RL.11-12.7)
ii. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (CCSS: RL.11-12.9)
Agenda:
Tuesday (02/25): Complete Chapter VII of The Great Gatsby
Wednesday (02/26): Create an original, arguable claim which is centered around The Great Gatsby and support it in less than 800 words.
That's it.
It can be a comparison, an inference, anything. It just needs to be creative and arguable.
Thursday (02/27): College Question and Answer, Gatsby Paper Work.
Friday (02/28): Gatsby Paper Workshop.
February 18-21
Weekly Objectives:
1. Tandem reading of The Great Gatsby and Jake, Reinvented.
Standards (depending on which In Cold Blood assignment you choose):
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (02/18): Read Chapters 2-3 of Jake, Reinvented.
Wednesday (02/19): Rhetorical Analysis: 250+ words, analyze a rhetorical technique which J,R and TGG share to establish author intent.
Thursday (02/20): Read Gatsby Chapter V with focus on characterization shift. Finish Chapter V, J,R chapters assigned.
Friday (02/21): TBD
1. Tandem reading of The Great Gatsby and Jake, Reinvented.
Standards (depending on which In Cold Blood assignment you choose):
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (02/18): Read Chapters 2-3 of Jake, Reinvented.
Wednesday (02/19): Rhetorical Analysis: 250+ words, analyze a rhetorical technique which J,R and TGG share to establish author intent.
Thursday (02/20): Read Gatsby Chapter V with focus on characterization shift. Finish Chapter V, J,R chapters assigned.
Friday (02/21): TBD
Febraury 4-7
Weekly Objectives:
1. Use The Swimmer as an introduction to the Roaring 20's/ The Great Gatsby
Standards (depending on which In Cold Blood assignment you choose):
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (02/04): Begin The Swimmer. Annotate for social culture.
Wednesday (02/05): Complete The Swimmer. For tomorrow: in multiple paragraphs, how does The Swimmer introduce the social climate of the Roaring 20s?
Thursday (02/06): Social Climate discussion to serves as notes for annotation. Begin Gatsby/ Jake, Reinvented.
Friday (02/07): Jake, Reinvented/ Gatsby comparison. If books are available!
1. Use The Swimmer as an introduction to the Roaring 20's/ The Great Gatsby
Standards (depending on which In Cold Blood assignment you choose):
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (02/04): Begin The Swimmer. Annotate for social culture.
Wednesday (02/05): Complete The Swimmer. For tomorrow: in multiple paragraphs, how does The Swimmer introduce the social climate of the Roaring 20s?
Thursday (02/06): Social Climate discussion to serves as notes for annotation. Begin Gatsby/ Jake, Reinvented.
Friday (02/07): Jake, Reinvented/ Gatsby comparison. If books are available!
ap_icb_winterread.odt | |
File Size: | 14 kb |
File Type: | odt |
Due Dates/ Important Dates
Tuesday, January 21: In Cold Blood alternate assignment due.
Wednesday, January 22: SynQ
TIMED WRITING DATES: (You must attend 2 of the 3 following sessions)
Wednesday, January 22
Wednesday, February 19
Wednesday, March 19
Wednesday, January 22: SynQ
TIMED WRITING DATES: (You must attend 2 of the 3 following sessions)
Wednesday, January 22
Wednesday, February 19
Wednesday, March 19
Semester 2, Week 3: January 21-24
Weekly Objectives:
1. Begin reading Where Men Win Glory.
2. ACT/ AP Multiple Choice test questioning, practice and creation.
Standards (depending on which In Cold Blood assignment you choose):
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (01/21): Some of you have a paper due. Remainder of the class period will be used to work on the SynQ.
Wednesday (01/22): SynQ due, and can we PLEASE talk about college for a minute (or an entire class period).
Thursday (01/23): Create a series of AP multiple choice questions (after answering a few of your own) based on the first two chapters of Where Men Win Glory.
Friday (01/24): Where Men Win Glory question creation continued. Due by the end of the hour.
1. Begin reading Where Men Win Glory.
2. ACT/ AP Multiple Choice test questioning, practice and creation.
Standards (depending on which In Cold Blood assignment you choose):
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (01/21): Some of you have a paper due. Remainder of the class period will be used to work on the SynQ.
Wednesday (01/22): SynQ due, and can we PLEASE talk about college for a minute (or an entire class period).
Thursday (01/23): Create a series of AP multiple choice questions (after answering a few of your own) based on the first two chapters of Where Men Win Glory.
Friday (01/24): Where Men Win Glory question creation continued. Due by the end of the hour.
Semester 2, Week 1: January 7-10
Weekly Objectives:
1. In Cold Blood analysis (hint: you're proving you read this book).
2. Writing for the SynQ and how to organize information.
Standards (depending on which In Cold Blood assignment you choose):
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (01/07): In Cold Blood reading check, review of standards for multi-sentence responses from winter reading sheet.
Wednesday (01/08): In Cold Blood winter reading assignment due, final writing assigned. Review writing from final and workshop for understanding.
Thursday (01/09): In Cold Blood fact checking and writing prompt:
How is the information from Capote Classic 'In Cold Blood' Tainted by Long Lost Files reflected within the text itself?
You have free reign to create a your claim and support in the way you feel best serves your paper. Make sure your analysis is thorough and thoughtful, no more than 400 words, and shows independent insight rather than just using the specific pieces of text referenced in Helliker's article.
Friday (01/10): In Cold Blood Timed Writing!!!! Yay!
1. In Cold Blood analysis (hint: you're proving you read this book).
2. Writing for the SynQ and how to organize information.
Standards (depending on which In Cold Blood assignment you choose):
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (01/07): In Cold Blood reading check, review of standards for multi-sentence responses from winter reading sheet.
Wednesday (01/08): In Cold Blood winter reading assignment due, final writing assigned. Review writing from final and workshop for understanding.
Thursday (01/09): In Cold Blood fact checking and writing prompt:
How is the information from Capote Classic 'In Cold Blood' Tainted by Long Lost Files reflected within the text itself?
You have free reign to create a your claim and support in the way you feel best serves your paper. Make sure your analysis is thorough and thoughtful, no more than 400 words, and shows independent insight rather than just using the specific pieces of text referenced in Helliker's article.
Friday (01/10): In Cold Blood Timed Writing!!!! Yay!
December 10-13
Weekly Objectives:
1. Introduction to In Cold Blood, as well as winter break's reading/ writing assignment!
2. Finals review assigned.
Standards (depending on which In Cold Blood assignment you choose):
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (12/10): Let's talk In Cold Blood.
Wednesday (12/11): Final concepts review (both argumentative and rhetorical).
Thursday (12/12): In class review/ In Cold Blood work.
Friday (12/13): In class review/ In Cold Blood work.
1. Introduction to In Cold Blood, as well as winter break's reading/ writing assignment!
2. Finals review assigned.
Standards (depending on which In Cold Blood assignment you choose):
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (12/10): Let's talk In Cold Blood.
Wednesday (12/11): Final concepts review (both argumentative and rhetorical).
Thursday (12/12): In class review/ In Cold Blood work.
Friday (12/13): In class review/ In Cold Blood work.
Many of us spend hours in front of our computers and communicate more by e-mail or instant-messaging than in person. Some people believe that this is good because it helps shy people communicate more openly with others. Others believe that computer communication prevents us from developing interpersonal skills and limits our ability to have meaningful relationships with others.
Use specific reasons and examples to evaluate the various sides of the issue in order to support a specific position.
Use specific reasons and examples to evaluate the various sides of the issue in order to support a specific position.
Week 14: November 12-15
Weekly Objectives:
1. Introduction to Raisin in the Sun analysis with emphasis on theme/ symbol/ character significance.
2. Workshop AP Timed Writing challenges and solutions.
Standards:
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (11/12): PechaKucha example and introduction.
Wednesday (11/13) & Thursday (11/14): ARITS groupwork
Friday (11/15): Let's talk about your timed writing!
1. Introduction to Raisin in the Sun analysis with emphasis on theme/ symbol/ character significance.
2. Workshop AP Timed Writing challenges and solutions.
Standards:
1. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
2. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
3. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
4. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Agenda:
Tuesday (11/12): PechaKucha example and introduction.
Wednesday (11/13) & Thursday (11/14): ARITS groupwork
Friday (11/15): Let's talk about your timed writing!
Vocabulary Unit 4
ap_vocab_4.odt | |
File Size: | 10 kb |
File Type: | odt |
Week 13: November 5-8
Weekly Objectives:
1. Quiz over Unit 4
2. Complete AP Timed Writing during study hall
3. Complete A Raisin in the Sun.
4. American Dream and rhetorical analyses regarding the text.
Standards:
Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
Agenda:
Tuesday (11/05): Complete Scene Two, discussion of varied perspectives of the American Dream.
Wednesday (11/06): TIMED WRITING TO BE COMPLETED DURING YOUR STUDY HALL
In Class: A Raisin in the Sun cultural/ economic statement analysis. COMPLETE ACT II, Scenes 1 & 2 for homework.
Thursday (11/07): Watch the beginning of the A Raisin in the Sun film. For homework, analyze how the actor's portrayal of a given character could have been portrayed differently, as a whole in a specific portion of the film, based on the text.
Friday (11/08): Vocabulary Unit Four Exam (know all of the words)
1. Quiz over Unit 4
2. Complete AP Timed Writing during study hall
3. Complete A Raisin in the Sun.
4. American Dream and rhetorical analyses regarding the text.
Standards:
Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an ins
Agenda:
Tuesday (11/05): Complete Scene Two, discussion of varied perspectives of the American Dream.
Wednesday (11/06): TIMED WRITING TO BE COMPLETED DURING YOUR STUDY HALL
In Class: A Raisin in the Sun cultural/ economic statement analysis. COMPLETE ACT II, Scenes 1 & 2 for homework.
Thursday (11/07): Watch the beginning of the A Raisin in the Sun film. For homework, analyze how the actor's portrayal of a given character could have been portrayed differently, as a whole in a specific portion of the film, based on the text.
Friday (11/08): Vocabulary Unit Four Exam (know all of the words)
Week 11: October 22-25
Weekly Objectives:
1. Quiz over Unit 3
2. Complete sections of ACT Reading, Writing and AP Multiple Choice.
3. Examine specific areas of difficult
Standards:
Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
Tuesday (10/22): Introduction to ACT/ AP Multiple Choice testing. Discussion of various elements of each.
Wednesday (10/23): Section 1 of all three exams completed for scoring, five questions found below DUE.
Thursday (10/24): Two more independently chosen sections of AP test due and, after completing a third section in class, score your work.
Friday (10/25): Vocabulary Unit Three Exam, complete SynQ by Thursday!
1. Quiz over Unit 3
2. Complete sections of ACT Reading, Writing and AP Multiple Choice.
3. Examine specific areas of difficult
Standards:
Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
Tuesday (10/22): Introduction to ACT/ AP Multiple Choice testing. Discussion of various elements of each.
Wednesday (10/23): Section 1 of all three exams completed for scoring, five questions found below DUE.
Thursday (10/24): Two more independently chosen sections of AP test due and, after completing a third section in class, score your work.
Friday (10/25): Vocabulary Unit Three Exam, complete SynQ by Thursday!
- Which questions/ types of questions appear to present the largest challenge?
- Which questions do you have the most confidence in answering?
- Write down all vocabulary you could not define right now. Note which test it came from.
- What difficulties can you foresee in the test taking process for any/ all of these exams?
- What questions do you have?
Vocabulary Unit 3
ap_vocab_3.odt | |
File Size: | 9 kb |
File Type: | odt |
Week 10: October 15-18
Weekly Objectives:
1. Present vocabulary Unit 3
2. Complete SynQ Question and background information, consider source types to accommodate question.
3. Maybe even do a timed writing on Friday?
Standards:
Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
Tuesday (10/15): Work and complete Vocabulary Unit Section 3, due tomorrow. Bias writing for independent non-fiction, due today
Wednesday (10/16): Analyze multiple synthesis questions for introduction and question in order to compose your own, due Friday
Thursday (10/17) & Friday (10/18): Compile a variety of sources for the SynQ; do not forget you must have at least one chart/ graph/ data driven image, as well as one photograph. Due Thursday, October 31.
1. Present vocabulary Unit 3
2. Complete SynQ Question and background information, consider source types to accommodate question.
3. Maybe even do a timed writing on Friday?
Standards:
Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
Tuesday (10/15): Work and complete Vocabulary Unit Section 3, due tomorrow. Bias writing for independent non-fiction, due today
Wednesday (10/16): Analyze multiple synthesis questions for introduction and question in order to compose your own, due Friday
Thursday (10/17) & Friday (10/18): Compile a variety of sources for the SynQ; do not forget you must have at least one chart/ graph/ data driven image, as well as one photograph. Due Thursday, October 31.
Vocabulary Unit 2
ap_vocab_2.odt | |
File Size: | 9 kb |
File Type: | odt |
Week 9: October 8-11
Weekly Objectives:
1. Complete Vocabulary Quiz 1, present Vocabulary Unit 2
2. Assign Independent Reading Project
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
Tuesday (10/08): Non-fiction books due. Define "bias" and determine bias in your individual text.
Wednesday (10/09): Assign synthesis prompt (10/30) and bias prompt (10/11).
Thursday (10/10): Discuss and work on bias prompt, Vocabulary Due TODAY
BIAS ASSIGNMENT, DUE TUESDAY: In less than 500 words, analyze how the author of your auto-biography/ biography displays his/ her bias rhetorically.
Friday (10/11): VOCABULARY TEST WOOHOO
1. Complete Vocabulary Quiz 1, present Vocabulary Unit 2
2. Assign Independent Reading Project
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
Tuesday (10/08): Non-fiction books due. Define "bias" and determine bias in your individual text.
Wednesday (10/09): Assign synthesis prompt (10/30) and bias prompt (10/11).
Thursday (10/10): Discuss and work on bias prompt, Vocabulary Due TODAY
BIAS ASSIGNMENT, DUE TUESDAY: In less than 500 words, analyze how the author of your auto-biography/ biography displays his/ her bias rhetorically.
Friday (10/11): VOCABULARY TEST WOOHOO
Week 8: October 1-4, 2013
Weekly Objectives:
1. Complete Vocabulary Quiz 1, present Vocabulary Unit 2
2. Assign Independent Reading Project
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
Tuesday (10/01): Vocabulary Unit 1 Quiz. Conclude the hour with independent reading project assignment.
Wednesday (10/02): Read and annotate The Possibility of Evil. Complete for homework.
Thursday (10/03): Discussion of The Possibility of Evil. Create multiple potential claims.
Friday (10/04): Work to complete vocabulary. Non-fiction books due Tuesday!
1. Complete Vocabulary Quiz 1, present Vocabulary Unit 2
2. Assign Independent Reading Project
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
Tuesday (10/01): Vocabulary Unit 1 Quiz. Conclude the hour with independent reading project assignment.
Wednesday (10/02): Read and annotate The Possibility of Evil. Complete for homework.
Thursday (10/03): Discussion of The Possibility of Evil. Create multiple potential claims.
Friday (10/04): Work to complete vocabulary. Non-fiction books due Tuesday!
Vocabulary Unit 1
ap_vocab_1.odt | |
File Size: | 9 kb |
File Type: | odt |
Week 7: September 23-27
Weekly Objectives:
1. Complete vocabulary Unit One
2. Find, annotate and critique an opinion article for its argumentative merits.
3. Introduce and recognize various elements of fallacious reasoning.
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Monday (09/23): Find an annotate an opinion article of your choice from a respected news publication for its argumentative flaws.
Tuesday (09/24): Introduce Argumentative Critique assignment, due Thursday. Introduce Fallacy List as a resource.
Wednesday (09/25): Fallacy Identification List assigned, due Thursday. Also, don't forget your vocabulary, both the homework and the quiz, are due Friday.
Thursday (09/26): Argument Critique due, Vocabulary Review and clarification.
Friday (09/27): Make Up Work Day
1. Complete vocabulary Unit One
2. Find, annotate and critique an opinion article for its argumentative merits.
3. Introduce and recognize various elements of fallacious reasoning.
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Monday (09/23): Find an annotate an opinion article of your choice from a respected news publication for its argumentative flaws.
Tuesday (09/24): Introduce Argumentative Critique assignment, due Thursday. Introduce Fallacy List as a resource.
Wednesday (09/25): Fallacy Identification List assigned, due Thursday. Also, don't forget your vocabulary, both the homework and the quiz, are due Friday.
Thursday (09/26): Argument Critique due, Vocabulary Review and clarification.
Friday (09/27): Make Up Work Day
Week 6: September 18-20
Weekly Objectives:
1. Complete cultural argument
2. Read and assess "Cheating" for its argumentative strategies and success.
3. Close out cultural unit with "Redskins Name Change."
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Monday (09/16): No School
Tuesday (09/17): No School Again
Wednesday (09/18): Workshop and complete Cultural Identification Argument.
Thursday (09/19): Read and annotate "Cheating" argument. Discuss "agenda" and AP Argument Essay Expectations.
Friday (09/20): Read and discuss "Redskins Name Change" as a counterpoint to "Indians are a People, Not Mascots." Introduce "Bad Opinion Piece" writing.
Don't forget to do your vocabulary, due Friday!
1. Complete cultural argument
2. Read and assess "Cheating" for its argumentative strategies and success.
3. Close out cultural unit with "Redskins Name Change."
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Monday (09/16): No School
Tuesday (09/17): No School Again
Wednesday (09/18): Workshop and complete Cultural Identification Argument.
Thursday (09/19): Read and annotate "Cheating" argument. Discuss "agenda" and AP Argument Essay Expectations.
Friday (09/20): Read and discuss "Redskins Name Change" as a counterpoint to "Indians are a People, Not Mascots." Introduce "Bad Opinion Piece" writing.
Don't forget to do your vocabulary, due Friday!
ESPN, Native American Article
Week 5: September 9-13, 2013
Weekly Objectives:
1. Complete our study of various essays focused on cultural sensitivity.
2. Assess the writing of peers.
3. Create a cultural argument.
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Monday (09/09): Timed Writing Review Session
Tuesday (09/10): Read "Familiar Strangers." Shortened Class Period.
Wednesday (09/11): Grade the writing of a classmate, identifying strengths and weaknesses of their argument and analysis.
Thursday (09/12): Write an essay about YOUR race/ culture. Take a stance, create an argument, be convincing.
Friday (09/13):
1. Complete our study of various essays focused on cultural sensitivity.
2. Assess the writing of peers.
3. Create a cultural argument.
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Monday (09/09): Timed Writing Review Session
Tuesday (09/10): Read "Familiar Strangers." Shortened Class Period.
Wednesday (09/11): Grade the writing of a classmate, identifying strengths and weaknesses of their argument and analysis.
Thursday (09/12): Write an essay about YOUR race/ culture. Take a stance, create an argument, be convincing.
Friday (09/13):
Week 4: September 3-6, 2013
Weekly Objectives:
1. Introduce satire and satirical rhetoric.
2. View satirical texts written for a variety of purposes.
3. Dissect the "thought process" for using an annotated text to create a thesis and organize ideas.
4. Complete a timed writing.
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Tuesday (09/03): Read "Let Me Explain Why Miley Cyrus' VMA Performance Was Our Top Story This Morning" with the intention of deciphering how the author rhetorically completes his/ her purpose.
Wednesday (09/04): Read "Let's Work Together...," create visual idea organizer independently.
Thursday (09/05): Satirical Rhetoric Assessment: Which of the two articles utilizes satirical in a more effective way? (250 word maximum)
Friday (09/06): TIMED WRITING WOOHOO
1. Introduce satire and satirical rhetoric.
2. View satirical texts written for a variety of purposes.
3. Dissect the "thought process" for using an annotated text to create a thesis and organize ideas.
4. Complete a timed writing.
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Tuesday (09/03): Read "Let Me Explain Why Miley Cyrus' VMA Performance Was Our Top Story This Morning" with the intention of deciphering how the author rhetorically completes his/ her purpose.
Wednesday (09/04): Read "Let's Work Together...," create visual idea organizer independently.
Thursday (09/05): Satirical Rhetoric Assessment: Which of the two articles utilizes satirical in a more effective way? (250 word maximum)
Friday (09/06): TIMED WRITING WOOHOO
451_coda.doc | |
File Size: | 31 kb |
File Type: | doc |
Week 3: August 26-30, 2013
Weekly Objectives:
1. Compare interpretations of cultural sensitivity as presented in Bradbury's Coda and Indians are a People, Not Mascots.
2. Focus analysis on rhetorical purpose rather than summary.
3. Identify the value and integrity of an argument based on logos, ethos and pathos.
4. Create an original argumentative thesis regarding multiple pieces of work.
5. Organize writing topically rather than by source.
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Monday (08/26): Discuss validity of Indians Are a People... in terms of logos, ethos and pathos, assigned reading of companion piece (Bradbury's Coda).
Tuesday (08/27):
Fred Veilleux's essay, "Indians Are a People, Not a Mascot," presents the oft-overlooked viewpoint of a Native American man struggling with the stereotypical, wide-reaching portrayal of Native Americans as a source of entertainment in the form of mascots. Ray Bradbury's "Coda" essentially adopts the counterpoint of Veilleux's argument, stating that racial/ gender/ religious sensitivities cannot all be pacified, nor should these minorities expect them to be.
Based on their argumentative devices--rhetorical techniques, appeals, diction--create an essay which deals with cultural sensitivity regarding publicly available figures/ resources such as mascots and literature.
Wednesday (08/28): Compose and revise body paragraphs.
Thursday (08/29): Intro/ Conclusion workshopping, troubleshoot any issues in composing an argumentative paper.
Friday (08/30): 6 Word Personal Memoirs, complete for homework. Cultural Sensitivity Essay Due TUESDAY
1. Compare interpretations of cultural sensitivity as presented in Bradbury's Coda and Indians are a People, Not Mascots.
2. Focus analysis on rhetorical purpose rather than summary.
3. Identify the value and integrity of an argument based on logos, ethos and pathos.
4. Create an original argumentative thesis regarding multiple pieces of work.
5. Organize writing topically rather than by source.
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Monday (08/26): Discuss validity of Indians Are a People... in terms of logos, ethos and pathos, assigned reading of companion piece (Bradbury's Coda).
Tuesday (08/27):
Fred Veilleux's essay, "Indians Are a People, Not a Mascot," presents the oft-overlooked viewpoint of a Native American man struggling with the stereotypical, wide-reaching portrayal of Native Americans as a source of entertainment in the form of mascots. Ray Bradbury's "Coda" essentially adopts the counterpoint of Veilleux's argument, stating that racial/ gender/ religious sensitivities cannot all be pacified, nor should these minorities expect them to be.
Based on their argumentative devices--rhetorical techniques, appeals, diction--create an essay which deals with cultural sensitivity regarding publicly available figures/ resources such as mascots and literature.
Wednesday (08/28): Compose and revise body paragraphs.
Thursday (08/29): Intro/ Conclusion workshopping, troubleshoot any issues in composing an argumentative paper.
Friday (08/30): 6 Word Personal Memoirs, complete for homework. Cultural Sensitivity Essay Due TUESDAY
Week 2: August 19-23, 2013
Weekly Objectives:
1. Create AP style outlining.
2. Focus analysis on rhetorical purpose rather than summary.
3. Introduction to close reading to find the variety of functions of any given sentence.
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Monday (08/19): Final work on "To This Day" outline writing and poetry. Introduction to Queen Elizabeth AP writing prompt and speech. Close reading questions due as homework.
Tuesday (08/20): Based on close reading work, create a thesis and TWO body paragraphs following the structure and depth on page three of the prompt. Due Wednesday.
Wednesday (08/21): Review 9 point rubric, students will evaluate their own writing by focusing on the following questions.
1. Justify the score you would you give your own piece of writing based on the language of the rubric. What strengths does your writing possess that match the explanation for your score?
2. What improvements need to be made to raise your score 2 points. Be SPECIFIC.
Thursday (08/22): View analysis writing AP samples. Assess for value.
Friday (08/23): Logos, Ethos, Pathos for rhetorical appeal. Assign Indians Are a People, Not Mascots for homework.
1. Create AP style outlining.
2. Focus analysis on rhetorical purpose rather than summary.
3. Introduction to close reading to find the variety of functions of any given sentence.
Standards:
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning.
Agenda:
Monday (08/19): Final work on "To This Day" outline writing and poetry. Introduction to Queen Elizabeth AP writing prompt and speech. Close reading questions due as homework.
Tuesday (08/20): Based on close reading work, create a thesis and TWO body paragraphs following the structure and depth on page three of the prompt. Due Wednesday.
Wednesday (08/21): Review 9 point rubric, students will evaluate their own writing by focusing on the following questions.
1. Justify the score you would you give your own piece of writing based on the language of the rubric. What strengths does your writing possess that match the explanation for your score?
2. What improvements need to be made to raise your score 2 points. Be SPECIFIC.
Thursday (08/22): View analysis writing AP samples. Assess for value.
Friday (08/23): Logos, Ethos, Pathos for rhetorical appeal. Assign Indians Are a People, Not Mascots for homework.
Week 1: August 12-16, 2013
IMPORTANT IMPORTANT IMPORTANT: For the assignment where you turn the speech into a poem, the spacing seems to be all... wonky.
TO FIX THIS PROBLEM, make sure you are in Open Office, then highlight all of the text. There is drop down menu in the top right that says "Default". Change this to "Clear formatting" and then it should be much less frustrating to edit. Good luck!
Weekly Objectives:
1. Review syllabus to clarify expectations.
2. Establish baseline literary terminology.
3. Define baseline literary terminology.
4. Recognize and create examples of baseline literary terminology.
5. Discuss all elements of the AP course (curriculum, papers, assessments, test format).
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Agenda:
Note: Agenda is subject to change depending on availability of laptops/ frequency of schedule changes.
Monday (08/12): "Welcome to class, I know most of you," AP Course Discussion
Tuesday (08/13): Syllabus (see attachment below) discussion, seating chart, Introduction to literary terminology (see attachment below)
Wednesday (08/14): Continue lit. term work, clarify group questions, begin and assign To This Day.
Thursday (08/15): To This Day writing, introduction to 9 point writing rubric.
Friday (08/16): To This Day writing due, spiral notebooks DUE
TO FIX THIS PROBLEM, make sure you are in Open Office, then highlight all of the text. There is drop down menu in the top right that says "Default". Change this to "Clear formatting" and then it should be much less frustrating to edit. Good luck!
Weekly Objectives:
1. Review syllabus to clarify expectations.
2. Establish baseline literary terminology.
3. Define baseline literary terminology.
4. Recognize and create examples of baseline literary terminology.
5. Discuss all elements of the AP course (curriculum, papers, assessments, test format).
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Agenda:
Note: Agenda is subject to change depending on availability of laptops/ frequency of schedule changes.
Monday (08/12): "Welcome to class, I know most of you," AP Course Discussion
Tuesday (08/13): Syllabus (see attachment below) discussion, seating chart, Introduction to literary terminology (see attachment below)
Wednesday (08/14): Continue lit. term work, clarify group questions, begin and assign To This Day.
Thursday (08/15): To This Day writing, introduction to 9 point writing rubric.
Friday (08/16): To This Day writing due, spiral notebooks DUE
syllabus_ap_2013.doc | |
File Size: | 336 kb |
File Type: | doc |
lit_terms_ap_2013.odt | |
File Size: | 10 kb |
File Type: | odt |
to_this_day_speech.odt | |
File Size: | 14 kb |
File Type: | odt |